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.

Our schools are failing your kids. In "Listen to Your Kids, " author and veteran teacher Thomas Harvey explains the why and tells you what you can to do help solve this crisis. A personal account from the front lines of education's battlefield-the classroom-"Listen to Your Kids" provides a broad discussion of secondary education and invites parents, teachers, and administrators to open an honest and thought-provoking dialogue about educational reform. Harvey demonstrates how school reform should not be about money or testing but rather about nourishing each student's soul. Sharing powerful personal approaches to connecting with teenagers, he imparts simple strategies for transforming indifferent, angry, and struggling students into optimistic and successful young adults. Filled with anecdotes and letters from students, "Listen to Your Kids" presents a how-to manual for creating emotionally rich and respectful relationships that are powerful antidotes to the apathy felt by so many students toward school. It provides ample evidence to show that an emotionally healthy educational environment produces academically healthier kids.

Young Children Learning Through Schemas is a creative and highly engaging text that shows how young children can learn through exploring repeated patterns in their actions. With contributions from a range of practitioners, this book examines the philosophical approaches underpinning constructivism and includes a variety of case studies of small children in order to demonstrate the universal explorations we all engage in as human beings. This approach from the contributors, which involves presenting observations of one or two young children per chapter, is engaging, inspirational and yet rooted in every day practice. Chapters include a variety of observations of young children at home, in nursery and in groups with their parents or carers, which continue the dialogue about early years practice and the roles of families and professionals. Containing a wealth of illustrative photos, any practitioner researching or working in the area of Early Years education and care will find this book essential reading.

"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.

'Why study the arts at school?' This book offers a fresh perspective on this question. Informed by rigorous research, the book argues that the arts help young people to develop key skills, knowledge and practices that support them to become both critical appreciative audiences and socially engaged cultural producers. Drawing on a three-year study in partnership with the Royal Shakespeare Company and Tate art museum, Schools and Cultural Citizenship sets out an ecological model for cultural citizenship that goes beyond the classroom to include families, the media and popular culture. The authors introduce new, interrelated concepts to change how we consider arts education. Chapters provide fresh insights, guidance and practical recommendations for educators, including: An introduction to the Tracking Arts Learning and Engagement research Detailed case studies featuring arts-rich schools and arts-broker teachers Analysis of the importance of immersive professional development for teachers and the benefits of partnerships with arts organisations An ecological model for cultural citizenship Focusing on the ways in which cultural citizenship can be taught and learnt, this is an essential read for arts educators, education staff in arts organisations, researchers, postgraduate students, arts education activists and policy makers.

Instructional Strategies for Middle and High School is an accessible, practical, and engaging methods textbook that introduces pre-service teachers to various instructional strategies and helps them to decide how and when to use these methods in the classroom. Classrooms are comprised of diverse learners, and aspiring teachers will face complex decisions about student assessment. This book offers practical suggestions for ways to integrate effective classroom management and valid assessment techniques with each instructional strategy. Key features include: Clear, step-by-step descriptions of six instructional techniques that pre-service teachers can realistically implement within the classroom setting and videos of these strategies being employed in actual middle-school classrooms; Practical suggestions for ways to integrate effective classroom management and valid assessment techniques with each instructional strategy; Concrete examples to illustrate each concept or teaching method described; Guidelines for deciding which instructional methods are most appropriate to different classroom situations and for diverse learners, including "Teaching with Technology" and "Teaching English Language Learners" features now included in every chapter. This book equips pre-service teachers with the methodological tools to promote understanding, conceptual awareness, and learning for every student. Updated and fully comprehensive online support materials, with both student and instructor resources, offer real-world applications of strategies, classroom assessment and management. Resources include videos, lesson templates, review questions, state standard assessments, and more.

This collection explores why powerful knowledge matters for social justice and discusses its implications for curriculum and pedagogy. The contributors argue that the purpose of education is to provide all students with access to powerful knowledge so that they acquire the means to move beyond their experiences and enhance their lives.

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.

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.

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.

This volume focuses on innovative school-university-community collaborations that are being implemented in rural places in the United States. A foundational belief that underpins the contributions to this volume is that rural communities contain within themselves the resources to promote and sustain vibrant educational endeavours. This belief has inspired a wealth of innovations that collectively offer a countervailing perspective to the view that global competitiveness is the preeminent goal of education, and that this goal is best served by "big education." Since early last century, there has been a pervasive implicit, and sometimes explicit, assumption that rural places are bereft of the ability to educate children effectively. As repeatedly witnessed in this volume, in collaboration with universities, schools in rural places and the communities that both sustain and rely on them can appropriately configure the educational environment to optimally nurture the intellectual growth of children. The chapters in this volume are grouped into three parts that explore, in turn, the design features of innovative school-university-community collaborations, some novel approaches to such collaborations, and the contours of parental and community involvement in such collaborations. Chapters discuss both larger scale collaborations that involve many school districts across wide-spread regions, and smaller scale collaborations that involve intensive engagements among the educators and members of smaller communities, and offer theoretical insights into the collaborative process itself. As mentioned above, two narrative threads run through the chapters: that effective collaborations address goals and aspirations expressed by those who are privileged to live in rural America, and that effective collaborations are oriented to building on the strengths inherent in the social fabric of those rural communities.

Drama at the Heart of the Secondary School provides a rationale for the curricular centrality of drama together with rich and detailed examples of cross-phase thematic projects which are drama-led, but which promote learning across a wide range of curriculum areas, from the humanities and other arts, to English and literacy, science and PSHE. Each unit explores relevant and stimulating themes and topics that will engage the students, promote empathy, pose questions, and produce creative responses. Starting from relatively simple beginnings, the drama is structured in layers of increasing sophistication and complexity. Each layer adds another dimension to the potential learning opportunities available across a wide range of curriculum areas and suitable for learners of varying experience and ability. A wide range of curriculum areas of enquiry are referenced, and each unit offers unique ways of student learning designed to encourage excellent drama skills as well as embracing the 'learning to learn', Citizenship and PSHE agendas that are fundamental to good teaching and learning. Features include: Lists of dramatic techniques and keywords Cross curricular connections and ideas highlighted in the text Opportunities to address RSA 'Opening Minds' competencies and PLT skills Examples of curriculum models suitable for thematic work An outline of the principles of assessment for each unit This accessible and practical textbook is essential for trainee and practising teachers interested in using drama to facilitate thematic, cross-curricular work in the classroom.

Mission Statement: The mission of the series is to provide an integrated view of current knowledge within the various areas of early childhood education. Each volume in the series will present a scholarly, but accessible review of research and theory related to some aspect of early childhood education. The topics to be covered in each volume will be determined by which aspects of the field are considered particularly important at the time of its development as well as which are particularly generative in relation to current research and theory.

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.

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.

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.

Take the uncertainty out of teaching science to young children with this comprehensive curriculum framework that aligns with national early learning standards. Enjoy over 100 interactive activities guaranteed to encourage children to explore the wonders of their world. Each activity includes background scientific information for teachers, a guide to implementation, and children's typical responses for stress-free science fun.

Why is primary education so high on the political agenda, and so contentious?

Why is the performance of primary schools so often in the media spotlight?

Why should primary teachers trouble themselves with the politics of their work?

Politics and the Primary Teacher is an accessible introduction to some of the thorniest aspects of a primary teacher 's role. It aims to support your understanding of the constant changes in education policy, give you confidence to engage critically with current political debates, and consider how you might shape your response accordingly.

Including questions for reflection, and selected further reading and resources, it examines the complex interface between the work of a teacher and the world beyond the classroom walls. Key issues explored include:

• assessment, testing, league tables and national accountability measures
• the media 's impact in shaping both local and national views about education
• political implications of new policies such as academies and free schools
• conditions of work in the classroom and workforce remodelling
• the curriculum, its purposes and structure
• pedagogy and teaching methods
• education for citizenship, health and well-being.

Politics and the Primary Teacher is essential reading for all education professionals who want to think more deeply about primary education, what it offers, and how children, families and communities are served by the primary school.

This is a study of the nature of the process whereby children go about the business of learning to read. The author relates her own practical teaching experience closely to studies in developmental psychology, and also considers the special needs of individual children. In all, the book provides an invaluable contribution to our understanding of the processes involved in learning to read, and it should be of interest not only to teachers, but also to parents of young children.

This book investigates children's use of language and considers its implications for children's learning at home and at school. The author compares the language used by children from different social environments at the ages of three, five and seven and considers the different approaches that children take towards their school experiences. The book discusses the problems of studying children's use and development of language and in doing so looks at the implications of a number of theories. It uses theory in order to establish a useful framework which will help teachers to become aware of the skills that children have established in using language when they come to school.

The professionalism of the early childhood sector has gained prominence on the policy agendas of many countries. National pedagogical frameworks or curricula and an upsurge of pathways to gaining or upgrading qualifications has led to a pervasive terminology of professionalism. Yet, despite the pervasiveness of this terminology, the question of what professionalism means in early years contexts remains open to debate. This book draws together the work of an international group of scholars who have engaged with this question. They ask: How can professionalism be conceptualised in early childhood settings? How might one act professionally in increasingly diverse and changing social and cultural contexts? Do we have a common ground of understanding about these terms? Are there key concepts that can be agreed upon? Drawing on research and experience across a wide range of national contexts, this book seeks an understanding of early childhood professionalism in local contexts that might throw light on the global implications of this term. This book was published as a special issue in the European Early Childhood Education Research Journal.

Enlivening Secondary History is the ideal handbook for busy history teachers who want to do something different in their classrooms, but have little time to plan and organise their lessons. Featuring tried-and-tested practical ideas complete with relevant exemplars and step-by-step advice, this best-selling book is a compendium of creative activities to enhance your lessons.

For the 11-19 age range, each activity includes links to important topics including the Crusades, the Reformation, the world wars, the Russian Revolution and many more. All the ideas are explained in a clear, user-friendly style, with a breakdown of the time and resources needed for each one.

Featuring a brand new expanded section about teaching history through role play, this book also covers:

• Visuals picturing the past
• Numerical data adding interest
• Concepts making them real
• Primary texts bringing them alive.

Written by practitioners for practitioners, Enlivening Secondary History helps teachers to bring history alive in an imaginative way. It will be an indispensible guide for both experienced and student teachers.

'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.

The first part of the book discusses aims, who should determine them and how they might be determined. The second part discusses some more specific topics of learning and teaching, such as learning how to learn, the integrated day and the use of competition. The author distinguishes three broad levels of thought in looking at schools: the details of choice and decision; the general principles which are, or ought to be, guiding that detailed practice; and the theoretical commentaries on the guiding principles available from the various disciplines which constitute the study of education.

Playtime can involve a wealth of resources from toys and blocks to books and paint, but sometimes putting all of these items away can be a battle. Penny Tassoni, leading Early Years education consultant, author and trainer, presents a picture book with simple words and engaging full-colour illustrations by Mel Four that puts a positive spin on why tidying up can be part of the play! Time to Tidy Up helps young children build on their behaviour and routines when in comes to tidying up. It also includes a page of practical advice and tips for practitioners, carers and parents making it the perfect resource for supporting this essential self-care skill.