Search results for ""John Catt Educational Ltd""

In Running the Room: The Teacher's Guide to Behaviour, Tom Bennett rewrote the book on behaviour management, and outlined the psychology and dynamics underpinning student habits. In this companion, he goes into more detail about how to apply those principles to the classroom. Addressing a wide range of circumstances, he explores popular teacher dilemmas such as:How to deal with students who are late?What are the best ways to work with parents?Managing cover lessons successfullyHow to tame smartphonesThe best way to design a seating planHow to start the lesson for the first timeDealing with low-level disruptionGetting the class quiet when you – and they – need it the mostAnd many more. Using practical examples and evidence-informed techniques, Tom demystifies the puzzles that complex behaviour often presents, and guides teachers new and old carefully to a better understanding of how to run the room they way everyone deserves.

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FULLY REVISED AND UPDATED! This book is just one element of a suite of resources designed to help improve the educational outcomes for all children by empowering educational leaders in national, regional and local contexts to examine, refine and develop their leadership skills.In this revised and updated edition, the author takes an in-depth and diagnostic approach, encouraging leaders at all levels in schools to think about their own personal qualities; their specific situation; their own leadership actions; and their own overall leadership approach.Developed alongside the book, the Leadership Matters website gives school leaders affordable access to high quality online diagnostic tools, videos and other leadership resources. Everything on the website, including the 40 exclusive videos, is designed around the same 40 topics from the book (known as the LM40), making it really easy for busy school leaders to find what they need.

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Educators in the UK and around the world are uniting behind the need for the profession to have access to more high-quality research and evidence to do their job more effectively. But every year thousands of research papers are published, some of which contradict each other. How can busy teachers know which research is worth investing time in reading and understanding? And how easily is that academic research translated into excellent practice in the classroom In this thorough, enlightening and comprehensive book, Carl Hendrick and Robin Macpherson ask 18 of today's leading educational thinkers to distill the most up-to-date research into effective classroom practice in 10 of the most important areas of teaching.The result is a fascinating manual that will benefit every single teacher in every single school, in all four corners of the globe.

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Keeping up with the Joneses is a unique and enjoyable way to help students prepare for the Common Entrance 13+ Maths exams. Cleverly using real-life examples from the fictional Jones family, Barbara Langford's book contains exam-style practice questions for every 13+ Maths topic. Answers are included at the back. It is the ideal book for both the classroom and home, for Common Entrance and all KS3 revision.

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The IB offers four high quality and challenging educational programmes for a worldwide community of schools, aiming to develop internationally minded people who, recognising their common humanity and shared guardianship of the planet, help to create a better, more peaceful world. Schools that have achieved the high standards required for authorisation to offer one or more of the IB programmes are known as IB World Schools. There are more than 5000 of these schools and this number is growing annually. This Yearbook is divided into four sections: 1. General information about the IB and IB programmes 2. Comprehensive information about each individual region and the schools within them 3. Appendices containing information and lists relevant to the IB, including IB associations, university acknowledgement of the Diploma Programme, country representation and a list of IB Diploma Programme subjects offered 4. Index of all schools listed geographically and alphabetically by name.

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Beals describes the root causes of the language and learning challenges in autism, their various academic consequences, and a variety of tools and strategies for addressing them. Drawing on what the most current evidence shows about the nature of autism and which therapies are most successful, the book discusses the implications for autism-friendly instruction in academic subjects, noting the ways in which today's classrooms come up short, and suggesting various adjustments that teachers can make.Instead of focusing on social and behavioral issues, general accommodations, and general ways to address learning difficulties, Beals zeros in on academics, on accommodations within specific academic subjects, and on techniques that target autism-specific deficits, situating the issue of educational access within the broader context of disability rights, neurodiversity, and debates about what disability rights and neurodiversity should encompass.Complete acceptance of individuals on the autism spectrum must include complete educational access. This means rethinking assumptions about autistic students, about how we teach expressive language, about how we teach reading comprehension, and about what and how we teach in the many K-12 classrooms attended by autistic students.

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In the real world of the classroom, there is general agreement that students should have an opportunity to create and further their own learning. For such a student-centered experience to exist, students need the foundational knowledge and skills most effectively and efficiently provided by a skilled teacher. Teach FAST describes how teachers can plan and deliver the most effective and efficient lessons possible using a single lesson framework. It is based on a synthesis of cognitive science and nearly 20 years of experience training and coaching teachers in classrooms on how best to provide instruction in foundational knowledge and skills that allow students to reach their creative potential.

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A brilliant collection of essays by educators, psychologists and counsellors, highlighting the critical importance of mental health and wellbeing of students in our schools. The book has been collated and edited by James Hollinsley, Head of the Longwood Primary Academy in Essex, highly respected and awarded for their proactive approach to child mental health. An absolutely critical read for all those involved in the education of young people, the book offers: a range of best-practice case studies; searingly honest anonymous stories from survivors of poor mental health who have also been (or are) practitioners in schools; and advice from experts and specialists, including psychologists, counsellors and SEN specialists.

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The Invisible Curriculum series gives teachers the secret ingredients that can fully unlock a child's learning potential. In Teaching for Motivation, Andrew Hammond proves that identifying a child's motivational needs and wants is key to powerful learning.

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See One. Do One. Teach One provides a series of 12 engaging lessons for GCSE English pupils, with a particular focus on CCEA specification. The lessons have been created for pupils of all abilities and are based on tried and tested methods within a classroom setting. Pupils learn through direct observation of each task. Each lesson will act as a springboard for NQTs or can provide an opportunity to review and refresh teaching approaches for GCSE English Language. Using Rosenshine's Principles for Instruction, the book primarily focuses on direct instruction and scaffolding, live modelling and annotation, and further opportunities to act on feedback using extension tasks. Pupils 'see' an example in action delivered by an expert; 'do' by completing a related task under the supervision of their teacher; and finally they 'teach' one another by using carefully constructed questions for micro teaching. Teaching the skill or task helps reinforce the knowledge learned and helps the student develop even further toward mastery. The 'Teach One' section includes structured questions to develop vital GCSE recall and oracy skills. Pupils work together to complete independent reading and writing tasks.

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Education is a values-based experience. Consciously or not, we are highly attuned to one another's values. We see, time and again, that the 'best' schools are compelled and propelled by strong values which inspire and guide the creation of a meaningful context for learning and an aspirational ethos.However, values can often be submerged, overlooked, or ignored. By infusing our teaching with values, both explicit and implicit, learning can serve a greater purpose, nourishing us as humans and deepening our experience.Drawing on the views and inspired teaching practice of a range of contributors, this book offers both the theoretical underpinning and practical examples to bring values to life in the classroom. It shows how each subject has a unique and valuable role, and how a values-based culture generates a powerful climate for successful learning in every subject discipline.It is a 'bedside book' that will bring joy and practical support to the many professionals who work from the heart and wish to touch the future. It offers validation to those teachers who deeply care about the subject disciplines they teach, ultimately making a difference to children, their lives, and their world.In our current educational context, this work is unashamedly people-orientated, futures-thinking, and forward-facing.

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‘It’s a tough gig to write a book that is both academic and accessible. And yet Stuart and Amy have pulled this off. It is a brilliant boon to the English teaching community.’ - Mary Myatt Ready to Teach: A Christmas Carol brings together the deep subject knowledge, resources and classroom strategies needed to teach Dickens’s most famous Christmas story, as well as the pedagogical theory behind why these ideas work, helping teachers to deliver a knowledge-rich curriculum with impact. With fresh approaches building on the success of Ready to Teach: Macbeth, each chapter contains lesson-by-lesson essays and commentaries that enhance subject knowledge on key areas of the text alongside fully resourced lessons reflecting current and dynamic best practice. The book also offers an introduction to the key pedagogical concepts which underpin the lessons and why they are proven to help students develop powerful knowledge and key skills. Whether you are new to teaching or looking for different ways into the text, Ready to Teach: A Christmas Carol is the ideal companion to the study of this 19th century classic. With a foreword by Mary Myatt.

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In recent years retrieval practice has continued to grow in prominence and interest – an evidence-informed effective teaching and learning strategy that supports all learners. After extensive reading, engaging with research and working with schools, Kate Jones has written a guide that explores how retrieval practice can work in a primary school context. The book begins with research then focuses on classroom application, covering curriculum design, task and question design with retrieval practice and how to embed retrieval practice as part of the language of learning across the wider school community. This is an essential read for teachers and leaders at all levels looking to effectively embed retrieval practice in their primary classroom.

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Being a principal requires you to serve many different people. The job can feel overwhelming. But it does not need to feel that way. Because many principals have already figured out what works and how to be great.This book is the culmination of over 400 interviews the author conducted on his Transformative Principal Podcast and these interviews hold the key to finding success as a principal – a principal that is not just trying to lead a school but making lasting change that will make their school better for their students. With insight from some of the greatest minds in education and some of the best principals that nobody has ever heard of, Jones distils the secrets to success into small action steps you can take to make your school amazing. Jones relates stories of great success, horrific failures, and everything in between. The book is structured to help you focus on one area in each month for a school year. Truly, you can start anywhere and work on that piece in that month. Further, each chapter has activities to help you make improvements in each area. Whether you are a brand-new principal or working in your 32nd year in a school, this book will help you improve your leadership.

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In an increasingly frenetic world too many leaders have lost sight of the simple yet profound wisdom associated with practical action, otherwise known as phronesis. Phronesis is an ancient Greek word associated with good judgement and good character. At its core, it is about the ability to discern how best to act. Practical wisdom involves acting thoughtfully and virtuously and encouraging others to do the same. Stephen Tierney describes virtue, thought and action – which coalesce in effective leadership – as the Way of Being, Way of Knowing and Way of Doing. Each of the three Ways consist of a number of elements termed the Basics. The Ways of Being: Purpose & Introspection The Ways of Knowing: Specialism & Strategy The Ways of Doing: Implementation, Networking, Guardianship & Expertise Structuring the book around these eight Basics, readers will be challenged and supported to explore each of the Basics from a theoretical perspective and then provided with real world examples of how they were applied by Stephen in his own career in educational leadership. In writing Leadership: Being, Knowing, Doing, Stephen seeks to help leaders explore their own capabilities and potential. Leadership can be learnt. The three Ways with their constituent Basics represent a mirror to help leaders reflect upon and improve their practice. In turn, current leaders are called upon to accept the responsibility to grow the leaders of the future.

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As every humanities or social science teacher knows, success in exam years relies on pupils’ ability to blend subject knowledge with writing skills. But teachers face two significant problems in developing writing in their classroom: many pupils regard writing practice as a chore or a punishment; and research on writing instruction remains difficult for busy teachers to access. The Writing Game: 50 Evidence-Informed Writing Activities for GCSE and A Level aims to solve these problems by providing a must-read practical toolkit for teachers looking to help their pupils to write their way into the top grades, offering a menu of engaging lesson activities that can be modified to suit any subject context. With activities covering modelling, practice, and feedback, The Writing Game supports teachers to deliver research-informed strategies at every stage of the learning process. Perfect for teachers, middle leaders, and senior leaders, The Writing Game also contains tips on how to incorporate writing practice into regular subject content, formative assessment, and retrieval practice. Each activity is fully explained and accompanied by top tips for maximising effective learning, suggested adaptations, and links to appropriate research. Activities range from rapid five-minute starters and plenaries to whole-lesson extended writing tasks, with plenty in between, and busy teachers will be relieved to hear that many require very little preparation.

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Written under the guidance and with the support of Dylan Wiliam, Kate Jones writes about five formative assessment strategies in action in the classroom, with a foreword from Professor John Hattie. Building on the highly successful work of Wiliam and Siobhan Leahy, ideas are shared and misconceptions with formative assessment are addressed with lots of practical advice. Formative assessment in action focuses on five evidence-informed strategies that the teacher can use to support their learners to make progress. Formative assessment can help both the teacher and student understand what needs to be learned and how this can be achieved. During the learning process, formative assessment can identify students' progress as well as highlighting gaps in their knowledge and understanding, therefore giving the teacher useful insight as to what feedback and instruction can be provided to continue to move learners forward. Formative assessment takes place during the learning process. It continually informs the teacher and student as to how learning can move forward as it is happening. This is different to summative assessment, which focuses on the evaluation of student learning at the end of the process. There's a range of case studies from different subjects and key stages to show how formative assessment can be embedded across a curriculum successfully.

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Capstone: Inquiry & Action at School addresses the what, why, and how of capstone education.Capstone programs are modern rituals that give meaning back to "schooling” and create transformative relationships between students and teachers. Capstone programs energize schools and can point the way for institutional change.Written by teachers for teachers, Capstone contains ready-to-implement materials derived from decades of experience in the classroom. The authors share authentic narratives of failure and success to encourage teachers who are engaged in the risks and rewards of deep learning.Capstone is implementable. Capstone offers concrete tips and templates for teachers. Capstone collects in one place all the resources a teacher needs to build a program from the ground up.Capstone is compelling. Written by teachers, Capstone communicates through a shared experience of the classroom. Capstone offers support for teachers who are committed to authentic student learning.Capstone is connected. Capstone shares emerging practices being developed by current capstone educators and informed by the collected wisdom of the National Capstone Consortium.

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A Pedagogy of Purpose offers a completely fresh take on key problems in the education system. Gary Keogh argues that the education system has lost its way; it has become mechanistic, vapid, driven by an obsession with dubious measurements and led by a very narrow understanding of what it means to succeed. It has lost its sense of purpose. Using many real classroom examples, Keogh provides a new way forward, demonstrating how insights from classical philosophy can have a positive influence on crucial issues in education like student behaviour, assessment, attendance, the quality of teaching and learning, and perhaps most importantly, the mental health of students and teachers.

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With 30+ years’ experience developing and using EdTech products, distilled down into an easy-to-read format, My Secret EdTech Diary aims to get you thinking about the past, present and future role of educational technology and how it influences and shapes our education system. My Secret EdTech Diary reflects on the history of EdTech, lessons learned pre and post-Covid, best practice suggestions, how to select the right solutions and the questions you need to consider before pursuing your digital ambitions. With unique insights from an Educators’ and Vendors’ perspective, advice for budding EduPreneurs, guidance for schools considering how to co-produce technology solutions with vendors and how to make the right choices, Al aims to shine a light on Educational Technology through the widest possible lens.With links to research, insights from trusted peers, quick ready-reckoner checklists, questions you need to be asking, alongside voices aligned from the sector, this book aims to get you up to speed and thinking big picture EdTech.

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"Tell the administration what they want to hear, then do what is best for your students." That's Barry Garelick's philosophy in a nutshell. As the Mark Twain of education writing, this collection of essays chronicles Garelick's experiences at two schools, teaching math. With essays such as, Not Making Sense, and a Conversation I Never Had; "Math Talk", Stalin's Hemorrhoids, and Murder of Crows; and The Parole Officer's Check List, the Dialectic of Competition, and Gnarly Problems, Garelick gives the reader a glimpse into the daily routines of math taught in a verite style and exposes a lot of the edu-crap that teachers hear they are supposed to do, and feel guilty about when they teach in the way they see fit.

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Firmly rooted in research evidence of what works within the classroom for our most disadvantaged students, Disciplinary Literacy and Explicit Vocabulary Teaching offers teachers and school leaders practical ways in which those students who are behind in their literacy capabilities can make excellent progress. Building on the work of Geoff Barton in his influential book Don’t Call it Literacy, Kathrine Mortimore outlines the unique literacy challenges posed by specific subject areas for those with weaker literacy skills, and more importantly how these challenges can be addressed and overcome.A student’s GCSE results are vital in giving them the choices they deserve in order to go on to the next stage of their academic careers. This book draws on the success stories of schools and subjects that have made significant improvements in the outcomes of the children they teach, regardless of their starting points. From the inevitable success of Michaela Community school, to the gains made by the English department at Torquay Academy and the rapid reading improvements at Henley Bank, this book draws on both whole school initiatives and subject-specific strategies which have had proven success. This book places a wide and balanced knowledge-rich curriculum at the centre of any school improvement strategy designed to improve literacy, and illustrates the role that all subjects must combine to play in building the vital background knowledge and vocabulary that young people need in order to read independently. This curriculum must then be delivered using those teaching methods that have had the greatest impact on disadvantaged learners, and this book sets out how the methodology of direct and explicit instruction can be adopted within each subject area. Alongside this is a useful summary of staff development and inset which offers practical ways in which teachers’ adoption of these effective strategies can be facilitated.There are also useful sections on creating a whole school dictionary of essential vocabulary, creating a culture of reading and writing, and also those key literacy barriers experienced by those students with some of the most common special educational needs.

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Most schools become good, but very few become outstanding. Why is that? Because the journey to good and the journey to outstanding are qualitatively different. Getting to good is about compliance, systems and making sure a demanding list of actions are done every day - it's no small feat. Getting to outstanding is about creating a high-performing culture, something most leaders are not adequately trained to do, and it's the reason most schools struggle to break the glass ceiling of good. Every school can be outstanding. This book will show you what is really holding your school back and the three culture strategies you need to put in place to create a genuinely outstanding school. A school which delivers excellent education is holistic, has great results and prepares your students for their next steps whilst being a joy to work in. Sonia Gill has an impressive track record in supporting headteachers to create genuinely outstanding schools without focusing on the Ofsted framework; the schools she supports are far more likely to achieve 'outstanding' than those that don't.

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Curriculum Exposed follows on from Samuel Strickland’s first book, Education Exposed. It is a pacy, punchy and forthright critique of how to drive the curriculum within a school and how the curriculum should be used as a vehicle for change and social justice. The book is simply and neatly laid out, with each chapter identifying common curricular misconceptions, posing lots of key questions to consider and offering multiple practical ideas that you can take away. Every chapter ends with five key highlights for you to carefully consider. It offers a neat interplay of theory, research, Samuel’s expertise and experience coupled with a practical and real-world approach. The first section of the book champions the importance of knowledge, the issue with skills, why the teacher should be the expert, underpinning theories with practical suggestions regarding how to plan the curriculum as a whole. The second section of the book will take you through a series of curriculum tools and teaching approaches that will assist you to think about how you implement the curriculum. The final section of the book champions the notion that the teacher is the expert, focusing on the importance of subject knowledge and coaching and explains how to monitor the curriculum carefully. Curriculum Exposed is relevant for anyone working in a school, irrespective of their position or role. It is designed to be an accessible, versatile and quick read. Equally, it can be used as a ‘dip-in and dip-out guide’ to the curriculum. Multiple practical approaches and strategies are offered as key take-away points.

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Thinking Deeply about Primary Mathematics is a comprehensive exploration of the ideas, theories and practices of most value to beginning teachers, as well as any teacher with the desire to improve their practice. Immediately applicable in the classroom and supported by robust analysis of research into mathematics teaching, this book is designed to provide inspiration for specialised teaching assignments with the power to enhance both the rate and quality of your professional development journey. Through the use of expertly crafted explanations, examples and tasks, each chapter will guide you step by step through the otherwise intimidating world of primary mathematics teaching. This book is perfect for teachers driven to become highly effective practitioners. It also serves as a blueprint for school leaders looking to develop the abilities of their teachers and ensure the highest quality mathematics education for all children. Teacher proficiency is a vast uneven continuum but in taking time to think deeply about primary mathematics we allow ourselves with the opportunity to build a solid base from which a successful, fulfilling career can be constructed. The insight and expertise provided by Thinking Deeply About Primary Mathematics is essential for anyone involved in the teaching of mathematics.

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A teacher’s job is to create an environment where our students’ engagement in learning proceeds towards an intended direction. In order for this to occur, we must form a bridge between the teaching of material in the classroom and how the learning of that information is being processed and manipulated by our students. The only way we can do this effectively is through the process of assessment. Recent theoretical history on how to effectively establish and implement assessment strategies into policy has caused much confusion; it is high time to consider how assessment, marking and feedback have changed over the years so that conversations about how best to move forward can begin. In this researchED Guide to Assessment, Sarah Donarski brings together chapters by Dylan Wiliam, Tom Sherrington, Alison Peacock and many others to consider the debates, critique the strategies and find solutions that not only better the progress of pupils but also assist the wellbeing and manageability of workload for staff.

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If the last decade focused on what works, the decade ahead must focus on what matters. In his second book, Tierney argues that the purpose of education must move to the heart of the educational debate. Purpose will significantly influence what schools and the education system as a whole will do next. Why we educate is a question from which all other aspects evolve. A question for all times, it will resonate with those who have experienced the Great Pause. Using four main philosophies of education - personal empowerment, cultural transmission, preparation for work and preparation for citizenship - he provides the underpinning theory and seminal works alongside a powerful critique. Using the impact of these different philosophies on a school's curriculum he challenges the current orthodoxy, allowing the reader to consider alternative views and approaches. Proposing that the telos of education must be a life well lived, he argues for a re-purposing of education, with a preferential option for the poor at its heart. Educative and challenging this will be read by all those interested and involved in education.

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Teaching is tough, yet its rewards are huge. Every teacher wants to carry on getting better and better at what they do, but when you have so much on your plate already and only so many hours in the day, how can you find time for professional development? That’s where 60-Second CPD comes in. This book is a compendium of 239 easily accessible ideas and theories for professional development, each digestible in roughly 60 seconds. It’s a book that every teacher and leader, in every primary and secondary school, can return to again and again as the year moves on and their career progresses. Hanna Beech and Ross Morrison McGill have distilled the million and one ideas out there into one practical, concise and inspiration-packed book designed to build knowledge, provide opportunities for deep thought and reflection, and facilitate the sharing of ideas among colleagues and teams.

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Differentiation is an approach to education in which every student's individuality and special needs are taken into account. Practical and accessible, HOW TO SUCCEED IN DIFFERENTIATION reveals the approach taken in the high-achieving Finnish education system, where the national curriculum obligates all teachers to differentiate their teaching from the get-go. The book is divided into four parts. Part I explains the background of Finnish education and differentiation in the Finnish context. Part II investigates the theoretical basis for differentiation and strives to offer new perspectives for the most common challenges of differentiation. In addition, Part II introduces the reader to the imaginary example students, whose problems are attempted to be solved later in the book. In Part III, differentiation is approached through the five-dimensional model of differentiation, which the authors have created and which, in their opinion, covers the most central areas of teaching, in which differentiation should be acknowledged. In Part IV, differentiation is exemplified in language and literature, mathematics and foreign languages.

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This brilliant book, focused on the education of the most vulnerable and disadvantaged children, offers a radical critique of traditional approaches to school improvement. The text argues for a movement away from the focus on social mobility to placing equity at the heart of school leadership. It suggests moving from improvement to social justice through a re-examination of the school's role in relation to its communities. The book is evidence-based and combines a focus on moral leadership with strategies to turn principle into practice.

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Mike Murray's excellent new book attacks the narrow high stakes accountability and marketized vision which has distorted our education system, the fragmentation of education thinking into warring camps and silos and offers a radical optimistic vision of how we can emerge from the current impasse.Perfect for teachers or school leaders who want to engage with research and move the education system in a radical future direction.

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The Knowledge Quiz series is a deviously simple and effective way for students to revise for GCSE subjects. Put together by teaching experts, these easy-to-use books feature tear-out quizzes to help students memorise the large body of knowledge that form the basis of success in exams.Rather than just flicking through revision cards expecting things to stick in your memory, self-quizzing allows students to complete multiple copies of the same quiz and kept doing them until you get them right every time. This edition will help students to effectively drill the essential facts necessary for success in the GCSE History exam, on the topic of Weimar and Nazi Germany.

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Stop talking about wellbeing, and start taking action to own your workload. As the teacher retention crisis reaches breaking point, and mental health for teachers features regularly in the press, wellbeing has been pushed to the top of the national agenda in a bid for schools to consider how to look after their staff. However, wellbeing is becoming a tokenistic feature within the education sector, as staff participate in compulsory wellbeing-linked activities that have very little impact on their workload or ability to do what they came into the profession to achieve: inspiring young people. In a critical consideration of a range of educational research, Kat explores the key factors that form a teacher's role within school, outlining a range of ways that teachers can take ownership of their workload, and wellbeing through a sense of true job fulfilment. Interviewing expert teachers in their field and taking a Kat provides practical strategies for teachers at any point of their career to take away and implement immediately, in a bid to improve the educational landscape for teachers everywhere.

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There are many models of schooling; some work, some don't. Mastery is an entire model of schooling with over 100 years of provenance, its impact has been researched for decades, with many of the world's greatest education minds testing and refining the approach. It's one of the models of schooling that actually works.In this book, Mark McCourt examines the history of a teaching for mastery approach, from its early beginnings to the modern day when cognitive scientists have been able to bring further evidence to the debate, demonstrating why a model that was first proposed in the 1910s has the incredible impact on both pupil attainment and attitudes to learning that it has had all around the world over many decades.Drawing on examples from cross disciplines, the story of mastery is one that all educators can engage with. Mark also draws on his own subject, mathematics, to further exemplify the approach and to give practical examples of pedagogies and didactics that teachers can deploy immediately in their own classroom.

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At a time of renewed focus on the schools curriculum, Roy Blatchford has brought together some of the sharpest thinkers in education in a brilliant mixture of both practical and conceptual essays about what makes for a positive secondary curriculum.Perfectly timed to reflect the new Ofsted framework, the contributions reflect a range of thinking, planning and delivery, as schools do it now and will for the future. It is a compendium of proven practice, offering tips to less experienced/adventurous middle and senior leaders.Featuring contributions from: Iain Veitch; Deborah Eyre; Stephen Rollett; David Birch; Melanie Saunders; Fran Haynes; Mary Myatt; Rebecca Clark; Nick Soar; Rachel Macfarlane; Ashley Robson; Jo Facer; Ed Vainker; Samuel Strickland; Simon Watson; Elizabeth Swan; Peter Hyman.

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The Knowledge Quiz series is a deviously simple and effective way for students to revise for GCSE subjects. Put together by teaching experts, these easy-to-use books feature tear-out quizzes to help students memorise the large body of knowledge that form the basis of success in exams.Rather than just flicking through revision cards expecting things to stick in your memory, self-quizzing allows students to complete multiple copies of the same quiz and kept doing them until you get them right every time. This edition will help students to effectively drill the essential facts necessary for success in the GCSE Chemistry exam.

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The Knowledge Quiz series is a deviously simple and effective way for students to revise for GCSE subjects. Put together by teaching experts, these easy-to-use books feature tear-out quizzes to help students memorise the large body of knowledge that form the basis of success in exams.Rather than just flicking through revision cards expecting things to stick in your memory, self-quizzing allows students to complete multiple copies of the same quiz and kept doing them until you get them right every time. This edition will help students to effectively drill the essential facts necessary for success in the GCSE Physics exam.

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Love To Teach: Research and Resources for every classroom is an exciting book that combines the latest educational research with examples of what this can look like in the classroom. Filled with research-informed ideas to support all teachers and leaders in both Primary and Secondary this book would be great for NQTs to more experienced teachers and leaders alike. The educational research is presented in a format which is accessible, helpful and informative and will help inform educators about cutting-edge research in practical and applicable ways. The practical resources are easily adaptable and ready to be implemented in any classroom and are grounded in Kate's own classroom practice.

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Para celebrar su 50.º aniversario, el IB le invita a conocer el recorrido de la organización durante su primer medio siglo de historia. La obra ha sido fruto de la colaboración entre diferentes personalidades destacadas del mundo de la educación, y en ella se describe (y se celebra) el modo en que el IB ha abordado la necesidad de crear una certificación académica internacionalmente reconocida, y los esfuerzos de la organización por hacer realidad su visión global del aprendizaje basado en valores, en pos de un mundo mejor y más pacífico. Contributors: Carolyn Adams; Sir John Daniel; Judith Fabian; Howard Gardner; Laura Gardner; Jenny Gillett; Matt Glanville; Judith Guy; Robert Harrison; Gareth Hegarty; Ian Hill; Carol Inugai-Dixon; Siva Kumari; Andrew Macdonald; Andrew Maclehose; Pilar Quezzaire; Angela Rivière; Dominic Robeau; George Rupp; HRH Princess Sarvath El Hassan of Jordan; Anthony Tait; Nicholas Tate; George Walker.

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Slow Teaching is a thoughtful exploration of how slowing down in all aspects of education can lead to improved student outcomes. It evaluates how this slow pedagogy will result in improved feedback, more nuanced and skilled classroom management and relationships, meaningful classroom dialogue, retention of knowledge and school leadership with attention to detail. It explores how to slowly deepen the craft of teaching to grow expert practitioners who are committed to mastering their practice. It also reflects on strategies that will enable teachers to feel calm, confident and organised in a profession that can often appear relentless.

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A selection of essays from leading educationalists and school leaders with a track record of improving outcomes for children and young people with additional needs, highlighting the significant role that school leaders play in shaping effective practice in SEND. Based on the SEND Review Guide, a national self-evaluation framework part-funded by the DfE and authored by David Bartram and Vijita Patel, downloaded by over 3000 schools, the book is divided into eight sections: Leadership; Teaching and Learning; Working with Pupils and Parents; Identification and Assessment; Monitoring and Tracking; Efficient Use of Resources; Developing Provision; Improving OutcomesEach section includes 3-4 essays. The opening essays offer a broad national perspective on the focus area, authored by a leading educationalist. The following essays, authored by school leaders from a range of educational settings including secondary, primary and special schools, highlight practical examples of how they have improved outcomes for this group of pupils, often in particularly challenging contexts. There will be a strong focus on impact of the approach.

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Whether you are a Head or Deputy Head, a Head of Department or Year 3 Teacher, this book is an invaluable read. It is full of practical ways to help you, when facing one of `those' conversations with a colleague or parent, you know in your heart you need to have, but would rather avoid having, because you don't really know what to say or how to say it.

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Great Aspirations is more than a series of case studies from Outstanding schools; it is a collection of stories of what can be achieved when school leaders believe in achieving the exceptional. It is the latest in a collection of case studies emanating from the Going For Great programme, run by the London Leadership Strategy. Going for Great supports outstanding schools to learn from each other and in turn support the schools around them. Now in its 9th year, Going for Great has supported 130 schools. Each year, a new cohort contributes a book of case studies documenting innovative, inspiring initiatives in their schools. This book is the 8th in that series.

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An insider's guide for students and teachers on how to debate, ranging from how to deliver speeches confidently in a large room to how to respond to arguments effectively. The final section of the book will argue why this activity is important for every child to take part - for social mobility, democratic and economic reasons. Throughout the book, Lewis (a former world university debating champion and a world championship winning coach with England) will draw from examples from his 10 years of experience coaching debates in over 11 countries

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The Learning Rainforest is an attempt to capture various different elements of our understanding and experience of teaching. It is a celebration of great teaching - the joy of it and the intellectual and personal rewards that teaching brings. It is aimed at teachers of all kinds; busy people working in complex environments with little time to spare. The core of the book is a guide to making teaching both effective and manageable; it provides an accessible summary of key contemporary evidence-based ideas about teaching and learning and the debates that all teachers should be engaging in. It's a book packed with strategies for making great teaching attainable in the context of real schools. The Learning Rainforest metaphor is an attempt to capture various different elements of our understanding and experience of teaching. Tom's ideas about what constitutes great teaching are drawn from his experiences as a teacher and a school leader over the last 30 years, alongside everything he has read and all the debates he's engaged with during that time. An underlying theme of this book is that a career in teaching is a process of continual personal development and professional learning as is engaging in fundamental debates rage on about the kind of education we value. As you meet each new class and move from school to school, your perspectives shift; your sense of what seems to work adjusts to each new context. In writing this book, Tom is trying to capture some of the journey he's been on. He has learned that it is ok to change your mind. More than that - sometimes it is simply necessary to get your head out of the sand, to change direction; to admit your mistakes.

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The purpose of the Pocket Guide is to equip teachers, trainers and lecturers with the fundamental knowledge and understanding to provide enhanced affective and cognitive support for their Muslim students – as well as providing all students with an additional reference for seeking clarification on issues of our/their time. Its principal day-to-day functions are as a quick reference guide which is pocketable (produced in A5 format) with information which is accessible and user-friendly.

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Barnaby Lenon, a former schoolmaster and headmaster who is chair of the Independent Schools Council, takes an in-depth look at the elements that make up a successful school. He examines leading and latest research on school leadership and management; looks at how teachers, pupils, parents and governors can achieve results; and puts the spotlight on subjects, exam systems and social mobility. For his research, he visited a number of schools that are achieving outstanding results: John Perryn Primary School, Acton; Tollgate Primary School, Newham; King Solomon Academy, Marylebone; Burlington Danes Academy, Hammersmith; West London Free School, Hammersmith; Michaela Community School, Wembley; St Mary Magdalene Academy, Islington; Dixons Kings Academy, Bradford; Tauheedul Boys' School, Blackburn; London Academy of Excellence, Newham; and Brighton College. His analysis of their innovations and achievements provides an insight into some of England's most successful schools.

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If we are to improve outcomes, one of the things we need to do is move away from the notion of 'labelling' children and their families. Rather, we need to focus on the needs of such pupils, never forgetting their greatest need is relentlessly high expectations and great teaching. As fragmentation of LAs continues, the need for authoritative, evidence-based guidance and signposting has grown. This book does not provide an exhaustive list of all the challenges that might arise, but it has a good go. Including chapters by Simon Knight; Loic Menzies; Bernard Trafford; Jarlath O'Brien; Mary Myatt; David Bartram; David Weston – and many others.

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