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Unlike some other reproductions of classic texts (1) We have not
used OCR(Optical Character Recognition), as this leads to bad
quality books with introduced typos. (2) In books where there are
images such as portraits, maps, sketches etc We have endeavoured to
keep the quality of these images, so they represent accurately the
original artefact. Although occasionally there may be certain
imperfections with these old texts, we feel they deserve to be made
available for future generations to enjoy.
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.
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.
Unlike some other reproductions of classic texts (1) We have not
used OCR(Optical Character Recognition), as this leads to bad
quality books with introduced typos. (2) In books where there are
images such as portraits, maps, sketches etc We have endeavoured to
keep the quality of these images, so they represent accurately the
original artefact. Although occasionally there may be certain
imperfections with these old texts, we feel they deserve to be made
available for future generations to enjoy.
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.
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 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.
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.
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