Help your students make those vital two levels of progress in Reading and Writing with this new KS3 series from Collins. Each book concentrates on moving students up one level in reading or writing, covering each of the Assessment Focuses in turn. This revised edition of Aiming for Level 4 Writing offers student-friendly explanations and activities to build, develop and extend students' literacy skills, showing them precisely what they need to do to progress. Whether you're looking for a one-off lesson, snappy starters or a longer programme of study, these flexible resources are designed to fit around the needs of your teaching and your classes. Now refreshed to reflect the text types and skills in the new Key Stage 3 curriculum, the Writing and Grammar books also offer comprehensive coverage of the grammar objectives set out in the appendix to the Key Stage 2 English Programme of Study. This Aiming for book is the perfect starting point for students arriving at secondary school with a secure Level 3 or a low Level 4 in writing. It will help you to target areas of underperformance, with a chapter on each writing skill written at the right level by experienced teachers and consultants develop the essential writing and grammar skills, with clear, accessible explanations, inspiring examples and lively follow-up activities build confidence in grammar to improve students' writing by exploring the effects of other writers' choices motivate and engage students, with exciting stimulus texts, fresh approaches to learning and a clear, colourful layout embed Assessment for Learning in your day-to-day teaching, with clear learning objectives, criteria for self and peer assessment on every double-page, and end of chapter checklists to help students understand how to progress gather evidence for periodic assessments, with the 'Apply your skills' tasks designed to build writing stamina and independence plan ahead without the stress, with ready-to-use double-page lessons and a teacher guide at the back of the book support the transition to Key Stage 3 by reinforcing and building on the writing skills taught at Key Stage 2.

Each book in the Longman Imprint series is designed to satisfy coursework requirements for GCSE examinations. Short stories, plays and novels are chosen for their accessibility to young readers and include many of today's major authors and playwrights. The material is designed to reflect both male and female interests and an awareness of our multicultural world. Each book includes points for discussion to encourage students to consider alternative ways of looking at the play or story, and a section on suggestions for writing which gives pupils the chance to respond to what they have read through imaginative writing, dramatic reconstructions and the traditional critical essay.

Help your students make good progress in Key Stage 3 English with our popular series, now updated for the new curriculum. The Aiming for series provides targeted support for all ability levels to help every student move forward from their achievement at Key Stage 2 towards GCSE success. This revised edition of Aiming for Level 5 Writing offers student-friendly explanations and activities to build, develop and extend students' literacy skills, showing them precisely what they need to do to progress. Whether you're looking for a one-off lesson, snappy starters or a longer programme of study, these flexible resources are designed to fit around the needs of your teaching and your classes. Now refreshed to reflect the text types and skills in the new Key Stage 3 curriculum, the Writing and Grammar books also offer comprehensive coverage of the grammar objectives set out in the appendix to the Key Stage 2 English Programme of Study. This Aiming for book is the perfect starting point for students arriving at secondary school with a secure Level 4 or a low Level 5 in writing. It will help you to target areas of underperformance, with a chapter on each writing skill written at the right level by experienced teachers and consultants develop the essential writing and grammar skills, with clear, accessible explanations, inspiring examples and lively follow-up activities build confidence in grammar to improve students' writing by exploring the effects of other writers' choices motivate and engage students, with exciting stimulus texts, fresh approaches to learning and a clear, colourful layout embed Assessment for Learning in your day-to-day teaching, with clear learning objectives, criteria for self and peer assessment on every double-page, and end of chapter checklists to help students understand how to progress gather evidence for periodic assessments, with the 'Apply your skills' tasks designed to build writing stamina and independence plan ahead without the stress, with ready-to-use double-page lessons and a teacher guide at the back of the book support the transition to Key Stage 3 by reinforcing and building on the writing skills taught at Key Stage 2.

Help your students make good progress in Key Stage 3 English with our popular series, now updated for the new curriculum. The Aiming for series provides targeted support for all ability levels to help every student move forward from their achievement at Key Stage 2 towards GCSE success. This revised edition of Aiming for Level 6 Writing offers student-friendly explanations and activities to build, develop and extend students' literacy skills, showing them precisely what they need to do to progress. Whether you're looking for a one-off lesson, snappy starters or a longer programme of study, these flexible resources are designed to fit around the needs of your teaching and your classes. Now refreshed to reflect the text types and skills in the new Key Stage 3 curriculum, the Writing and Grammar books also offer comprehensive coverage of the grammar objectives set out in the appendix to the Key Stage 2 English Programme of Study. This Aiming for book is the perfect starting point for students arriving at secondary school with a secure Level 5 or a low Level 6 in writing. It will help you to target areas of underperformance, with a chapter on each writing skill written at the right level by experienced teachers and consultants develop the essential writing and grammar skills, with clear, accessible explanations, inspiring examples and lively follow-up activities build confidence in grammar to improve students' writing by exploring the effects of other writers' choices motivate and engage students, with exciting stimulus texts, fresh approaches to learning and a clear, colourful layout embed Assessment for Learning in your day-to-day teaching, with clear learning objectives, criteria for self and peer assessment on every double-page, and end of chapter checklists to help students understand how to progress gather evidence for periodic assessments, with the 'Apply your skills' tasks designed to build writing stamina and independence plan ahead without the stress, with ready-to-use double-page lessons and a teacher guide at the back of the book support the transition to Key Stage 3 by reinforcing and building on the writing skills taught at Key Stage 2.

Des jardins de Felonde dans le Pharsamon de Marivaux a l'Elysee de Julie dans La Nouvelle Heloise, le roman du dix-huitieme siecle semble avoir accorde une place eminente a des lieux nouant des liens privilegies avec le feminin, au point que deux d'entre eux soient devenus de veritables emblemes du siecle: le serail et le boudoir. A partir d'un corpus de plus de soixante-dix romans, on cherche ici a comprendre cette insistance des espaces du feminin dans l'imaginaire des Lumieres en postulant qu'elle renvoie aux fantasmes d'une societe confrontee a la decouverte de l'espace familial. On tente d'abord de dessiner les frontieres de cette geographie romanesque du feminin. L'examen des differents liens unissant corps et decors feminins conduit a une typologie des principaux sites de ce territoire, puis a une analyse des metaphores faisant du corps feminin le lieu fantasmatique d'une exploration. Suit une approche politique de ces espaces, lieux d'un rapport de force et d'une pulsion d'emprise qui prend essentiellement deux formes: le fantasme d'une effraction dans l'intimite feminine et celui d'une claustration du corps feminin. Cette pulsion ne se concoit guere sans une hantise secrete que les textes de Rousseau mettent en lumiere: la crainte d'un empire du feminin faisant peser sur les hommes une menace de feminisation. D'ou la necessite d'une reclusion domestique des femmes et d'une nouvelle economie des relations entre les sexes. C'est sur cette perspective economique que s'acheve ce travail: l'economie domestique pronee par Rousseau s'oppose, en effet, aux economies erotiques de la pluralite (le 'monde' libertin, le serail despotique). Ces deux modeles antagonistes suscitent en leur marge des economies paralleles qui reactivent le fantasme d'une autosuffisance de la sphere feminine. Autour des espaces du feminin dans le roman des Lumieres, c'est donc le principe meme de la difference sexuelle qui se joue.

Recent years have seen a growing emphasis on ethics education in different professions, such as medicine and teaching. However, the implications of this emphasis for professional education programs have been underdeveloped. In this volume, philosophers, philosophers of education, and ethics educators engaged in a variety of professional contexts in Canada, the UK, Norway, Malta, and Sweden assess the state of ethics education and the role, if any, of philosophical approaches to ethics for those professional contexts. This volume speaks to teacher, medical, and business education, and the education of school psychologists. Each of these fields has its own context, aims and expertise, generating distinctive ethical challenges. As such, ethics curricula cannot be uncritically transplanted from one professional context to another. Nonetheless, the arguments and analyses in this volume point to a shared concern about the role of moral respect, self-understanding, and virtue in the education of professionals. The chapters examine a wide range of topics, including empirical ethics, core concepts in professional ethics, moral agency, the ethics of ethics education, risk-taking, professional ethics as a practice with its own ethical requirements, and the tensions between the individual (client, patient, student) and the increasing generalization of professional systems. This book was originally published as a special issue of Ethics in Education.

Recent years have seen a growing emphasis on ethics education in different professions, such as medicine and teaching. However, the implications of this emphasis for professional education programs have been underdeveloped. In this volume, philosophers, philosophers of education, and ethics educators engaged in a variety of professional contexts in Canada, the UK, Norway, Malta, and Sweden assess the state of ethics education and the role, if any, of philosophical approaches to ethics for those professional contexts. This volume speaks to teacher, medical, and business education, and the education of school psychologists. Each of these fields has its own context, aims and expertise, generating distinctive ethical challenges. As such, ethics curricula cannot be uncritically transplanted from one professional context to another. Nonetheless, the arguments and analyses in this volume point to a shared concern about the role of moral respect, self-understanding, and virtue in the education of professionals. The chapters examine a wide range of topics, including empirical ethics, core concepts in professional ethics, moral agency, the ethics of ethics education, risk-taking, professional ethics as a practice with its own ethical requirements, and the tensions between the individual (client, patient, student) and the increasing generalization of professional systems. This book was originally published as a special issue of Ethics in Education.

This book argues that the UK, as a post-modern globalised state, will require means to have influence over events and opponents that threaten the UK's interests in the 21st century, and that its means is the Royal Navy. However, unlike other studies, this research emphasizes the role of logistics, especially afloat support logistics and the Royal Fleet Auxiliary. In doing so, the author rejects the current theory underpinning military operations at distance, that distance degrades capability, and posits an alternative theory, that time is the key factor, for maritime-based forces. The UK must reengage with its maritime status and maintain a maritime-based capability to protect its interests in the new maritime century as a leader within the international community. The book will be of use to scholars and researchers interested in naval history and defence policy.

Get to the heart of fake news and brush up on your media literacy skills as you explore the media landscape of today, and where it all came from, using the current and relevant research found in Media & Culture.