Now in a new format Speaking Frames: How to Teaching Talk for Writing: Ages 8-10 brings together material from Sue Palmer s popular Speaking Frames books for years 3 and 4. Providing an innovative and effective answer to the problem of teaching speaking and listening, this book offers a range of speaking frames for children to orally fill in developing their language patterns and creativity, and boosting their confidence in talk for learning and talk for writing. Fully updated, this book offers:

• material for individual, paired and group presentations
• links to cross-curricular Skeletons
• support notes for teachers and assessment guidance
• advice on flexible progression and working to a child s ability
• suggestions for developing individual pupils' spoken language skills.

With a wealth of photocopiable sheets and creative ideas for speaking and listening, Speaking Frames: How to Teaching Talk for Writing: Ages 8-10 is essential reading for all practising, trainee and recently qualified teachers who wish to develop effective speaking and listening in their classroom."

All too often, pain in ridden horses is labelled as 'bad' behaviour. The apparently ‘sound’ horse is 'naughty', 'lazy', 'difficult', 'explosive', 'spooky', 'nappy', and more. These labels are wrong. Pain impacts all aspects of a horse's performance, including its partnership with the rider, and its potential to progress. It does not always create lameness. Relieving pain can lead to greater potential, a deeper partnership, and improved performance. In ‘Harmonious Horsemanship: Use of the Ridden Horse Ethogram to Optimise Potential, Partnership and Performance', Sue Dyson and Sue Palmer share their professional knowledge and experience. You will learn how to use a checklist of 24 behaviours to check for musculoskeletal pain in ridden horses. The book includes a gripping mix of research studies, contributions from industry experts, and real-life case studies. Only by first recognising pain can we then address it through accurate assessment, diagnosis, and treatment. This book, full of practical tools and backed by solid robust science, teaches you how to use ridden behaviour to recognise the subtle signs of pain, even in horses that appear to be sound. It is for anyone who cares about the horse, whether you are an interested amateur owner or an experienced equestrian professional. Together, we can make the world a better place for horses.

Now revised and expanded Speaking Frames: How to Teaching Talk for Writing: Ages 10-14 brings together material from Sue Palmer's popular Speaking Frames books with additional material covering the primary/secondary transition. Providing an innovative and effective answer to the problem of teaching speaking and listening, this book offers a range of speaking frames for children to orally 'fill in', developing their language patterns and creativity, 'and boosting their confidence in the use of literate language patterns. Fully updated, this book offers: material for individual paired and group presentations and talk for writing links to cross-curricular 'Skeletons' transition material and guidance on 'bridging the gap' between primary and secondary schools support notes for teachers and assessment guidance advice on flexible progression and working to a child's ability suggestions for developing individual pupils' spoken language skills. With a wealth of photocopiable sheets and creative ideas for speaking and listening, Speaking Frames: How to Teaching Talk for Writing: Ages 10-14 is essential reading for all practising, trainee and recently qualified teachers who wish to develop effective speaking and listening in their classroom.

Now in an updated second edition How to Teach Writing Across the Curriculum: Ages 6-8 provides a range of practical suggestions for teaching non-fiction writing skills and linking them to children's learning across the entire curriculum. Providing a number of suggestions for teachers and putting emphasis on creative approaches to teaching children writing in diverse and innovative ways, it provides: techniques for using speaking and listening, drama and games to prepare for writing suggestions for the use of cross-curricular learning as a basis for writing planning frameworks and 'skeletons' to promote thinking skills information on key language features of non-fiction texts examples of non-fiction writing guidance on the process of creating writing from note-making. With new hints and tips for teachers and suggestions for reflective practice, How to Teach Writing Across the Curriculum: Ages 6-8 will equip teachers with all the skills and materials needed to create enthusiastic non-fiction writers in their primary classroom.

Now in a new format Speaking Frames: How to Teaching Talk for Writing: Ages 8-10 brings together material from Sue Palmer's popular Speaking Frames books for years 3 and 4. Providing an innovative and effective answer to the problem of teaching speaking and listening, this book offers a range of speaking frames for children to orally 'fill in' developing their language patterns and creativity, and boosting their confidence in talk for learning and talk for writing. Fully updated, this book offers: material for individual, paired and group presentations links to cross-curricular 'Skeletons' support notes for teachers and assessment guidance advice on flexible progression and working to a child's ability suggestions for developing individual pupils' spoken language skills. With a wealth of photocopiable sheets and creative ideas for speaking and listening, Speaking Frames: How to Teaching Talk for Writing: Ages 8-10 is essential reading for all practising, trainee and recently qualified teachers who wish to develop effective speaking and listening in their classroom.

Now in an updated second edition How to Teach Writing Across the Curriculum: Ages 8-14 provides a range of practical suggestions for teaching non-fiction writing skills and linking them to children's learning across the curriculum. Emphasising creative approaches to teaching children's writing in diverse and innovative ways, it provides: information on the organisation and language features of the six main non-fiction text types (recount, report, instruction, explanation, persuasion and discussion) suggestions for the use of cross-curricular learning as a basis for writing planning frameworks for children to promote thinking skills advice on developing children's writing to help with organisational issues - paragraphing and layout, and the key language features examples of non-fiction writing suggestions for talk for learning and talk for writing (including links to 'Speaking Frames'; also published by Routledge) information on the transition from primary to secondary school. With new hints and tips for teachers and suggestions for reflective practice as well as a wealth of photocopiable materials, How to Teach Writing Across the Curriculum: Ages 8-14 will equip teachers with all the skills needed to create enthusiastic non-fiction writers in their classroom.

Now in an updated second edition How to Teach Writing Across the Curriculum: Ages 8-14 provides a range of practical suggestions for teaching non-fiction writing skills and linking them to children s learning across the curriculum. Emphasising creative approaches to teaching children s writing in diverse and innovative ways, it provides:

• information on the organisation and language features of the six main non-fiction text types (recount, report, instruction, explanation, persuasion and discussion)
• suggestions for the use of cross-curricular learning as a basis for writing
• planning frameworks for children to promote thinking skills
• advice on developing children s writing to help with organisational issues paragraphing and layout, and the key language features
• examples of non-fiction writing
• suggestions for talk for learning and talk for writing (including links to 'Speaking Frames'; also published by Routledge)
• information on the transition from primary to secondary school.

With new hints and tips for teachers and suggestions for reflective practice as well as a wealth of photocopiable materials, How to Teach Writing Across the Curriculum: Ages 8-14 will equip teachers with all the skills needed to create enthusiastic non-fiction writers in their classroom.

Now in an updated second edition How to Teach Writing Across the Curriculum: Ages 6-8 provides a range of practical suggestions for teaching non-fiction writing skills and linking them to children s learning across the entire curriculum. Providing a number of suggestions for teachers and putting emphasis on creative approaches to teaching children writing in diverse and innovative ways, it provides:

• techniques for using speaking and listening, drama and games to prepare for writing
• suggestions for the use of cross-curricular learning as a basis for writing
• planning frameworks and skeletons to promote thinking skills
• information on key language features of non-fiction texts
• examples of non-fiction writing
• guidance on the process of creating writing from note-making.

With new hints and tips for teachers and suggestions for reflective practice, How to Teach Writing Across the Curriculum: Ages 6-8 will equip teachers with all the skills and materials needed to create enthusiastic non-fiction writers in their primary classroom.

Why does Britain and its former colonies send children to school as young as four and five, when in eighty-eight per cent of the world the starting age is six or seven? Sue Palmer, author of bestselling Toxic Childhood, uncovers the truth: it's not because of what's best for children, but historical accident and economics. Palmer examines research ranging from neurological science to educational data, and shows that under-sevens gain most -- educationally, physically, socially and psychologically -- from not being stuck behind a desk. Upstart puts forward a passionate case for Britain adopting a proper 'kindergarten' stage that recognises what under-sevens really need. With clarity, ease and vigour, Palmer describes a different way of doing early years education that would have huge benefits both for individual children, and for our nation.

Now revised and expanded Speaking Frames: How to Teaching Talk for Writing: Ages 10-14 brings together material from Sue Palmer's popular Speaking Frames books with additional material covering the primary/secondary transition. Providing an innovative and effective answer to the problem of teaching speaking and listening, this book offers a range of speaking frames for children to orally 'fill in', developing their language patterns and creativity, 'and boosting their confidence in the use of literate language patterns. Fully updated, this book offers: material for individual paired and group presentations and talk for writing links to cross-curricular 'Skeletons' transition material and guidance on 'bridging the gap' between primary and secondary schools support notes for teachers and assessment guidance advice on flexible progression and working to a child's ability suggestions for developing individual pupils' spoken language skills. With a wealth of photocopiable sheets and creative ideas for speaking and listening, Speaking Frames: How to Teaching Talk for Writing: Ages 10-14 is essential reading for all practising, trainee and recently qualified teachers who wish to develop effective speaking and listening in their classroom.

This fully revised fourth edition outlines seven strands of practice for three to six-year old children, designed to develop the skills, concepts and knowledge underpinning literacy in the early years. Accompanying each strand are clear explanations of the research and reasoning on which they are based. Practical advice on helping children transfer their learning into their own child-initiated activities, to build a genuine and solid foundation for literacy, is integral to the book.

When Sue Palmer wrote "Toxic Childhood," revealing how problems of diet, education, fitness, and mental health were all interrelated, she sparked a fierce debate involving everyone from teachers and scientists to politicians and religious leaders. This important successor volume provides an essential guide to helping children steer clear of a toxic world. Palmer presents practical, easy-to-follow advice on what kids need in terms of food, play, sleep, and talk; what kinds of childcare and education are most beneficial; how families can work together; and how to turn the potentially troublesome electronic village of TV, computers, and cell phones to our advantage. With so many pressures in our daily life, this is the one-stop solution to raising healthy, happy children today.

"There can be no keener revelation of a country's soul than the way it treats its children." - Nelson Mandela

Childhood, as a stage in human development, has been steadily eroded. Children today are introduced to 21st-century adult values and behaviour at an increasingly early age, long before they are developmentally ready to cope with them. We expend immense time and effort attending to their material needs while simultaneously neglecting their developmental needs. In this important polemic, Sue Palmer believes that if we do not get a grip on this problem soon, the increase in developmental disorders, behavioural difficulties and mental health problems recorded by experts over recent decades will soon spiral out of control.

Sue discusses challenges faced in the 21st century including:

• the problems facing parents in an age of materialism
• the way gender wars have intensified those problems
• the debate about the 'female brain'
• the reasons why contemporary culture can be so damaging for children, especially girls
• the challenges involved in detoxifying family life

Every parent, grandparent, teacher and carer of girls needs to read this book.

One in six children in the developed world is diagnosed as having 'developmental or behavioural problems' - this book explains why and shows what can be done about it. Children throughout the developed world are suffering: instances of obesity, dyslexia, ADHD, bad behaviour and so on are all on the rise. And it's not simply that our willingness to diagnose has increased; there are very real and growing problems. Sue Palmer, a former head teacher and literacy expert, has researched a whole range of problem areas, from poor diet, lack of exercise and sleep deprivation to a range of modern difficulties that are having a major effect: television, computer games, mobile phones. This combination of factors, added to the increasingly busy and stressed life of parents, means that we are developing a toxic new generation. TOXIC CHILDHOOD illustrates the latest research from around the world and provides answers for worried parents as to how they can protect their families from the problems of the modern world and help ensure that their children emerge as healthy, intelligent and pleasant adults.

A major new insight into the difficulties of raising boys, and how parents can help their sons fulfil their potential. From the author of TOXIC CHILDHOOD. What's happening to boys? At home, they sprawl before a flickering screen, lost in a solitary, sedentary fantasy world; at school, the choice of role seems limited to nerd or thug, bullied or bullying. By the time they reach their teens, the chances of depression, self-harm, drug or alcohol abuse grow each year. Raising boys has never been more difficult. For the sake of their sons, parents need to know the facts about how boys develop and how best to protect them from the damaging effects of modern life. Sue Palmer assesses the issues currently confronting boys from birth to when they leave school, and explains how we can all help to ensure they emerge as healthy, normal adults. Based on the latest research from around the world, 21st CENTURY BOYS provides parents, teachers and others with a clear pathway to bringing up boys.

"Early Literacy Fundamentals" offers powerful activities to develop the skills, concepts, and knowledge underpinning early literacy. It builds on the personal, social, emotional, creative, and physical development skills that are a traditional part of early childhood programs.

Based on the latest research, the book recognizes that oral language is the bedrock upon which formal learning is based and that literacy: begins at birth and is part of an ongoing developmental process;develops concurrently with oral language development;is enhanced by adult models who expose children to print and how it works;is based on a systematic relationship between letters and sounds;is rooted in and connected to the child's culture and communication patterns.

Each of the activities, organized around a seven-strand framework that reflects successful early childhood practices, is presented along with background research and practical advice on helping children initiate their own constructive play. The types of activities teachers will find include: learning activities appropriate to a young child's age and stage of development;quality pre-school activities that boost all children's language and literacy skills, and build a strong foundation for reading and literacy success in school;opportunities for children to use oral language in a variety of ways as they play and experiment with words;adult-initiated whole-group activities that can be extended into child-initiated play.

"Early Literacy Fundamentals" provides a comprehensive overview of the language and literacy experiences children need, and helps teachers give them a strong base on which future reading and learning success can grow.