Created in partnership with White Rose Maths, student book 2 for KS3 Maths follows the White Rose schemes of learning for Year 8 where mathematical concepts are broken down into small steps to help all pupils make progress. Written by White Rose teachers, it helps develop confident and capable mathematicians who can do and enjoy key stage 3 maths. Winner of Teach Secondary 2021 Curriculum Impact Category Finalist of Educational Resources Awards 2022 Secondary Non-ICT The only official KS3 Maths White Rose textbook provides a UK-specific approach, which has been taught and refined in the classroom. It has been carefully planned and sequenced to support students as they progress through KS3 and prepare for GCSE. It helps all students to: · Experience a smooth and successful transition from KS2 to KS3 Maths that builds on ability and progress in primary maths · Master topics with content broken down into small, manageable steps which is interleaved and revisited in other contexts to aid memory and make connections · Secure conceptual understanding with models and visual representations · Embed strong mathematical foundations with detailed and clear explanations · Build fluency, reasoning and problem-solving skills with plenty of practice questions · Practise purposefully for deep understanding with ’What do you think?’ tasks · Reinforce learning with consolidation questions · Deepen knowledge with stretch questions · Boost progression with reflection questions · Check answers at the back of the book Accompanied by high-quality professional development courses for teachers provided by White Rose Maths

Created in partnership with White Rose Maths, student book 1 for KS3 Maths follows the White Rose schemes of learning for Year 7 where mathematical concepts are broken down into small steps to help all pupils make progress. Written by White Rose teachers, it helps develop confident and capable mathematicians who can do and enjoy key stage 3 maths. Winner of Teach Secondary 2021 Curriculum Impact Category Finalist of Educational Resources Awards 2022 Secondary Non-ICT The only official KS3 Maths White Rose textbook provides a UK-specific approach, which has been taught and refined in the classroom. It has been carefully planned and sequenced to support students as they progress through KS3 and prepare for GCSE. It helps all students to: · Experience a smooth and successful transition from KS2 to KS3 Maths that builds on ability and progress in primary maths · Master topics with content broken down into small, manageable steps which is interleaved and revisited in other contexts to aid memory and make connections · Secure conceptual understanding with models and visual representations · Embed strong mathematical foundations with detailed and clear explanations · Build fluency, reasoning and problem-solving skills with plenty of practice questions · Practise purposefully for deep understanding with ’What do you think?’ tasks · Reinforce learning with consolidation questions · Deepen knowledge with stretch questions · Boost progression with reflection questions · Check answers at the back of the book Accompanied by high-quality professional development courses for teachers provided by White Rose Maths

Offers a comprehensive treatment of Holocaust education, blending introductory material, broad perspectives and practical teaching case studies. This work shows how and why pupils should learn about the Holocaust.>

Created in partnership with White Rose Maths, student book 3 for KS3 Maths follows the White Rose schemes of learning for Year 9 where mathematical concepts are broken down into small steps to help all pupils make progress. Written by White Rose teachers, it helps develop confident and capable mathematicians who can do and enjoy key stage 3 maths. Winner of Teach Secondary 2021 Curriculum Impact Category Finalist of Educational Resources Awards 2022 Secondary Non-ICT The only official KS3 Maths White Rose textbook provides a UK-specific approach, which has been taught and refined in the classroom. It has been carefully planned and sequenced to support students as they progress through KS3 and prepare for GCSE. It helps all students to: * Experience a smooth and successful transition from KS2 to KS3 Maths that builds on ability and progress in primary maths * Master topics with content broken down into small, manageable steps which is interleaved and revisited in other contexts to aid memory and make connections * Secure conceptual understanding with models and visual representations * Embed strong mathematical foundations with detailed and clear explanations * Build fluency, reasoning and problem-solving skills with plenty of practice questions * Practise purposefully for deep understanding with 'What do you think?' tasks * Reinforce learning with consolidation questions * Deepen knowledge with stretch questions * Boost progression with reflection questions * Check answers at the back of the book Accompanied by high-quality professional development courses for teachers provided by White Rose Maths

'Globalization' and 'the Nation' provide significant contexts for examining past educational thinking and practice and to identify how education has been influenced today. This book, written collaboratively, explores country case studies - Australia, Brazil, Canada, China, the UK and USA as well as discussing the transnational European Union.

From trusted publishers White Rose Maths and Oxford University Press, this maths homework book for Year 9 is perfect for parents to buy to help their children practice their maths at home. Each homework activity is matched to the teaching taking place in White Rose Maths lessons each week. The homework books use the same layouts, colours and language used in the White Rose Maths Workbooks - making them familiar and easy to access at home. Each week of homework will take around 30-40 minutes to complete. Termly self-assessment tasks help students in identifying next steps and can be used in class as stand-alone sessions.

The Routledge Education Studies Reader provides an authoritative overview of the key aspects of education for students beyond the introductory stages of a degree programme in Education Studies, enabling students to deepen their understanding.

A blend of modern-classic and contemporary readings, based on a combination of empirical research and established theory, provide coverage of the following:

• globalisation and the impact of new technologies
• educational policies and society
• curriculum and pedagogy
• assessment
• professional learning
• learning beyond schools.

In order to encourage engagement with the literature, each reading is introduced by the editors. Key questions accompany every reading, enabling the student to reflect on the piece. Suggestions for further reading are made and explained throughout.

The Routledge Education Studies Reader is an essential resource for students of Education Studies, especially during years 2 and 3 of the undergraduate degree. It will prove useful to other students and professionals interested in the study of education.

The Routledge Education Studies Textbook is an academically comprehensive and appropriately challenging textbook that can be used alongside this Reader.

This book brings together respected international academics and practitioners from citizenship and drama to debate, share their experiences and plan a way forward for academic and professional best practice in drama and citizenship education for a democratic society. Drawing on international contributions, the chapters explore fundamental ideas about theatre and drama from a global perspective with connections made to action and identity. The main section of the book showcases authors from around the world discussing their perspectives of what is happening within particular countries and exploring a range of ideas and issues that relate to vitally important matters including community, socialism, post-colonialism, diversity, inclusion and more. The final section of the book brings together teams of authors from citizenship and drama education, who discuss the essential elements of citizenship education and encourage insight and practical collaboration from drama experts. The book is unique in presenting dynamic interaction between citizenship and drama experts and encouraging academics and professionals to develop their own work in these areas. It will be of great interest to academics, researchers and students in the fields of citizenship education, drama education and all those interested in promoting social justice through education.

This book brings together respected international academics and practitioners from citizenship and drama to debate, share their experiences and plan a way forward for academic and professional best practice in drama and citizenship education for a democratic society. Drawing on international contributions, the chapters explore fundamental ideas about theatre and drama from a global perspective with connections made to action and identity. The main section of the book showcases authors from around the world discussing their perspectives of what is happening within particular countries and exploring a range of ideas and issues that relate to vitally important matters including community, socialism, post-colonialism, diversity, inclusion and more. The final section of the book brings together teams of authors from citizenship and drama education, who discuss the essential elements of citizenship education and encourage insight and practical collaboration from drama experts. The book is unique in presenting dynamic interaction between citizenship and drama experts and encouraging academics and professionals to develop their own work in these areas. It will be of great interest to academics, researchers and students in the fields of citizenship education, drama education and all those interested in promoting social justice through education.

This Handbook is a much needed international reference work, written by leading writers in the field of global citizenship and education. It is based on the most recent research and practice from across the world, with the 'Geographically-Based Overviews' section providing summaries of global citizenship and education provided for Southern Africa, Australasia, Europe, the Middle East, North America, Latin America, and East and South East Asia. The Handbook discusses, in the 'Key Ideologies' section, the philosophies that influence the meaning of global citizenship and education, including neo-liberalism and global capitalism; nationalism and internationalism; and issues of post-colonialism, indigeneity, and transnationalism. Next, the 'Key Concepts' section explores the ideas that underpin debates about global citizenship and education, with particular attention paid to issues of justice, equity, diversity, identity, and sustainable development. With these key concepts in place, the 'Principal Perspectives and Contexts' section turns to exploring global citizenship and education from a wide variety of viewpoints, including economic, political, cultural, moral, environmental, spiritual and religious, as well as taking into consideration issues of ethnicity, gender and sexuality, and social class. Finally, the 'Key Issues in the Teaching of Global Citizenship' section discusses how education can be provided through school subjects and study abroad programmes, as well as through other means including social media and online assessment, and political activism. This Handbook will be vital reading for academics, postgraduates and advanced undergraduates in the fields of sociology and education, particularly those with an interest in comparative studies.

This book contains the proceeding of the conferences on Disasters and the Small Dwelling, held at Oxford in September 1990. The 26 papers cover recent experiences of post-disaster shelter and housing provision, review what has been achieved, what needs disseminating and implementing, and assesses what needs further development. The volume thus defines an international agenda to achieve safer low-income dwellings in the course of the 1990s, designated International Decade for Natural Disaster Reduction by the UN. It will be essential reading for anyone - whether governmental or non-governmental agency officials, academic researchers, representatives of private industry or consultants - whose work involves analysis, shelter, mitigation and reconstruction programmes for low-income dwellings in disaster-prone areas.

The prevalence of natural disasters in recent years has highlighted the importance of preparing adequately for disasters and dealing efficiently with their consequences. This book addresses how countries can enhance their resilience against natural disasters and move towards economic growth and sustainable development. Covering a wide range of issues, it shows how well thought-out measures can be applied to minimize the impacts of disasters in a variety of situations. Starting with the need for coping with a rapidly changing global environment, the book goes on to demonstrate ways to strengthen awareness of the effectiveness of preventive measures, including in the reconstruction phase. The book also covers the roles played by different actors as well as tools and technologies for improved disaster risk reduction. It focuses on a variety of case studies from across Asia, Africa and Latin America, drawing out lessons that can be applied internationally. This book will be of great interest to professionals in disaster management, including national governments, donors, communities/citizens, NGOs and private sector. It will also be a highly valuable resource for students and researchers in disaster management and policy, development studies and economics.

Citizenship through Secondary History reveals the potential of history to engage with citizenship education and includes: a review of the links between citizenship education and the teaching and learning of history an analysis of how citizenship education is characterised, raising key issues about what could and should be achieved a critique of the discipline and the pitfalls to avoid in teaching citizenship through history case studies offering practical teaching suggestions. History teaching is at the vanguard of citizenship education - the past is the springboard from which citizens learn to think and act. This book offers positive and direct ways to get involved in the thinking that must underpin any worthwhile citizenship education, for all professional teachers, student teachers in history, policy-makers, heads of department and principals.

The Routledge Education Studies Textbook is an academically wide-ranging and appropriately challenging resource for students beyond the introductory stages of a degree programme in Education Studies. Written in a clear and engaging style, the chapters are divided into three sections that examine fundamental ideas and issues, explore educational contexts, and offer study and research guidance respectively.

To support the development of critical thinking, debates between contributors are interspersed within sections and address the following questions:

• Do private schools legitimise privilege?
• Should the liberal state support religious schooling?
• Are developments in post-14 education reducing the divide between the academic and the vocational?
• Do schools contribute to social and community cohesion?
• Do traditional and progressive teaching methods exist or are there only effective and ineffective methods?
• Educational Research: a foundation for teacher professionalism?

Each chapter opens with an overview of the rationale behind it and closes with a summary of the main points. At the end of every chapter key questions are posed, encouraging the student to critically reflect on the content, and suggestions for further reading are made.

The Routledge Education Studies Textbook is essential reading for students of Education Studies, especially during second and third years of the undergraduate degree. It will be of interest to trainee teachers, including those working towards M Level.

A companion volume, The Routledge Education Studies Reader by the same editors, contains key classic and contemporary academic articles and has been designed to be used alongside this Textbook.

The Routledge Education Studies Textbook is an academically wide-ranging and appropriately challenging resource for students beyond the introductory stages of a degree programme in Education Studies. Written in a clear and engaging style, the chapters are divided into three sections that examine fundamental ideas and issues, explore educational contexts, and offer study and research guidance respectively.

To support the development of critical thinking, debates between contributors are interspersed within sections and address the following questions:

• Do private schools legitimise privilege?
• Should the liberal state support religious schooling?
• Are developments in post-14 education reducing the divide between the academic and the vocational?
• Do schools contribute to social and community cohesion?
• Do traditional and progressive teaching methods exist or are there only effective and ineffective methods?
• Educational Research: a foundation for teacher professionalism?

Each chapter opens with an overview of the rationale behind it and closes with a summary of the main points. At the end of every chapter key questions are posed, encouraging the student to critically reflect on the content, and suggestions for further reading are made.

The Routledge Education Studies Textbook is essential reading for students of Education Studies, especially during second and third years of the undergraduate degree. It will be of interest to trainee teachers, including those working towards M Level.

A companion volume, The Routledge Education Studies Reader by the same editors, contains key classic and contemporary academic articles and has been designed to be used alongside this Textbook.

Contents:
Foreword Preface List of figures and tables Part 1: Framework and Theory 1. The challenge of disasters and our approach 1.1 In at the deep end 1.2 Conventional views of disaster 1.3 What is vulnerability? 1.4 Changes since the first edition 1.5 The International decade for natural disaster reduction 1.6 Convergence and critique 1.7 Audiences 1.8 Scope and plan of the book 1.9 Limits and assumptions 2. The disaster pressure and release model 2.1 The nature of vulnerability 2.2 Cause and effects in the disaster pressure model 2.3 Time and the chain of explanation 2.4 Limits to our knowledge 2.5 Global trends and dynamic pressures 2.6 Uses of the pressure and release model 3. Access to resources and coping in adversity 3.1 Access to resources - an introduction 3.2 New thinking since 1994 3.3 'Normal life' - the formal Access model 3.4 Coping and access to safety Part 2: Vulnerability and Hazard Types 4. Famine and natural hazards 4.1 Introduction 4.2 Famines and their causes 4.3 Explanations of famine 4.4 Complex emergencies, policy famines and human rights 4.5 Causes, pressures, unsafe conditions and famine 4.6 Access and famines 4.7 Policy 4.8 Conclusion 5. Biological hazards 5.1 Introduction 5.2 What are biological hazards? 5.3 Limitations to our treatment of biological hazards 5.4 Biological links with other hazards 5.5 Livelihoods, resources and disasters 5.6 Vulnerability-creating processes 5.7 Pressures affecting defences against biological hazards 5.8 Root causes and pressures 5.9 Steps toward risk reduction 6. Floods 6.1 Introduction 6.2 Floods as known risks 6.3 Disastrous outcomes for vulnerable people 6.4 Floods and vulnerability 6.5 Summary: flood prevention and mitigation 7. Coastal storms 7.1 Introduction 7.2 The physical hazard 7.3 Patterns of vulnerability 7.4 Case-studies 7.5 Policy responses 8. Earthquakes and volcanoes 8.1 Introduction 8.2 Classic case-studies: Guatemala and Mexico 8.3 Recent case-studies 8.4 Volcanoes and related hazards 8.5 Goma, Congo, eruption of Mount Nyiragongo 2002 8.6 Policy response and mitigation Part 3: Towards a Safer Environment 9. Towards a safer environment 9.1 Towards a safer environment: are statements of intent merely hot air? 9.2 From Yokohama to Johannesburg via Geneva 9.3 Risk reduction objectives Notes Bibliography

Addressing education for citizenship and the teaching of democracy in schools, the final report of the advisory group set up by the Secretary of State for Education notes a need for citizenship education as a distinct part of the curriculum, but also recognizes that "it can be taught in combination with other subjects". It highlights history as one of the key subjects. This book defines the contribution that history can make to citizenship and democracy education, and which it must make if citizenship education is to be effective in a crowded curriculum. It addresses both the ways in which the content and the pedagogy of the secondary history curriculum can contribute to the teaching of citizenship and ways in which the proposed content of the curriculum for citizenship can be addressed through history. Theoretical discussion is used to provide a platform for the presentation of practical teaching suggestions. The use of case studies in the final section clarifies classroom issues.

Citizenship has been taught in school around the world for many years now, and is due to be introduced to the UK curriculum over the next few years. Teachers, Headteachres, administrators and policy makers have the opportunity to develop citizenship education programs for all their students. This book takes a pragmatic approach to the issue, and answers many of the crucial questions that will be emerging: what definitions of citizenship are to be followed, and how is citizenship taught? What approaches will be taken by teachers and what is the likely shape of best practice for citizenship education? How will the issue impact on schools and teacher training, and how should they rise to the challenge? What are the key factors influencing or threatening the development of good citizens? Based on the analysis of data collected form over 700 teachers the book provides real solutions to questions raised by citizenship education, and makes recommendations for practice in schools and in the training and development of teachers.

Citizenship has been taught in school around the world for many years now, and is due to be introduced to the UK curriculum over the next few years. Teachers, Headteachres, administrators and policy makers have the opportunity to develop citizenship education programs for all their students. This book takes a pragmatic approach to the issue, and answers many of the crucial questions that will be emerging: what definitions of citizenship are to be followed, and how is citizenship taught? What approaches will be taken by teachers and what is the likely shape of best practice for citizenship education? How will the issue impact on schools and teacher training, and how should they rise to the challenge? What are the key factors influencing or threatening the development of good citizens? Based on the analysis of data collected form over 700 teachers the book provides real solutions to questions raised by citizenship education, and makes recommendations for practice in schools and in the training and development of teachers.

This book contains the proceeding of the conferences on Disasters and the Small Dwelling, held at Oxford in September 1990. The 26 papers cover recent experiences of post-disaster shelter and housing provision, review what has been achieved, what needs disseminating and implementing, and assesses what needs further development. The volume thus defines an international agenda to achieve safer low-income dwellings in the course of the 1990s, designated International Decade for Natural Disaster Reduction by the UN. It will be essential reading for anyone - whether governmental or non-governmental agency officials, academic researchers, representatives of private industry or consultants - whose work involves analysis, shelter, mitigation and reconstruction programmes for low-income dwellings in disaster-prone areas.

Now in its second edition, Debates in History Teaching remains at the cutting edge of history education. It has been fully updated to take into account the latest developments in policy, research and professional practice. With further exploration into the major issues that history teachers encounter in their daily professional lives, it provides fresh guidance for thinking and practice for teachers within the UK and beyond. Written by a range of experts in history education, chapters cover all the key issues needed for clear thinking and excellent professional action. This book will enable you to reach informed judgements and argue your point of view with deeper theoretical knowledge and understanding. Debates include: What is happening today in history education? What is the purpose of history teaching? What do history teachers need to know? What are the key trends and issues in international contexts? What is the role of evidence in history teaching and learning? How should you make use of ICT in your lessons? Should moral learning be an aim of history education? How should history learning be assessed? Debates in History Teaching remains essential reading for any student or practising teacher engaged in initial training, continuing professional development or Master's-level study.

Are we winning or losing the battle for safe environments? In 1984, leading disaster risk management professionals and researchers met in Jamaica for the Ocho Rios conference on Disaster Mitigation. In this collection, key experts reflect on the progress made in disaster risk reduction since that conference, with a particular emphasis on the Caribbean.

Areas of focus include:

• trends in disaster risk management
• the links between disaster risk management and development
• the development of community based actions
• the efficacy of regulations to achieve safety
• the evolution of risk management institutions.

The resulting volume provides a comprehensive overview of progress in the field and will be of interest to all those involved in disaster risk management and development.

The Routledge Education Studies Reader provides an authoritative overview of the key aspects of education for students beyond the introductory stages of a degree programme in Education Studies, enabling students to deepen their understanding.

A blend of modern-classic and contemporary readings, based on a combination of empirical research and established theory, provide coverage of the following:

• globalisation and the impact of new technologies
• educational policies and society
• curriculum and pedagogy
• assessment
• professional learning
• learning beyond schools.

In order to encourage engagement with the literature, each reading is introduced by the editors. Key questions accompany every reading, enabling the student to reflect on the piece. Suggestions for further reading are made and explained throughout.

The Routledge Education Studies Reader is an essential resource for students of Education Studies, especially during years 2 and 3 of the undergraduate degree. It will prove useful to other students and professionals interested in the study of education.

The Routledge Education Studies Textbook is an academically comprehensive and appropriately challenging textbook that can be used alongside this Reader.

Global Citizenship Education explores key ideas and issues within local, national and global dimensions. Including examples and case studies from across the world, the authors draw on ideas, experiences and histories within and beyond 'the West' to contribute to multifaceted perspectives on global citizenship education. In concise chapters, the authors set out the key concepts and debates within the field. Global citizenship education is contextualized within key educational frameworks, including citizenship education, global education, development education and peace education. Edda Sant, Ian Davies, Karen Pashby and Lynette Shultz explore the different ways in which global citizenship can be taught, learned and assessed in formal and informal contexts. Including examples from a wide range of education institutions, chapters provide overviews of policy making and international practices borne out of different approaches to global citizenship education. With each chapter including a summary of key issues, an annotated list of key resources, an exercise for students and a further reading list, Global Citizenship Education will aid understanding of this complex and debated area of study.

Created in partnership with White Rose Maths, teacher guide 2 for KS3 Maths follows the White Rose schemes of learning for Year 8. Written by White Rose leaders and teachers, it helps to develop teachers' subject knowledge and confidence to be able to deliver high-quality maths lessons using the accompanying student book. Winner of Teach Secondary 2021 Curriculum Impact Category Finalist of Educational Resources Awards 2022 Secondary Non-ICT The only official KS3 Maths White Rose teacher guide provides a UK-specific teaching approach, which has been taught and refined in the classroom. It outlines the rationale for the lessons and practice exercises in the matching student book with additional guidance on the models, representations and tasks. It helps secondary maths teachers to: * Plan the curriculum with the White Rose secondary schemes of learning * Highlight misconceptions and learning points to address * Identify and suggest interleaving opportunities to reinforce and connect learning * Introduce and successfully use the models and visual representations * Understand the thinking behind the questions with a commentary on selected questions for each small step in the student book * Differentiate for all students with extra guidance on the discussion, consolidation, stretch and reflection tasks * Accompanied by high-quality professional development courses for teachers provided by White Rose Maths