Best known for a string of 1980s pop soul classics such as 'Private Eyes', 'Maneater', and 'Out Of Touch', Daryl Hall & John Oates are far more than the much caricatured image of the tall blonde one and the short one with the moustache. Through peaks and troughs of the preceding decade, their Philly soul sound twisted and turned, with forays into psychedelic rock with Todd Rundgren and an embracing of new wave tunes as the 1970s progressed. Their records are full of luscious harmonies and catchy melodies, but with an experimental side that's often been overlooked by those who know them principally from 'Rich Girl' or 'I Can't Go For That (No Can Do)'. This book unpicks the multiple facets of the best-selling musical duo act of all time, recounting the stories behind the songs, and charting the myriad paths they've taken, to reveal a very different Hall & Oates behind their popular image. Hall & Oates on track, the first critical exploration of their work in book form for over thirty-five years, examines their entire output, from Whole Oats to Do It For Love, taking in bonus tracks, compilations, covers and live albums, to give the reader a proper overview of their fifty year career.

This book contains ready-to-use, tried-and-tested lesson plans for engaging students aged 11-16 in the sciences using drama and role play techniques. How to increase students' interest and engagement in science is a challenge shared by teachers around the world. Designing effective science lesson plans using drama and role play requires expertise across two very different subject areas and, as a consequence, many science teachers find it difficult to incorporate this technique into their teaching. This book provides busy teachers with ready-made lesson plans for teaching the most dry and abstract scientific principles in a fun and novel way that really engages students. Drawing on and combining the knowledge of biology, chemistry and physics education specialists with drama education experts, this book covers topics taught widely in the sciences with pupils aged 11-16. The authors give a broad background to the value of drama and role play in the teaching of science, including a section summarising, for the non-drama specialist, the main techniques that will be used throughout the book. They also provide guidance on how teachers who have enjoyed using the lesson plans within the book can design their own drama and role play activities.

This is a comprehensive guide to the theory and practice of teaching minds-on practical work in secondary science. Practical work is an essential feature of science education. Questions have however been raised by some science educators about its effectiveness as a teaching and learning strategy. This book considers the effectiveness of practical work and suggests that, as currently practised, it is essentially a 'hands-on', rather than 'minds-on' activity. Whilst such an approach is generally effective in getting pupils to do things with objects and materials, it is relatively ineffective in developing their conceptual understanding of the associated scientific ideas and concepts. Ian Abrahams wishes to redress this and provides guidance to all aspiring and experienced secondary science professionals for making practical work - in biology, chemistry and physics - a 'minds-on' as well as a hands-on experience for their students. It will be of value to those on M-level secondary science PGCE programmes, as well as those undertaking postgraduate level research.

This is a comprehensive guide to the theory and practice of teaching minds-on practical work in secondary science. Practical work is an essential feature of science education. Questions have however been raised by some science educators about its effectiveness as a teaching and learning strategy. This book considers the effectiveness of practical work and suggests that, as currently practised, it is essentially a 'hands-on', rather than 'minds-on' activity. Whilst such an approach is generally effective in getting pupils to do things with objects and materials, it is relatively ineffective in developing their conceptual understanding of the associated scientific ideas and concepts. Ian Abrahams wishes to redress this and provides guidance to all aspiring and experienced secondary science professionals for making practical work - in biology, chemistry and physics - a 'minds-on' as well as a hands-on experience for their students. It will be of value to those on M-level secondary science PGCE programmes, as well as those undertaking postgraduate level research.