Building on the success of Mentor Texts and Nonfiction Mentor Texts, the authors now turn their attention to poetry. In Poetry Mentor Texts, Lynne and Rose show teachers how to use poems in both reading and writing workshops and across content areas. Written in a friendly, conversational tone, this practical book explores a variety of poetic forms, including poems that inspire response, list poems, acrostic poems, persona poems, and poems for two voices-versatile forms of poetry that can be used in every grade. Each of these poetic forms has its own chapter featuring five poems with applications for both reading and writing. Reading connections present skills and strategies to move students forward as readers, helping them to build fluency, vocabulary, comprehension, phonemic awareness, and phonics. Writing connections help students and teachers discover their own voices and grow as poets and wordsmiths as they try out many poetic forms. Poems help students at all grade levels learn to better address complex reading texts, offering them a chance to dig deeper and use higher-order thinking skills. Additionally, "Your Turn" writing lessons provide a scaffold for seamlessly moving from modeling to the shared or guided experience and the transfer to independent work. The "Treasure Chest" offers a brief annotation of the poems discussed in each chapter as well as companion pieces that extend and enhance the work of the reading and writing classroom.

Arithmetic Ninja for Ages 7-8 is the essential photocopiable maths resource for every Year 3 classroom from Andrew Jennings, the creator of Vocabulary Ninja, Comprehension Ninja and Write Like a Ninja. Split into 38 weeks, this book features over 680 question cards and is fully aligned to the Key Stage 2 National Curriculum for mathematics. With activities for each day of the week plus a bonus challenge, this book is the perfect resource for daily maths practice and quick lesson starters. The exercises in this book get progressively harder each week, and are divided into three Ninja levels to ensure differentiation. There are answers at the back to help with marking and cutting lines on each page so the activities can easily be cut out and stuck in exercise books. Perfect for SATs preparation, the multiplication tables check and mental maths practice, this book is ideal for busy primary teachers who only want to visit the photocopier once a week. The resources are flexible and high-quality, and will ensure all pupils are maths Ninjas by the end of the year. For more must-have Ninja books by Andrew Jennings (@VocabularyNinja), check out Vocabulary Ninja, Comprehension Ninja, Write Like a Ninja and Times Tables Ninja.

Arithmetic Ninja for Ages 8-9 is the essential photocopiable maths resource for every Year 4 classroom from Andrew Jennings, the creator of Vocabulary Ninja, Comprehension Ninja and Write Like a Ninja. Split into 38 weeks, this book features over 680 question cards and is fully aligned to the Key Stage 2 National Curriculum for mathematics. With activities for each day of the week plus a bonus challenge, this book is the perfect resource for daily maths practice and quick lesson starters. The exercises in this book get progressively harder each week, and are divided into three Ninja levels to ensure differentiation. There are answers at the back to help with marking and cutting lines on each page so the activities can easily be cut out and stuck in exercise books. Perfect for SATs preparation, the multiplication tables check and mental maths practice, this book is ideal for busy primary teachers who only want to visit the photocopier once a week. The resources are flexible and high-quality, and will ensure all pupils are maths Ninjas by the end of the year. For more must-have Ninja books by Andrew Jennings (@VocabularyNinja), check out Vocabulary Ninja, Comprehension Ninja, Write Like a Ninja and Times Tables Ninja.

Living Languages is simply bursting with practical and original ideas aimed at teachers and trainee teachers of foreign languages in primary schools. Written by a team of experienced linguists, this book will inspire and motivate the foreign language classroom and the teachers who work within it.

Living Languages comprises eight chapters and is structured around the integrated classroom, merging language learning with different aspects of the wider curriculum such as multimedia, performance, celebrations and festivals, creativity and alternative approaches to teaching languages. A DVD is also included with the book containing additional teaching materials and the associated films and audio recordings which make this a fully-developed and effective teaching resource.

Over 50 real-life case studies and projects are presented, all of which have been tried and tested in the classroom with several having won recent educational awards. Ideas and activities outlined in this unique resource include:

• Languages across the curriculum helping to cement cross-curricular links and embed new languages in different contexts linking subjects such as history, science, PE and mathematics with French, German and Spanish;
• Arts and crafts projects in Languages, making and doing, including making books, creating beach huts and cooking biscuits;
• Languages, celebrations and festivals projects including the German Christmas market, Spanish Day of the Dead, celebrating Mardi Gras and the European Day of Languages among many others;
• Continuing Professional Development to inspire primary teachers to continue their individual professional development. The chapter contains concrete examples of others experiences in this area and includes details of support organisations and practical opportunities.

Each project is explored from the teachers perspective with practical tips, lesson plans and reflections woven throughout the text such as what to budget, how to organise the pre-event period, how to evaluate the activity and whom to contact for further advice in each case. Activities and examples throughout are given in three languages French, German and Spanish.

Since its publication in 1998, "Apprenticeship in Literacy" has become a teacher favorite, covering all aspects of a balanced literacy program in an integrated manner and showing how all components are differentiated to address the needs of diverse learners. An apprenticeship approach to literacy emphasizes the role of the teacher in providing demonstrations, engaging children, monitoring their understanding, providing timely support, and ultimately withdrawing that support as the child gains independence.

Grounded in social and cognitive learning theories, the second edition of "Apprenticeship in Literacy" still details the seven principles of apprenticeship learning and helps K-4 teachers implement and assess guided reading, assisted writing, literature discussion groups, word study lessons, and literacy centers across an integrated curriculum. The new edition also features the following: Updated research emphasizing the importance of early reading as a road map for successInformation on how behaviors, from emergent to fluent, align to the Common Core State StandardsDozens of new classroom examples--students' work, photographs, transcripts, teacher-student conferences, and reproducible resourcesLanguage prompts that promote self-regulated learnersSchedules for implementing a workshop framework in whole-group, small-group, and one-to-one settingsSuggestions for incorporating information texts into a balanced literacy programStronger emphasis on the importance of the writing processAdditional ideas on establishing routines and organizing the classroom

The theme of apprenticeship in literacy resonates throughout the book: children learn from teachers and teachers learn from one another as they promote children's transfer of knowledge across multiple contexts. The final chapter provides real-world examples of teachers working together to ensure that all children become literate.

This book brings together a group of feminist activists, psychologists, and peace workers from countries on every continent who describe how they apply global/transnational feminism in their activist peace and justice projects in the cultures and countries in which they live and work. The contributors, who are from different locations in the "global village", reflect on their engagement in Global South/North border crossings and partnerships, taking into consideration such variables as the gender, economic/class, ethnic, racial, political and imperializing/colonizing tensions inherent in the work. Authors discuss the feminist principles that guide their work, describe a project or set of projects illustrating how they apply feminist theory and practice, and reflect on the complexitites, tensions and conundrums inherent in negotiating cross-national feminist partnerships in research, practice, and activism. This book was originally published as a special issue of Women & Therapy.

As the Forest School movement gains popularity among UK educators, teachers are increasingly recognising the benefits of creative outdoor play. But how can busy primary school teachers fit regular, high quality outdoor learning into an already crowded timetable? How can they plan a range of rich, imaginative and creative experiences that build up into full topics? And how can they translate the excitement and engagement that they find out doors into increased enthusiasm and attainment indoors?

Learning on Your Doorstep integrates creative outdoor play with curricular attainment, while increasing the challenge, enjoyment and professional development of the teachers using it. The book presents a series of topics which channel the children s outdoor experience into writing outcomes to reflect the current Primary Framework for Literacy. Using child-led, kinaesthetic teaching and learning techniques, each topic helps teacher and class build an imaginary world to explore and includes:

• Session plan tables to enable teachers to easily access relevant information;
• collaborative activities, games and drama to stimulate discussion;
• photo-copiable items such as letters, imaginary maps and animal fact jigsaws;
• optional classroom follow-up activities and a final writing task;
• tips on how to prepare and resource each session.

Guidance on adapting for different abilities and ages is also given, along with curriculum links and pedagogical rationale, to let primary teachers put creative outdoor play at the centre of the primary teaching timetable.

The ideas in this book are suitable for implementation in any school environment, using resources commonly found in the stock cupboard or home. All you will need to add is some preparation and imagination

This book explores teaching and learning through science investigation and practical work. It draws upon two representative case studies from New Zealand and examines what students are learning from science investigation; in addition, it identifies and describes ways in which teachers can make changes that benefit student learning when given time to reflect and respond to research literature and findings. The book illustrates how teaching through science investigations in ways that are informed by research can lead to positive learning outcomes for students. As such, it offers valuable insights for practitioners, researchers, and educators with an interest in learning through science investigation.

What does learning look like? What are different subjects really about? Why are transferable skills so important? How can we overcome the difficulties that children encounter in their learning? And what questions and prompts are likely to prove useful in helping children to get the most out of their lessons? The over-arching role of Teaching Assistants is to support teaching and learning in schools. To do this effectively, they need to understand the curriculum content of all the subjects in which they provide support and know what learning outcomes are sought. This accessible book provides an overview of the knowledge, skills, understanding and attitudes that children learn in each subject in their primary years. Written with the non-subject specialist in mind, and drawing on research and best practice in the classroom, this extremely practical book aims to provide the reader with the information they need to: deliver focused lessons to individual pupils, groups, or the whole class; concentrate on the most important elements when making classroom resources; make valuable assessments of the children's learning, and keep useful records of their achievements, progress and difficulties; take a full part in discussions with colleagues - selecting objectives, devising interesting activities and delivering exciting lessons in each of the subjects. Including a wide range of examples and activities, this book will prove an invaluable companion for all students working on STLS and Foundation Degree courses, and Teaching Assistants currently working in primary schools.

Agreements concerning inter-institutional rules in the treaties of the European Union often give rise to reactions and processes of adaptation within the EU institutions. Recent literature on EU legislative politics has increasingly examined decision-making within the EU institutions, but has largely overlooked how these internal processes react and adapt to changes in relations between the EU bodies. To fill this gap the authors present a series of empirical studies that examine how shifts in inter-institutional rules and procedures affect intra-institutional politics. They show that the resulting intrainstitutional adaptations may in turn both have distributive consequences and affect the efficiency of the initial inter-institutional reforms. In addition, they provide some stepping stones for theory-building on how treaty reforms affect organizational structure and decision-making within the EU institutions by outlining a series of mediating variables that link these two types of change processes.

This book was originally published as a special issue of West European Politics.

This book offers an introduction to descriptive and inferential statistics tailored to the teaching and research needs of K-8 educators. Using statistics to tell a story, veteran teacher educator Robert Rosenfeld pushes readers away from simply performing a calculation to truly understanding the statistical concepts themselves. In addition to helping educators develop this statistical habit of mind, Rosenfeld also focuses on developing an understanding of the statistics in published research and on interpreting school data, which can be applied in school assessment and educational research. Features of this must-read resource include: Numerous exercises and activities throughout that are related specifically to the world of educators and are designed to foster conversation and small group discussion. Connections drawn between statistics and the regular mathematics curriculum to aid teachers who do classroom-based action research. A section covering the basic concepts of standardized tests, such as summative versus formative assessment, and standards-based versus norm-referenced tests. Accessibly written and conversational in tone, Statistics for K-8 Eductors provides the technical foundation to help teachers make good sense of quantitative information connected to their classrooms and to their schools.

Anyone who spends time with children knows that praise works. It is a powerful motivator - praising children for good behaviour or good work builds self- esteem and self-confidence. Children love to collect stickers, certificates and rewards so what better way is there to shape behaviour, encourage good work habits and produce confident learners? Teachers and parents alike know that praise is effective we use it every day and we see the positive effect that it has on our children.

However, constructivist practitioners would argue that praise in any form creates hierarchies and competition in the classroom, has little effect on genuine learning and is invasively judgemental rather than supportive. Constructivists would further argue that self-esteem cannot be built by external agency teachers and parents can only create an appropriate environment in which a robust sense of self can grow and develop.

This book challenges traditional, embedded thinking about the role of praise. It questions the assumptions we make about developing self-esteem, about the ability of children to form their own independent judgements and the choices that children make regardless, rather than because of, contingent praise.

What happens when children are praised? Read this book, listen to what children really think and challenge your own assumptions.

Features include:

• Case studies and children s work samples;
• Points for reflection which could be used for CPD sessions;
• Appendices containing behaviour policy samples;
• Pupil, teacher and parental perspectives.

This book is aimed at practising and training Primary school teachers. It would also be suitable for NQTs who are starting to shape their own practice, experienced teachers who want to develop and question their own practice and students on BA Hons and PGCE courses.

Bringing a fresh and lively approach to language study, Learning about Language is an exciting collection of fun, creative activities and warm-up games that explore the multifaceted nature of the English language. For use in any primary classroom, this book will help develop the pupil's knowledge of how the English language works and will improve their ability to use language effectively. Throughout the book, the author explains key features of the English language by arranging the volume alphabetically into sections, each of which explores a different linguistic feature. Foster suggests enjoyable activities that will enable students to consolidate their learning and improve their communication skills through word play, and frequently uses rhyme to illustrate and elaborate on points made. Areas covered include: Spelling, punctuation and grammar; Origin, meaning, similarities and differences of words, including homonyms, anagrams and synonyms; The explanation of particular uses of language for specific purposes; Humorous misuse of words, including malapropisms and spoonerisms; The inclusion of numerous opportunities for students to play with words by participating in word games and through their own writing. With its unique and accessible approach to language study, Learning about Language provides teachers of English with a dynamic collection of resources that will be welcomed by educators and students alike.

Is there an 'ideal' primary school curriculum? Who should decide what the curriculum is? Should teachers have autonomy over how they teach? The curriculum is the heart of what teachers teach and learners learn: effective teaching is only possible with an effective curriculum. Yet in spite of its importance, there has been a crisis in curriculum that has been caused in large part by governments assuming direct control over the curriculum, assessment, and increasingly, pedagogy. Creating the Curriculum tackles this thorny issue head on, challenging student and practising primary school teachers to think critically about past and present issues and to engage with a new wave of curriculum thinking and development. Considering curriculum construction and its impact on teaching and learning in the four countries of the UK, key issues considered include: who should decide the curriculum, its aims and its values the extent to which issues in primary education swing back and forth Subjects versus thematic organisation, stages and phases, progression, breadth and balance prescription versus teacher autonomy the key features of effective classroom practice strategies for assessing the whole curriculum how language in the classroom influences curriculum design understanding curricula in the context of children's social and personal circumstances creativity, curriculum and the classroom. Illustrated throughout with strategies and case studies from the classroom, Creating the Curriculum accessibly links the latest research and evidence with concrete examples of good practice. It is a timely exploration of what makes an effective and meanginful curriculum and how teachers can bring new relevance, motivation and powerful values to what they teach.

'This book is clear, approachable, and true. The elegant simplicity of its good guidance is the product of years of practical experience in the classroom. I wholeheartedly commend it to primary school teachers everywhere.'

Michael Boyd, Artistic Director of the Royal Shakespeare Company

Shakespeare s plays are widely regarded as the greatest inheritance in English literature and recent years have seen a growing interest in introducing them to children in their primary schools. In this book, the authors bring a blend of clear thinking, playful and inventive practice and straightforward practical advice to bear on teaching Shakespeare in the primary school.

Children who encounter Shakespeare early have the opportunity to become comfortable with the plays, their stories, characters and settings, long before they might become intimidated by their associations with exclusivity and high culture. They are also given the chance to become familiar with and absorb his powerful and complex language at a stage when they are constantly encountering new vocabulary. To do this most effectively demands a dynamic pedagogy, one which recognises that the plays are best explored and understood through active, physical engagement.

Beginning Shakespeare 4-11 offers a sound rationale for teaching Shakespeare in primary schools and shows how to engage children with Shakespeare through story, through the very best of early years practice, and through his rich and sensual language. It also illustrates how engagement with the plays and their language can have a dramatic impact on children s writing. And because plays are for performing, there is helpful and practical advice on how to develop the work and share it with the whole school, parents and the wider community.

This accessible and comprehensive guide is ideal for teacher trainees and practising primary teachers everywhere.

Creativity for a New Curriculum: 5-11 provides an account of what creativity really means in the context of children s learning in the primary school, and describes in practical terms what teachers can do to foster it. At a time of curriculum development and change, it focuses on the opportunity to build a new curriculum that is inclusive of creativity and is fit for the twenty-first century.

The value of fostering creative thinking and problem solving abilities in education is widely recognised for its capacity to confer an independence and ability to function effectively in life. As such, encouraging children to be creative thinkers and problem solvers should be an integral part of everyday teaching and learning across all subjects.

Building upon the research and practices of a group of educators studying creativity across the curriculum and coordinated by the author, this book provides primary teachers and trainee teachers with easy to understand explanations of what creativity means in the context of the subjects of the curriculum for young children. It introduces ideas for how to nurture and support it, and explores issues associated with fostering it, such as assessment. Chapters cover areas including:

• A brief history of creativity and pedagogy, including common misconceptions
• Strategies for creative learning as well as creative teaching
• Creativity in English
• Creativity in Mathematics
• Creativity in Science and Design and Technology
• Creativity in Art and Music
• Creativity in History and the Humanities
• Creativity in ICT
• International perspectives on creativity

Creativity for a New Curriculum: 5-11 is an ideal source of information for teachers, teacher trainers, students on teaching programmes and anyone interested in developing opportunities for creativity across the primary school curriculum.

In foreign language education, decisions must be taken on what languages to teach, who will teach them, in which schools (i.e. all, only urban, only rural), in which grades, the number of hours a week, and the cost involved. This book explores the answers to these questions across a number of Asian polities. It illustrates why some of the efforts undertaken are successful and why some are not, why - despite significant investments of time and resources - some students do not seem to acquire the languages being taught, and why some teachers responsible for instruction in the designated foreign languages have problems achieving fluency in the designated language or have other language teaching difficulties. It suggests some strategies various polities might attempt to achieve their stated language learning objectives. This book was originally published as a special issue of Current Issues in Language Planning.

How often do your primary school pupils have the opportunity to engage in open-ended, sustained pieces of work that offer them choice and control?

Do you find that the curriculum restricts openings to provide your pupils with real challenge?

Is your school grappling with finding effective ways in which to elicit authentic pupil voice?

"

Children as Researchers in Primary Schools "is an innovative and unique resource for practitioners supporting children to become real world researchers in the primary classroom. It will supply you with the skills and ideas you need to implement a children as researchers framework in your school that can be adapted for different ages and abilities. Children in primary schools are accustomed to being set short-term goals and are often unaware of long-term aims or of the connections between the concepts and skills they are learning. In contrast, this book demonstrates that children engaging in the research process have authentic opportunities to apply invaluable personal, learning and thinking skills while managing their own projects, making their voices heard and experiencing increased levels of engagement and self-esteem.

Based on the author s 4-year research study exploring the experiences of young researchers and teachers in primary schools, and on her considerable experience of training young researchers, this book also contains:

• the history and theory behind children as researchers initiatives;
• a model for good practice based on successful real life case studies;
• questions for reflective practice;
• practical examples of research in the classroom;
• photocopiable resources;
• opportunities for self-evaluation.

This comprehensive resource will be appeal to primary teachers, educational practitioners and students on CPD and ITT courses. It will also be of interest to teacher trainers, to academics involved in teaching and research and to all those interested in promoting children s voices.

Do you believe that continuous improvement in teaching is essential?

Do you wish to enhance your understanding of how children learn?

Are you eager to become a well-informed professional?

From the author of the hugely respected Foundations of Primary Teaching, this advanced textbook explores the essential elements of teaching and learning and the process of becoming a caring and competent teacher. It introduces a wide range of education issues, challenges and requirements with the intention of promoting advanced classroom practice, both for individuals and within teams. The book offers insights, ideas, hints and thought-provoking education topics for individual reflection and team discussion.

With a focus on understanding the teaching and learning processes and the factors that impact upon providing a high quality education for every pupil, this book discusses in detail key learning skills, dilemmas and challenges for primary teachers and themes in continuing professional development. It covers issues in teaching and learning including:

• The nature/nurture debate
• Motivation
• Emotional and moral development
• Raising boys achievement levels
• Gender and teachers
• Accelerated learning
• Reflective practice.

Including action points, hints and challenges, this book will be of interest to trainee teachers, postgraduates, experienced qualified teachers, deputy head teachers and head teachers who wish to be more consistently effective and make a positive impact on the lives of children in their primary classroom.

"We believe that every young person should experience the world beyond the classroom as an essential part of learning and personal development, whatever their age, ability or circumstances. Learning outside the classroom is about raising achievement through an organised, powerful approach to learning in which direct experience is of prime importance."

LOTC Initiative manifesto

In Learning Outside the Primary Classroom, the educationalist and writer Fred Sedgwick explores in a practical way the many opportunities for intense learning that children and teachers can find outside the confines of the usual learning environment, the classroom.

This original work is based on tried and tested methods from UK primary schools. The author draws on current concerns in the educational world regarding outdoor learning as exemplified by the eight sector Learning Outside the Classroom (LOtC) initiative (supported by Ofsted), but remains refreshingly independent in approach.

Using a metaphor of concentric circles Learning Outside the Primary Classroom starts with a brief opening chapter based in the classroom itself before moving outwards to explore the learning possibilities presented by the immediate environs of the school playgrounds, gym halls, sports fields etc. Later chapters move beyond the school gates to explore the local shops, parks, religious centres, libraries and town halls and the myriad learning opportunities they represent. The final chapters explore the possibilities of larger scale day trips to major galleries and museums and more ambitious field trips.

Intended for use in childcare, preschool, Head Start, and with children in kindergarten and early primary grades, the latest in the "Active Experiences" series is based on the most recent, nationally recognized research regarding children's approaches to learning as well as current NCTM curriculum guidelines for mathematics. The content is clear and concise, with practically applied chapters on ways to guide children's mathematical thinking and learning. Key topics involve group work, investigations, and projects; are grounded in children's interests and needs; and, build, one upon the other to form a coherent learning curriculum. Additionally, each reflects the most recent standards of the National Council of Teachers of Mathematics (NCTM) and the National Association for the Education of Young Children (NAEYC). This edition has been thoroughly revised to include updated "Home-School Connection" features that illustrate various ways to support children's daily learning of mathematics; more developmentally appropriate and intentional assessment guidance than ever before; research-based guides explaining children's cognitive and skill development in all math content areas, based on the Learning Trajectories Approach; and a new technology resource found at the end of every chapter.

Charles Dickens is arguably the greatest storyteller in English Literature and his novels have been loved and respected for nearly two hundred years. As accurate reflections of Victorian society they are unparalleled. Vivid characters and realistic settings are created in the mind of the reader, all laced with Dickens inimitable humour, wit and lacerating political comment.

This book aims to bring alive these characters and settings in the minds of children. It provides a comprehensive resource for children not only to learn about the literary heritage of the English language, but also to encourage them to create meanings from these classic stories through their personal, social and cultural experiences. The authors set each novel in context, providing a synopsis of the book, as well as characters, settings themes and symbolism. Works covered include:

• A Christmas Carol
• Bleak House
• David Copperfield
• Great Expectations
• Hard Times
• Oliver Twist

But this book doesn t just aim to introduce classic literature to children; it also provides a wide range of truly contemporary tools with which they can respond creatively, including: drama and film, blogs, web 2.0 technologies, multimodality and animation and graphic novels.

The book is also accompanied by a CD which contains chapter outlines, extended text extracts, and practical resource sheets, including PowerPoint presentations, book review templates and flash cards, as well as a set of 8 week lesson plans for each novel.

The Essential Charles Dickens School Resource provides essential classroom learning material for teachers and literacy co-ordinators teaching Key Stages 1 -3, as well as CPD students and those studying on PGCE English/Drama courses.

Now in its fifth edition, Foundations of Primary Teaching will be an essential resource for any trainee or practicing primary teacher. Written in a friendly and accessible manner, this book has been updated in line with the new curriculum and provides a comprehensive introduction to all aspects of teaching within the primary school. It blends theory and practice to foster and develop effective pedagogy and, in so doing, to stimulate your thinking, expand your horizons and motivate you to relish one of the most thrilling, frustrating, exhausting, exciting and important jobs in the world.

Written specifically for student teachers on BA, BEd and PGCE courses, as well as students taking Education Studies, this text will encourage you to develop a fuller understanding and appreciation of teaching as professional practice through an emphasis on:

• Reflective thinking and action
• Relationships and motivation in the classroom
• A full range of tried and tested teaching and assessment strategies
• Creativity and transferable teaching skills
• Personalised learning.

Also incorporating new material on changes and innovations that have taken place in education; childhood; the process of, and context for, learning; and issues teachers face, as well as updated further reading lists, this wholly revised fifth edition should be on the bookshelf of all student teachers on initial teacher training courses at the primary level, newly qualified teachers and more experienced teachers wishing to enhance their practice.

This volume provides a rigorous examination of theoretical concepts such as need, interest, growth, play, experience, activity and self-expression. It also makes an important contribution towards getting a closely argued educational theory. In the first part of the book the author establishes general aims and ends with suggestions as to what the curriculum ought to be. The second part is concerned with the procedures of learning and teaching appropriate to such a curriculum.