Critical Pedagogies in Physical Education, Physical Activity and Health explores critical pedagogy - and critical work around the body, health and physical activity - within physical education. By examining the complex relationships between policies and practice, and how these are experienced by young people, it elucidates the need for critical pedagogy in contemporary times. With contributions from leading international experts in health and physical education, and underpinned by a critical, socio-cultural approach, the book examines how health and physical education are situated across various international contexts and the influence of policy and curriculum. It explores how health is constructed by students and teachers within these contexts as well as how wider spaces and places beyond formal schooling influence learning around the body, health and physical activity. Finally, it considers what progressive pedagogies might 'look like' within health and physical education. Chapters utilise empirical work within the field to explore various topics of relevance to critical pedagogy, drawing on theoretical insights while providing practical applications and concluding with reflection points to encourage readers to consider the relevance for their own contexts. Designed to support pedagogical study in a range of contexts, this book will be of particular interest to undergraduate and postgraduate students, teachers and researchers with an interest in physical education, physical activity and health and the role they play in young people's lives.

Critical Pedagogies in Physical Education, Physical Activity and Health explores critical pedagogy - and critical work around the body, health and physical activity - within physical education. By examining the complex relationships between policies and practice, and how these are experienced by young people, it elucidates the need for critical pedagogy in contemporary times. With contributions from leading international experts in health and physical education, and underpinned by a critical, socio-cultural approach, the book examines how health and physical education are situated across various international contexts and the influence of policy and curriculum. It explores how health is constructed by students and teachers within these contexts as well as how wider spaces and places beyond formal schooling influence learning around the body, health and physical activity. Finally, it considers what progressive pedagogies might 'look like' within health and physical education. Chapters utilise empirical work within the field to explore various topics of relevance to critical pedagogy, drawing on theoretical insights while providing practical applications and concluding with reflection points to encourage readers to consider the relevance for their own contexts. Designed to support pedagogical study in a range of contexts, this book will be of particular interest to undergraduate and postgraduate students, teachers and researchers with an interest in physical education, physical activity and health and the role they play in young people's lives.

Effective Relationships and Sex Education (RSE) provision is a right for all learners, yet it often proves challenging for educators and caregivers, particularly those teaching learners with additional needs. This book provides practical guidance for teachers and Special Educational Needs Coordinators (SENCOs) who require the knowledge, skills and confidence to deliver effective RSE to young people with Special Educational Needs. It offers both specific support tailored to pupils with Profound & Multiple Learning Difficulties (PMLD) and Severe Learning Difficulties (SLD), Down's Syndrome and Autism, as well as broad support to embed a whole-school approach in mainstream and special settings. Chapters guide the reader through a range of key topics, with advice, strategies and ready-to-use resources to teach RSE in a positive and respectful way. This much-needed book will be invaluable for education professionals, residential care providers, and anybody looking to support young people with Special Educational Needs as they learn about relationships and sex. It will also help schools to meet statutory requirements covering the delivery of Relationships and Sex Education.

This book is an accessible guide to helping boost your child's language, curiosity, and problem-solving abilities outside of the classroom. Packed full of learning activities for children and teaching advice for parents, this book is specifically designed to support parents engaging your children in thought-provoking conversations and problem-solving strategies. Divided into two parts, the authors first guide readers through "Learning Pit" theory, then present a range of lesson suggestions and useful resources for parents to draw on. This book will give you: ideas for learning with friends and family tools to ensure your children make the most of the feedback resource cards and practical suggestions with each activity confidence in your ability to impact your child's learning The perfect resource for parents supporting learning outside of school, School's Out, Learning's In will help you to boost your child's language, curiosity, and problem-solving abilities.

The world of middle level education is rapidly evolving. Increasingly, online learning platforms are complementing or replacing traditional classroom settings. As students exchange classroom interaction for online collaboration, pencils for keyboards, face-to-face conversations for chat room texts, and traditional lessons for digital modules, it becomes apparent that teachers, schools, and administrators must identify ways to keep pace. We must identify ways to meet the needs of middle level learners within this digital context. In this volume, researchers and teachers share a variety of resources centered on the growing world of virtual education and its implications for the middle level learner, educator, and classroom.

This is the ultimate all-in-one guide for teaching writing, spelling, punctuation and grammar in the primary classroom. Providing practical advice on teaching grammar and writing techniques through the use of non-fiction texts, Grammarsaurus is closely aligned to the National Curriculum and ensures teachers are addressing the right topics at the right time. Each chapter focuses on a non-fiction text type: instructions, explanations, non-chronological reports, diary entries, newspaper reports and persuasive texts. There are photocopiable model texts for each year group, along with annotated versions guiding teachers through language features, grammar, spelling and punctuation opportunities, saving hours of lesson planning. Mitch Hudson and Anna Richards, expert teachers and creators of the popular Grammarsaurus website, answer common questions from teachers: 'When should I teach this punctuation mark?', or 'Which spellings should I be teaching my Year 3 class?'. With model texts covering a range of subject areas and up-to-date content using the latest curriculum framework, teachers can feel confident in tackling writing and SPaG across all the key areas of non-fiction. Please note that the PDF eBook version of this book cannot be printed or saved in any other format. It is intended for use on interactive whiteboards and projectors only.

This is the ultimate all-in-one guide for teaching writing, spelling, punctuation and grammar in the primary classroom. Providing practical advice on teaching grammar and writing techniques through the use of non-fiction texts, Grammarsaurus is closely aligned to the National Curriculum and ensures teachers are addressing the right topics at the right time. Each chapter focuses on a non-fiction text type: instructions, explanations, non-chronological reports, diary entries, newspaper reports and persuasive texts. There are photocopiable model texts for each year group, along with annotated versions guiding teachers through language features, grammar, spelling and punctuation opportunities, saving hours of lesson planning. Mitch Hudson and Anna Richards, expert teachers and creators of the popular Grammarsaurus website, answer common questions from teachers: 'When should I teach this punctuation mark?', or 'Which spellings should I be teaching my Year 2 class?'. With examples covering a range of topics and up-to-date content using the latest curriculum framework, teachers can feel confident in tackling writing and SPaG across all the key areas of non-fiction. Please note that the PDF eBook version of this book cannot be printed or saved in any other format. It is intended for use on interactive whiteboards and projectors only.

Different communities, speaking different languages, employ different naming systems to describe the events, actions, and interactions of the mathematics classroom. The International Classroom Lexicon Project documented the professional vocabulary available to middle-school mathematics teachers in Australia, Chile, China, the Czech Republic, Finland, France, Germany, Japan, Korea, and the United States. National teams of researchers and experienced teachers used a common set of classroom videos to stimulate recognition of familiar terms describing aspects of the mathematics classroom. This book details the existing professional vocabulary in each international community by which mathematics teachers conceptualise their practice, and explores the characteristics, structures, and distinctive features of each national lexicon. This book has the potential to enrich the professional vocabulary of mathematics teachers around the world by providing access to sophisticated classroom practices named by teachers in different countries. This one volume offers separate, individual lexicons developed from empirical research, the capacity to juxtapose such lexicons, and an unmatched opportunity to highlight the cultural, historical, and linguistic bases of teachers' professional language.

Different communities, speaking different languages, employ different naming systems to describe the events, actions, and interactions of the mathematics classroom. The International Classroom Lexicon Project documented the professional vocabulary available to middle-school mathematics teachers in Australia, Chile, China, the Czech Republic, Finland, France, Germany, Japan, Korea, and the United States. National teams of researchers and experienced teachers used a common set of classroom videos to stimulate recognition of familiar terms describing aspects of the mathematics classroom. This book details the existing professional vocabulary in each international community by which mathematics teachers conceptualise their practice, and explores the characteristics, structures, and distinctive features of each national lexicon. This book has the potential to enrich the professional vocabulary of mathematics teachers around the world by providing access to sophisticated classroom practices named by teachers in different countries. This one volume offers separate, individual lexicons developed from empirical research, the capacity to juxtapose such lexicons, and an unmatched opportunity to highlight the cultural, historical, and linguistic bases of teachers' professional language.

Teaching in the Game-Based Classroom is a hands-on guide to leveraging students' embrace of video games toward successful school performance. Evidence tells us that game-based learning can help teachers design classes, develop transformative learning tools, and assess progress on multiple levels not dependent on one-size-fits-all bubble sheets. Authored by game-savvy teachers in partnership with classroom-experienced academics, the highly varied chapters of this book are concise yet filled with sound pedagogical approaches. Middle and high school educators will find engaging new ways of inspiring students' intrinsic motivation, skill refinement, positive culture-building, autonomy as learners, and more.

Based on the fieldwork carried out at two elementary schools, Merits School and Pioneer School, in northeastern China, the monograph details how local schools enacted the New Mathematics Curriculum Reform that was launched in early 2000. The trajectory of the reform implementation at each school was plotted out. Both schools resorted to a long-standing quality control mechanism, i.e., teaching norms, to operationalize the reform ideas. The mechanism functioned by placing teachers under measurable supervision and evaluation aligned with the reform. The schools responded to the reform following school people's raising practical concerns, as well as the established school culture. Merits School arrived at a "two-faced strategy" to cope with the reform. Pioneer School managed to maintain a balance between promoting reform pedagogy and maintaining good test rankings. Both schools marginally involved parents in the implementation of the reform. This study suggests that to achieve success, reformers need to place equal emphasis on the transformation of teachers as well as local policymakers. This book enriches the existing literature on the implementation of mathematics curriculum reform at the school level and brings insights into the schools' implementation decisions, which will appeal to policymakers, curriculum researchers and administrators.

Certificate for Music Educators Guidebook is focused on the learning outcomes of the Certificate for Music Educators in the UK, accredited by the Office of Qualifications and Examinations Regulation (Ofqual), and validated by Trinity College London (TCL) and the Associated Board of the Royal Schools of Music (ABRSM). Through reflective questions, readers become acquainted with research findings relevant to teaching children and explore ways for enacting best teaching practice in day-to-day teaching. It offers strong foundations in teaching music in contemporary diverse settings, in both instrumental and vocal teaching; early years, primary and secondary schools and community-based contexts. This book is directly aligned with the CME Level 4 course modules, units and areas of study and its desired learning outcomes. It is a key companion for students enrolled in a validated centre, as well as the teachers and mentors involved in the design and delivery of the CME.

In response to the growing international interest in inclusive education, this book examines its practices and issues in the Chinese context through case studies of two regular primary schools in mainland China where children with special needs are admitted. The main concerns of this book not only involve the inclusion of children with disabilities, but also those with special educational needs but without physical and sensory difficulties, such as children from socially and economically disadvantaged groups, children from diverse cultural and linguistic groups, and children alienated in classrooms. This book discusses these issues and challenges against the background of the existing educational system and policy, and identifies the barriers to their inclusion in current school education, such as lack of in-service training for teachers, limited involvement of local communities, big class size, and corporal punishment, etc. Academics and postgraduate students in the field of inclusive education, social education, and Chinese studies will find this book useful, as well as policy makers, school teachers, and administrators.

Mental arithmetic is now an important part of the school curriculum in both primary and secondary schools. How to be Brilliant at Mental Arithmetic contains over 40 photocopiable activities to help children develop the skills needed to do fast and accurate mathematical calculations. The sheets introduce a variety of techniques and strategies and provide opportunities for children to practise, reinforce and assimilate their new skills. Brilliant Publications publishes a range of books for 0-15 year olds. Details of our titles can be found on our website www.brilliantpublications.co.uk

This book has two purposes: To open up the debate on the role of informal education in schooling systems and to suggest the kind of school organizational environment that can best facilitate the recognition of informal learning. Successive chapters explore what is often seen as a duality between informal and formal learning. This duality is particularly so because education systems expend so much time and effort in certifying formal knowledge often expressed in school subjects reflecting academic disciplines.Recognizing the contribution informal learning can make to young people's understanding and development does not negate the importance of valued social knowledge: That complements it. Students come to school with knowledge learnt from their families, peers, the community and both traditional and social media. They should not have to "unlearn" this in order to enter the world of formal learning. Rather, students' different learning "worlds" should be integrated so that each informs the other. In a knowledge-based society, all learning needs to be valued. Some contributors to this book reflect on how new educational systems could be created in a move away from top-down authoritarian and bureaucratic management. Such open systems are seen to be more welcoming in acknowledging the importance of informal learning. Others provide practical examples of how informal learning is currently recognized. Some attention is also paid to the evaluation of informal learning. A key objective of the work presented here is to stimulate debate about the role of informal learning in knowledge-based societies and to stimulate thinking about the kind of reforms needed to create more open and more democratic school learning environments.

This book provides practical guidance on how to successfully incorporate music, sound and vibration into your special school, exploring the rich benefits that musical opportunities offer for children with physical, mental health and learning disabilities. Music has been shown to improve mood, lift depression, improve blood flow and even ease pain, whilst musical interventions can encourage communication and enable relaxation. This book explores the physical, cognitive and mental health benefits of music use in special schools, introducing therapies and innovations that can be adapted for use in your own specialist setting. Key features include: * Chapters exploring a range of music therapies and technologies that allow all students to access the benefits of music, sound and vibration, from one-to-one therapeutic music sessions to vibro-acoustic therapy and sing and sign * Case studies and anecdotes showcasing the innovative ways that special schools are using music, and providing concrete examples of how to deliver, record and access music provision * Photocopiable policies, risk assessments and links to useful resources Written by an author with a wealth of experience in special education, this book is essential reading for all those working in specialist settings or with children with SEND.

Following on from the huge success of Boys Don't Try? this essential new book answers nine key questions about how teachers and schools can best tackle boys' academic underperformance. For decades schools have grappled with the most significant barriers to male academic success: a lack of motivation to succeed, poor attitudes to learning, lower literacy levels and a reluctance to read for pleasure or write at length. In this compelling book, Mark Roberts provides clear answers about how teachers can tackle 'The Boy Question'. Each chapter answers a frequently asked question about how best to teach boys, outlining the issue and demonstrating what can be done about it. Informed by a wealth of research and the author's personal experience of successfully teaching boys, this book offers an abundance of practical advice for the busy classroom teacher. It will shine a light on what makes boys tick and how we can design effective curriculums to ensure they can best acquire powerful knowledge. With practical advice and examples to help address anti-social attitudes and stem the cycle of boys' underachievement, this is essential reading for all teachers and school leaders.

Technology-enabled Mathematics Education explores how teachers of mathematics are using digital technologies to enhance student engagement in classrooms, from the early years through to the senior years of school. The research underpinning this book is grounded in real classrooms. The chapters offer ten rich case studies of mathematics teachers who have become exemplary users of technology. Each case study includes the voices of leaders, teachers and their students, providing insights into their practices, beliefs and perceptions of mathematics and technology-enabled teaching. These insights inform an exciting new theoretical model, the Technology Integration Pyramid, for guiding teachers and researchers as they endeavour to understand the complexities involved in planning for effective teaching with technology. This book is a unique resource for educational researchers and students studying primary and secondary mathematics teaching, as well as practising mathematics teachers.

The third volume in the Early Childhood Education in the 21st Century: International Teaching, Family and Policy Perspectives miniseries focuses on research highlights and policy aspects of early childhood education and care from 22 different countries around the world. This volume provides a platform for authors to discuss and debate the implications of research findings on current practices that reflect policies of each country. The research presented spans from challenges in teacher training to case studies of family practices around early child development to problematise the key components of teacher education and family practices that impact young children's education and care. By problematising the key issues, chapter authors discuss the shifting paradigm of early childhood education and the importance of future research in informing these changes. Offering key policy and practice insights across 19 different countries, this book is a must-read for early childhood educators, researchers, early childhood organisations, policy makers and those interested to know more about early childhood within an international perspective.

Enriching Arts Education through Aesthetics examines the use of aesthetic theory as the foundation to design and implement arts activities suitable for integration in school curricula in pre-school and primary school education. This book suggests teaching practices based on the connection between aesthetics and arts education and shows that this kind of integration promotes enriched learning experiences. The book explores how the core ideas of four main aesthetic approaches - the representationalist, the expressionist, the formalist, and the postmodernist - translate into respective ways of designing and implementing experiential aesthetics-based activities. Containing relevant examples of interventions used in classes, it analyzes the ways in which the combination of different aesthetic approaches can support varied, multifaceted, multimodal and balanced teaching situations in school. This innovative book will appeal to academics, researchers, professionals and students in the fields of arts education, early childhood and primary education and curriculum studies.

Learning Beyond the Objective in Primary Education explores an existential perspective for pedagogy proposed in response to the current technocratic paradigm of education prevalent in many countries worldwide. This new perspective is termed 'Bildung's Repetition.' The book seeks to encourage policy makers and educational practitioners to consider the impact of education on children, over and above the meeting of set targets and objectives. Located in a philosophical framework, this book considers how children might learn authentically in the light of their own personal contingency. A series of case studies reflecting the effectiveness of this perspective through the curriculum is provided, each illustrating how 'Bildung's Repetition' allows for personalized meaningful learning within current structures. Recommendations for practice are provided, encouraging all stakeholders in education to consider the value of this perspective, and effect a 'ten-degree shift' within educational thought. This unique book fuses theory with practice, and will be of great interest to academics, researchers and students in the fields of primary education and teacher training. It will also be of interest to school leaders and practicing teachers.

How to Sparkle at Grammar and Punctuation contains 40 photocopiable worksheets for 5 to 7 year olds (Key Stage 1) which introduce, reinforce and consolidate concepts of punctuation, parts of speech, sequencing and sentence construction. The book provides a flexible but structured approach to teaching children how to acquire good syntax and punctuation. The concept of 'sentence' is quite difficult for children to acquire because it is so abstract. It is not enough for most children to reiterate that sentences begin with a capital letter, have a verb and end with a full stop. That does not explain what a sentence is, only how to mark one. Many of the tasks in this book are designed to help with such concept building.

How to Sparkle at Writing Stories and Poems contains over 40 photocopiable sheets for use with beginning writers. The activities will stimulate pupils' imagination and creative thinking and give them opportunities to organise and present their ideas in different ways. The sheets provide a variety of stimuli and innovative ideas which the teacher can build upon and extend. Brilliant Publications publishes a range of books for 0-15 year olds. Details of our titles can be found on our website www.brilliantpublications.co.uk

Bringing together the voices of leading and emerging scholars, this volume highlights the many facets of Black girls' literacies. As a comprehensive survey of the research, theories, and practices that highlight the literacies of Black girls and women in diverse spaces, the text addresses how sustaining and advancing their literacy achievement in and outside the classroom traverses the multiple dimensions of writing, comprehending literature, digital media, and community engagement. The Black Girls' Literacies Framework lays a foundation for the understanding of Black girl epistemologies as multi-layered, nuanced, and complex. The authors in this volume draw on their collective yet individual experiences as Black women scholars and teacher educators to share ways to transform the identity development of Black girls within and beyond official school contexts. Addressing historical and contemporary issues within the broader context of inclusive education, chapters highlight empowering pedagogies and practices. In between chapters, the book features four "Kitchen Table Talk" conversations among contributors and leading Black women scholars, representing the rich history of spaces where Black women come together to share experiences and assert their voices. A crucial resource for educators, researchers, professors, and graduate students in language and literacy education, this book offers readers a fuller vision of the roles of literacy and English educators in the work to undo educational wrongs against Black girls and women and to create inclusive spaces that acknowledge the legitimacy and value of Black girls' literacies.