First published in 1997. Routledge is an imprint of Taylor & Francis, an informa company.

This is a practical guide to teaching drama and provides a coherent framework together with a theoretical underpinning which will allow teachers to create their own drama lessons from an informed standpoint and maximize the learning potential. The authors propose a curriculum for drama which combines the diverse references in the various documents of the National Curriculum whilst at the same time identifying the qualities specific to the subject which can form a coherent framework for teachers to adopt. Central to the book are a range of techniques, examples and activities which will provide a firm foundation for the teaching of drama, give confidence to those who have little or no experience and allow development for others who may have already acquired some.

It is now widely recognized that learners are more successful when they are active participants in the learning relationship. This book offers a general introduction to primary education and child development, using the learning relationship between teachers and children as its focus. Divided into two parts, the first looks at the child's contribution to the learning relationship, and the second examines that of the teacher.

It is now widely recognized that learners are more successful when they are active participants in the learning relationship. This book offers a general introduction to primary education and child development, using the learning relationship between teachers and children as its focus. Divided into two parts, the first looks at the child's contribution to the learning relationship, and the second examines that of the teacher.

Written by experienced teachers and teacher trainers, this book focuses on: the issues which curriculum co-ordinators need to consider how best to manage the learning of pupils within the school how to promote a quality curriculum across the key stages factors affecting the wider curriculum such as IT, differentiation, the use of outside agencies and the role of the head teacher. It also takes each subject area in turn and for each examines the key areas of: knowledge, skills and understanding teaching styles learning approaches

The role of the curriculum co-ordinator is a varied, and sometimes frustrating, one for teachers. A combination of lack of time, opportunity, confidence, support or resources often means that the ideal model is difficult to achieve. Written by experienced teachers and teacher trainers, this work focuses on: the issues which curriculum co-ordinators need to consider; how they can best manage the learning of pupils within the school; how to promote a quality curriculum across the key stages; and factors affecting the wider curriculum such as IT, differentiation, the use of outside agencies and the role of the head teacher. The text also takes each subject area in turn and examines the key areas of: knowledge, skills and understanding, teaching styles, and learning approaches. Throughout the book there are summaries, practical advice and questions to enable individual co-ordinators to assess and develop their own work, to decide on an action plan suited to their own individual circumstances, and to find a practical route through many potential difficulties and frustrations which face them.