This book includes information on all six areas of the PE National Curriculum (games, gymnastic activities, dance, swimming, outdoor and adventurous activities, athletic activities), to increase subject knowledge and to develop teaching, management and planning skills. This book provides professional development for generalist primary teachers and student-teachers and also offers support to subject leaders charged with the responsibility for other colleagues. It will build on current practice and aim to increase knowledge, understanding, confidence and enthusiasm in an area of the curriculum which often receives a very short time allocation during initial teaching training courses. Teaching Physical Education in the Primary School is a comprehensive guide to the subject for primary educators. It deals with not only the teaching and learning of PE, but also everything that is relevant to co-ordinating the subject.

Primary school children are required to learn about Christianity and local churches are often keen to help, but don't know where to start. This book provides a four-year cycle of resources that churches can offer to children at Key Stage Two (years 3 to 6, ages 7 to 11). The tried-and-tested workshop material covers Christmas, Easter and stories about Jesus and includes all you need to know to run sessions in your local church.

Most primary teachers are very insecure about teaching physical education due to very short ITT courses (some as little as six hours), and little continuing training in schools because of the current focus of the core subjects. The authors have included information on all six areas of the PE National Curriculum (games, gymnastic activities, dance, swimming, outdoor and adventurous activities, athletic activities), to increase subject knowledge and to develop teaching, management and planning skills.
This book provides professional development for generalist primary teachers and teacher trainees and also offers support to subject leaders charged with the responsibility for other colleagues. It will build on current practice and aim to increase knowledge, understanding, confidence and enthusiasm in an area of the curriculum which often receives a very short time allocation during initial teaching training courses.
Teaching Physical Education in the Primary School will be the comprehensive guide to the subject for primary educators. It deals with not only the teaching and learning of PE, but also everything that is relevant to co-ordinating the subject.

Zoo Ethics examines the workings of modern zoos and considers the core ethical challenges faced by people who choose to hold and display animals in zoos, aquariums, or sanctuaries. Jenny Gray asserts the value of animal life and assesses the impacts of modern zoos, including the costs to animals in terms of welfare and the loss of liberty. Gray highlights contemporary events, including the killing of the gorilla Harambe at the Cincinnati Zoo in May 2016, the widely publicized culling of a young giraffe in the Copenhagen Zoo in 2014, and the investigation of the Tiger Temple in western Thailand. Gray describes the positive welfare and health outcomes of many animals held in zoos, the increased attention and protection for their species in the wild, and the enjoyment and education of the people who visit zoos. Zoo Ethics will empower students of animal ethics and veterinary sciences, zoo and aquarium professionals, and interested zoo visitors to have an informed view of the challenges of compassionate conservation and to develop their own ethical positions.

This research began in conversations I had with women, diagnosed with a mental illness, whilst employed as a social work practitioner at a women's health centre. The problematics of having been given a psychiatric classification prompted the phrase 'living with a label', which became the focus of our co-operative inquiry. Psychiatric diagnoses are determined and delivered through the discourses of biomedicine. The women I researched with, loosely connected as mental health service recipients, had often been positioned as 'subject' to an objective biomedical gaze. Through a process of exploration and discovery this project was designed to generate understandings that could be useful to the women who participated. Not only is there a gap in the mental health knowledge continuum, but the need for such insights are made doubly pertinent at the beginning of the twenty first century as diagnostic trends suggest that morbidity rates will continue to increase. Our experience of researching together, and allowing the 'researched' room to know and act, produced possibilities, and also created conundrums, all of which were celebrated. This book will be particularly relevant for feminist researchers and mental health practitioners.

Examining the assessment of need in children's services this book addresses the full spectrum of practice, policy and research developments in the field. The contributors include leading academics, policy makers and senior practitioners who generate a broad-based holistic approach to the assessment of children in need. They show how needs assessment in children's services can be used to tackle problems such as low achievement, mental ill-health and social exclusion at both individual and strategic levels. Approaches to the Assessment of Need in Children's Services will enable service managers and practitioners to respond effectively to the increasing pressure to monitor outcomes and effectiveness in child care work, and to improve and coordinate children's welfare service provision at individual and community levels and provides an indispensable overview and analysis for anyone working or studying in child welfare and social care.