What is grammar? Why is it so central to the teaching of English? How can we teach it with confidence in secondary schools? Essential Grammar will provide clarity, meaning and teacher expertise to this much debated area of the English curriculum. By exploring grammar as applied to literary analysis and using a range of examples from commonly-taught and popular texts, this highly accessible book provides an extensive overview of how to use grammar to enhance the teaching of academic and creative writing. Drawing on a range of resources, best-selling authors Webb and Giovanelli: discuss the context of grammar teaching in schools provide a clear overview of concepts and terminology for the teacher offer a wide range of examples of how grammar can be applied to the analysis of texts and the development of students’ writing debunk the unhelpful view of grammar as a list of prescriptive rules and limits outline grammatical concepts in a way which is clear and simple to understand provide a huge range of practical ways to ensure that teaching of grammatical concepts can be rigorous and successful for all. This resource, with its grounded and straightforward approach to grammar, will be immediately useable in the classroom with strategies that be used by teachers in their classroom today. For any training and practicing secondary English teachers, Essential Grammar will be a compulsory classroom companion.

Metacognition is one of the most highly effective but under-used teaching strategies in all of education. Over-complicated by some, over-simplified by others and misunderstood by many, this area of theory and practice is in need of a fresh look. The Metacognition Handbook provides a clear, practical guide for teachers and school leaders to embed metacognition into classroom practice and school culture to enhance student outcomes. Looking at classroom pedagogy, teacher CPD, transition, and more, The Metacognition Handbook argues a case for evidence informed application of simple but effective ways to boost student independence, self-regulation, self-efficacy and motivation.

Environments, landscapes, and ecological systems are often seen as fundamental by archaeologists, but how they relate to society is understood in very different ways. The chapters in this book take environment, culture, and technology together. All have been the focus of much attention; often one or other has been seen as the starting point for analysis, but this volume argues that it is the study of the inter-relationships between these three factors that offers a way forward. The contributions to this book pick up different strands within the tangled web of intersections between environment, technology, and society, providing a series of case studies which explore facets of this common theme in different settings and circumstances and from different perspectives. As well as addressing themes of theoretical and methodological interest, these case studies draw on primary research dealing with time periods from the late Pleistocene glacial maximum to the very recent past, and involve societies of very different types. Running through all the contributions, however, is a concern with the archaeological record and the ways in which scales of observation and availability of evidence affect the development of questions and explanations. The diversity of the chapters in this volume demonstrates the inherent weakness in any attempt to prioritise environment, technology, or society. These three factors are all embedded in any human activity, as change in one will result in change in the others: social and technical changes alter relations with the environment-and indeed the environment itself-and as environmental change drives changes in society and technology. As this book shows, it is possible to consider the relationship between the three factors from different perspectives, but any attempt to consider one or even two in isolation will mean that valuable insights will be missed.

What is grammar? Why is it so central to the teaching of English? How can we teach it with confidence in secondary schools? Essential Grammar will provide clarity, meaning and teacher expertise to this much debated area of the English curriculum. By exploring grammar as applied to literary analysis and using a range of examples from commonly-taught and popular texts, this highly accessible book provides an extensive overview of how to use grammar to enhance the teaching of academic and creative writing. Drawing on a range of resources, best-selling authors Webb and Giovanelli: discuss the context of grammar teaching in schools provide a clear overview of concepts and terminology for the teacher offer a wide range of examples of how grammar can be applied to the analysis of texts and the development of students' writing debunk the unhelpful view of grammar as a list of prescriptive rules and limits outline grammatical concepts in a way which is clear and simple to understand provide a huge range of practical ways to ensure that teaching of grammatical concepts can be rigorous and successful for all. This resource, with its grounded and straightforward approach to grammar, will be immediately useable in the classroom with strategies that be used by teachers in their classroom today. For any training and practicing secondary English teachers, Essential Grammar will be a compulsory classroom companion.

A practical guide to pedagogy in the English classroom, supporting the teaching abstract, classic and challenging texts and concepts. Many teachers are struggling with the new GCSE syllabus for Literature, and this book provides useful resources, strategies and approaches for the key areas of challenge in the English classroom. Full of practical ideas for educators to use in their classrooms, it is the perfect book for any English teachers who want some fresh ideas for approaching GCSE Literature.

Environments, landscapes, and ecological systems are often seen as fundamental by archaeologists, but how they relate to society is understood in very different ways. The chapters in this book take environment, culture, and technology together. All have been the focus of much attention; often one or other has been seen as the starting point for analysis, but this volume argues that it is the study of the inter-relationships between these three factors that offers a way forward. The contributions to this book pick up different strands within the tangled web of intersections between environment, technology, and society, providing a series of case studies which explore facets of this common theme in different settings and circumstances and from different perspectives. As well as addressing themes of theoretical and methodological interest, these case studies draw on primary research dealing with time periods from the late Pleistocene glacial maximum to the very recent past, and involve societies of very different types. Running through all the contributions, however, is a concern with the archaeological record and the ways in which scales of observation and availability of evidence affect the development of questions and explanations.

The diversity of the chapters in this volume demonstrates the inherent weakness in any attempt to prioritise environment, technology, or society. These three factors are all embedded in any human activity, as change in one will result in change in the others: social and technical changes alter relations with the environment-and indeed the environment itself-and as environmental change drives changes in society and technology. As this book shows, it is possible to consider the relationship between the three factors from different perspectives, but any attempt to consider one or even two in isolation will mean that valuable insights will be missed.

Jennifer Webb collaborates with six expert writers to offer practical teaching strategies for the English classroom. With advice for primary to sixth form, it helps in the teaching of writing skills of distinct and specific forms, including: play-writing, novels, spoken poetry, written poetry, journalism and speech-writing.