This is a unique textbook that offers an integrated text-focused approach to teaching English texts across the 11-18 age and ability range. "Teaching Texts 11-18" is a book for trainee English teachers, PGCE and GTTP trainees, and those who have recently qualified. This textbook offers an integrated text-focused approach to teaching the subject of English across the 11-18 age and ability range. The term 'text' embraces a variety of texts that are at the heart of the English curriculum and debates about literacy, including scripts and spoken texts, poetry, prose fiction, literary non-fiction, media and multimodal texts."Teaching Texts 11-18" explores practical and inclusive ways into teaching many different types of texts. The use of ICT and considerations for working with lower ability and/or gifted and talented students features throughout the book.The book draws on both creative practices and current research in the fields of literacy, English teaching pedagogy and ICT. It includes interviews and some examples of textual production from professionals working in different textual fields. It engages with debates about the current and future construction of the English curriculum both in the UK and in other Anglophone countries. It supports its readers in their professional development as reflective readers and teachers of texts.

UKLA Academic Book Award 2016: Highly Commended Making Poetry Happen provides a valuable resource for trainee and practicing teachers, enabling them to become more confident and creative in teaching what is recognized as a very challenging aspect of the English curriculum. The volume editors draw together a wide-range of perspectives to provide support for development of creative practices across the age phases, drawing on learners' and teachers' perceptions of what poetry teaching is like in all its forms and within a variety of contexts, including: - inspiring young people to write poems - engaging invisible pupils (especially boys) - listening to poetry - performing poetry Throughout, the contributors include practical, tried-and-tested materials, including activities, and draw on case studies. This approach ensures that the theory is clearly linked to practice as they consider teaching and learning poetry to those aged between 5 and 19 from different perspectives, looking at reading; writing; speaking and listening; and transformative poetry cultures. Each of the four parts includes teacher commentaries on how they have adapted and developed the poetry activities for use in their own classroom.

Making Poetry Matter draws together contributions from leading scholars in the field to offer a variety of perspectives on poetry pedagogy. A wide range of topics are covered including: - Teacher attitudes to teaching poetry in the urban primary classroom - Digital poetry and multimodality - Resistance to poetry in Post-16 English Throughout, the internationally recognised contributors draw on case studies to ensure that the theory is clearly linked to classroom practice. They consider the teaching and learning challenges that poetry presents for those working with learners aged between 5 and 19 and explore these challenges with reference to reading; writing; speaking and listening and the transformative nature of poetry in different contexts.

`A must for trainee teachers and English departments' - Booktrusted News

`Drafting and Assessing Poetry is thoroughly researched and shows how attitudes towards teaching of poetry and indeed the place of poetry on the syllabus, has changed with political fashion over the years., But more importantly, Sue Dymoke shows how a handful of contemporary poets go about drafting their work and sees this process as an essential tool in the classroom, advocating that students should keep drafting notebooks, just like real writers.

Getting students, or indeed members of writing groups, to understand that one draft of a poem may not be the final or best work they can produce will never be a problem again!' - Writing in Education

`Sue Dymoke's book is a much needed antidote to the ubiquitous guides to poetry analysis?. This book is well worth reading for its clarity and wealth of ideas' - Bethan Marshall, TES Teacher Magazine

`Every English department should buy this remarkably comprehensive book. Inspiring approaches for teaching children to write poetry are clearly described. Sue Dymoke draws upon her extensive experience as a poet, English teacher and researcher to explore the place of writing poetry in English lessons and examinations. Her unique insights into both the writing and teaching of poetry should prove invaluable to English teachers' - Dr Mark Pike, Lecturer in English Education and Head of PGCE English, University of Leeds

`It is a useful book: a theoretical text, but with a practical focus, which makes it very readable and interesting, to teachers of young people particularly, but also, to teachers of adults and indeed in parts to poetry writers themselves, particularly those interested in working in schools, or simply curious about the general process of drafting and evaluating poetry' - County Lit, Nottinghamshire County Council Literature Newsletter

Drafting and Assessing Poetry offers a range of teaching strategies for developing students' poetry writing skills, and guidance about assessment approaches. Critical commentaries combine with illustrations of successful classroom practice to consider this essential but under-explored aspect of English teaching. Based on theory but with a practical dimension, the book engages readers in current critical debates about poetry teaching and its place in an assessment- driven curriculum.

This book is for reflective practitioners, including trainee teachers, who want to develop their understanding of poetry teaching and to gain insights, which will inform classroom practice. It will also be useful for literacy co-ordinators, teacher educators and other advisory staff in the field of English teaching.

Making Poetry Matter draws together contributions from leading scholars in the field to offer a variety of perspectives on poetry pedagogy. A wide range of topics are covered including: - teacher attitudes to teaching poetry in the urban primary classroom - digital poetry and multimodality - resistance to poetry in Post-16 English. The internationally recognised contributors draw on data collected through a variety of research methods, including case studies, to ensure that theory on poetry pedagogy is clearly linked to practice. They consider teaching and learning poetry in classrooms across the 5 - 19 age range from different perspectives, looking at reading; writing; speaking and listening and transformative poetry cultures.

Informed teaching is built upon a clear understanding of a wide range of professional issues. Reflective Teaching and Learning in the Secondary School offers a comprehensive overview of core teaching topics for professional studies modules on secondary initial teacher education courses. Offering a critically engaged examination of practical and theoretical topics in order to encourage deeper reflection on what underpins good teaching practice, this second edition has been carefully updated to provide a contemporary introduction to secondary education. New to this edition: a new chapter on diversity, social justice and global issues in teaching a new chapter on pastoral and tutorial roles masters-level critical reading tasks in every chapter awareness of recent developments in education policy. This is indispensable reading for anyone training to teach in secondary education including postgraduate (PGCE, SCITT) and school-based routes into teaching. Sue Dymoke is Senior Lecturer in Education at the University of Leicester.

This is a unique textbook that offers an integrated text-focused approach to teaching English texts across the 11-18 age and ability range. "Teaching Texts 11-18" is a book for trainee English teachers, PGCE and GTTP trainees, and those who have recently qualified. This textbook offers an integrated text-focused approach to teaching the subject of English across the 11-18 age and ability range. The term 'text' embraces a variety of texts that are at the heart of the English curriculum and debates about literacy, including scripts and spoken texts, poetry, prose fiction, literary non-fiction, media and multimodal texts."Teaching Texts 11-18" explores practical and inclusive ways into teaching many different types of texts. The use of ICT and considerations for working with lower ability and/or gifted and talented students features throughout the book.The book draws on both creative practices and current research in the fields of literacy, English teaching pedagogy and ICT. It includes interviews and some examples of textual production from professionals working in different textual fields. It engages with debates about the current and future construction of the English curriculum both in the UK and in other Anglophone countries. It supports its readers in their professional development as reflective readers and teachers of texts.

UKLA Academic Book Award 2016: Highly Commended Making Poetry Happen provides a valuable resource for trainee and practicing teachers, enabling them to become more confident and creative in teaching what is recognized as a very challenging aspect of the English curriculum. The volume editors draw together a wide-range of perspectives to provide support for development of creative practices across the age phases, drawing on learners' and teachers' perceptions of what poetry teaching is like in all its forms and within a variety of contexts, including: - inspiring young people to write poems - engaging invisible pupils (especially boys) - listening to poetry - performing poetry Throughout, the contributors include practical, tried-and-tested materials, including activities, and draw on case studies. This approach ensures that the theory is clearly linked to practice as they consider teaching and learning poetry to those aged between 5 and 19 from different perspectives, looking at reading; writing; speaking and listening; and transformative poetry cultures. Each of the four parts includes teacher commentaries on how they have adapted and developed the poetry activities for use in their own classroom.