The authors of this book offer practical help to teachers in making day-to-day provision for the able in their classroom. Designed mainly for secondary teachers, teacher educators and senior managers, the book draws together a range of good practice in provision for the most able across all national curriculum subjects. The recommendations for classroom practice are underpinned by sound theoretical perspectives and provide a framework for teachers to evaluate and develop their own provision for able pupils.

Enriching Vocabulary in Secondary Schools explores the importance of vocabulary for academic, social, emotional, and employment outcomes. It describes the vulnerability of vocabulary skills in children and adolescents with speech, language, and communication needs (SLCN), and suggests practical ways to support them as they learn. The book contains a theoretical overview of vocabulary development in children and adolescents, highlighting its impact on both learning and psychosocial functioning, and profiles the vocabulary learning of children with SLCN. It includes a range of programmes, strategies, and resources for vocabulary learning, together with the evidence base and key research underpinning them. Chapters offer a plethora of word-learning activities, ideas, and downloadable resources for implementation in the classroom, small groups, and individually to meet the needs of pupils with differing levels of language and cognitive ability. An essential resource for speech and language therapists, secondary school teachers, and support staff, this book will give readers a deeper understanding of the significance of language, along with an extensive practical toolkit to help teach and enhance the vocabulary learning of older children and young people.

The authors of this book offer practical help to teachers in making day-to-day provision for the able in their classroom. Designed mainly for secondary teachers, teacher educators and senior managers, the book draws together a range of good practice in provision for the most able across all national curriculum subjects. The recommendations for classroom practice are underpinned by sound theoretical perspectives and provide a framework for teachers to evaluate and develop their own provision for able pupils.

Pay Dirt: The Westland Goldfields, from the diary of William Smart is the fascinating story of how payable gold was discovered in West Canterbury, and of claims to the government's rich gold reward. It tells how English settler William Smart left Christchurch in 1862 to prospect for gold in the uncharted wilderness of the West Coast. Then, in 1887, long after the Canterbury government had granted another prospector the reward, which Smart regarded as rightfully his, he was provoked to write his own 'history' of the early gold discoveries. The Westland Goldfields was his attempt to set the record straight; but, incidentally, he produced a unique eye-witness account of early Pakeha on the Coast, prospecting alongside Maori, braving the hazardous environment, isolation and ever-present risk of starvation - before the region was overwhelmed by the gold rushes of the 1860s. Smart's account, together with his drawings, is published here for the first time.

By pulling together earlier accounts and adding important new research, this history solves some mysteries about what happened to Henry Whitcombe, a young civil engineer who, in 1863, led an expedition to find a route across the Southern Alps in New Zealand. Swiss gold miner Jakob Lauper was hired to accompany Whitcombe and scout for gold, but the journey turned to tragedy when Whitcombe drowned while attempting to cross the flooded Taramakau River. Lauper survived and submitted a report in German about their findings, which was translated into English. This study is based on a painstaking new translation of Lauper's report and points to many errors and omissions in the first translation, as well as a significant geographical mistake in the survey itself.