'Clever, comprehensive and current... a book I'll be returning to again and again.' Stuart Pryke 'Every English teacher will get huge value from this timely book.' Alex Quigley The ultimate guide to teaching English in a secondary school, this book supports you on your journey from trainee to head of department - and everything in-between. Succeeding as an English Teacher provides practical guidance in an accessible format to help you teach English at Key Stages 3, 4 and 5. It covers key topics, including: - planning a knowledge-rich and diverse curriculum and schemes of learning - delivering engaging and effective lessons - advancing your subject knowledge - supporting students with revision - applying the science of learning in your English classroom. This book is perfect for any newly qualified or experienced teacher looking to develop their practice and progress in their career. Featuring the varied perspectives of 12 English teachers, this unique compilation offers invaluable advice and top tips for making every English lesson count, as well as real-life examples, opportunities for reflection and a foreword by Jill Berry. The Succeeding As... series offers practical, no-nonsense guidance to help you excel in a specific role in a secondary school. Including everything you need to be successful in your teaching career, the books are ideal for those just starting out as well as more experienced practitioners looking to develop their skill sets.

Ask any teacher why they went into teaching, and they'll invariably refer to students or their subject. Yet, modern educators are faced with a dilemma: the industry judges us primarily on outcomes, offering the justification that grades improve life chances. Grades improve life chances as much as money buys happiness: it's no more than a prop or a poor substitute. Unless the profession starts to get to the heart of its reason for being, we might as well all pack up and go home. Education has a problem with its `why,' and unless it starts to encourage and insist its stakeholders start to improve their understanding of why compassion and relationships should be at the heart of everything we do, the same familiar cyclical mistakes will continue to be made, and all of those lovely things that we say we do in modern education such as improving life chances, creating citizens of the future and shaping young minds will be no more than an accidental and indirect by-product of time spent in our educational establishments.