Creativity in secondary English lessons today is a democratically conceived quality that all pupils are expected to achieve and a resource on which all are entitled to draw. But what exactly is creativity? And how does it relate to English? Creativity and Learning in Secondary English answers these questions, and others, by arguing for a version of creativity that sees it as an ordinary, everyday part of successful classroom practice, central to processes of meaning-making, dialogic interaction and textual engagement. In this construction, creativity is not just linked to learning; it is the driving force behind learning itself, offering pupils the opportunity to transform their knowledge and understanding of the world around them.

This book borrows from a range of theories about creativity and about learning, while remaining largely practical in focus. It contains numerous examples for teachers of how to apply ideas about creativity in the classroom. In doing so, it attempts to maintain the subject 's core identity while also keeping abreast of contemporary social, pedagogical and technological developments. The result is a refreshing challenge to some of the more mundane approaches to English teaching on offer in an age focussed excessively on standardisation and teaching to tests.

Practical applications of creativity include:

• Using picture books and graphic novels to stimulate multimodal responses
• Placing pupils in the role of the teacher
• Devising marketing campaigns for class novels
• Adopting experimental approaches to redrafting
• Encouraging extreme forms of re-creative writing
• Focusing on how to listen to texts
• Creating sound-scapes for poems

Thought-provoking and provocative, this textbook draws on current best practice in English teaching and will equip trainee and practising teachers with a wide range of strategies that will lead to greater creativity in the classroom.

Teaching and Learning in the Digital Age is for all those interested in considering the impact of emerging digital technologies on teaching and learning. It explores the concept of a digital age and perspectives of knowledge, pedagogy and practice within a digital context.

By examining teaching with digital technologies through new learning theories cognisant of the digital age, it aims to both advance thinking and offer strategies for teaching technology-savvy students that will enable meaningful learning experiences.

Illustrated throughout with case studies from across the subjects and the age range, key issues considered include:

• how young people create and share knowledge both in and beyond the classroom and how current and new pedagogies can support this level of achievement
• the use of complexity theory as a framework to explore teaching in the digital age

• the way learning occurs one way exchanges, online and face-to-face interactions, learning within a framework of constructivism, and in communities
• what we mean by critical thinking, why it is important in a digital age, and how this can occur in the context of learning
• how students can create knowledge through a variety of teaching and learning activities, and how the knowledge being created can be shared, critiqued and evaluated.

With an emphasis throughout on what it means for practice, this book aims to improve understanding of how learning theories currently work and can evolve in the future to promote truly effective learning in the digital age. It is essential reading for all teachers, student teachers, school leaders, those engaged in Masters Level work, as well as students on Education Studies courses.

What is the role of the humanities in the modern school? Should geography, history, RE and Citizenship teachers remain faithful to long-standing subject cultures and pedagogies? Or is there another way to consider how the curriculum, and the notion of individual subjects and teachers? pedagogy, could be constructed?

Drawing on case studies taken from a range of innovative secondary schools, and interrogating the use of cross-curricular approaches in UK schools, Cross-Curricular Teaching and Learning in Humanities constructs a research based pedagogy with practical steps for students and teachers as they consider how cross-curricular approaches can be implemented in their own subject areas.

Key features include:

• Clear theoretical frameworks for cross-curricular processes of teaching and learning in the humanities
• Lively and engaging text that blends key issues with stories of current practice
• An analysis of the use of assessment, enquiry, and pupil talk as key components in building a cross-curricular approach to the humanities
• Practical and reflective tasks that enable to reader to apply their reading to day to day practice, alongside links to professional standards
• Summaries of key research linked to suggestions for further reading
• Professional development activities to promote cross-curricular dialogue

Part of the Cross-Curricular Teaching and Learning in the Secondary School series, this timely interdisciplinary textbook is essential reading for all students on Initial Teacher Training courses and practising teachers looking to holistically introduce cross-curricular themes and practices in secondary Humanities teaching.

The book you can trust to guide you through your teaching career, as the expert authors share tried and tested techniques in secondary settings. For this new edition Caroline Daly, with Andrew Pollard, has worked with top practitioners from around the UK, to create a text that is both cohesive and that continues to evolve to meet the needs of today's secondary school teachers. Reflective Teaching in Schools uniquely provides two levels of support: - practical, evidence- based guidance on key classroom issues - including relationships, behaviour, curriculum planning, teaching strategies and assessment - evidence- informed 'principles' and 'concepts' to help you continue developing your skills. New to this edition: - More case studies and research summaries based on teaching in the secondary school than ever before - New reflective activities and guidance on key readings at the end of each chapter - Updates to reflect recent changes in curriculum and assessment across the UK reflectiveteaching.co.uk provides a treasure trove of additional support.

This book offers a comprehensive and critical guide to research and practice in the field of arts education and conflict management. The DRACON project explores the relationship between drama and conflict transformation. This international, interdisciplinary and comparative action research project, begun in 1996, is aimed at improving conflict management and transformation among adolescent school students using the medium of educational drama. The book reports on the underpinning principles, and on action research practice in Malaysia, Sweden and Australia. The strategies and techniques, which were revolutionary when first introduced, are now tried and tested. The book chronicles the history, successes, opportunities and challenges of the original 10-year project, and brings the story up to date by highlighting some of its many legacies and resulting influences around the world. This book will benefit researchers, academics and graduate students in Education, the Social Sciences, Dispute Resolution and the Performing Arts.

British secondary education has changed in major ways since 1945. This book examines some consequences and implications of both change and stability, drawing on a unique series of national surveys of school leavers in Scotland. The authors provide an empirical and theoretical account of central problems of contemporary schooling. Their analysis covers: certification, curriculum and selection; the effects of educational expansion; trends in educational inequality; the impact of comprehensive reorganisation; truancy and alienation from schooling; the explanation of differences in performance between schools and the implications for the public accountability of schools. From these analyses the authors develop a critique of the theory of the education system that underpinned expansion. They examine this theory 's logical and empirical status as myth and elaborate how the political system and social science might jointly overcome some of the methodological difficulties that beset social and educational research.

This book examines what progress the Secondary Modern Schools had made in the mid 1950s, based on first hand observation and conversations with teachers, parents, school governors and education officers. As well as looking at their achievements, the author highlights the challenges that the Secondary Modern Schools had to deal with during the years surveyed.

The Education Act of 1944 launched an unprecedented experiment in the history of education in the UK. This book is a brief survey of the routes by which compulsory free secondary education was arrived at, as well as an examination of the position in 1949 and suggestions for the future.

By 1982 the ambitious claims made for newly established comprehensive schools were being put to the test. How effectively does the comprehensive meet the needs of all young people? Do urban, working-class students enjoy more success than in the secondary modern schools? Are they more engaged in their learning with higher self-esteem? This volume discusses these questions and examines issues of social mobility and cohesion, curriculum, the balance between academic and vocational education, the place of exams in the educational system and the influence of independent schools. The author asks whether a more decentralised system of self-governing schools improve the education service a timely question which along with the other issues examined is as relevant and challenging today as when the book was originally published in 1982.

Theorising Teaching in Secondary Classrooms is for all teachers who wish to fully understand and improve upon their own practice. It encourages you to reflect on and conceptualise your teaching, and helps you understand how your practice is connected to the social, cultural, political and institutional contexts in which you teach.

Considering the latest international research literature and extensively illustrated with quotes from real beginning and experiences secondary school teachers talking about their teaching, it explores nine fundamental aspects of teaching that make up the sociocultural jigsaw . Key issues considered include:

• the relationship between teacher and student
• classroom management
• teaching and communication for learning
• formative assessment
• teaching in diverse classrooms
• ethics in the school.

Theorising Teaching in Secondary Classrooms both challenges and supports you as you explore and endeavour to makes sense of the many facets of professional practice. It is highly valuable reading for all those engaged in initial teacher education, professional development and Masters degrees .

What links Cinderella to Harry Potter? What can The Simpsons teach us about character creation? What is the False Horizon moment? What are the two classic openings and five effective endings of a newspaper story? Aimed at primary and early secondary school teachers, Tricks of the Writer 's Trade uses a simple, straightforward and highly-entertaining method to reveal a myriad of writing approaches, from basic story structure through to advanced scriptwriting, and the techniques used by professional writers and journalists.

Covering fiction and non-fiction writing, chapters include guidance on:

• Story structure
• Creating characters
• Persuasive writing
• Informative writing
• Scriptwriting
• Writing techniques

By following its step-by-step approach and using the resources and materials provided, teachers can engage their pupils, improve their writing skills dramatically and have fun while they re doing it. Writing lessons will never be the same again

Tricks of the Writer 's Trade is an invaluable resource for all Primary Teachers, Key Stage Three English teachers and literacy coordinators as well as PGCE students.

Focusing on pupils moving from primary to middle or secondary school, it describes and evaluates the schools programmes to ease transfer, and includes material provided by the pupils themselves. The main body of the book is a rich and detailed account of the first months of life in new secondary schools, where the pleasures and perils of new friends, new teachers and new subjects, and a new approach to teaching are encountered. The book conveys vividly how pupils experience a new environment, and meet its dangers, rules and regulations, timetable, complex groupings and ideology.

Inside the Secondary Classroom was the first comparative ethnography of school life in Britain, carried out in six schools. It reveals surprising similarities and differences between them.The cases studied range from highly successful pupils with nine O levels to others with severe social and personal problems.

The acquisition and use of language are just as vital to children's learning when the newer classroom methods are being employed as ever they were when the more traditional approaches were being used. Child centred learning has increasingly influenced language use and language work in the classroom - mainly in the primary sector, but also in the teaching of English, and indirectly in the teaching of other subject areas including the sciences. Interest in school learning and the special language it requires, compared with the language demands of everyday life, have recently developed in answer to the concern about allocation of the time available within the school timetable for each subject-based learning experience. In this volume the author focuses mainly on the language of subject learning in the secondary schools. She looks critically at some current notions concerned with language and learning and examines their translation into classroom practice. She then develops a picture of the language demands made by other subject areas using collected language material and finally, in the light of this evidence, she attempts to identify the range of language in everyday use in schools, goes on to draw conclusions and then makes recommendations.

Macciomei and Ruben provide the first compendium entirely devoted to the exigency and pathology of serious teen aggression, including homicidal and combative problems. It responds to the national wave of school shootings and teen crime dangerously threatening classrooms. Failures of traditional disciplinary practice cause perennial frustrations for principals, teachers, and school districts in general.

This professional guide steps up to the challenge of this chaos and provides empirically tested methods for classroom application including advancing steps to integrate school and community, alternative assessments, cultural diversity programming, and peer-mediation innovations. Easy-to-use methods based in research discussion prove that public school systems can win the war against urban oppression.

Religion, Education, Dialogue and Conflict analyses the European Commission-funded REDCo project, which addressed the question of how religions might contribute to dialogue or conflict in Europe. Researchers in education from eight countries ? the UK, Estonia, France, Germany, the Netherlands, the Russian Federation, Norway and Spain ? studied how young Europeans of different religious, cultural and political backgrounds could engage in dialogue in the context of the school.

Empirical studies conducted with 14-16 year old students included them offering their own perspectives and analyses of teaching and learning in both dialogue and conflict situations. Although there were some different national patterns and trends, most students wished for peaceful coexistence across differences, andbelieved this to be possible. The majority agreed that peaceful coexistence depended on knowledge about each other's religions and worldviews, sharing common interests and doing things together. The project found that students who learn about religious diversity in school are more willing to discuss religions and beliefs with students of other backgrounds than those who do not.

The international range of expert contributors to this book evaluate the results of the REDCo project, providing examples of its qualitative and quantitative studies and reflecting on the methods and theory used in the project as a whole.

This book was originally published as a special issue of the British Journal of Religious Education.

In the current economic climate, it is more important than ever that young people engage with the world of work and gain the knowledge, skills and experience they will need to prepare them for their future careers. This book provides an overarching framework for understanding all the separate parts of the work-related learning curriculum and constructs a research-based pedagogy with practical steps for students, teachers and practitioners.

Work-Related Teaching and Learning deepens our understanding of work-related learning and provides an overview of the programmes and recent initiatives designed to make learning more relevant and better connected to work. Drawing on contemporary research and innovative practice, it offers guidance to support teachers and practitioners in the delivery of the work-related learning curriculum.

Covering all aspects of word-related learning from enterprise education and economic well-being to careers education, work experience and the diplomas, features include:

• An overarching conceptualisation of work-related learning
• An exploration of the benefits of work-related learning
• An examination of the key issues and challenges faced
• A detailed look at how teaching and learning activities have been used in various contexts and with what effects
• An assessment of the strengths and weaknesses of different curriculum models
• Case studies and examples of good practice
• Discussion questions for reflective practice

This book is essential reading for current teachers and practitioners involved in work-related learning, as well as students and trainee teachers who wish to improve or develop their practice in the light of recent initiatives.

Teaching Psychology 14-19 - first published as Teaching Post-16 Psychology - is a core text for all training psychology teachers, as well as experienced teachers engaged in further study and professional development. Taking a reflective approach, Matt Jarvis explores key issues and debates against a backdrop of research and theory, and provides guidance on practical ideas intended to make life in the psychology classroom easier. With an emphasis on the application of psychology to teaching psychology, it clearly and comprehensively covers the knowledge essential to develop as a successful teacher. Key issues considered include: The appeal of psychology and what the subject can offer students The psychology curriculum and advice on how to choose a syllabus Principles of effective teaching and learning Teaching psychological thinking Differentiated psychology teaching Choosing and developing resources Using technology effectively. With a new chapter exploring the role of practical work in the post-coursework era, this second edition considers psychology teaching across the 14-19 age range and has been updated in light of the latest research, policy and practice in the field. Teaching Psychology 14-19 is an essential text for all those engaged in enhancing their understanding of teaching psychology in the secondary school.

The transition from primary to secondary school can often be a difficult time for children, and managing the transition smoothly has posed a problem for teachers at both upper primary and lower secondary level. At a time when 'childhood' recedes and 'adulthood' beckons, the inequalities between individual children can widen, and meeting the needs of all children is a challenge.

Bridging the Transition from Primary to Secondary School offers an insight into children's development, building a framework for the creation of appropriate and relevant educational experiences of children between the ages of 10-12. Based on the five 'transition bridges' - administrative, social and personal, curriculum, pedagogy, and autonomy and managing learning - this book is a complete guide to the primary-secondary transition.

Chapters cover:

• A review of the issues and challenges of transition and school transfer;
• Management of physical, intellectual, social and emotional changes;
• Issues of changing self-identity;
• Approaches to ensure curriculum progression and continuity;
• Ways to develop cooperation between primary and secondary schools;
• Alternatives to traditional primary-secondary systems and pedagogy.

This book will be essential reading for all trainee teachers, undergraduate and postgraduate education students, and those working with children over the transition. The contributors offer a wealth of guidance and insight into meeting the educational and social needs of children through early adolescence.

This sequel to Breslin's critically acclaimed Lessons from Lockdown explores how school leaders, teachers, parents and pupils have navigated their way through and from lockdown. This is the story of 'doing' schooling against the topsy-turvy backdrop of a pandemic that has caused us all to reflect not just on the purpose and substance of education but also the world that schools might, in the future, need to prepare children and young people for. Drawing on the voices of more than a hundred pupils, parents and professionals, it captures the range of experiences as teachers and students grappled with new ways of working, policy chaos and the complexity of schooling and teaching in such a landscape. Bubble Schools is a must-read for all concerned about the shape that our public education systems take as we begin to move forward from a system-shock that has revealed both the strengths and the weaknesses of education policy, system design and long-established classroom practice.

Greek Mythology for Teens takes classical mythology to a new level by relating ancient stories to the culture, history, art, and literature of today. The book uses the innovative approach of reader's theater to teach mythology to teens, asking them to act out the stories and become engaged in a common learning experience. By looking at topics instrumental to both mythology and modern culture, teens are encouraged to question topics such as heroism, foolishness, love, and more. Each chapter builds on a particular theme found in the central myth and includes activities, discussion questions, and exercises that connect the myth to the modern world and everyday life. Visually-appealing sidebars also give background on Greek and Roman mythology and culture. Greek Mythology for Teens takes the classic myths taught in school and turns them into an engaging, interesting, and modern way of looking at old material. Grades 7-12

Unique in drawing together research from children's geographies, geographies of education and geography education. Timely and relevant to issues of inequality, social justice and transformative education. Written by experts in the field, with contributions from geography educationalists and researchers from UK and international settings. Foregrounds the voices and experiences of children and young people.

What should children and students read? This volume explores challenging picturebooks as learning materials in early childhood education, primary and secondary school, and even universities. It addresses a wide range of thematic, cognitive, and aesthetic challenges and educational affordances of picturebooks in various languages and from different countries. Written by leading and emerging scholars in the field of picturebook studies and literacy research, the book discusses the impact of challenging picturebooks in a comprehensive manner and combines theoretical considerations, picturebook analyses, and empirical studies with children and students. It introduces stimulating picturebooks from all continents and how they are used or may be used in educational settings and contexts. The chapters touch on subjects like reading promotion, second-language acquisition, art education, interdisciplinary learning, empathy development, minority issues, and intercultural competence. Moreover, they consider relevant aspects of the educational environments, such as the inclusion of picturebooks in the curriculum, the significance of school libraries, and the impact of publishers. Exploring Challenging Picturebooks in Education sheds new light on the multiple dimensions relevant to investigating the impact of picturebooks on learning processes and the development of multimodal literacy competencies. It thus makes a significant contribution to the growing area of picturebook research and will be key reading for educators, researchers, and post-graduate students in the field of literacy studies, children's literature, and education research.

This fully revised second edition of Debates in Science Education explores the major issues that science teachers encounter in teaching their subject, encouraging the reader to make their own informed judgements and argue their point of view with deeper theoretical knowledge and understanding. Brand new chapters written by a team of international experts provide fresh insight into topics of central importance when teaching science. Written to aid and inspire beginning teachers, current teachers and established subject leaders, these focused chapters are essential to anyone wishing to deepen their understanding of salient issues within school science education, including: STEAM education sustainability and climate change science and sensitive issues equity and diversity science and sex education science and religion science and pedagogy (including science inquiry) transition from primary to secondary school Encouraging critical reflection and aiming to stimulate both novice and experienced teachers, this book is a valuable resource for any student or practicing teacher and particularly those engaged in continuing professional development or Master's level study.

Coaching Emotional Intelligence in the Classroom is a practical resource to help Key Stage 2 and Key Stage 3 teachers explore and understand a range of concepts, principles and techniques gathered under the term ?emotional intelligence?, and the way that this powerfully influences pupils? behaviour and learning in the classroom. Creative activities are suggested throughout, leading towards a more explicit focus on coaching methods to help pupils become independent, creative and effective learners able to set goals, generate ideas, solve problems and arrive at reasoned decisions.

This book focuses on five key areas:

• self-awareness
• innovative and inventive thinking
• independent enquiry
• collaborative learning
• communication skills.

Dealing in an engaging way with social and emotional aspects of learning, personalised learning, thinking skills and social inclusion, the authors offer teachers all of the necessary tools to help pupils build life- and people-skills which will extend beyond school. It will be of interest to all practising teachers, teaching assistants and school counsellors working with young people.

'This is an important book for all concerned with the teaching and learning of English, exploring new and hugely significant areas in a scholarly, thought-provoking and eminently practical way.' - David Stevens, University of Durham, UK Drawing together ideas from a range of disciplines in the study of texts which explore nature, the built environment and issues of climate change and environmental stress, this book shows how English is well placed to develop the cultural, aesthetic and emotional response to environmental themes - both as part of everyday practice and within wider curriculum innovations. Features include: critical reflection on the teaching of secondary English connections with the academic study of ecocriticism and/or key environmental issues suggested teaching activities and/or reflections from classroom practice sources of further reading and information. The true worth of a school subject is revealed in how far it can account for and respond to the major issues of the time. This timely textbook breaks new ground in showing how English teachers can have a pivotal role in responding to the environmental crisis.