Practical and Professional Books for Teachers New Titles 2011
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Welcome to the David Fulton Practical and Professional Catalogue 2011 David Fulton Books are committed to providing high quality, professional and practical books for all teachers, practitioners, senior managers, support staff and students. We are passionate about education and delighted to introduce you to our brand new books publishing this year. In this catalogue you will find a broad selection of quality titles to support your professional development and teaching.
For even more visit our online store at www.routledge.com/teachers We have thousands of books covering a wide range of subject areas, so please visit our friendly, easy-to-use website dedicated to teachers where you can view our entire catalogue at your convenience.
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Editorial Enquiries Alison Foyle Publisher – Special Educational Needs, Inclusive Education, and Early Years (David Fulton & Routledge) Email: alison.foyle@tandf.co.uk Annamarie Kino Commissioning Editor – Secondary Education, and Early Years (David Fulton) Email: annamarie.kino@tandf.co.uk
Bruce Roberts Senior Commissioning Editor – Primary Education (David Fulton), and Educational Psychology (David Fulton & Routledge) Email: bruce.roberts@tandf.co.uk Helen Pritt Commissioning Editor – Primary & Secondary Education (Routledge) Email: helen.pritt@tandf.co.uk
Clare Hamilton Marketing Manager Email: clare.hamilton@tandf.co.uk
Early Years.......................................................................... 2–11 Play and Learning................................................................. 2 Outdoor Play and Learning..................................................... 3
EARLY YEARS
Contents:
Early Years Practice........................................................... 4–6 Child Development and Well-being.......................................7–8 Other books for Early Years Professionals.............................. 9–10 Primary Subjects...............................................................12–27 English, Literacy and Drama.............................................. 12–19 Maths, ICT and Communication............................................. 20 Music and Languages.......................................................... 21
PRIMARY
Every Child Matters..............................................................11
Physical Education and Well-being.................................... 22–24 Secondary Subjects...........................................................28–34 English, Media and Drama.............................................. 28–29 Geography, History and Religion and Other Social Sciences.............................................. 30–32 Physical Education............................................................... 33 Other Titles for Secondary Professionals................................... 34
secondary
Other Titles for Primary Professionals..................................25–27
Professional Development................................................. 35–40 Whole School Improvement.............................................37–40 Special Educational Needs.................................................41–45 Index................................................................................ 46 Order Form ............................................................... Last Page
PROFESSIONAL DEVELOPMENT
Teaching Assistants.........................................................35–36
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EARLY YEARS
2 | Play and Learning 2 nd Edition
2 nd Edition
Essential Skills for Managers of Child-Centred Settings
Developing Play for the Under 3s
Shelly Newstead, Common Threads, UK and Emma Isles-Buck, Association of Playworkers, UK
Anita M. Hughes, Educational Consultant
The Treasure Basket and Heuristic Play
Balancing accessible theory and practical application from a wide range of settings, this book explains management theory and will help you to develop the skills to: become a confident leader; set clear aims and objectives for your setting; manage your time effectively; make decisions and implement change; build and develop a team and improve the service that you offer to children.
Based on a wealth of research into how babies learn, Developing Play for the Under 3s shows how using this approach can transform the learning abilities of babies and toddlers. Featuring never before published, original interviews with the pioneer of the treasure basket and heuristic play, Elinor Goldschmied, this
This second edition has been updated in line with feedback from managers undertaking training with the authors. Including a new introduction, extra case study material and questions for reflective practice, it will help you ensure an excellent service in your setting. September 2011: 246 x 189: 144pp Pb: 978-0-415-58554-5: £18.99 For more information, visit: www.routledge.com/9780415585545
3
rd
Edition
Planning an Appropriate Curriculum in the Early Years A Guide for Students, Teachers and Assistants Rosemary Roger, Early Years Consultant and Trainer, UK The foundation stage has a fundamental role in laying the foundations for children’s learning. In this new edition the author uses a wide range of material, including research evidence, to offer an additional dimension to work currently taking place in the Foundation Stage. With case studies of good practice, practical help in writing an early years policy and guidance on assessment and devising an effective post-inspection plan, this is a truly comprehensive guide to planning and implementing an appropriate curriculum for the under fives. October 2011: 246 x 174: 216pp Pb: 978-0-415-58304-6: £21.99 For more information, visit: www.routledge.com/9780415583046
2 nd Edition
Enhancing Learning through Play A Developmental Perspective for Early Years Settings Christine Macintyre, University of Edinburgh, UK By highlighting the learning potential within different play activities, this book shows how play can complement and enhance the social, emotional, perceptual motor and intellectual development of children in their early years. Each of these aspects are explored in depth, so that early years practitioners may understand why children behave as they do at different stages in their development. Related issues of immense importance to children and their carers are discussed, such as, the development of emotional intelligence, gender bias and making friends, suggestions to help children who find play difficult. November 2011: 246 x 174: 176pp Pb: 978-0-415-67125-5: £18.99 For more information, visit: www.routledge.com/9780415671255
The treasure basket and heuristic play approach is astoundingly simple; by offering natural and household objects to babies and toddlers you can make a profound impact on their learning capabilities, encouraging concentration, exploration and intellectual development.
second edition includes: • accessible explanations of what babies think and do • links to child development and learning progress • a new chapter on supporting the learning of two and three year olds • links to the EYFS outcomes • research evidence supported by case studies • resource ideas and activities for use in the nursery or at home. With clear and practical guidelines, this book is indispensible for anyone involved in the care of children in this age group wishing to create rich learning experiences. March 2010: 234 x 156: 128pp Pb: 978-0-415-56121-1: £15.99 For more information, visit: www.routledge.com/9780415561211
Planning for Children’s Play and Learning Meeting Children’s Needs in the Later Stages of the EYFS Jane Drake, Lead Children’s Centre Teacher, UK Updated in line with current policy and practice, this new edition fully reflects the Early Years Foundation Stage themes, principles, commitments and guidance, and recognises the importance of play as a context for teaching, learning and assessment. With explicit links to the EYFS learning and development grids and the early learning goals, it includes practical guidance and ideas on: • creating stimulating learning environments indoors and out • planning exciting focus activities and experiences • responding to children’s individual interests and supporting personalised learning • sound observational practice and how to assess children’s learning and development within the EYFS framework • developing genuine partnerships with parents and learning links with home. The text incorporates ‘Key Points for Good Practice’ within each chapter, and direct links to the EYFS ‘Principles into Practice’ cards as well as EYP standards. 2009: 246 x 174: 256pp Pb: 978-0-415-48597-5: £19.99 For more information, visit: www.routledge.com/9780415485975
Outdoor Matters! Implementing a Quality Curriculum for the Early Years Gail Ryder Richardson, Senior Development Officer at Learning through Landscapes, UK Outdoor Matters! explores the learning opportunities offered by the outdoor environment to help practitioners deliver a high quality curriculum for the early years.
3 rd Edition
Outdoor Learning in the Early Years Management and Innovation
Helen Bilton, University of Reading, UK March 2010: 246 x 174: 272pp Pb: 978-0-415-45477-3: £19.99
Directly linking theory to practice, the book examines the rationale for outdoor learning, drawing on current research,and provides practical guidance on using the outdoor environment effectively to support the themes and commitments of the EYFS.
For more information, visit: www.routledge.com/9780415454773
Each chapter considers the challenges faced by practitioners and includes strategies and activity ideas along with case studies and examples of good practice. Topics covered include: • health and safety • inclusive practice • working with parents • observation, planning and assessment
Praise for previous edition:
• creativity and critical thinking. The outdoor environment has a vital role to play in young children’s development. Outdoor Matters! is essential reading for practitioners looking to provide rich and stimulating outdoor play provision in early years settings. December 2011: 246 x 174: 128pp Pb: 978-0-415-57385-6: £17.99 For more information, visit: www.routledge.com/9780415573856
’This book is ‘a must read book’ for any practitioners in early years education.’ Customer Review on Amazon
’[This book] provides such a wealth of ideas that no-one could resist going outside and examining the children’s outdoor area with a critical eye! ’ Gifted Education International
Every Nursery Needs a Garden Ann Watts, Early Years Consultant, UK A garden can be a magical place for young children and offers them rich and engaging learning experiences as they interact with a variety of plants and wildlife throughout the year. This book guides you through the process of creating a garden, however small, for young children. It looks at the impact a garden area can have on children’s overall development and the benefits of using natural materials as learning tools. Full of practical advice on how to design, develop, resource and use a garden area,this book brings together: • advice on planning a garden and how to get children, parents and the local community involved • ideas for settings with limited space • ideas for different spaces including a wildlife space, a woodland space, a digging area, sand and water spaces and a growing area • suggestions of plants, flowers and crops to grow with very young children • information about the wildlife children may discover • a calendar guide to activities and garden planning throughout the year • ways to encourage children to develop a sense of awareness of the importance of conservation and sustainability • guidance on health and safety • clear links with EYFS to show how a garden supports the areas of learning and development. Written for all early years practitioners, this book is the definitive guide for those looking to further enhance their outdoor environment and fulfil the potential learning opportunities that a garden can provide.
education@routledge.com
April 2011: 234 x 156: 144pp Pb: 978-0-415-59131-7: £19.99 For more information, visit: www.routledge.com/9780415591317
new
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EARLY YEARS
Outdoor Play and Learning | 3
EARLY YEARS
4 | Early Years Practice 3 rd Edition
NEW
Supporting Language and Literacy 0–5
Everyday Maths through Everyday Provision
A Practical Guide for the Early Years Foundation Stage
Developing opportunities for problem solving, reasoning and numeracy in the early years
Suzi Clipson-Boyles, Deputy Director (Schools) – Nord Anglia Inspections, UK
Elaine Bennett, Early Year’s Advisor and Jenny Weidner, EYFS advisor, both at Southend Local Authority, UK
Children are born naturally mathematical, so why is it sometimes so difficult to observe children being mathematical? Why do so many of us think we are ‘bad’ at maths and how does this subconsciously affect the provision, experiences and opportunities we provide for young children who are starting their mathematical learning journey?
Supporting Language and Literacy 0–5 offers practical guidance for those supporting young children’s language and literacy development. It describes the important features of early language development providing a clear and accessible theoretical framework illustrated by practical examples taken from a wide range of early years settings.
Supporting Language and Literacy 0–5 is an ideal handbook for trainers and trainees in local authorities, colleges and universities delivering courses such as BTEC, NVQ and NNEB. It is also a valuable resource for early years practitioners encouraging them to reflect on their own experiences and understand the direct impact they can have on children’s learning. May 2010: A4: 112pp Pb: 978-0-415-55853-2: £19.99 For more information, visit: www.routledge.com/9780415558532
This easily accessible book will help you to realise the wonderful mathematical learning happening in our settings all day and every day through the familiar resources and experiences we offer to children as part of life in an Early Years Setting. It will help to you think more reflectively about what you are providing for children and suggest ways of making it even richer and more exciting for you and the children in your care. With chapters linked to areas of continuous provision including sand, water, dough, role play, music, outdoors and ICT among many others, this book features: • a wide range of activities including key questions, vocabulary and advice on observations • lists of key resources • ideas to support children’s mathematical marking • useful stories and rhymes to engage children • links to other areas of learning and development
Supporting Early Mathematical Development Practical Approaches to Play-Based Learning
• suggestions for involving parents Providing a wealth of exciting, meaningful, play-based ways to promote mathematical learning and create a maths rich environment, this highly practical book will help you to develop young children’s confidence and enjoyment of maths through your everyday provision.
Caroline McGrath, City of Bristol College, UK
December 2011: 246 x 174mm: 144pp Pb: 978-0-415-66436-3: £16.99
For more information, visit: www.routledge.com/9780415664363
Supporting Early Mathematical Development is an essential text for current early years practitioners and students, offering an excellent blend of theory and practice that will enable you to provide successful mathematical education for children from birth to eight years old. It forges links between current practice and fundamental early years principles and makes suggestions for creating effective pedagogies in maths teaching. Promoting mathematical development through play-based learning, this book presents:
• a wealth of practical multi-sensory teaching strategies • instructional methodologies • activity ideas incorporating play, books, songs, cookery and the outdoors • examples of children’s work • advice on translating theory into practice • questions for reflective practice. July 2010: 246 x 174: 264pp Pb: 978-0-415-49161-7: £19.99 For more information, visit: www.routledge.com/9780415491617
Bringing ... to Your Early Years Practice Series Series Edited by Sandy Green This easy-to-read series provides an introduction to some of the most important early years philosophies and shows how they can be incorporated into your setting. Each book provides: • an outline of the background to the approach • clear explanations of the relevance to contemporary thinking • suggestions to help you to plan a successful learning environment • examples of what the individual approach can look like in practice.
NEW
2 nd Edition
Bringing the Froebel Approach to your Early Years Practice
Bringing the Steiner Waldorf Approach to your Early Years Practice
Helen Tovey, Roehampton University, London, UK Bringing the Froebel Approach to your Early Years Practice looks at the founder of the kindergarten and his profound influence on provision and practice for young children today. July 2011: A5: 112pp Pb: 978-0-415-56731-2: £12.99 For more information, visit: www.routledge.com/9780415567312
Bringing the Steiner Waldorf Approach to your Early Years Setting is an excellent introduction to this philosophy. Janni Nicol clearly explains the history of Steiner Waldorf education, the role of play in learning and the key themes of rhythm, repetition and reverence with ideas for activities and resources. May 2010: A5: 128pp Pb: 978-0-415-56501-1: £12.99
Bringing the Montessori Approach to your Early Years Practice
For more information, visit: www.routledge.com/9780415565011
In this book Barbara Isaacs explains how the Montessori approach works and provides examples from schools and nurseries implementing Montessori principles. May 2010: A5: 120pp Pb: 978-0-415-56424-3: £12.99 For more information, visit: www.routledge.com/9780415564243
Early Years Update
Janni Nicol, Early Years Consultant, International Lecturer and Trainer, UK
2 nd Edition
Barbara Isaacs, Montessori International, UK
’The language is accessible and the wealth of practical examples will make these titles enormously useful for students and experienced practitioners alike.’
2 nd Edition
Bringing the Reggio Approach to your Early Years Practice Linda Thornton and Pat Brunton, both Educational Consultants, UK This book provides an accessible introduction to the values and principles underlying the Reggio Approach to early years care and education. May 2010: A5: 128pp Pb: 978-0-415-56656-8: £12.99 For more information, visit: www.routledge.com/9780415566568
2 nd Edition
Bringing the High Scope Approach to your Early Years Practice Nicky Holt, Barnados Family Support Service and Norton Radstock Children’s Centre Services, UK Bringing the High Scope Approach to your Early Years Practice provides an introduction to the High/Scope philosophy and its use in early years. This second edition has been fully updated to show how the High/Scope approach links with the Early Years Foundation Stage and contains new material on working with the under twos. May 2010: A5: 136pp Pb: 978-0-415-56500-4: £12.99 For more information, visit: www.routledge.com/9780415565004
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EARLY YEARS
Early Years Practice | 5
EARLY YEARS
6 | Early Years Practice
new
Understanding the ... Approach Pat Brunton, Educational Consultant, UK Linda Thornton, Educational Consultant, UK Understanding the … Approach is a new series providing a much needed source of information for those wishing to extend and consolidate their understanding of international approaches to early years education and childcare. The books will enable the reader to analyse the essential elements of each approach and its relationship to quality early years practice. Each book: • describes the key principles of the approach to early childhood with practical examples and case studies; • provides students and practitioners with the relevant information about a key pedagogical influence on high quality early years practice; • highlights the key ideas that practitioners should consider when reviewing and reflecting on their own practice; • can be used as the basis for continuing professional development and action research. Written to support the work of all those in the field of early years education and childcare, these will be invaluable texts for students, early years and childcare practitioners, teachers, early years professionals, children’s centre professionals, lecturers, advisory teachers, head teachers and setting managers.
Understanding the Te Whariki Approach Early Years Education in Practice Wendy Lee, Educational Leadership project, New Zealand, Linda Mitchell, University of Waikato, New Zealand, Brenda Soutar and Margaret Carr December 2011: 246 x 174: 144pp Pb: 978-0-415-61713-0: £19.99 For more information, visit: www.routledge.com/9780415617130
Understanding the Danish Forest School Approach Early Years Education in Practice Jane Williams-Siegfredson is a Consultant and Trainer for Inside-Out Nature in Denmark. This book explores all areas of the curriculum including the social and political background to using nature pedagogy, the learning environment, how to manage risk and comparisons with other Scandinavian Approaches. October 2011: 246 x 189: 140pp Pb: 978-0-415-58113-4: £19.99 For more information, visit: www.routledge.com/9780415581134
Understanding the High Scope Approach Early Years Education in Practice Monica Wiltshire, Early Years Consultant, UK This title explores all areas of the curriculum including assessment, child adult interaction, plan-do-review and the learning environment. October 2011: 246 x 189: 140pp Pb: 978-0-415-58358-9: £19.99 For more information, visit: www.routledge.com/9780415583589
Understanding the Steiner Waldorf Approach Early Years Education in Practice Janni Nicol Early Years Consultant, UK and Jill Taplin University of Plymouth, UK This book explores all areas of the curriculum including observation and assessment, child development, play, repetition and the environment. October 2011: 246 x 174: 140pp Pb: 978-0-415-59716-6: £19.99 For more information, visit: www.routledge.com/9780415597166
Understanding the Montessori Approach Early Years Education in Practice Barbara Isaacs, Montessori International, UK October 2011: 246 x 174: 140pp Pb: 978-0-415-58503-3: £19.99 For more information, visit: www.routledge.com/9780415585033
Understanding the Reggio Approach Early Years Education in Practice Linda Thornton, Educational Consultant, UK and Pat Brunton Educational Consultant, UK
Analysing the essential elements of the Reggio Approach to early childhood and its relationship to quality early years practice, this new edition is fully updated with the latest developments, including references to the Early Years Foundation Stage and a brand new chapter focusing on creativity. June 2009: 246 x 174: 144pp Pb: 978-0-415-48247-9: £20.99 For more information, visit: www. routledge.com/9780415482479
EARLY YEARS
Child Development and Well-being | 7
Child Development in Practice Responsive Teaching and Learning from Birth to Five Pamela May, Early Years Consultant, UK
In today’s busy setting, an understanding of child development sometimes gets overlooked, yet it lies at the heart of effective practice. Child Development in Practice provides an approachable, user-friendly base from which to plan ways of working with children that are developmentally appropriate and will enable them to learn enjoyably and effectively. Drawing on recent research, the book thoughtfully discusses sound principles of child development alongside descriptions of every day practice. It then offers practical advice on how to fully utilise the key areas in an early years setting, including the creative area, books and stories and the outside, and shows how to plan and implement integrated topics where teaching is cross-curricular and holistic. Throughout, a series of key questions are presented to encourage practitioners to reflect on why they are teaching in certain ways and increase their understanding of children’s developmental needs.
Directly linking theory and practice, this book aims to give students and practitioners the knowledge and confidence they need to help children become active, interactive and independent learners. November 2010: 246 x 174: 184pp Pb: 978-0-415-49755-8: £18.99 For more information, visit: www.routledge.com/9780415497558
Supporting Children from Birth to Three Series Series Edited by Sandy Green
NEW
The most rapid and significant phase of development occurs in the first three years of a child’s life. The Supporting Children from Birth to Three series focuses on the care and support of the youngest children. Each title in this series includes the following features: • clear explanation of relevant theories • case studies and examples of good practice • focus points for readers • questions for reflective practice Collectively, the series provides practical ideas and activities to help practitioners to develop appropriate indoor and outdoor environments, to appreciate the importance of the planning cycle and to gain a better understanding of all aspects of babies and infants’ well-being.
Planning and Observation with Children Under 3
NEW
Appropriate Environments for Children Under 3 Helen Bradford, University of Cambridge, UK Drawing on recent research, this book explores the concept of an appropriate environment, both within and beyond the early years setting. It sets this within the context of child development and practically demonstrates how a high quality environment can be created for babies and toddlers that supports the areas of learning and development. September 2011: 234 x 156: 128pp Pb: 978-0-415-61263-0: £15.99
new
Helen Bradford, University of Cambridge, UK Drawing on recent research, this book explains why the planning cycle is so important and looks at the links between observation, planning and assessment. It shows how a range of observation strategies can provide insight into children’s social, emotional, physical and cognitive development and practically demonstrates how practitioners can develop appropriate planning and observation techniques for babies and toddlers. October 2011: 234 x 156: 128pp Pb: 978-0-415-61268-5: £15.99 For more information, visit: www.routledge.com/9780415612685
NEW
The Well-Being of Children Under 3 Helen Bradford, University of Cambridge, UK Focusing on the home-setting partnership with parents, work attitudes, adult and child interaction and quality learning environment, the book explores the holistic role that adults play in supporting children’s individual personal, social and emotional needs. October 2011: 234 x 156: 128pp Pb: 978-0-415-61272-2: £15.99 For more information, visit: www.routledge.com/9780415612722
For more information, visit: www.routledge.com/9780415612630
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EARLY YEARS
8 | Child Development and Well-being 2 nd Edition
Key Persons in the Early Years Building Relationships for Quality Provision in Early Years Settings and Primary schools
Developing Attachment in Early Years Settings Nurturing Secure Relationships from Birth to Five Years
Elinor Goldschmeid, Peter Elfer and Dorothy Y. Selleck
Veronica Read, Educational Consultant and Group Analyst
This accessible, practical guide rooted in attachment principles helps you get to grips with this cornerstone of good practice – what it is, the theory behind it and the practicalities of implementation.
This new edition has been fully updated and features a new chapter on the Key Person approach with three to five year olds. Including case studies and practical examples it guides you through: • making the Key Person approach work in your setting with realistic strategies • the benefits of this approach for children’s well-being, for their learning and to ensure equal chances for all children • potential challenges and problems and how to overcome them. Key Persons in the Early Years is an essential text for practitioners and students who wish to fully understand the Key Person role and how it can benefit children, parents and their setting.
Developing Attachment in Early Years Settings is a guide for practitioners to help them prepare for the care of individual babies and children in their settings. This highly practical book offers the reader advice on implementing attachment principles in line with the Practice Guidance of the Early Years Foundation Stage and the Early Years National Strategy – Social and Emotional Aspects of Development (SEAD) 2008. Explaining the importance of emotional ‘holding’ and the nurturing of individual relationships within group childcare, this book will help readers develop an understanding of how to:
• facilitate secure attachments from the beginning
July 2011: 246 x 174: 128pp Pb: 978-0-415-61039-1: £17.99
• create a secure base for children
For more information, visit: www.routledge.com/9780415610391
’The Key Person should help the baby or child to become familiar with the provision and to feel confident and safe within it, developing a genuine bond with the child, (and the child’s parents) offering a settled close relationship.’ EYFS
• observe young children effectively. 2009: 234 x 156: 144pp Pb: 978-0-415-56556-1: £18.99 For more information, visit: www.routledge.com/9780415491648
2 nd Edition
Behaviour in the Early Years Angela Glenn, Early Years Consultant, UK, Jacquie Cousins, L and J Training and Consultancy, UK and Alicia Helps, Educational Psychologist, UK Series: Tried and Tested Strategies
Behaviour in the Early Years provides hands-on, tried and tested strategies to help you respond instantly and effectively to behaviour problems. This accessible and practical book helps readers to understand why children behave as they do and encourages them to think about how they handle difficult situations. This second edition has been updated and revised to include additional guidance on managing the outdoor environment, communicating with parents, the transition from home to nursery and safeguarding children.
Features include: • helpful explanations of responsibilities in relation to the Code of Practice and SENDA • photocopiable record sheets • social and emotional development checklists • a wide range of case studies to illustrate how strategies work in practice. December 2010: A4: 136pp Pb: 978-0-415-58435-7: £17.99 For more information, visit: www.routledge.com/9780415584357
2 nd Edition
NEW
The New Early Years Professional
Early Years Professional Status
Dilemmas and Debates
Anne Rodgers, SWIFT Partnership, UK
Edited by Angela D. Nurse, formerly of Canterbury Christchurch
Edited by Jane Joyce, University of Winchester, UK
Celebrating the spirit of, and need for, increased multi-disciplinary working and co-operation in the care and education of children, this book brings together the dilemmas and debates in the study of early childhood. It supports the reader in understanding the background and context and encourages them to reflect on the challenges and possibilities of future early years and integrated working. This new edition incorporates recent legislation such as the Early Years Foundation Stage and a detailed discussion of the issues surrounding child protection, the role of the social worker and children’s health. November 2011: 246 x 174: 224pp Pb: 978-0-415-58515-6: £19.99 For more information, visit: www.routledge.com/9780415585156
The Complete Guide to the Full Route Pathway
This comprehensive text is aimed at all students studying for Early Years Professional Status via the Full Route Pathway, and guides readers through children’s development in the first five years of life. Links to the Early Years Foundation Stage are made throughout, as students are steered through each of the thirty-nine national standards, and the practical application of theory is emphasised. Assuming little or no experience of working with young children, the book includes: • an examination of the theory and legislation • full explanations of the principles of the Early Years Foundation Stage Framework • clear guidance on how children develop and learn from birth to five • information on skills and behaviours that safeguard and promote good outcomes • advice on leading, managing and supporting early years practitioners
Integrated Children’s Centres
• guidance on teamwork and collaboration
Overcoming Barriers to Truly Integrated Services
December 2011: 246 x 174: 288pp Pb: 978-0-415-57107-4: £19.99
Carole Beaty, National College of School Leadership, UK
Designed to be a one-stop-shop to meet the needs of local communities, Children’s Centres represent a revolutionary shift in the way children’s services are delivered to families. Integrated Children’s Centres looks at the way in which Children’s Centre development has built upon the research and experiences of initiatives such as the HeadStart programme in America and the SureStart programme. Exploring the component elements of truly integrative services and the key players in ensuring positive outcomes: families, the local authority, PCT, private and voluntary sectors, and faith groups, this book covers:
• suggestions for ongoing professional development.
For more information, visit: www.routledge.com/9780415571074
NEW
The Reception Year in Action A Month-by-Month Guide to Success in the Classroom Anna Ephgrave, De Bohun School, UK
• achieving effective multi-agency working and true collaboration
The Reception Year in Action offers a unique insight into the workings of a highly successful reception class as it progresses through a complete academic year. Covering all aspects of working with young children, the book clearly explains how the classroom and garden are organised and the boundaries that are in place to keep children safe, happy and free to explore and learn. It then sets out the examples of learning and development that occurred during each month, as well as any surprises, activities and examples of ’next steps’ that came about as a result of events. At each stage Anna Ephgrave gives the reason behind each decision and shows what the outcomes have been for the children.
• the essentials of leading and managing Children’s Centres
Key features include:
• the benefits of early intervention
• detailed advice on how to use different environments to support play and learning
• the challenges faced by Children’s Centres • how to tackle social issues through the medium of Children’s Centres
• how to effectively deliver health care, education and children’s services. October 2010: 234 x 156: 256pp Pb: 978-0-415-47915-8: £22.99 For more information, visit: www.routledge.com/9780415479158
• guidance on the role of the adult and working with parents • ways to support children’s individual interests, circumstances and talents including those with Special Needs and English as an additional language • photocopiable pages of planning sheets, record keeping sheets, sample letters to parents and role play resources • full colour photographs to illustrate practice • list of resources and materials • examples of recorded observations and planning for next steps • guidance on what to look for when assessing children’s progress. May 2011: A4: 160pp Pb: 978-0-415-61850-2: £22.99 For more information, visit: www.routledge.com/9780415618502
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EARLY YEARS
Other books for Early Years Professionals | 9
EARLY YEARS
10 | Other books for Early Years Professionals NEW
NEW
Understanding Transitions in the Early Years
Supporting the Transition to Key Stage 1
A Practical Guide
Kathleen Orlandi, Liverpool Hope University, UK
Anne O’Connor, Writer, UK There are many transitions that children experience before they are five, including the first major transition from care in the home. Successive changes can have a serious impact on young children and stress, separation and insecure attachments can affect not only a child’s emotional health but also cognitive and intellectual development. Understanding Transitions in the Early Years explains why transitions matter and provides practical guidance on how to support young children’s developing emotional resilience and equip them to embrace change in the future.
This book introduces the concept of transition and identifies the key problem areas for children and adults focusing on the differences in philosophy and practice between the EYFS and Key Stage 1. It stresses the need for a balanced approach and the importance of sustained shared thinking from the EYFS through Key Stage One and provides practical strategies for achieving this. Supporting the Transition to Key Stage 1 includes detailed guidance on: • preparing for the transition to Key Stage 1 • the role of the teacher • the balance between adult-led and child initiated activity
Aimed at practitioners and students, the book:
• play and the use of the outdoor environment
• draws together the research on neuroscientific evidence, attachment theory, child development and childcare practices
• creating a stimulating environment that supports a balanced approach
• looks at ways to reduce transitions including the key person approach
Throughout the book, Kathleen Orlandi emphasises the child’s perspective and draws on naturalistic observations of children before, during and after a period of transition. With case studies, key quotes from children and questions for reflective practice, this textbook will be invaluable for students and practitioners in both the EYFS and Key Stage 1.
• offers guidance and practical strategies for practitioners/managers/ head teachers for supporting children through transitions.
October 2011: 234 x 156: 192pp Pb: 978-0-415-61243-2: £19.99
• provides a context for practitioners to empathise with children and families as they relate to their own understanding of the impact of change and transition
October 2011: 234 x 156: 160pp Pb: 978-0-415-59858-3: £19.99
For more information, visit: www.routledge.com/9780415612432
For more information, visit: www.routledge.com/9780415598583
SEE ALSO …
The Reception Year in Action Page 9
Practical Guidance in the Early Years Foundation Stage Series Edited by Sandy Green This highly practical series links fully and comfortably to the Early Years Foundation Stage making the implementation of the practice guidance within your setting easy. Each book provides a theoretical background on which good practice is based, helping practitioners provide children with a relevant, age appropriate, exciting and challenging curriculum in each area of learning. Each book includes: • easy to implement practical ideas across all age groups • suggestions for innovative use of everyday resources and/or popular books and stories • how to consider each area of learning within its broadest context. 2009: 234 x 156 Pb: 978-0-415-47862-5: Series Offer £105.00 For more information, visit: www.routledge.com/9780415478625
‘These books provide a wonderful enhancement to a setting that is committed to providing quality provision. Relevant, clear and informative, the books explain the EYFS well and are very helpful. The books go into detail about certain theorists so they could also be useful for college students. They also have good examples of activities to do with different age groups.’ Tester, Practical Pre-School Awards 2009
Supporting Children’s Creativity through Music, Dance, Drama and Art Creative conversations in the Early Years Fleur Griffiths, formerly of University of Sunderland, UK
There is a growing awareness in Early Years education that an essential part of children’s development involves creative engagement through language, gestures, body movements, drawing and music; creating shared meanings in playful contexts.
Supporting Children’s Creativity through Music, Dance, Drama and Art brings together contributions from a range of professionals and early years practitioners, to help readers implement the themes of the Early Years Foundation Stage framework in a creative way. Emphasising the need for responsive adults and a creative atmosphere for learning, this book covers: • how to promote a creative classroom effectively • the importance of talking and listening in groups • working with community artists • music-making and story-telling in the classroom • practical resources and theoretical grounding • making use of the ’talking table’ technique. With practical case studies drawn from a range of contexts, this book highlights the contribution that creativity makes to children’s learning and social development, illustrated through practical suggestions and feedback from tried and tested methods.
Implementing the Every Child Matters Strategy The Essential Guide for School Leaders and Managers Rita Cheminais, Independent Educational Consultant with Every Child Matters Solutions, UK
Implementing the Every Child Matters Strategy is a comprehensive resource for senior leaders, managers of Every Child Matters (ECM) and teachers responsible for leading the government’s ECM strategy in primary and secondary schools and other education settings such as academies, sixth form colleges, short stay schools, children’s centres and early years settings.
Featuring step-by-step advice, photocopiable checklists and templates, with suggestions for further activities in relation to implementing and embedding the government’s ECM strategy in schools/education settings, this practical guide will enable readers to: • understand the concept and principles of Every Child Matters and translate those into developing an ECM policy for their own school/setting • know their role in moving ECM policy, practice and provision forward • understand the importance of ECM well-being for effective learning • embed ECM through school improvement planning, target setting, tracking pupils well being outcomes and efficient resource deployment • identify effective strategies to promote productive partnership working to improve ECM outcomes for children and young people • understand the OFSTED inspection requirements for pupils ECM well-being.
Appealing to all with an interest in Early Years practice, this book demonstrates how practitioners can put excitement and inspiration back into the learning process, and guides them to encourage and support the creative capacities of young children.
An invaluable resource for those professionals strategically leading ECM in their own education setting, it offers practical guidance, recommended management approaches, models of good practice and signposting to further sources of information on how best to ensure ECM is woven and embedded throughout the school/setting.
November 2011: 246 x 174: 140pp Pb: 978-0-415-48966-9: £20.99
Frameworks and checklists are downloadable from: http://www.routledgeteachers.com/resources/fulton.
For more information, visit: www.routledge.com/9780415489669
January 2010: A4: 120pp Pb: 978-0-415-49824-1: £24.99 For more information, visit: www.routledge.com/9780415498241
NEW
Exploring Well-Being in Schools A Guide to Making Children’s Lives More Fulfilling John White, Institute of Education, University of London, UK Can we teach others how to lead a fulfilling life? The notion of personal well-being has recently shot up the political and educational agendas, placing the child’s well-being at the heart of the school’s task. With his renowned talent for distilling the most complex of philosophical arguments into accessible laymen’s terms, John White addresses the maze of issues surrounding well-being, bringing clarity to this dissension and confusion.
This accessible book expertly guides you through the conflicting perspectives on well-being found in the educational world
Whether you have little background in education and philosophy or are reading as a teacher, student or policy maker, this engaging book will take you right to the heart of the critical issues. It will leave you with a sharply-focused picture of a remodelled educational system fit for our new millennium, committed to helping every child to enjoy a fulfilling life. June 2011: 234 x 156: 160pp Pb: 978-0-415-60348-5: £21.99 For more information, visit: www.routledge.com/9780415603485
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EARLY YEARS
Every Child Matters | 11
12 | English, Literacy and Drama
PRIMARY
Writers’ Workshop
Now in fully revised and extended second editions, How to Teach Poetry Writing: Workshops for Ages 5–9 and Ages 8–13 are practical, activity based resources of poetry writing workshops for teachers of primary age children. Each workshop provides enjoyable activities for pupils aimed at building a thorough understanding of what poetry is and how to write it. Aiming to encourage speaking and listening skills, the books include: • redrafting and revising activities • poetry writing frames
Now in updated second editions How to Teach Writing Across the Curriculum: Ages 6–8 and 8–14 provide 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, they provide: • techniques for using speaking and listening, drama and games to prepare for writing
• traditional and contemporary poems from varied cultures
• suggestions for the use of cross-curricular learning as a basis for writing
• children’s’ own poems on their favourite subjects
• planning frameworks and ‘skeletons’ to promote thinking skills
• guidance on how to write poems
• information on key language features of non-fiction texts
• word games and notes on performing poetry
• examples of non-fiction writing
• an A-Z guide to poetry.
• guidance on the process of creating writing from note-making.
Updated to include cross-curricular links and a new expansive bibliography, these books provide teachers with a wealth of material and all the necessary skills to create a class of enthusiastic poetry writers.
With new hints and tips for teachers and suggestions for reflective practice, How to Teach Writing Across the Curriculum will equip teachers with all the skills and materials needed to create enthusiastic non-fiction writers in their classroom.
2 nd Edition
How to Teach Poetry Writing: Workshops for Ages 5–9 Michaela Morgan, Poet, Children’s Author and Writer, UK December 2010: A4: 96pp Pb: 978-0-415-59013-6: £19.99
How to Teach Writing Across the Curriculum: Ages 6–8 Sue Palmer, Writer, Broadcaster and Consultant, UK August 2010: A4: 112pp Pb: 978-0-415-57990-2: £19.99 For more information, visit: www.routledge.com/9780415579902
For more information, visit: www.routledge.com/9780415590136
2 nd Edition
How to Teach Poetry Writing: Workshops for Ages 8–13 Developing Creative Literacy Michaela Morgan, Poet, Children’s Author and Writer, UK February 2011: A4: 104pp Pb: 978-0-415-59014-3: £19.99 For more information, visit: www.routledge.com/9780415590143
2 nd Edition
How to Teach Writing Across the Curriculum: Ages 8–14 Sue Palmer, Writer, Broadcaster and Consultant, UK August 2010: A4: 112pp Pb: 978-0-415-57991-9: £19.99 For more information, visit: www.routledge.com/9780415579919
English, Literacy and Drama | 13
Speaking Frames Series Speaking Frames: How to Teach Talk for Writing: Ages 8–10 Sue Palmer, Writer, Broadcaster and Consultant, UK August 2010: A4: 112pp Pb: 978-0-415-57982-7: £21.99 For more information, visit: www.routledge.com/9780415579827
• links to cross-curricular ‘Skeletons’
Speaking Frames: How to Teach Talk for Writing: Ages 10–14
• support notes for teachers and assessment guidance
Sue Palmer, Writer, Broadcaster and Consultant, UK
• advice on flexible progression and working to a child’s ability
August 2010: A4: 112pp Pb: 978-0-415-57987-2: £21.99
• material for individual, paired and group presentations
• suggestions for developing individual pupils’ spoken language skills.
For more information, visit: www.routledge.com/9780415579872
With a wealth of photocopiable sheets and creative ideas for speaking and listening, Speaking Frames are essential reading for all practising, trainee and recently qualified teachers who wish to develop effective speaking and listening in their classroom.
Author Focus: Sue Palmer Sue is a former Headteacher and has written more than 250 books, educational TV programmes and software packages on aspects of literacy. For more than fifteen years she has been a popular speaker on this subject in schools, colleges and universities in the UK and across the world, and a frequent contributor to the educational press, notably the Times Educational Supplement and Child Education. Sue has designed and written several literacy training packages for the Department for Education and Skills in England, including co-authorship of the National
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Literacy Strategy Grammar for Writing training on which UK primary teachers were retrained in the teaching of English grammar. Sue Palmer writes and speaks about child development and education in the modern world. She is the author of Speaking Frames: How to Teach Talk for Writing: Ages 8–10 and Speaking Frames: How to Teach Talk for Writing: Ages 10–14, How to Teach Writing Across the Curriculum: Ages 6–8 and How to Teach Writing Across the Curriculum: Ages 8–14, published by Routledge.
www.routledge.com/teachers
PRIMARY
Now fully updated and in a brand new format, Speaking Frames: How to Teaching Talk for Writing: Ages 8-10 and Ages 10-14 bring together material from Sue Palmer’s popular Speaking Frames books. Providing an innovative and effective answer to the problem of teaching speaking and listening, these books offer 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, these books offer:
14 | English, Literacy and Drama 4 th Edition
’This fantastic resource contains such a comprehensive coverage of literacy topics that it will undoubtedly become one of the most regularly consulted titles on your bookshelf.’
The Primary English Encyclopedia
PRIMARY
Margaret Mallett, Fellow of the English Association, UK This newly updated, user friendly encyclopedia explains concepts, aims and current requirements in all aspects of the primary English curriculum and is an invaluable reference for all training and practising teachers. In this fourth edition, entries have been updated to take account of new research and thinking and now reflect the requirements of the new Primary National Curriculum and particularly The Communication, Language and Literacy Development element. The approach is critical but constructive and supportive of the reflective practitioner in developing sound subject knowledge and good classroom practice. It positively encourages informed debate. The encyclopedia includes:
Literacy Time Plus
New and revised entries include: • the Communication, Language and Literacy Development element in the new Primary National Curriculum • an expanded entry on synthetic phonics; a critical and constructive explanation and review • revised entry on the initial teaching of reading and constructive comment on the ‘Simple View of Reading’
• over 600 entries
• new entry on reading on screen as well as page
• short definitions of key concepts such as parts of speech
• updated piece on use of the Internet in the primary years
• succinct explanations of current UK requirements
• new texts for children – both print and electronic
• extended entries on major topics such as speaking and listening, reading, writing, drama, poetry, bilingualism and children’s literature
• revised entry on illustration in children’s books
• input on new literacies and new kinds of texts for children
• revised entries on the Early Years programme and the English curriculum at Key Stage 1 and Key Stage 2
• discussion of current issues and some input on the history of English teaching in the primary years
• updated input to the entries on bilingualism and special educational needs
• gender and literacy
• new material to be added to the entry on home literacies and family literacy projects
• important references for each topic, advice on further reading and accounts of recent research findings • a Who’s Who of Primary English, updated for this new edition.
• the latest thinking to be added to the non-fiction reading and writing entries • new entry on the report on research on teachers as readers.
November 2011: 246 x 174: 400pp Pb: 978-0-415-58952-9: £24.99 For more information, visit: www.routledge.com/9780415589529
2 nd Edition
Just Imagine
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Creative Ideas for Writing James Carter, Freelance Poet, UK Just Imagine is a versatile resource that provides teachers with practical and stimulating creative writing activities for poetry, fiction and non-fiction that can be put into immediate use in the classroom. The book is organised into three sections: • Texts and themes: 7 theme-based sections, on memories, dreams, school life, friendships, outsiders, journeys and time. • Images: photographs and illustrations in a variety of styles and genres, encompassing a range of themes including characters, landscapes, moods and objects. • Music: teachers’ notes to accompany the CD sold with the book, which features instrumental tracks and soundscapes of different styles, moods and tempos. This second edition includes three brand new tracks on the CD, many new images, texts and interviews with high profile children’s authors and poets along with detailed advice on how to use existing texts as starting points and tips on writing fiction, poetry and non-fiction with example texts. A detailed set of activities accompanies each of the selected pieces, all of which can be easily adapted according to the needs of specific pupils. Exploring a wide range of literary forms and genres, Just Imagine offers a wealth of material to help children develop confidence with their writing, deepen their understanding of the creative process and, above all, enjoy their creativity. October 2011: A4: 160pp Pb: 978-0-415-60793-3: £27.99 For more information, visit: www.routledge.com/9780415607933
English, Literacy and Drama | 15 3rd Edition
NEW
Developing Language and Communication Skills through Effective Small Group Work
Talking Points: Discussion Activities in the Primary Classroom
SPIRALS: From 3–8
Lyn Dawes, Northampton University, UK
Now in its third edition, Developing Language and Communication Skills through Effective Small Group Work provides essential information for practitioners working with linguistically vulnerable children. It is underpinned by an approach based on developmental psychology and brain based research. The book provides clarity and repetition of key concepts at a level that this particular cohort of children require.
SPIRALS supports good practice in early years settings and schools up to KS2. The aim is to develop effective language and communication skills which will underpin a range of critical thinking, reasoning and social competency skills as well as increased ability to listen, maintain focus and learn effectively. Also it has been shown that improvements in levels of spoken language can have a positive impact on written literacy. Included in this book are:
Talking Points: Discussion Activities in the Primary Classroom encourages and supports classroom discussion on a range of topics. Children learning to talk to one another are learning a skill for life. Children who can explain their own ideas and take account of the points of view and reasons of others are in the process of becoming truly educated. This book offers a straightforward way of teaching children discussion skills within the framework of a creative curriculum. What can children usefully talk about while working on a school topic? This invaluable resource offers engaging, stimulating and thought provoking ideas for children to ‘pit their wits against’. The book offers a brief section on how to help children learn the skills of group discussion. There is a section which shows teachers how they can create their own ‘Talking Points’ to suit topics that they are teaching. The main body of the book is the ‘Talking Points’ resources which are an excellent, tried and tested way of stimulating and supporting extended talk about a topic. The ‘Talking Points’ offer discussion in several curriculum areas including: • science • literacy • philosophy and creativity for children • history • art and music.
• concise explanations of the terms and concepts involved
October 2011: 246 x 174: 144pp Pb: 978-0-415-61459-7: £21.99
• clear guidelines for setting up and running small group sessions
For more information, visit: www.routledge.com/9780415614597
• structured lesson plans twelve for nursery and early primary years • photocopiable resources • lists of further reading and resources. This fully updated edition will be particularly useful for teachers, teaching assistants in early years and in schools, speech and language therapists and assistants interested in the SPIRALS language development technique. July 2010: A4: 144pp Pb: 978-0-415-57689-5: £22.99 For more information, visit: www.routledge.com/9780415576895
Choosing and Using Fiction and Non-Fiction 3–11 A Comprehensive Guide for Teachers and Student Teachers
Shortlisted for the UKLA Author Award 2011
Margaret Mallett, Fellow of The English Association, UK
Choosing and Using Fiction and Non-Fiction 3-11 is a guide to the many kinds of text we want children to encounter, use and enjoy during their nursery and primary school years. So children’s non-fiction literature – including autobiography, biography, information and reference texts – is given equal status with fiction – nursery rhymes, picturebooks, novels, traditional tales, playscripts and poetry. The author addresses important issues and allows the voices of teachers, reviewers and children to be heard.
The book supports teachers as they help children on their journey to becoming insightful and critical readers of non-fiction and sensitive and reflective readers of fiction. It also contains suggestions for practice which are in the spirit of the more flexible and creative approach to learning towards which, primary schools are moving. June 2010: 246 x 174: 416pp Pb: 978-1-84312-322-4: £29.99 For more information, visit: www.routledge.com/9781843123224
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PRIMARY
Marion Nash, Literacy Consultant and Speech Therapist, UK, Jackie Lowe, Nursery Worker, UK and Tracey Palmer, Deputy Head Teacher, UK
16 | English, Literacy and Drama
Storytelling and Imagination: Beyond Basic Literacy 8–14 Rob Parkinson, Freelance Storyteller and Writer, UK
PRIMARY
Storytelling helps pupils develop a wide range of skills. Do they dream and fantasize? Do they lie, waffle and distract? These are not just bad habits but marvellous starting points for teaching an art that can help them to pass on experience, train and use imagination, develop language skills, promote their own confidence, communication creativity and much more.
Storytelling and Imagination: Beyond Basic Literacy 8–14 is the complete guide to using creative storytelling in the primary school classroom and for transitions to Key Stage 3 at secondary school. Taking a holistic approach incorporating reading, writing, speaking and listening, this book covers the skills of developing stories from conceiving a tale through to performance and the oral tradition. Tried and tested by the author and by teachers in hundreds of workshops, this book provides: • ideas for sparking children’s imaginations and harnessing creativity • information on using storytelling in cross-curricular contexts with examples and ideas • games and practical activities in each chapter • a range of original and traditional stories for use in the classroom • different stages of work to suit all abilities • joined up thinking about stories and storytelling. More than a box of good tricks, this book is an indispensable guide for all literacy co-ordinators, practising and student teachers who are looking to create an inspiring and cross-curricular approach to literacy. December 2010: 234 x 156: 224pp Pb: 978-0-415-57187-6: £21.99 For more information, visit: www.routledge.com/9780415571876
NEW
Classroom Literacy Games for VCOP Fun-packed activities for ages 7–13 Heather Butler, Freelance Writer, UK
’Children enjoyed it so much they didn’t realise they were being worked so hard.’ Jo Miles, Learning Support Assistant at Manor Farm Community Junior School, Hazlemere, Bucks
Teacher, author and writing consultant, Heather Butler, asked teachers what resources they would like to complement their current literacy teaching. Answers repeated these words lots of times; ‘differentiation’, ‘kinaesthetic’, ‘creative’, ‘games for groups’.
This book is the result. It contains games to develop children’s understanding of words, connectives and sentences and is suitable for upper KS1 and KS2 children. Each game is carefully explained in terms of what the children do, learning outcomes and teachers notes which are provided to include questions to ask the children, four way differentiation and creative writing opportunities. Full instructions are provided and the book includes five photocopiable A3 playing boards for use in the classroom. Games included are: • Four Starters: Pupils use dice to move a round a board to collect words. Use four of these words to make a sentence beginning, then complete the sentence. • Cool Sentences: Pupils throw two dice and collect words after consulting co-ordinates on a grid (like Battleships). These words then make short sentences which can be extended using a connective. Different prepositions are also named and used. • Cunning Connectives: Create sentences using beginning and ending phrases joined by a connective. The sentences can then be used to generate story ideas. • In Other Words: Throw a dice to decide which words to cut out and stick on top of words with similar meanings. Children then write sentences using the words. • Punctuation Pieces: Working in pairs or groups, children move a counter around a board, collecting words and punctuation to recreate the sentences. They can then create their own game using a template. Games generate ideas which children can record, ready to feed back to the rest of the class. Less able children can play these games helped by an adult, with the integrated challenge of progressing to the next level. These games have been trialled by schools in Bournemouth, Watford, Uxbridge, Hazlemere, Dorking and Guildford. July 2011: A4: 128pp Pb: 978-0-415-61562-4: £25.99 For more information, visit: www.routledge.com/9780415615624
English, Literacy and Drama | 17
Creating a Speaking and Listening Classroom
Teaching Visual Literacy in the Primary Classroom
Integrating Talk for Learning at Key Stage 2
Comic Books, Film, Television and Picture Narratives
Lyn Dawes, Northampton University, UK
Tim Stafford, University of Hertfordshire, UK
Based on a theoretical approach underpinned by classroom research, Creating a Speaking and Listening Classroom offers classroom-tested strategies for engaging children in their own learning. Such strategies involve the direct teaching of speaking and listening.
Activities in the book can ensure that children know how and why to support one another’s learning in whole-class and group work. The approach enables teachers to ensure that personalised learning programs are based on what children already think and know. The suggested strategies for teaching, speaking and listening can enable children to use one another’s minds as a rich resource. This stimulating book will be of interest to professionals in primary education, literacy co-ordinators, and trainee primary teachers. September 2010: A4: 96pp Pb: 978-0-415-48151-9: £19.99 For more information, visit: www.routledge.com/9780415481519
Literacy in Action: Football 24 Flexible Lessons for Ages 9–11 Heather Butler, Freelance Writer, UK
Get ready for kick off and prepare to meet all of your literacy goals with Literacy in Action: Football.
All year five and particularly year six teachers know about the pressure to help children deliver levels of achievement laid down by higher authorities than themselves. Many of the reluctant writers are passionate about football. Literacy in Action: Football could be the answer to their and your prayers, offering expert, tried and trusted techniques for teaching literacy, developed within the context of the ‘beautiful game’. For those not bitten by the football bug, there are alternative options. Literacy in Action: Football is a fun and inspiring addition to your literacy teaching. This unique classroom resource contains twenty-four lesson plans, each structured like a football match. For an hour, transform your classroom into Wembley Stadium! Each detailed lesson plan includes: • short, kinaesthetic, focussed tasks with instant feedback and praise • speaking and listening exercises – children engage in talking and collaborative work before completing a writing task • key points from research in to boys’ writing in special notes for teachers • alternative tasks available for those not interested in football • differentiated material for a wide ability range. June 2010: 246 x 174: 168pp Pb: 978-0-415-56485-4: £19.99 For more information, visit: www.routledge.com/9780415564854
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Teaching Visual Literacy in the Primary Classroom shows how everyday literacy sessions can be made more exciting, dynamic and effective by using a wide range of media and visual texts in the primary classroom. In addition to a wealth of practical teaching ideas, the book outlines the vital importance of visual texts and shows how children can enjoy developing essential literacy skills through studying picture books, film, television and comic books.
Designed to take into account the renewed Framework for Literacy, each chapter offers a complete guide to teaching this required area of literacy. Each chapter contains a range of detailed practical activities and resources which can be easily implemented into existing literacy teaching with minimal preparation. Students, primary school teachers, literacy co-ordinators and anyone who is passionate about giving pupils a relevant and up-to-date education will be provided with everything they need to know about teaching this new and ever-expanding area of literacy. July 2010: 246 x 189: 192pp Pb: 978-0-415-48985-0: £22.99 For more information, visit: www.routledge.com/9780415489850
Adventure Stories for Reading, Learning and Literacy Cross-Curricular Resources for the Primary School Mal Leicester, University of Nottingham, UK and Roger Twelvetrees, Children’s Author, UK
Adventure Stories for Reading, Learning and Literacy takes a unique approach to cross-curricular teaching in the primary classroom. Providing eight original adventure stories, the authors build up a suite of resources and activities for teachers to use in the classroom, providing cross-curricular links in line with the PNS framework, to literacy, science, PE, design and technology, numeracy, geography and history. Though the stories will interest both girls and boys, they take special care to appeal to boys, who are known to achieve less highly than girls in reading and writing.
Each story is linked explicitly to moral and social values, and can be used to reinforce citizenship, PHSE and SEAL initiatives in primary schools. With photocopiable resources for each story, this book offers instant ideas which can be implemented easily in teacher’s plans and in the classroom and assembly, and will appeal to all busy teachers, NQTs and teachers in training. June 2010: 246 x 174: 128pp Pb: 978-0-415-55996-6: £19.99 For more information, visit: www.routledge.com/9780415559966
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PRIMARY
NEW
18 | English, Literacy and Drama NEW
A Practical Guide to Shakespeare for the Primary Classroom 50 Schemes of Work and Lesson Plans
PRIMARY
John Doona, North West Drama Services, UK The purpose of this book is to unlock Shakespeare, to remove the tag of ‘high art’ that has surrounded his work and return him to the heart of popular culture where his plays began in the first place. John Doona will inspire and motivate pupils and teachers alike to engage with Shakespeare in a fresh and accessible manner and provide clear tried and tested schemes of work which demonstrate how engagement with the plays and their language can have a dramatic impact on children’s literacy and writing. As well as providing practical guidance to performance, this handbook also gives an account of learning outcomes linked to literacy targets and cross-curricular units of learning. Features unique to this resource include: • free electronic ‘info-blasts’ to all book buyers containing additional resources and lesson plans
July 2011: A4: 176pp Pb: 978-0-415-61042-1: £29.99
• story jigsaw of Shakespeare’s life and ‘Five minute Will’ a short comic scripted account of his life
For more information, visit: www.routledge.com/9780415610421
• drama for the petrified – a crash course for teachers in the techniques, approaches and attitudes required to bring Shakespeare to life • comprehensive schemes of work for immediate implementation in the classroom, centred on the plays, Midsummer Night’s Dream, Hamlet, the Tempest, and Macbeth • case studies and accounts from teachers and pupils who have participated in the Children’s Shakespeare Festival including examples of classroom work.
NEW
Drama Sessions for Primary Schools and Drama Clubs Alison Day, Director of Drama Vision, UK
Drama Sessions for Primary Schools and Drama Clubs is an indispensable guide designed to help you run effective and enjoyable drama sessions in your primary school for a whole academic year.
The author outlines 33 practical and user-friendly sessions, each one built around developing the social skills needed by children to become effective and positive communicators. Each session has guided time allocations and thorough explanations of what each exercise should achieve. The final session of the term culminates in a ‘show and tell’ performance in which children can show their family and friends what they have learnt. As well as the sessions, this book also includes: • subject links
• notes on ‘performance’
• health and safety
• extra sessions for use in smaller spaces
• explanations of the pedagogical benefits of every exercise. This unique and practical book will be of interest to all teachers who need to incorporate drama into everyday classroom learning as well as drama teachers and practitioners looking to run successful, interesting and fun drama sessions for their primary pupils. April 2011: A4: 112pp Pb: 978-0-415-60338-6: £24.99 For more information, visit: www.routledge.com/9780415603386
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Teaching Children English as an Additional Language 5–11 A Whole School Resource File Caroline Scott, EAL Teacher and Project Leader, UK Here is a typical classroom scenario: out of the 30 children, two-thirds speak a different language at home and only speak English at school. Even though many pupils’ English skills are almost non-existent, teachers are expected to provide the national curriculum for every child in the class.
new
Teaching English as an Additional Language 5–11: A Whole School Resource File provides a solution to this developing problem so that teachers can feel confident in teaching English as an additional language to young beginners. Containing 68 fully developed sessions, this book provides total flexibility for lesson planning and offers up to 200 customisable lessons depending on individual requirements. It also offers advice and support in helping children with new cultural experiences, classroom management, assessing levels of English proficiency and outlines effective learning strategies. Emphasis is placed on reflective practice throughout. All learning is fully integrated combining language support and acquisition with developing context knowledge across the curriculum. Packed full of advice and resources, this text contains: • 68 sessions and 200 lessons; • Three-way differentiation; • CD-ROMs with phonetic sound files, fully downloadable worksheets and lesson plans; • Thematic and varied survival language intervention sessions; • Assessment tools to inform future planning. Flexible and user-friendly, this resource will be a must-have for all schools looking to support children with English as an additional language. June 2011: A4: 528pp Pb: 978-0-415-58656-6: £150.00 For more information, visit: www.routledge.com/9780415586566
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‘This programme has been developed with the needs of the child at its heart. The author’s expertise in designing learning opportunities for EAL pupils shines through in the lesson plans which embed opportunities for modelling, demonstrating, reviewing, assessing and practising key language skills in a supportive context.’
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20 | Maths, ICT and Communication new
new
The Really Useful ICT Book
Teaching Contemporary Themes in Secondary Education: Technology, Culture and Communication
A Practical Guide to Using Technology Across the Primary Curriculum Jill Jesson and Graham Peacock both at Sheffield Hallam University, UK Series: The Really Useful Series
PRIMARY
The Really Useful ICT Book provides straight-forward guidance for all those who want to improve their confidence using ICT in the primary classroom. It makes clear how ICT can be used simply and effectively to teach ICT as a standalone subject, and how ICT can be used to enhance teaching other subjects.
Providing accessible, friendly advice, this book explains how to use every type of technology from word processing and spreadsheet packages through to digital photography, e-portfolios and software simulation. It offers ideas for using ICT to facilitate cross-curricular topics and a variety of ways to use ICT in each of the six themes of the new primary curriculum. Packed with ideas, worksheets and templates, this useable handbook provides specific guidance on: • working with your class in a computer suite and on mobile suites of laptops • developing meaningful lessons with stand-alone computers in all class sessions, including literacy and numeracy sessions • using interactive whiteboards easily and effectively • understanding how to assess children’s use of ICT • using e-portfolios, blogs and wikis to present and share information in assignments and with colleagues. With an emphasis on developing children’s creativity and on progression from the Foundation Stage to Key Stage 2, The Really Useful ICT Book is the ideal resource for all training, newly qualified and experienced teachers, as well as those in support roles in primary schools. May 2011: A4: 224pp Pb: 978-0-415-59277-2: £24.99
Jonathan Savage is Reader in Education and Enterprise Fellow and Clive McGoun is a Senior Lecturer in Communication, both are at Manchester Metropolitan University. The media has a huge impact on how we view society and the world and new technologies continue to transform the way in which we work and learn. It is therefore essential that young people can engage critically in their consumption of media and the internet and are able to make informed decisions about the technologies they use. This book provides a clear overview of the Technology and Media Dimension, its development in policy and what this means for teachers in practice. It outlines the ways in which this dimension can be delivered as a cross-curricular theme, with examples of current activities and practice in schools and includes: • the implications of new media and technology on 21st century education • guidance on choosing and using digital technologies and how these affect the educational opportunities for young people; • how to develop students’ critical and creative thinking with digital media and increase their confidence and autonomy in digital consumption and production; • detailed lesson plans and schemes of work; • references to recent research to support practice and links to other key policy developments and curriculum requirements; • links to resources and organisations who can offer support. Providing clear guidance on the underpinning theory and policy and drawing upon current initiatives in schools, this book is essential reading for trainee and practising teachers wanting to know how the Technology and Media dimension can be delivered in practice. November 2011: 234 x 156: 160pp Pb: 978-0-415-62030-7: £70.00 For more information, visit: www.routledge.com/9780415620307
For more information, visit: www.routledge.com/9780415592772
Maths Homework for Key Stage 2 Activity-Based Learning Vicki Parfitt, Colin Forster and Andrea McGowan, all at University of Gloucestershire, UK Series: Active Homework Maths Homework for Key Stage 2 is a unique resource for busy teachers – a selection of ‘pencil-free’, hands-on activities that teachers can use as extension activities or give to pupils as homework to do with members of their family or friends. Each of the activities encourages the pupils to learn through discussion and through practical activities utilising everyday resources. A refreshing approach for teachers and pupils, these activities will foster enthusiasm for learning and inspire pupils’ interest in Maths. September 2010: A4: 104pp Pb: 978-0-415-49625-4: £24.99 For more information, visit: www.routledge.com/9780415496254
Each activity is quick and easy for pupils and teachers to manage, and includes: • a learning aim • full, clear instructions and discussion points • tasks to develop collaboration and partnership between pupils, parents and teachers • photocopiable resources.
Music and Languages | 21
Making Music in the Primary School
Teaching Foreign Languages in the Primary School
Whole Class Instrumental and Vocal Teaching
Sally Maynard, York St John University, UK
Teaching Foreign Languages in the Primary School supports teachers – whether generalist or specialist – to have the confidence and skills to successfully incorporate modern foreign languages into teaching.
Making Music in the Primary School is an essential guide for all primary school teachers, instrumental teachers and community musicians involved in music with children. It explores teaching and learning music with the whole class and provides a framework for successful musical experiences with large groups of children.
Including case studies and exemplars, carefully designed activities to try out in the classroom, as well as a range of tried-and-tested teaching strategies to help you support and develop children’s musical experience in the classroom. The book is structured around the four key principles that underpin effective music teaching and experience: • Integration – how can we join up children’s musical experiences? • Creativity – how can we support children’s musical exploration? • Access and Inclusion – how can we provide a relevant experience for every child? • Collaboration – how might we work together to achieve these aims? Written in a clear, accessible and engaging style, Making Music in the Primary School will give you all the confidence you need when working with whole classes, whatever your musical or teaching background. December 2010: 246 x 189: 168pp Pb: 978-0-415-56130-3: £21.99
Based on the author’s extensive experience of both teaching across Key Stage 1 and Key Stage 2, this book provides comprehensive guidance and strategies and tools that can be easily implemented in the classroom. It covers everything a teacher needs to teach languages effectively: • planning, teaching and assessing primary languages • integrating primary languages across the curriculum • where to find and how to use good resources • the role of TAs and Language Assistants in supporting language learning • inclusive practice and approaches to gifted and talented, and special needs requirements • using ICT in language teaching Illustrated with ideas for lessons and case studies of language teaching in practice, Teaching Modern Foreign Languages in the Primary School, is an essential, complete guide for all student and practising teachers in the primary school. June 2011: 246 x 174: 176pp Pb: 978-0-415-55742-9: £19.99 For more information, visit: www.routledge.com/9780415557429
For more information, visit: www.routledge.com/9780415561303
Your lessons with this bestselling series The lively Jumpstart! series are full of games and activities that any primary teacher can do quickly, at the beginning of a lesson or as a time-filler, with little preparation. There are more than fifty provocative games and activities for Key stage 1 or 2 classroom in each book and they grab children’s attention to get them focused on learning.
education@routledge.com
Jumpstart! Literacy
Jumpstart! Science
Jumpstart! Poetry
Jumpstart! Numeracy
Jumpstart! Storymaking
Jumpstart! ICT
Jumpstart! Drama
Jumpstart! Creativity
www.routledge.com/teachers
PRIMARY
Edited by Nick Beach, Trinity College London, UK, Julie Evans, Canterbury Christ Church University, UK and Gary Spruce, The Open University, UK
22 | Physical Education and Well-being NEW
Body Image in the Primary School Nicky Hutchinson and Chris Calland, both at Behaviour Support Service, Bristol Council, UK • The average child watches between 20,000 and 40,000 adverts a year. • Girls as young as six are cutting down on what they eat to stay thinner.
This book offers:
• Three quarters of ten and eleven year olds would like to change their appearance.
• lesson plans for Key Stage 1, Key Stage 2 and the transition to Key Stage 3
PRIMARY
Body image and its impact upon self-esteem has been recognised as an issue which affects increasingly younger children. Research in this area has traditionally focused on adolescents yet anxieties about appearance often develop at a much earlier age than this. Primary schools have a critical role in helping children to develop a healthy body image through positive intervention. Body Image in the Primary School offers step-by-step lessons for teachers to address this issue. It examines the continuous media and peer pressures that young children are exposed to and encourages children to recognise their own strengths and qualities and to become resilient members of society. The authors demonstrate a practical range of activities and projects for teachers to work with designed to make them confident in discussing body image in the classroom.
• practical guidance on how to support and involve parents and carers • analysis on the changing social influences of home life, peer pressure and the media • overviews of research on the links between body image, academic achievement and emotional well being.
This book contains explicit links to SEAL and the ECM outcomes and will be of significant interest to all teachers, teaching assistants and practitioners working with primary children. March 2011: 246 x 174: 136pp Pb: 978-0-415-56191-4: £18.99 For more information, visit: www.routledge.com/9780415561914
Developing Physical Health and Well-being through Gymnastic Activity ’These books provide a really strong starting point for the development of purposeful learning experiences in this area of physical education. For subject leaders, they provide an excellent resource to support the development of schemes of work, and a ‘feel safe’ clear set of ideas that can be turned into lesson plans for the non-specialist.’ – Crichton Casbon, Crichton Casbon Consulting Ltd., UK How can you make gymnastics activity fun, lively and inclusive? Developing Physical Health and Well-being though Gymnastic Activity (5–7) is a practical and easy-to-use teacher’s guide which takes a session-by-session approach to teaching physical development and well-being through gymnastics for the five to seven age range. Each session plan includes: • learning objectives • apparatus needed • warm up and cool down activities • step-by-step session content • teaching approaches • assessment criteria • health and safety considerations. The companion volume, Developing Physical Health, Fitness and Well-being through Gymnastics 7–11, follows the same format and together these user-friendly books provide a progressive programme of work from years one to six. If you are a practising or student teacher, these guides will give you all the confidence you need to teach gymnastics in your school.
2 nd Edition
Developing Physical Health and Well-being through Gymnastic Activity (5–7) A Session-by-Session Approach Maggie Carroll and Jackie Hannay, both at University of Brighton, UK November 2010: 246 x 189: 192pp Pb: 978-0-415-59106-5: £21.99 For more information, visit: www.routledge.com/9780415591065
3 rd Edition
Developing Physical Health, Fitness and Well-being through Gymnastics (7–11) A Session-by-Session Approach Maggie Carroll and Jackie Hannay, both at University of Brighton, UK June 2011: 246 x 189: 176pp Pb: 978-0-415-59108-9: £21.99 For more information, visit: www.routledge.com/9780415591089
The Values Education Resource File
new
A Practical Kit for Exploring the Things that Matter Ray Baxter The Values Education Resource File is a unique resource designed to provide schools with a straightforward way of thinking about the things that matter to you and your young people. It provides everything you need to work with children and young adults to help them understand and articulate the values that matter to them – to enable personal change, better conflict management, and prepare them for the future. It also provides guidance on how values can be introduced across the curriculum, on working meaningfully with parents and other external stake holders, and ideas for staff induction, professional development, and organisational change initiatives. The Values Education Resource File is a comprehensive folder package including straightforward, accessible advice and guidance on how to introduce and develop values education in your setting, together with: 10 Fully Resourced Learning Sessions Photocopiable learning sessions that can be used in a variety of contexts, with a range of young people, teachers and parents, plus ideas for activities for a variety of lessons and settings. • Know your values • Values and positive life choices • Values and behaviour • Supporting personal change • Conflicting values • Human rights • Team values • Values and staff induction • Modelling values for young people • School vision
50 Value Cards Each carefully designed, durable card includes a value, a carefully written narrative and definition for the value to help teachers and students work together meaningfully. Values include: Learning, Determination, Empathy, Honesty, Self Discipline, Achievement, Truth, Co-operation, Tolerance, Empowerment, Justice, Responsibility, Openness, Loyalty. A Value Biography for Every Value Card Each value is accompanied by a comprehensive biography containing definitions, perspectives, stories, historical accounts, legal implications and other interesting information that will support the educator to better understand and work with each value and will also be ideal for use in P4C lessons. Written by an experienced teacher who now delivers values education training in schools, The Values Education Resource File is a tried-and-tested resource, illustrated by fascinating case studies describing how other schools are already using the folder to embed values education successfully. Suitable for a wide range of education professionals including teachers, youth workers, extended services co-ordinators, transition managers, career guidance professionals, those working in pupil referral units, pastoral teams, and those delivering behaviour management programmes, this highly practical kit offers sensible, thought-provoking and highly usable guidance and ideas. September 2011: A4: 112pp Pack: 978-0-415-58421-0: £120.00 For more information, visit: www.routledge.com/9780415584210
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To supplement your kit:
Values Cards
Exploring the Things that Matter An additional pack of the 50 Values Cards that accompany The Values Education Resource File, are ideal for exploring the things that matter with large groups. Each carefully designed, durable card includes a value, a carefully written narrative and definition for the value to help teachers and students work together meaningfully. Values include: Learning, Determination, Empathy, Honesty, Self Discipline, Achievement, Truth, Co-operation, Tolerance, Empowerment, Justice, Responsibility, Openness, Loyalty. July 2011: A4 Pb: 978-0-415-58420-3: £27.50 For more information, visit: www.routledge.com/9780415584203
* Offer valid for limited period only. Valid on all online purchases through www.routledge.com/teachers, please enter promotional code VFAW11 when completing your purchase
24 | PSHE, Well-being, Behaviour and Philosophy NEW
What’s the Buzz? A Social Skills Enrichment Programme for Primary Students Mark Le Messurier, Education Consultant, Australia and Madhavi Nawana Parker, Behaviour Consultant
What’s the Buzz? is a unique sixteen lesson social skills enrichment programme designed to explicitly teach children how to think and relate socially. It is for children, who for all manner of reasons, struggle to make friends and fit in socially.
PRIMARY
This lively, highly practical role-play and play-based programme targets everyday themes – how to greet, make and keep friends, fit in, read one’s own emotions, read the feelings of others, deal with competition and cope with worry, frustration and disappointment more constructively.
What’s the Buzz? is: sequenced It follows a logical break down of each skill
The engaging direct method of instruction is designed on an extensive body of research believed to stimulate social thinking and accomplish powerful outcomes. While tailored for small specific groups of children it also has a broader multi-purpose scope with larger mainstream classes. What’s the Buzz? has applications in private clinical settings; psychologists, speech pathologists, occupational therapists, social workers, and allied health professionals. Recognising the most influential people in a child’s life, each lesson includes extensive notes offering parents and teachers handy ideas to reinforce the themes presented.
active It uses role-plays and rehearsal with feedback focused It dedicates time solely towards teaching a specific skill
This book is complimented by the companion website: www.whatsthebuzz.net.au, which offers online training modules, options to access and personalise all of the images, games, role-play cards, certificates, worksheets and a specialised facility to evaluate the data from the pre and post survey forms. What’s the Buzz? is truly evidence-based. Online accreditation as a registered trainer/facilitator is available.
explicit It teaches a specific social/ emotional skill each session.
March 2011: A4: 208pp Pb: 978-0-415-58382-4: £29.99 For more information, visit: www.routledge.com/9780415583824
NEW
NEW
Philosophy for Young Children A Practical Guide
Developing Emotional Intelligence in the Primary School
Berys Gaut, University of St. Andrews, UK and Morag Gaut, primary teacher, UK
Sue Colverd and Bernard Hodgkin, both at University of Gloucestershire, UK
Co-written by a professor of philosophy and a practising primary school teacher, Philosophy for Young Children is a concise, practical guide for teachers. It contains detailed session plans for 36 philosophical enquiries – enough for a year’s work – that have all been successfully tried, tested and enjoyed with young children from the age of three upwards.
The enquiries explore a range of stimulating philosophical questions about fairness, the environment, friendship, inclusion, sharing, right and wrong, manners, beauty, pictures, the emotions, dreaming and reality. All the stories, drawings and photographs that you’ll need to carry out the enquiries are provided and can be used with your children directly from the book. Each step-by step enquiry includes: The philosophical topic and the aim of the enquiry; the stimuli you’ll need; questions to ask the children; possible answers to help move the discussion forward; ideas to help you summarise and extend the enquiry. If you are an Early Years or primary school teacher, this complete resource will enable you to introduce philosophy to your children quickly and with confidence. September 2011: 246 x 189 Pb: 978-0-415-61974-5: £18.99 For more information, visit: www.routledge.com/9780415619745
Developing Emotional Intelligence in the Primary School is an essential text for supporting children’s emotional preparation for learning in the long term, fostering the development both of self-belief and permanent and crucial resilience. Areas covered include: • self-esteem, emotional and social intelligence • independence and self-reliance • creating an emotionally intelligent learning environment
• emotional literacy based around core curriculum areas, including literacy and history • conflict resolution and anti-bullying strategies • building emotional resilience in vulnerable children • using and integrating positional drama for emotional intelligence. With a number of practical techniques and activities to be implemented in the classroom, this introduction to emotional intelligence will be of great interest to all primary school teachers looking to further understanding of pupils social and emotional development through learning. February 2011: 246 x 174: 176pp Pb: 978-0-415-56946-0: £21.99 For more information, visit: www.routledge.com/9780415569460
Other Titles for Primary Professionals | 25
Managing Behaviour in the Primary Classroom Roland Chaplain, University of Cambridge, UK Series: Understanding Primary Education Managing Behaviour in the Primary Classroom offers both proactive and reactive strategies to the management of behaviour in the primary classroom. Drawing upon research from psychology, cognitive neuroscience and education, together with the author’s extensive experience as a teacher and psychologist, the book offers sound practical advice on how to improve individual teacher’s and staff groups’ ability to manage behaviour effectively. The book:
Young People with Anti-Social Behaviours Practical Resources for Professionals Kathy Hampson, Leeds Youth Offending Service, UK Series: David Fulton / Nasen
Kathy Hampson’s comprehensive guide is based on up-to-date, grass-roots experience of working with young people with anti-social behaviour. Including ready-to-use, photocopiable resources suitable for a wide variety of settings, it examines the background to these highly topical issues, enabling the reader to contextualise and better identify with the problems faced by the young people they work with. The easy-to-reproduce, tried-and-tested exercises:
• suggests ways of improving psychological coping and reducing stress, based on neuroscientific research • promotes better understanding of how individuals cope and how to balance individual goals with the expectations of the school • examines the role of cognitive behavioural methods in seeking to change teachers’ and their pupils behaviour
• are for use with individuals or groups
• explores the ways in which effective behaviour management in schools can be achieved using progressive focusing. It explores importance of understanding the organisational and structural aspects of schools as well as interpersonal relationships between teachers and pupils and personal factors in establishing and maintaining order in the classroom. Activities for both individuals and groups are provided, together with practical examples and case studies, to enhance understanding of the problems faced and their possible solutions. December 2011: 234 x 156: 160pp Pb: 978-0-415-55900-3: £21.99 For more information, visit: www.routledge.com/9780415559003
Primary Religious Education – A New Approach Conceptual Enquiry in Primary RE By Clive Erricker, Judith Lowndes and Elaine Bellchambers
Responding to the delivery of the non-statutory framework for RE and the recent emphasis on a creative primary curriculum Primary Religious Education – A New Approach models a much needed pedagogical framework, encouraging conceptual enquiry and linking theory to its implementation within the wider curriculum in schools.
The book outlines this new conceptual approach to Religious Education it demonstrates how to implement the requirements of the new QCDA curriculum and Ofsted criteria for effective RE and is rapidly gaining both national and international support. Through this approach, Religious Education is discussed within the larger context of primary education in the contemporary world. July 2010 224pp Pb: 978-0-415-48067-3: £21.99 For more information, visit: www.routledge.com/9780415480673
SEE ALSO …
Exploring Well-being in Schools
• address the issues involved in offending behaviour • can be easily modified to cater for a range of learning styles, abilities and maturity, (and shows how you can identify which exercises suit which young people) • include discussion scenarios, worksheets, cartoons, card games and creative activities • can be used to dissuade young people from getting involved in anti-social behaviour, and to enable them to make better decisions. The book includes an appraisal of current research on the issues surrounding anti-social behaviour and, in particular, risk factors that may be involved ‘behind the scenes’ in young people’s lives. A section on working with parents helps them to support their children, improve their parenting skills and to know where, and how, to ask for help. July 2010: A4: 232pp Pb: 978-0-415-56570-7: £34.99 For more information, visit: www.routledge.com/9780415565707
Confronting Obstacles to Inclusion International Responses to Developing Inclusive Education Edited by Richard Rose
This book comprehensively addresses interpretations of inclusive education by drawing upon the experiences and expertise of leading writers and academics who have direct experience of teaching and researching this area around the world. Combining theoretical chapters with practical material demonstrating how the theories can be put in to action in the classroom. The contributors, who all have regular contact with pupils and teachers in inclusive settings, provide a broad spectrum of ideas, examine a number of key themes and interpret these in an international context.
June 2010 310pp Pb: 978-0-415-49363-5 £29.99 For more information, visit: www.routledge.com/9780415480673
Page 11
education@routledge.com
www.routledge.com/teachers
PRIMARY
NEW
26 | Other Titles for Primary Professionals
Tackling Controversial Issues in the Primary School
Cross-Curricular Teaching in the Primary School
Facing Life’s Challenges with Your Learners
Planning and Facilitating Imaginative Lessons
Richard Woolley, Bishop Grosseteste University College, Lincoln, UK
PRIMARY
How do you broach family values with seven year olds? Can you help young children understand racism? Can you avoid bringing your own prejudices into the classroom? Talking effectively about controversial issues with young children is a challenge facing every primary school teacher. Tackling Controversial Issues in the Primary School provides teachers with support and guidance as you engage with the more tricky questions and topics you and your pupils encounter.
Illuminated with case studies and examples of how teachers and children have confronted issues together, this book helps you understand your own perspectives and provides fresh approaches for the primary classroom. It considers how best to work with parents and carers, whole-school policies for tackling issues, and ideas for circle time, setting up international links, school councils and buddying systems. The range of challenging topics covered includes:
Edited by Trevor Kerry, University of Lincoln, UK Cross-Curricular Teaching in the Primary School helps teachers plan a more imaginative, integrated curriculum by presenting in accessible language a rationale and framework for teaching across the subjects. Illustrated throughout with examples of effective topic work in successful schools, this book provides guidance on the underpinning theory and strategies to facilitate cross-curricular work with young children. Issues covered include: • how children learn • developing the curriculum and lesson planning • teaching and learning in an integrated way at KS1 and KS2 • whole school approaches and team teaching for cross-curricular teaching • the role of support staff in cross-curricular teaching
• family values
• improving children’s thinking skills
• racism in mono and multi-cultural settings
• supporting children with special needs
• democracy and citizenship
• using new media and drama to facilitate cross-curricular learning
• the environment and sustainability
• assessing cross-curricular learning.
• consumerism, finances and media advertising
Cross-Curricular Teaching in the Primary School provides much needed support for busy student and practising teachers. Packed with practical ideas, it offers an accessible guide to all aspects of introducing an integrated curriculum.
• gender, health and identity • grief and loss. For all primary teachers, Tackling Controversial Issues in the Primary School provides much needed support as you help your learners face complicated ideas, find their voice and get involved in the issues that they feel make a difference.
October 2010: 246 x 174: 208pp Pb: 978-0-415-56556-1: £19.99 For more information, visit: www.routledge.com/9780415565561
June 2010: 246 x 174: 176pp Pb: 978-0-415-55018-5: £19.99 For more information, visit: www.routledge.com/9780415550185
SEE ALSO …
Supporting the Transition to Key Stage 1 Page 10
Implementing the Every Child Matters Strategy Page 11
Mentoring and Coaching in Schools Page 37
’At a time when cross-curricular teaching is being explored and encouraged in a way that has not happened for a generation, Trevor Kerry’s book is not only welcome and timely but thoughtprovoking and helpful. We should welcome this excellent contribution to the field.’ – Professor Mark Brundrett, Liverpool John Moores University, UK.
’Brings together the essential principles of a cross-curricular approach and links theory to practice in an accessible format.’ – Liz Hunt, Principal Norland College, Bath, UK
Other Titles for Primary Professionals | 27
A Practical Step-by-Step Guide to Setting up a Creative Learning Environment Maija Leimanis-Wyatt Illustrated by Adam King
A practical, step-by-step guide, written from firsthand experience, Classroom DIY will enable any primary teacher to make a spectacular job of setting up their room using any materials they have available. Guiding teachers through the process of setting up their space from planning to practice, this book includes advice on: • laying out the room: what furniture to use and where best to position it • organising areas for specific subjects, including maths, literacy, science and humanities
NEW
Bridging the Transition from Primary to Secondary School Edited by Alan Howe and Val Richards, both at Bath Spa University, UK At a time when ‘childhood’ recedes and ‘adulthood’ beckons, the inequalities between individual children can widen, and meeting the needs of all children is a challenge. By establishing the needs of children between the ages of 10–12, Bridging the Transition from Primary to Secondary School offers an insight into children’s development, building a framework for the creation of appropriate and relevant educational experiences. Based on the five ‘transition bridges’ recommended by the Rose Review of Primary Education – administrative, social and personal, curriculum, pedagogy, and autonomy and managing learning – this book is a complete guide to the primary-secondary transition, with chapters covering: • management of physical, intellectual, social and emotional changes • issues of changing self-identity
• how to create an inspiring classroom on a budget: recycling items for use in the classroom and the homemade approach
• the continuity of pedagogy and curriculum in the teaching of maths and science
• how the learning environment can inspire and motivate pupils to learn, taking into account multiple intelligences and routines
• the potential of ICT for a common approach
• meeting the expectations of senior management teams. With ‘teachers’ tales’ from a range of individuals in different schools and case studies illustrating solutions to teachers’ specific problems with their classrooms, this book is must have for all teachers looking to inspire their pupils to learn through their classroom environment. January 2010: A4: 128pp Pb: 978-0-415-45877-1: £22.99 For more information, visit: www.routledge.com/9780415458771
• health issues in early adolescence • physical education and self-esteem • international perspectives on school transition. Essential reading for all trainee teachers, undergraduate and postgraduate education students, and those working with children over the transition, this book offers a wealth of guidance and insight into meeting the educational and social needs to children through early adolescence and puberty. February 2011: 246 x 174: 224pp Pb: 978-0-415-57547-8: £21.99 For more information, visit: www.routledge.com/9780415575478
SEE ALSO …
Reception Year in Action Page 9
SEE ALSO …
• Redesigning Learning Context • Rethinking Schools • Changing Schools • Using Effectiveness Data for School Improvement • Beyond the School Gates Pages 38 & 39
education@routledge.com
www.routledge.com/teachers
PRIMARY
Classroom DIY
28 | English, Media and Drama NEW
NEW
Teaching Secondary English as if the Planet Matters
Teaching Poetry
Sasha Matthewman, University of Bristol, UK Series: Teaching... as if the Planet Matters
This book is about teaching English with a commitment to environmental values drawing on eco-critical perspectives and examples of classroom practice. Drawing together ideas from a range of disciplines in the study of texts which explore nature, the built environment and issues of climate change and environmental stress, this book shows how English is well placed to develop the cultural, aesthetic and emotional response to environmental themes – both as part of everyday practice and within wider curriculum innovations.
secondary
Features include:
Reading and responding to poetry in the secondary classroom Amanda Naylor, Hull University, UK and Audrey Wood, Head of English, South London, UK Written by experienced teachers who have worked with the many secondary school pupils who ‘don’t get it’, this book provides an introduction to a range of pedagogically sound approaches available for teaching poetry. Teaching Poetry: • presents the theoretical background to every approach covered, to help you contextualise your own understanding • covers all key genres and periods through tried and tested favourites and a range of less well known new and historical poetry • includes activities to use with poems for Key Stages 3, 4 and 5, covering the three strands of reading, writing, and speaking and listening
• critical reflection on the teaching of secondary English
• refers you to useful books and sources of activities, to help you find ideas and support for lessons
• connections with the academic study of eco-criticism and/or key environmental issues
• illustrates good practice for every approach covered, through a case study of theory and ideas in action in the classroom
• suggested teaching activities and/or reflections from classroom practice
• provides a context for the teaching of poetry historically and in terms of literary criticism and pedagogical theory.
• sources of further reading and information.
This essential guide provides a source of support, confidence and ideas for all those new to the teaching profession who want to help their students understand, discuss and enjoy classic and contemporary poetry.
The true worth of a school subject is revealed in how far it can account for and respond to the major issues of the time. This timely textbook breaks new ground in showing how English teachers can have a pivotal role in responding to the environmental crisis.
September 2011: 246 x 174: 160pp Pb: 978-0-415-58568-2: £21.99
December 2010: 246 x 174: 200pp Pb: 978-0-415-47204-3: £21.99
For more information, visit: www.routledge.com/9780415585682
For more information, visit: www.routledge.com/9780415472043
SEE ALSO …
’This is an important book for all concerned with the teaching and learning of English, exploring new and hugely significant areas in a scholarly, thought-provoking and eminently practical way.’
Just Imagine Page 14
David Stevens, University of Durham, UK
2 nd Edition
Grammar Survival A Teacher’s Toolkit Geoff Barton, King Edward VI School, Suffolk, UK Is teaching grammar an uphill struggle? Do you find teaching complex sentences or comma use a daunting prospect? Focusing on what you need to know in the classroom, Grammar Survival provides you with the essential knowledge and tools you’ll need to teach grammar effectively. This second edition has been updated and restructured to reflect the revised Framework for English, and ten new sections have been added including: how to generate ideas, develop viewpoints, improve vocabulary, teach spelling and build reading skills.
This book includes: • over forty separate grammar topics including theory and practice • clear examples throughout • teaching hints and ideas for the classroom • practical suggestions for homework.
Entertaining and practical, this book is ideal for busy newly qualified and practising teachers looking to improve both their pupils’ and their own understanding of grammar. January 2010: A4: 104pp Pb: 978-0-415-55405-3: £19.99 For more information, visit: www.routledge.com/9780415554053
English, Media and Drama | 29 NEW
The Media Teacher’s Handbook Edited by Elaine Scarratt and Jon Davison The Media Teacher’s Handbook is an indispensible guide for all teachers delivering media studies and media education in school and college. It is a comprehensive introduction and source of ongoing support for practising teachers, often delivering the subject as non-specialists. It is detailed with information about key further reading, where to find and how to choose the best resources for teaching, and links to helpful associations and websites that will support your delivery of media studies topics. Written by experts involved in the teaching, training and examination of media studies, chapters cover: • the key concepts and pedagogy underpinning media education • practical ways into teaching and learning the key media concepts, illustrated by case studies of integrating theory and production work in the classroom • using the Internet and computer games in the classroom
• A Level specifications and the GCSE specifications: managing a course, planning lessons, choosing resources and materials, coursework, assessment, exam preparation • the 14-19 Creative and Media Diploma and vocational media courses • approaches to production and editing activities including desktop production (DTP), video, photography, website design, radio and video games • becoming Head of Media Studies with departmental and cross-curricular responsibility • taking your career further – guidance for individual teachers planning personal CPD. November 2011: 246 x 174: 224pp Pb: 978-0-415-49994-1: £22.99 For more information, visit: www.routledge.com/9780415499941
Detailed with information about key further reading, where to find and how to choose the best resources for teaching, and links to helpful associations and websites
NEW
Second Language Learning through Drama Practical Techniques and Applications Joe Winston, University of Warwick, UK Drama techniques are increasingly being recognised as a valuable pedagogic tool for language learning that can harness children’s imaginations and stimulate their desire to communicate. Second Language Learning through Drama draws on current theories of additional and foreign language learning and provides practical examples supported by case studies to show how drama can be used to support the four key skills of reading, writing, listening and speaking. Drawing on the work of an international group of highly experienced practitioners of drama and additional foreign language teaching, the book clearly explains the key drama conventions and techniques that can be used in language learning. It outlines the innovative ways in which they have used drama to create enjoyable and stimulating classroom activities that allow for multiple ways of learning. Each chapter is supported by activities for teachers to incorporate into their own lessons and the approaches described are all highly flexible and easily adaptable to different teaching contexts. Throughout the book, emphasis is on making language learning accessible and relevant to children and young people.
SEE ALSO …
The Values Education Resource File Page 23
This book will be of interest if you teach children who are learning an additional or foreign language and want to use drama actively in your practice. December 2011: 246 x 174: 176pp Pb: 978-0-415-59779-1: £21.99 For more information, visit: www.routledge.com/9780415597791
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secondary
• World Cinema and global media industries to show how globalisation, cultural identities, and diversity elements of the Secondary Curriculum can be integrated into media education
30 | Geography, History and Religion NEW
Global Learning and Sustainable Development Edited by Helen Gadsby, Liverpool Hope University, UK and Andrea Bullivant, Liverpool World Centre, UK Series: Teaching Contemporary Themes of the 21st Century
secondary
Teaching Religion and Science Effective Pedagogy and Practical Approaches for RE Teachers Tonie Stolberg and Geoff Teece, both at University of Birmingham, UK
Teaching Religion and Science aims to give RE teachers a pedagogical foundation for the teaching of religion and science topics. It will help you to have confidence to include what might appear to be challenging or controversial topics in your lessons, and provides guidance on how religion and science themes can be effectively addressed using appropriate classroom teaching methods.
Global learning and sustainable development encompass some of the key ideas and challenges facing the world today: challenges such as climate change, globalisation and interdependence. Schools increasingly recognise the role of education in addressing these issues with young people, but exploring global issues across the curriculum requires a considerable amount of time and planning across subjects.
Containing a wealth of practical advice, it helps you understand your own attitudes to the subject, as well as those of your students, to ensure successful teaching. Essential guidance includes:
This book aims to reduce this workload by providing a clear overview of global learning, its development in policy and what this means for teachers in practice. It outlines the different ways in which global learning can be delivered as a cross-curricular theme, with examples of current activities and practice in schools. Features include:
• a range of comprehensive lesson plans for ages eleven to sixteen and sixteen to nineteen.
• an examination of key influences and debates in this area
• advice to help minimise potential difficulties whilst tackling controversial issues
• guidance on how to plan, implement and evaluate change in the curriculum to incorporate global learning
• activities to help you apply pedagogic practices to your own particular classroom situation
• links to a wide range of resources and advice on further reading
• the role of Personal Learning and Thinking Skills as a way of exploring global learning and sustainable development
August 2010: 234 x 156: 152pp Pb: 978-0-415-54820-5: £19.99
• ideas from the ‘global context’ of practice in Europe and beyond
For more information, visit: www.routledge.com/9780415548205
• activity ideas supported by case studies of innovative practice. April 2011: 234 x 156: 184pp Pb: 978-0-415-58410-4: £19.99 For more information, visit: www.routledge.com/9780415584104
Teaching … As if the Planet Matters NEW
Teaching Secondary Geography as if the Planet Matters John Morgan Young people are growing up in a culture where they are increasingly surrounded by images and warnings of environmental ‘crisis’. In recent years, climate change, food security, the destruction of biomes, natural disasters, and the challenges of a rapidly urbanizing world have all become significant issues and, more recently, the economic ‘crisis’ has raised questions about the viability of the high mobility, high consumption lifestyles associated with advanced capitalist society. Schools are important places where young people can learn about and begin to understand these complex issues, and school geography is a subject which focuses on all of the above issues. However, this thought-provoking text argues that, in its present form, the simple models of people and environment found in school geography serve to inhibit understanding of the causes of environmental issues, and that there is an urgent need to develop approaches to curriculum development which, drawing from developments in human and environmental geography, can help students understand the nature of the contemporary world. July 2011: 246 x 174mm: 176pp Pb: 978-0-415-56388-8: £21.99 For more information, visit: www.routledge.com/978041563888
Features include: • examples of suggested teaching activities • questions and activities for further study • detailed case studies • sources of further reading and information.
’… provides a timely outline of powerful knowledge and arguments that will be needed to counter a strengthening of current curriculum orthodoxies …’ John Huckle, Visiting Fellow at the University of York and was formerly Principal Lecturer in Educaton at De Montfort University.
The Complete Citizenship Resource File
new
A Whole School Solution for Years 7–11 Andrew McCallum, London Metropolitan University, UK The Complete Citizenship Resource File is a comprehensive resource pack for teaching Citizenship Education from Years seven to eleven. It provides everything you need to teach lively and engaging lessons that encourage students to take an interest in topical and controversial issues and actively involve themselves in discussion and debate. Covering a wide range of topical political, spiritual, moral, social and cultural issues, problems and events, this highly practical resource: • covers the entire Key Stage 3 and Key Stage 4 Citizenship Curriculum • does your medium and short-term planning for you • is Citizenship rather than PSHE focused • deals with the big political issues of the day • is easily adaptable for use within your own SOWs • can be used as part of ongoing project work • is fully photocopiable throughout. All the activities and worksheets are completely flexible and can be used for individual, pairs and group work or form the basis for class discussion. With an emphasis on active learning, this resource is a must have for teachers that want to create a meaningful Citizenship Curriculum and get their students to think critically about their role as citizens in their school, communities and wider society. August 2011: 246 x 189: 304pp Pack: 978-0-415-60346-1: £125.00 For more information, visit: www.routledge.com/9780415603461
Covering a wide range of topical political, spiritual, moral, social and cultural issues, problems and events, this is a highly practical resource.
32 | Geography, History and Religion and Other Social Sciences
Creative Teaching/Creative Schools Series Series Edited by Julian Sefton-Green, Naranee Ruthra-Rajan and Pat Thomson Introducing creativity to the classroom is a concern for teachers, governments and future employers around the world, and there has been a drive to make experiences at school more exciting, relevant, challenging and dynamic for all young people, ensuring they leave education able to contribute to the global creative economy.
NEW
Leading a Creative School Learning about Lasting School Change Edited by Ethel Sanders, University of Nottingham, UK
NEW
Leading a Creative School shows that school leaders are central in any change process, and offers suggestions and models of practice for a whole school change towards creative practice. June 2011: 246 x 174: 96pp Pb: 978-0-415-57083-1: £18.99
Creative Learning to Meet Special Needs
For more information, visit: www.routledge.com/9780415570831
Creative Approaches in the Classroom
secondary
Edited by Edward Sellman, University of Nottingham, UK Creative Learning to Meet Special Needs shows teachers how to use creativity in the curriculum for Key Stages 2 and 3 to support the learning of pupils with special educational needs in a way which effectively engages them and leaves a lasting impact on their school experiences and later lives. August 2011: 246 x 174: 96pp Pb: 978-0-415-57081-7: £18.99 For more information, visit: www.routledge.com/9780415570817
Turning Pupils Onto Learning Creative Classrooms in Action Edited by Rob Elkington, Royal Shakespeare Company, UK
NEW
Creative Approaches to Improving Participation Giving Learners a Say Helen Manchester, The Open University, UK
NEW
Creative Approaches to Improving Participation examines ways in which young people have been given a creative voice in the classroom,and have actively participated in their own learning, transforming classrooms, curricula, assessment structures and teaching practices. September 2011: 246 x 174: 96pp Pb: 978-0-415-57621-5: £18.99 For more information, visit: www.routledge.com/9780415576215
Turning Pupils Onto Learning shows that creativity works on many levels, and in order to motivate and re-engage young people at Key Stages 2 and 3 with learning, a greater emphasis on personalisation is needed. August 2011: 246 x 174 Pb: 978-0-415-57774-8: £18.99 For more information, visit: www.routledge.com/9780415577748
NEW
Developing a Creative Curriculum Innovative Teachers at Work Edited by Nick Owen Developing a Creative Curriculum shows teachers of Key Stages 2 and 3 how to introduce creativity to what is often seen as a prescriptive curriculum, and addresses the tensions between innovation and the requirement to follow the curriculum. August 2011: 246 x 174: 96pp Pb: 978-0-415-57001-5: £18.99 For more information, visit: www.routledge.com/9780415570015
Physical Education | 33
Athletics Challenges A Resource Pack for Teaching Athletics Kevin Morgan, University of Wales, UK
The Really Useful Physical Education Book Learning and Teaching Across the 7–14 Age Range
Athletics Challenges is a practical resource file designed to ensure that all students have a positive learning experience in track and field athletics.
Edited by Gary Stidder and Sid Hayes, both at University of Brighton, UK
It provides a wide range of activities and teaching approaches to enable teachers and coaches to promote a climate of inclusion, enjoyment and challenge for young people up to and beyond the age of sixteen.
Series: The Really Useful Series The Really Useful Physical Education Book provides training and practising teachers with guidance and ideas to teach physical education effectively and imaginatively across the seven to fourteen age range. It is underpinned by easy-to-understand theory and links to the curriculum and presents a wide range of high quality, fun lessons with engaging teaching examples and methodologies.
Including straightforward guidance on how to use the resources effectively, Athletics Challenges is a compendium of ready-to-use, photocopiable activity sheets to use with your students in a wide range of athletics events. Athletics Challenges is a complete kit offering an invaluable source of support and ideas for all student and practising physical education teachers, heads of departments, and training and practising professional sports coaches who want to help learners achieve their full potential and lay the foundation for a healthy and physically active life style. April 2011: A4: 192pp Pb: 978-0-415-58442-5: £29.99 For more information, visit: www.routledge.com/9780415584425
’Without hesitation, I can state that this is the best received resource material in our programme and our physical education students enthuse about their capacity to take the ideas from the resource and transfer them into successful and effective physical education lessons during their school based practicum.’ John Sproule, Head of the Institute of Sport, Physical Education and Health Sciences, University of Edinburgh, UK
With practical advice to ensure pupils exercise safely and enjoyably, it is a compendium of ideas for learning and teaching a range of activities: • games • gymnastics • dance • swimming and water-based activities • athletics • on-site outdoor and adventurous activities • exercise and healthy lifestyles • thematic learning and teaching through physical education • using ICT in physical education. The Really Useful Physical Education Book is for all secondary school physical education teachers responsible for the new Key Stage 3 curriculum as well as those working with primary and junior schools within school sport partnerships, providing them with ideas and advice to help all pupils participate in and enjoy physical education lessons. Primary and junior school teachers will also find a range of relevant and innovative ideas for making their physical education lessons more appealing and engaging for their pupils at Key Stage 2. July 2010: A4: 216pp Pb: 978-0-415-49827-2: £23.99 For more information, visit: www.routledge.com/9780415498272
education@routledge.com
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secondary
NEW
34 | Other Titles for Secondary Professionals NEW
Work Related Teaching and Learning: A Guide for Practitioners Prue Huddlestone and Julian Stanley, both at University of Warwick, UK In the current economic climate, it is more important than ever that young people engage with the world of work and gain the knowledge, skills and experience they will need to prepare them for their future careers. This book provides an overarching framework for understanding all the separate parts of the work-related learning curriculum and constructs a research-based pedagogy with practical steps for students and teachers. The introductory chapters explain the theory behind all work-related learning and provide an overview of the programmes and initiatives designed to make learning more relevant and better connected to work. Drawing on contemporary research and innovative practice, the rest of the book contains advice and guidance to support practitioners in the delivery of the work-related learning curriculum. All aspects of work-related learning from work experience, enterprise education, economic wellbeing and financial capacity to the diplomas and careers advice are covered in individual chapters. Features include: • an exploration of the benefits of work-related learning
secondary
• theoretical examination of the key issues and challenges faced • a detailed look at how teaching and learning activities have been used in various contexts and with what effects • an assessment of the strengths and weaknesses of different curriculum models • case studies and examples of good practice • discussion questions for reflective practice. Work Related Teaching and Learning: A Guide for Practitioners is essential reading for teachers and students on initial teaching training who wish to develop their understanding of current and emerging practice to help better prepare pupils for the demands of the future workforce. July 2011: 246 x 174: 200pp Pb: 978-0-415-57817-2: £19.99 For more information, visit: www.routledge.com/9780415578172
An Introduction to Career Learning and Development 11–19 Perspectives, Practice and Possibilities Anthony Barnes, Barbara Bassot and Anne Chant
’All recently appointed careers coordinators should read this book but more experienced practitioners will also find the final chapters challenging and inspiring.’ – David Andrews OBE, University of Cambridge Faculty of Education, UK
’This book is the perfect companion for anyone interested in extending their professionalism. Beginning with an introduction to the theoretical underpinning of career learning and development, it goes on to offer a myriad of ideas for classroom practice and is full of helpful hints for improving day to day delivery. There is something here for everyone at any stage of their role and responsibility for career learning and development.’ – Barbara McGowan, Senior Fellow, National Institute for Career Education and Counselling (NICEC)
An Introduction to Career Learning and Development 11–19 is an indispensible source of support and guidance for all those who need to know why and how career learning and development should be planned, developed and delivered effectively to meet the needs of young people. It is a comprehensive resource providing a framework for career education conducive with the realities of lifelong learning, enterprise, flexibility and resilience in a dynamic world. It discusses the key under-pinning theory and policies and provides straight-forward, practical advice for students and practising professionals. Experts in the field provide essential guidance on: • development and leadership of career education strategies in school • planning and implementing career learning activities in the curriculum • collaborative working and engagement between schools, colleges and Connexions services, as well as with parents, community and business organisations • key organisations and where to find useful resources • effective teaching and learning – active, participative and experiential learning approaches • issues of ethics, values, equality and diversity • guidance on self-evaluation, making the most of inspection, and quality standards and awards. An Introduction to Career Learning and Development 11–19 is an invaluable guide for teachers, teaching support staff, careers guidance professionals and all other partners in the delivery of CEIAG who wish to enhance their understanding of current and emerging practice and provide support that can really make a difference to young people’s lives. October 2010: 246 x 174: 168pp Pb: 978-0-415-57778-6: £19.99 For more information, visit: www.routledge.com/9780415577786
Teaching Assistants | 35 2 nd Edition
2 nd Edition
A Teaching Assistant’s Guide to Child Development and Psychology in the Classroom
ICT for Teaching Assistants
Susan Bentham, University of Chichester, UK
John Galloway and Hilary Norton, both Advisory Teachers for ICT/SEN and Inclusion in the London Borough of Tower Hamlets, UK
The role of ICT in enhancing both teaching and learning in classrooms continues to develop, no more so than when in the hands of effective practitioners. This easy-to-use book outlines the many ways in which it can be used, both as a subject, and as a tool to support learning across the curriculum.
How can you help students most effectively in the classroom? As a teaching assistant, you play a vital role in today’s schools. This fully updated new edition will help you get to grips with the main issues to do with psychology and its role in the processes of teaching and learning. This accessible text, building on the success of a bestselling previous edition, provides informative, yet down-to-earth commentary with clear examples of how you can apply this knowledge in everyday practice.
Now fully updated to take into account innovations in ICT and the revised National Occupational Standards, ICT for Teaching Assistants looks at the impact of these changes and includes:
The book addresses issues including:
• practical examples of how ICT, including web-based tools such as ‘blogs’ and ‘wikis’, can be used
• how to support learning
• guidance to working competently and safely on the internet
• how to identify and cater for different learning styles • teaching children with additional needs
• suggestions for activities with ideas for how these can be used in a variety of contexts
• how to manage behaviour to support learning
• advice on gathering evidence to help build assessment plans
• how to help children with their self-esteem and independence.
• information on health and safety and legal requirements.
This new edition includes references to up-to-date research in child development and psychology to include information regarding personalised learning, creativity, motivation, friendships skills, moral development and neuroscience.
With links throughout to the National Occupational Standards for Teaching Assistants at Levels 2 and 3, this accessible book is essential for teaching assistants who wish to develop their confidence in ICT.
March 2011: 216 x 138: 240pp Pb: 978-0-415-56923-1: £18.99
May 2011: 246 x 189: 176pp Pb: 978-0-415-58307-7: £19.99 For more information, visit: www.routledge.com/9780415583077
For more information, visit: www.routledge.com/9780415569231
2 nd Edition
The Handbook of Lunchtime Supervision Shirley Rose, Freelance Consultant and Trainer, London, UK
This second edition of The Handbook of Lunchtime Supervision has been fully updated to incorporate Every Child Matters, recent changes in legislation on safeguarding children and the career and development of Lunchtime Supervisors. Including a new chapter on healthy eating and an exploration of the role of the teaching assistant at lunchtime, it provides guidance on important issues and includes activities to supplement advice, and examples of good practice. Topics include: • how to encourage healthy eating • health and safety issues • communication systems at lunchtime • how to cope with challenging pupils • the role of the teaching assistant at lunchtime • safeguarding children • building relationships with children and managing their behaviour • the prevention of bullying • organising and sustaining outdoor play and wet play • issues for head teachers and managers of lunchtime teams. 2009: A4: 160pp Pb: 978-0-415-49226-3: £22.99 For more information, visit: www.routledge.com/9780415492263
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PROFESSIONAL DEVELOPMENT
’How well the author understands her subject … There are good clear case studies, training activities, clear explanations. Properly used and applied, her advice could have a more calming effect on a school than the most elaborate disciplinary policy.’ – The Times Educational Supplement
36 | Teaching Assistants
The Essential Guides for Teaching Assistants Series 2 nd Edition
The Essential Guide for New Teaching Assistants Assisting Learning and Supporting Teaching in the Classroom Anne Watkinson, Freelance Education Consultant, UK
Meeting the National Occupational Standards at Level 2 Anne Watkinson
Giving teaching assistants an insight into the theories of teaching and learning and providing a background for understanding school processes and procedures, this new edition is fully updated to incorporate recent initiatives and changes in the National Curriculum. Fully updated in line with National Occupational Standards, changes in the primary and secondary National Curricula and revised induction materials from the TDA, this book forms essential reading for teaching assistants seeking to understand the basic principles of education, teaching and learning.
January 2010: A4: 144pp Pb: 978-0-415-54710-9: £20.99 For more information, visit: www.routledge.com/9780415547109
Author Focus: Anne Watkinson
PROFESSIONAL DEVELOPMENT
The Essential Guide for Competent Teaching Assistants
Anne Watkinson is an educational consultant and experienced author dealing specifically with teaching assistants. She has had a wide and varied educational role, working as a teacher, headteacher and a senior school development adviser for Essex Local Authority. She worked with the then DFEE and DfES to develop the original induction materials for teaching assistants, and was involved with the development of higher level teaching assistants. She frequently gives talks, runs workshops and attends conferences across the UK.
This second edition is fully revised and extended to incorporate and respond to all new materials required to meet the 2007 standards. Taking into account current initiatives including Workforce Remodelling and the Every Child Matters agenda, the book can be used to support NVQs, or other Teaching Assistant awards at Level 2. Pb: 978-0-415-46048-4: £20.99 www.routledge.com/9780415460484
The Essential Guide for Experienced Teaching Assistants Meeting the National Occupational Standards at Level 3 Anne Watkinson
This indispensable textbook provides the underpinning knowledge to support all Teaching Assistants working towards Level 3 of the National Occupational Standards. This second edition incorporates and responds to all new materials and initiatives required to meet the revised and expanded 2007 standards. Pb: 978-0-415-46049-1: £20.99 www.routledge.com/9780415460491
Whole School Improvement | 37
Mentoring and Coaching in Schools Suzanne Burley, London Metropolitan University, UK and Cathy Pomphrey, formally London Metropolitan University, UK
Coaching Emotional Intelligence in the Classroom A Practical Guide for 7–14 Steve Bowkett, Educational Consultant, UK and Simon Percival, Independent Coaching Consultant UK
Coaching Emotional Intelligence in the Classroom is a practical resource to help Key Stage 2 and Key Stage 3 teachers explore and understand a range of concepts, principles and techniques gathered under the term ‘emotional intelligence’, and the way that this powerfully influences pupils’ behaviour and learning in the classroom. Creative activities are suggested throughout, leading towards a more explicit focus on coaching methods to help pupils become independent, creative and effective learners able to set goals, generate ideas, solve problems and arrive at reasoned decisions.
Series: Professional Learning through Collaborative Inquiry
Mentoring and Coaching in Schools explores the ways in which mentoring and coaching can be used as a dynamic collaborative process for effective professional learning. It book sets out a new model for mentoring and coaching which is centred on a process of critical inquiry and shows teachers how they can use this model to carry out their own collaborative inquiries. Features include: • reflective questions, guidelines, task and templates to help collect evidence and evaluate inquiries
• detailed case studies focusing on teachers at different stages in their career
This book focuses on five key areas: • self-awareness • innovative and inventive thinking
• practical guidance on carrying out practitioner inquiry and research
• independent enquiry
• an analysis of learning outcomes resulting from different coaching and mentoring relationships.
• collaborative learning • communication skills.
This timely text will be valuable reading for coaches and mentors in secondary schools, teachers undertaking continuing professional development and students on coaching and mentoring courses.
Dealing in an engaging way with social and emotional aspects of learning, personalised learning, thinking skills and social inclusion, the authors offer teachers all of the necessary tools to help pupils build life and people-skills which will extend beyond school.
March 2011: 246 x 174: 160pp Pb: 978-0-415-56363-5: £19.99 For more information, visit: www.routledge.com/9780415563635
December 2010: 246 x 174: 136pp Pb: 978-0-415-57780-9: £19.99
How to Be a Brilliant Mentor
NEW
Developing Outstanding Teachers Edited by Trevor Wright, University of Worcester, UK Praise for How to Be a Brilliant English Teacher also by Trevor Wright:
’Compact and intelligent ... Buy this book, it will be money well spent!’ ’Trevor Wright will help you to put those ideas you have for your class/lesson into practice and show you how to make an ordinary lesson into a brilliant lesson. I highly recommend it.’
How to Be a Brilliant Mentor offers clear guidelines to enhance your mentoring, helping you to analyse your own practice and understand the complex and often ambiguous role of the mentor in school.
For more information, visit: www.routledge.com/9780415577809
Improving Pupil Motivation Together Teachers and Teaching Assistants Working Collaboratively Susan Bentham, Bognor Regis Community College, UK and Roger Hutchins, Special Educational Needs Coordinator, UK
Illustrated with the experiences of real trainees, How to Be a Brilliant Mentor can be dipped into for innovative mentoring ideas or read from cover-to-cover as a short enjoyable course which will give you added confidence in your mentoring role.
This book aims to explore various theories of motivation from a range of perspectives and to apply academic theory to real life classroom situations. Although this book will be underpinned by academic theory and empirical research, including research from the authors’ doctoral studies, the book will be presented as a practical ‘how to’ guide. This book will take a different but needed approach and focus on how motivation can be enhanced by teachers and teaching assistants working both individually and importantly collaboratively. Collaborative practice will be illustrated by many examples of how teachers and TAs have successfully enhanced the motivation of the students they work with.
June 2010: 216 x 138: 176pp Pb: 978-0-415-49214-0: £18.99
November 2011: 246 x 189: 160pp Pb: 978-0-415-58469-2: £17.99
For more information, visit: www.routledge.com/9780415492140
For more information, visit: www.routledge.com/9780415584692
education@routledge.com
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PROFESSIONAL DEVELOPMENT
NEW
38 | Whole School Improvement
Why Do I Need a Teacher When I’ve got Google?
Re-designing Learning Contexts
The Essential Guide to the Big Issues for Every 21st Century Teacher
Rosemary Luckin, London Knowledge Lab, Institute of Education, University of London, UK
Ian Gilbert
Why do I need a teacher when I’ve got Google? is just one of the challenging, controversial and thought-provoking questions Ian Gilbert poses in his long-awaited follow up to the classic Essential Motivation in the Classroom.
Technology-Rich, Learner-Centred Ecologies
Series: Foundations and Futures of Education
Richard Noss, Director of ESRC/EPSRC TEL Research Program
Questioning the unquestionable, this book will make you reconsider everything you thought you knew about teaching and learning, such as: • Are you simply preparing the next generation of unemployed accountants? • What do you do for the ‘sweetcorn kids’ who come out of the education system in pretty much the same state as when they went in? • What’s the real point of school?
Re-designing Learning Contexts seeks to re-dress the lack of attention that has traditionally been paid to a learner’s wider context and proposes a model to help educators and technologists develop more productive learning contexts. This interdisciplinary study draws on a range of disciplines, including geography, anthropology, psychology, education and computing, to investigate the dynamics and potential of teacher-learner interaction within a learning continuum, and across a variety of locations.
• Exams – so whose bright idea was that?
April 2010: 234 x 156: 208pp Pb: 978-0-415-55442-8: £23.99
• Why is ‘EQ’ fast becoming the new ‘IQ’?
For more information, visit: www.routledge.com/9780415554428
• What will your school policy be on brain-enhancing technologies?
PROFESSIONAL DEVELOPMENT
’One of the most important contributions on the whole TEL field.’
• Which is the odd one out between a hamster and a caravan?
NEW
With his customary combination of hard-hitting truths, practical classroom ideas and irreverent sense of humour, Ian Gilbert takes the reader on a breathless rollercoaster ride through burning issues of the twenty-first century, considering everything from the threats facing the world and the challenge of the BRIC economies to the link between eugenics and the eleven plus.
Rethinking Schools
As wide-ranging and exhaustively-researched as it is entertaining and accessible, this book is designed to challenge teachers and inform them – as well as encourage them – as they strive to design a twenty-first century learning experience that really does bring the best out of all young people. After all, the future of the world may just depend on it.
July 2010: 216 x 138: 240pp Pb: 978-0-415-46833-6: £15.99 For more information, visit: www.routledge.com/9780415468336
’This book is a stunner. Writing in an entertaining, page turning style, Ian Gilbert engages the reader with some powerful ideas about learning and teaching’ Sara Bubb, Senior Lecturer at the Institute of Education, London
Improved Educational Outcomes for All? Christopher Chapman, University of Manchester, UK Systems must continue to evolve in order to meet the needs of students and particularly those in the most challenging circumstances. In this book, Chris Chapman reflects on a range of Emerging Structural Arrangements (ESAs) that have begun to appear across a number of systems. The features of ESAs include: • increased involvement of the private sector and other interested parties (including charities and faith groups) • radical redesign of buildings • the blurring and erosion of organisational boundaries • re-definition of ‘teachers’ and ‘teaching’ • the involvement of an extended range of services stakeholders within the schooling process. Drawing on contemporary evidence to consider the potential of ESAs to promote improved outcomes for the most disadvantaged students and reflecting on the implications for leadership, management and governance in such a diverse and dynamic environment, Rethinking Schools represents a unique addition to the literature presenting new research in this emerging area of international importance. It will be of interest to all those with an interest in leadership, policy, school improvement and educational change. August 2011: 234 x 156: 272pp Pb: 978-0-415-55849-5: £24.99 For more information, visit: www.routledge.com/9780415558495
Whole School Improvement | 39 NEW
NEW
Changing Schools
Using Effectiveness Data for School Improvement
Alternative Approaches to Make a World of Difference Edited by Robert Lingard, University of Queensland, Australia, Pat Thomson, University of Nottingham, UK and Terry Wrigley The raising of standards in schools is a global challenge to policymakers. This book presents new thinking and practice for progressing school change today, drawn from the works of authors around the world. Educational policy-making has been dominated by particular human capital oriented theories of school improvement, formulated and implemented in neo-liberal political environments. This book seeks to challenge this dominance. It draws both on contemporary innovations in practice and theory and long standing traditions of alternative thinking and practice. Linking together and articulating other ways of conceiving of and implementing school change, it bases its findings on values of equality and global citizenship. It shows how schools can work to make different knowledges, languages, narratives, truths and ways of being integral to mainstream curriculum, pedagogy, assessment and school cultures and structures. November 2011: 234 x 156: 256pp Pb: 978-0-415-55860-0: £22.99 For more information, visit: www.routledge.com/9780415558600
Anthony Kelly and Christopher Downey, both at University of Southampton, UK
Data metrics in schools are becoming increasingly complex, but despite their best efforts, teachers and academics generally find them something of a ‘black-box’. This book lifts the lid on that box, exploring the provenance and problematization of existing techniques and developing new algorithms for measuring the more oblique aspects of in-school performance. Chapters are sectioned in three parts – ‘Past’, ‘Present’ and ‘Future’ – and cover: • the historical journey from rawthreshold to refined-contextual measures of school effectiveness • research and policy on pupil attainment and value-added data
• the leading UK government and Fischer Family Trust models • issues relating to differential effectiveness and the interpretation of data
Beyond the School Gates Can Full Service and Extended Schools Overcome Disadvantage? Colleen Cummings, University of Newcastle, UK, Alan Dyson, University of Manchester, UK and Liz Todd, University of Newcastle, UK This book, for the first time ever, critically examines the role of full service and extended schools. The authors draw on their extensive international evaluations of this radical new phenomenon to ask: • What do extended or full service schools hope to achieve, and why should services based on schools be any more effective than services operating from other community bases?
• how best to blend data from different sources • new non-cognitive metrics for assessing social and emotional aspects of learning (SEAL) and staff responsibility • managing data for school improvement and understanding professional attitudes to it. Using Effectiveness Data for School Improvement brings together for the first time in one place the various metrics and models, and their basis in research. A full technical specification is included so that both ‘data experts’ and ‘data novices’, academics and practitioners, can use the book to understand and maximize what is potentially a hugely transforming, but under-utilized, resource and an increasingly important aspect to school and curriculum management. December 2010: 234 x 156: 248pp Pb: 978-0-415-56278-2: £22.99 For more information, visit: www.routledge.com/9780415562782
PROFESSIONAL DEVELOPMENT
NEW
Developing and Utilising Metrics
• What pattern of services and activities is most effective? • What does extended schooling mean for children and families who are not highly disadvantaged, or for schools outside the most disadvantaged areas? • How can schools lead extended services at the same time as doing their ‘day job’ of teaching children? • Why should schools be concerned with family and community issues? • Beyond the advocacy of ‘extended provision’, what real evidence is there that schools of this kind make a difference, and how can school leaders evaluate the impact of their work? This book will be of interest to anyone involved in extended and full service school provision, as a practitioner, policy-maker, or researcher. April 2011: 234 x 156: 176pp Pb: 978-0-415-54875-5: £22.99 For more information, visit: www.routledge.com/9780415548755
education@routledge.com
www.routledge.com/teachers
40 | Whole School Improvement
Teaching and Learning in Diverse and Inclusive Classrooms
2 nd Edition
Anger Management A Practical Guide
Key Issues for New Teachers
Adrian Faupel, University of Southampton, UK, Elizabeth Herrick , Southampton Local Authority and Peter M. Sharp, Chief Executive at the Centre for Workforce Intelligence (Department of Health), UK
Edited by Gill Richards, Nottingham Trent University, UK and Felicity Armstrong, Institute of Education, London, UK
Anger Management is a practical guide that will help you to stay calm in the face of angry outbursts from children and young people. Written by chartered psychologists with extensive experience in the field, this helpful book will:
Moving beyond simple theory about diversity, to what this means for real teachers’ practice, chapters focus on issues relating to values and professional practice for teachers, emphasising inclusive approaches and the importance of understanding the perspectives of learners.
• increase your understanding of anger • offer you a range of practical management interventions • help you to manage your own behaviours to build more effective relationships • reduce the stress experienced by staff and parents who lack confidence in the face of aggressive behaviour. With stress and anger levels amongst young people at an all time high, this second edition of Anger Management is particularly timely. It reflects the significant developments in the field of neuro-psychology and our understanding of the physiology of emotions. It also identifies the significant changes in legislation and guidance that have taken place in education and health and social care over the last decade and explores the implications of these changes for practitioners. Containing information, explanations and practical advice that will enable you to cope with angry behaviour in the best way possible, as well as a range of helpful photocopiable resources, this book will prove invaluable to teachers as well as parents, carers, psychologists, social workers and health care workers. November 2010: A4: 144pp Pb: 978-0-415-58071-7: £22.99
Addressing the wide variety of issues of diversity and inclusion routinely encountered in today’s classrooms, this comprehensive text provides both a theoretical background and practical strategies.
Topics discussed include: • understanding inclusive education
• ethnic and cultural diversity
• challenging behaviour
• bullying
• gender identity and sexuality
• gifted and talented learners
• traveller children
• special educational needs
• collaborative working in schools
• the perspective of parents.
Designed to stimulate and strengthen teachers’ professional understanding, this book also reflects on legislative duties, personal values and the importance of listening to the voice of individuals who experience disadvantage in educational settings. October 2010: 234 x 156: 192pp Pb: 978-0-415-56463-2: £18.99 For more information, visit: www.routledge.com/9780415564632
For more information, visit: www.routledge.com/9780415580717
PROFESSIONAL DEVELOPMENT
A Handbook for Inclusion Managers Steering your School towards Inclusion Ann Sydney, Education Consultant, UK Series: David Fulton / Nasen Are you responsible for inclusion in your school? As an Inclusion Manager, you have a strategic role that covers a great deal more than special educational needs, and requires a specific knowledge and skill set in order to steer your school towards inclusion. A Handbook for Inclusion Managers presents a wide range of information, providing plenty of fresh ideas and a stimulus for reflection on your practice. This comprehensive and accessible text examines recent legislation, including the Common Assessment Framework, and provides information on how to gain accreditation for your work on inclusion. It will help you to create and manage an inclusive school, covering a wide range of knowledge and skills including: • getting the best from your staff
• working with special schools
• how to interpret data to judge the achievement of different groups in your school
• community cohesion
• where the money for inclusion comes from
• working on an inclusion strategy.
• reporting to governors, parents and Ofsted
• what inclusive teaching and learning look like Providing a framework which can be adapted to suit individual schools, A Handbook for Inclusion Managers includes a checklist of good practice to enable you to keep track of your school’s progression. The author provides numerous references to useful organisations, websites and publications to make your life easier.
2009: 246 x 174: 128pp Pb: 978-0-415-49198-3: £20.99 For more information, visit: www.routledge.com/9780415491983
Special Educational Needs | 41
33 Ways to Help With … 33 Ways to Help with Spelling
33 Ways to Help with Writing
Supporting Children who Struggle with Basic Skills
Supporting Children who Struggle with Basic Skills
Heather Morris and Sue Smith
Raewyn Hickey, Teacher and Education Consultant, UK
Series: 33 Ways to Help with…
Series: 33 Ways to Help with…
33 Ways to Help with Spelling equips teachers and teaching assistants with a wide range of practical resources to help children who are having difficulties learning the basic skills of spelling. Offering a range of activities and games to engage children and encourage motivation in the classroom, this essential classroom companion provides ready-touse material that doesn’t need lengthy forward preparation. Activities include auditory and visual mnemonics, phonetics and tactile tasks.
33 Ways to Help with Writing equips teachers and teaching assistants with a wide range of practical resources to help children who are having difficulties learning the basic skills of writing. Offering a range of activities and games to engage children and encourage motivation in the classroom, this essential classroom companion provides ready-touse material that doesn’t need lengthy forward preparation.
These practical and fun ideas incorporate a variety of learning styles, using kinaesthetic and auditory techniques, that put the emphasis on ‘games’ rather than ‘work’. The activities are especially suitable for teaching assistants working with individuals or small groups. The book works step-by-step through practical activities which:
These practical and fun ideas incorporate a variety of learning styles, using kinaesthetic and auditory techniques, which put the emphasis on ‘games’ rather than ‘work’. The activities are especially suitable for teaching assistants working with individuals or small groups. 33 Ways to Help with Writing works step-by-step through practical activities which:
• keep children motivated and enjoying learning
• keep children motivated and enjoying learning
• don’t require extensive knowledge or experience from the adult
• do not require extensive knowledge or experience from the adult
• are adult-led so children don’t have the opportunity to repeat mistakes
• are adult-led so children don’t have the opportunity to repeat mistakes
• are grouped into different basic skills, so teachers can choose the activity best suited for the child’s needs
• are grouped into different basic skills, so teachers can choose the activity best suited for the child’s needs
• have clear, concise and pedagogically sound reasons for the activity
• have clear, concise and pedagogically sound reasons for the activity
• include extension activity where appropriate to challenge pupils.
• include extension activity where appropriate to challenge pupils.
Aimed mainly at primary pupils, secondary teachers will also find this book invaluable to use with pupils who are falling behind. The series facilitates good inclusive provision and is a resource from which useful ideas and materials can be taken without having to plough through chapters of theory and research.
February 2010: A4: 136pp Pb: 978-0-415-55340-7: £21.99 For more information, visit: www.routledge.com/9780415553407
July 2010: A4: 112pp Pb: 978-0-415-56080-1: £19.99 For more information, visit: www.routledge.com/9780415560801
Other titles …
33 Ways to Help with Reading
33 Ways to Help with Numeracy
Supporting Children who Struggle with Basic Skills
Supporting Children who Struggle with Basic Skills
2008: A4: 108pp Pb: 978-0-415-44887-1: £20.99 www.routledge.com/9780415448871
education@routledge.com
Brian Sharp 2008: A4: 124pp Pb: 978-0-415-46896-1: £20.99 www.routledge.com/9780415468961
www.routledge.com/teachers
SEN
Raewyn Hickey
42 | Special Educational Needs
The Effective Teachers Guide to … Series 2 nd Edition
2 nd Edition
The Effective Teachers Guide to Sensory and Physical Impairments
The Effective Teachers Guide to Behavioural and Emotional Disorders
Sensory, Orthopaedic, Motor and Health Impairments, and Traumatic Brain Injury Michael Farrell, Independent Education Consultant, UK
Fully updated with the latest research and advice on best practice, this new edition of The Effective Teachers Guide to Sensory and Physical Impairments covers a range of conditions that cause learning difficulties for children, including visual impairment, hearing impairment, deaf, blindness, orthopaedic impairment, motor disorders and health impairments, as well as a brand new chapter on traumatic brain injury.
Disruptive Behaviour Disorders, Anxiety Disorders, Depressive Disorders, and Attention Deficit Hyperactivity Disorder Michael Farrell, Independent Education Consultant, UK
Teachers are likely to meet children with varying types and degrees of sensory and physical impairments. This comprehensive guide equips you with informed and practical strategies to ensure that all pupils are included and provided for in the best possible way. The new edition has also been adapted to be more widely relevant to readers in different countries, focusing more on the strategies that work regardless of national context. November 2010: 216 x 138: 144pp Pb: 978-0-415-56565-3: £19.99 For more information, visit: www.routledge.com/9780415565653
Fully updated with the latest research and advice on best practice, this new edition of The Effective Teachers Guide to Behavioural and Emotional Disorders covers a range of conditions that cause learning difficulties for children, including disruptive behaviour, attention deficit hyperactivity disorder, anxiety and depressive disorders. The theoretical underpinning is fully updated but also condensed to make way for more practical strategies for teachers, in this edition. The new edition has also been adapted to be more widely relevant to readers in different countries, focusing more on the strategies that work regardless of national context.
November 2010: 216 x 138: 136pp Pb: 978-0-415-56568-4: £19.99 For more information, visit: www.routledge.com/9780415565684
2 nd Edition
Supporting Children’s Reading A Complete Short Course for Teaching Assistants, Volunteer Helpers and Parents Margaret Hughes, formerly Warwickshire LEA Literacy Adviser, UK and Peter Guppy, Warwickshire Reading Support Services, UK Series: David Fulton / Nasen Being able to read is one of the most important skills in life and something we all want our children to achieve – for learning and for pleasure. Supporting Children’s Reading gives you the understanding you need of the reading process to ensure that children are effectively supported in their reading journeys. This practical programme draws on the authors’ wealth of experience in delivering this kind of training and is an invaluable point of reference for anyone working with children to improve their reading. With links to downloadable online resources, it provides everything you need to deliver a bespoke training course tailored to meet your particular audience, including: • succinct and clear explanations of how reading works • time-saving resources such as photocopiable handouts and professionally designed visual display screens • advice on helping children to improve both their decoding and comprehension skills • guidance on strategies for helping a child deal with a problem word. Supporting Children’s Reading is an accessible, ready-to-use resource to support teachers working with teaching assistants, volunteer ‘reading buddies’ and parents, to provide training on how to share books and listen to readers effectively. It will be especially useful for adults working with children who, for whatever reason, need extra support in developing reading skills. March 2010: A4: 184pp Pb: 978-0-415-49836-4: £24.99
SEN
For more information, visit: www.routledge.com/9780415498364
Special Educational Needs | 43
The SENCO Survival Guide The Nuts and Bolts of Everything You Need to Know Sylvia Edwards, SEN Support Services, East Riding of Yorkshire, UK Series: David Fulton / Nasen Are you confused about Special Education Needs (SEN) and Learning Difficulties and Disabilities (LDD)? Are you unclear about how to identify and address the needs of your pupils in the context of the new Inclusion Development Programme? Do you need support to develop a great system that links together recent initiatives and government legislation? This book is intended for SENCOs and other staff, working from the Foundation stage to Key Stage 4 with management responsibility for SEN/LDD systems in schools. The book: • explores recent initiatives and terminology in the context of the ‘Inclusion Development Programme’ and ‘Narrowing the Gap’ • examines the implications for school policy and practice • links together related SEN/LDD development • helps schools to develop co-ordinated systems that enable all learners with SEN/LDD to meet their potential and aspirations. December 2010: 234 x 156: 192pp Pb: 978-0-415-59281-9: £17.99 For more information, visit: www.routledge.com/9780415592819
2 nd Edition
NEW
The SEN Handbook for Trainee Teachers, NQTs and Teaching Assistants
Assessing Children with Specific Learning Difficulties
Wendy Spooner, Freelance Education Consultant, UK
Gad Elbeheri, Gavin Reid, Moray House School of Education, University of Edinburgh, UK and John Everatt, University of Canterbury, New Zealand
Series: David Fulton / Nasen
Accessibly written with the needs of trainee teachers and Higher Level Teaching Assistants in mind, this new edition of Wendy Spooners popular SEN Handbook provides an up-to-the-minute introduction to key issues. Student teachers and teaching assistants will find the case studies and vignettes invaluable as they bring these issues to life, and present important opportunities for reflection on how these issues relate to practice, including: • self-assessment of your own attitudes towards SEN issues
• legal definitions and current legislation and guidance • identification, assessment and support for children with SENs across the Key Stages
A Teacher’s Practical Guide
Series: David Fulton / Nasen This comprehensive book provides all the information that teachers need to know about assessment in relation to their pupils with Specific Learning Difficulties. The ‘why’, ‘how’ and ‘what’ of assessment will be addressed, whilst the link between assessment and intervention will also be a key focus. Looking at the full range of Specific Learning Difficulties, this book provides practical help on implementing strategies that are tried and tested for use in any classroom. The authors address issues and topics common in inclusive classrooms around the world, including: • literacy and numeracy teaching • motor development and co-ordination • attention factors in learning • the key issues on learning differences • self esteem and emotional literacy
• issues of inclusion and exclusion
• how to enhance skills and the self-sufficiency of teachers.
• a range of teaching approaches and strategies
This book also acknowledges that assessment is a process that involves other professionals and parents and shows how to understand and interpret the needs and work of other stakeholders.
• school-based training and SEN issues that may arise • further reading, websites and resources lists. Core standards for teachers, QTS and HLTA qualifications are highlighted enabling the reader to understand exactly what is expected of them – and how to achieve it.
Spring 2012: 234 x 156: 160pp Pb: 978-0-415-59760-9: £22.99 For more information, visit: www.routledge.com/9780415597609
Practical and comprehensive, this is an invaluable resource for all teaching professionals working towards providing inclusive learning environments. October 2010: A4: 136pp Pb: 978-0-415-56771-8: £22.99
education@routledge.com
www.routledge.com/teachers
SEN
For more information, visit: www.routledge.com/9780415567718
44 | Special Educational Needs NEW
Creating Multi-Sensory Environments Practical Ideas for Teaching and Learning Christopher Davies, Independent Education Consultant, UK
NEW 2 nd Edition
Dyslexia and Inclusion Classroom Approaches for Assessment, Teaching and Learning Gavin Reid, University of Edinburgh, UK
Series: David Fulton / Nasen
Series: David Fulton / Nasen
Multi-sensory environments in the classroom provide a wealth of stimulating learning experiences for all young children whose senses are still under development.
This fully updated second edition highlights how the needs of children with dyslexia can be met within the curriculum, and within the mainstream classroom.
This highly practical guide to creating and using multi-sensory environments is packed full of ideas for low-cost, easy to assemble multi-sensory environments, accompanied with suggestion for use with clear learning outcomes, also linked to the P levels for children with special educational needs.
Gavin Reid provides ideas and strategies for helping teachers ensure that the needs of children with dyslexia can be most effectively met. Identifying the key issues of inclusive practice, the book will refer to current research but the main focus will be on the practical needs of the classroom teacher. This highly practical, topical and accessible text includes chapters on:
These creative learning environments, focussing on multi-sensory experiences:
• effective learning
• include suggestions for extension or differentiation depending on the abilities of your pupils, or the time available
• curriculum access and differentiation
• are designed to stimulate all the sensory channels – auditory, visual, kinaesthetic, olfactory and gustatory
• specific approaches in reading, spelling, writing and numeracy.
• encourage creative thinking and learning, and development of social and emotional skills • can be set up in your classroom or school hall in just a matter of minutes • can be a semi-permanent feature in a small area of the classroom, convenient for use at any given moment.
• whole school approaches By understanding the crucial aspects of dyslexia, teachers can be pro-active and anticipate the type of difficulties they may encounter. This book provides teachers, student teachers and any educational professional with the resources and support they need at their fingertips. December 2011: A4: 136pp Pb: 978-0-415-60758-2: £22.99 For more information, visit: www.routledge.com/9780415607582
Although these activities will be of particular value for children with sensory impairments, they will also provide stimulating learning environments, as promoted in the themes and principles of the Early Years Foundation Stage guidance. September 2011: 246 x 174: 128pp Pb: 978-0-415-57330-6: £18.99 For more information, visit: www.routledge.com/9780415573306
NEW 2 nd Edition
Making Dyslexia Work for You Vicki Goodwin, Otago University, New Zealand and Bonita Thomson, Adult Dyslexia consultant This book is written for adults and young people who are dyslexic. It provides a user-friendly guide to identifying individual needs and a range of ideas and models for meeting them. Highly practical, with extensive updates to the original edition, this helpful and accessible guide contains: • toolboxes of ideas for reading, writing and organisation • effective and easy to implement strategies developed in conjunction with dyslexic people who have succeeded in the workplace and college • a guide to the nature of dyslexia and how to overcome day to day difficulties • tips on building self-esteem and motivation. Speaking directly to the reader, this book explains the roots and causes of dyslexia whilst encouraging the dyslexic reader to put together their own package of ideas and strategies to help them succeed in college or the workplace. It also offers activities, examples and descriptions covering areas like reading, memory, organisation and IT, with links to specifically tailored downloadable resources. The book has wide appeal to anyone with dyslexia, and will be useful background reading for employers, teachers and students on dyslexia related courses.
SEN
September 2011: 216 x 138: 176pp Pb: 978-0-415-59756-2: £16.99 For more information, visit: www.routledge.com/9780415597562
’Understanding one’s dyslexia is the key to acquiring successful strategies for learning and living. This book will prove accessible and invaluable to those seeking to gain such an insight.’ Professor Susan Tresman, Education Director, British Dyslexia Association
Special Educational Needs | 45 2 nd Edition
3 rd Edition
That’s the Way I Think
Attention Deficit Hyperactivity Disorder
Dyslexia, Dyspraxia and ADHD Explained David Grant, University of Westminster Chartered Psychologist, UK
Many people with dyspraxia and dyslexia also have ADHD. This fully revised edition of David Grant’s thought-provoking, insightful book develops our understanding of specific learning differences and considers the further challenges presented by these overlapping conditions. New sections explore mental imagery [visualisation] and synaesthesia, enabling the reader to gain a fuller understanding of the sensory experiences and thoughts of individuals with specific learning differences. As well as providing information defining Dyslexia, Dyspraxia and ADHD, That’s the Way I Think addresses topics including:
• colours and reading • becoming creative • sports, genes and evolution • ‘invisible’ girls and women. The accessible style of this book, which includes numerous anecdotes and personal insights, will immediately strike a chord with anyone who has first- or second-hand experience of these specific learning differences. Essential and enlightening reading for people with specific learning differences as well as their parents and/or partner, this book also provides an invaluable insight for teachers, teaching assistants and SENCOs. February 2010: 216 x 138: 176pp Pb: 978-0-415-56464-9: £16.99 For more information, visit: www.routledge.com/9780415564649
NEW
ADHD: All Your Questions Answered
What Can Teachers Do? Geoff Kewley, Consultant Neuro-developmental Paediatrician, UK Series: David Fulton / Nasen
Is Attention Deficit Hyperactivity Disorder a ‘made-up’ term? Is it simply an excuse for bad behaviour? How do children with ADHD really experience school? This practical teacher’s guide dispels all the myths and gets down to the facts about ADHD. It explores the ‘nitty-gritty’ of what you need to know in order to help the children in your class to cope with this complex condition.
This fully revised second edition gives an overview of the disorder, based on the broad internationally recognised approach to ADHD, which takes account of its biological as well as environmental elements. It includes: • real-life classroom scenarios and case studies of specific children • practical management strategies for both teachers and parents • an exploration of prevailing attitudes to ADHD • advice on initial diagnosis and ongoing assessment. Packed full of no-nonsense advice and tips, this book will help you adopt the educational strategies and behaviour management approaches that are best suited to each individual child. It also explores the use of alternative treatments, such as psychological and psychiatric strategies, medication, counselling, coaching and changes to diet. Children who have ADHD can often experience school failure, expulsion and emotional, behavioural and social problems. By demystifying the disorder and its coexisting conditions, this book will help you to understand and manage ADHD, enabling you to offer the children you teach a more positive future. October 2010: A4: 120pp Pb: 978-0-415-49202-7: £19.99 For more information, visit: www.routledge.com/9780415492027
A Complete Handbook for SENCOs and Teachers Fintan O’Regan Series: David Fulton / Nasen Behaviour issues in general, and ADHD in particular, is always a high priority in schools. Teachers are constantly searching for practical guidance on how to manage learners who find it difficult to concentrate and stay on task for any length of time, sometimes presenting challenging behaviour in the classroom and disrupting learning for other students. The book will be a user-friendly resource for busy senior teachers, enabling them to offer practical and effective strategies and models of good practice to practitioners, and signposting further sources of information. Each chapter will end with a summary page/handout that can be used with colleagues in a continuing professional development context. Written by one of the UK’s leading experts on the topic, SENCOs, behaviour management staff and senior leaders will find invaluable, practical and up-to-date information and advice on ADHD and can use the additional resources as a continuing professional development tool to use with colleagues in all phases.
For more information, visit: www.routledge.com/9780415597708
education@routledge.com
www.routledge.com/teachers
SEN
December 2011: A4: 144pp Pb: 978-0-415-59770-8: £18.99
46 | INDEX 33 Ways to Help with Spelling . . . . . . . . . . . . . 41 33 Ways to Help with Writing. . . . . . . . . . . . . . 41
A Active Homework (series). . . . . . . . . . . . . . . . . 20 ADHD: All Your Questions Answered . . . . . . . . 45 Adventure Stories for Reading, Learning and Literacy . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17 Anger Management. . . . . . . . . . . . . . . . . . . . . 40 Appropriate Environments for Children Under 3. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7 Armstrong, Felicity . . . . . . . . . . . . . . . . . . . . . . 40 Assessing Learning in the Primary Classroom. . . . 6 Athletics Challenges. . . . . . . . . . . . . . . . . . . . . 33 Attention Deficit Hyperactivity Disorder. . . . . . . 45
B Barnes, Anthony. . . . . . . . . . . . . . . . . . . . . . . . 34 Bassot, Barbara. . . . . . . . . . . . . . . . . . . . . . . . . 34 Baxter, Ray. . . . . . . . . . . . . . . . . . . . . . . . . . . . 23 Beach, Nick. . . . . . . . . . . . . . . . . . . . . . . . . . . . 21 Beaty, Carole. . . . . . . . . . . . . . . . . . . . . . . . . . . . 9 Behaviour in the Early Years . . . . . . . . . . . . . . . . 8 Bennett, Elaine. . . . . . . . . . . . . . . . . . . . . . . . . . 4 Bentham, Susan. . . . . . . . . . . . . . . . . . . . . 37, 41 Beyond the School Gates . . . . . . . . . . . . . . . . . 39 Bilton, Helen. . . . . . . . . . . . . . . . . . . . . . . . . . . . 3 Body Image in the Primary School. . . . . . . . . . . 22 Bowkett, Steve. . . . . . . . . . . . . . . . . . . . . . . . . 37 Bradford, Helen . . . . . . . . . . . . . . . . . . . . . . . . . 7 Bridging the Transition from Primary to Secondary School . . . . . . . . . . . . . . . . . . . 27 Bringing ... to your Early Years Practice (series). . . 5 Bringing the Froebel Approach to your Early Years Practice. . . . . . . . . . . . . . . . . . . . . . 5 Bringing the High Scope Approach to your Early Years Practice. . . . . . . . . . . . . . . . . . . . . . 5 Bringing the Montessori Approach to your Early Years Practice. . . . . . . . . . . . . . . . . . . . . . 5 Bringing the Reggio Approach to your Early Years Practice. . . . . . . . . . . . . . . . . . . . . . 5 Bringing the Steiner Waldorf Approach to your Early Years Practice. . . . . . . . . . . . . . . . . . . . . . 5 Brunton, Pat. . . . . . . . . . . . . . . . . . . . . . . . . . . . 5 Bullivant, Andrea . . . . . . . . . . . . . . . . . . . . . . . 30 Burley, Suzanne . . . . . . . . . . . . . . . . . . . . . . . . 37 Butler, Heather. . . . . . . . . . . . . . . . . . . . . . 16,17
C Calland, Chris. . . . . . . . . . . . . . . . . . . . . . . . . . 22 Carroll, Maggie. . . . . . . . . . . . . . . . . . . . . . . . . 22 Carter, James . . . . . . . . . . . . . . . . . . . . . . . . . . 14 Changing Schools. . . . . . . . . . . . . . . . . . . . . . . 39 Chant, Anne. . . . . . . . . . . . . . . . . . . . . . . . . . . 34 Chaplain, Roland . . . . . . . . . . . . . . . . . . . . . . . . 6 Chapman, Christopher. . . . . . . . . . . . . . . . . . . 38 Cheminais, Rita. . . . . . . . . . . . . . . . . . . . . . . . . 36 Child Centred Education. . . . . . . . . . . . . . . . . . . 6 Child Development in Practice. . . . . . . . . . . . . . . 7 Choosing and Using Fiction and Non-Fiction 3–11 . . . . . . . . . . . . . . . . . . 15 Classroom DIY . . . . . . . . . . . . . . . . . . . . . . . . . 27 Clipson-Boyles, Suzi . . . . . . . . . . . . . . . . . . . . . . 4 Coaching Emotional Intelligence in the Classroom . . . . . . . . . . . . . . . . . . . . . . 37 Colverd, Sue. . . . . . . . . . . . . . . . . . . . . . . . . . . 24
Complete Citizenship Resource File, The. . . . . . 31 Cousins, Jacquie. . . . . . . . . . . . . . . . . . . . . . . . . 8 Creating a Speaking and Listening Classroom. . 17 Creating Multi-Sensory Environments. . . . . . . . 44 Creative Approaches to Improving Participation. . . . . . . . . . . . . . . . . . . . . . . . . . . 6 Creative Learning to Meet Special Needs. . . . . . . 6 Creative Teaching/Creative Schools (series) . . . . . 6 Cross-Curricular Teaching in the Primary School. . . . . . . . . . . . . . . . . . . . . . . . 26 Cummings, Colleen . . . . . . . . . . . . . . . . . . . . . 39
D David Fulton / Nasen (series). . . . . 25,40,42,43,45 Davies, Christopher. . . . . . . . . . . . . . . . . . . . . . 44 Davison, Jon. . . . . . . . . . . . . . . . . . . . . . . . . . . 29 Dawes, Lyn. . . . . . . . . . . . . . . . . . . . . . . . . 17,15 Day, Alison. . . . . . . . . . . . . . . . . . . . . . . . . . . . 18 Developing a Creative Curriculum. . . . . . . . . . . . 6 Developing Attachment in Early Years Settings . . 8 Developing Emotional Intelligence in the Primary School. . . . . . . . . . . . . . . . . . . 24 Developing Language and Communication Skills through Effective Small Group Work. . . 15 Developing Physical Health and Well-Being through Gymnastic Activity (5-7). . . . . . . . . . 22 Developing Play for the Under 3s . . . . . . . . . . . . 2 Differentiated Literacy Games for VCOP . . . . . . 16 Doona, John. . . . . . . . . . . . . . . . . . . . . . . . . . . 18 Downey, Christopher . . . . . . . . . . . . . . . . . . . . 39 Drake, Jane. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2 Drama Sessions for Primary Schools and Drama Clubs. . . . . . . . . . . . . . . . . . . . . . 18 Dyslexia and Inclusion. . . . . . . . . . . . . . . . . . . . 44 Dyson, Alan . . . . . . . . . . . . . . . . . . . . . . . . . . . 39 Early Years Professional Status. . . . . . . . . . . . . . . 9
E Edwards, Sylvia. . . . . . . . . . . . . . . . . . . . . . . . . 43 Effective Teacher’s Guide to Behavioural and Emotional Disorders, The. . . . . . . . . . . . . . . . 42 Effective Teacher’s Guide to Sensory and Physical Impairments, The. . . . . . . . . . . . . . . . . . . . . . 42 Effective Teacher’s Guides (series). . . . . . . . . . . 42 Elfer, Peter . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8 Elkington, Rob . . . . . . . . . . . . . . . . . . . . . . . . . . 6 Enhancing Learning through Play . . . . . . . . . . . . 2 Ephgrave, Anna . . . . . . . . . . . . . . . . . . . . . . . . . 9 Essential Guide for Competent Teaching Assistants, The. . . . . . . . . . . . . . . . . . . . . . . . 36 Essential Guide for Experienced Teaching Assistants, The. . . . . . . . . . . . . . . . . . . . . . . . 36 Essential Guide for New Teaching Assistants, The. . . . . . . . . . . . . . . . . . . . . . . . 36 Essential Guides for TAs (series). . . . . . . . . . . . . 36 Essential Skills for Managers of Child-Centred Settings. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2 Evans, Julie. . . . . . . . . . . . . . . . . . . . . . . . . . . . 21 Every Nursery Needs a Garden . . . . . . . . . . . . . . 3 Everyday Maths through Everyday Provision . . . . 4 Exploring Well-Being in Schools . . . . . . . . . . . . 11
F Farrell, Michael. . . . . . . . . . . . . . . . . . . . . . . . . 42 Faupel, Adrian . . . . . . . . . . . . . . . . . . . . . . . . . 40 Filer, Janice. . . . . . . . . . . . . . . . . . . . . . . . . . . . 11 Forster, Colin . . . . . . . . . . . . . . . . . . . . . . . . . . 20
G Gadsby, Helen. . . . . . . . . . . . . . . . . . . . . . . . . . 30 Galloway, John. . . . . . . . . . . . . . . . . . . . . . . . . 35 Gaut, Berys. . . . . . . . . . . . . . . . . . . . . . . . . . . . 24 Gaut, Morag. . . . . . . . . . . . . . . . . . . . . . . . . . . 24 Gilbert, Ian. . . . . . . . . . . . . . . . . . . . . . . . . . . . 38 Glenn, Angela. . . . . . . . . . . . . . . . . . . . . . . . . . . 8 Global Learning and Sustainable Development. . . . . . . . . . . . . . . . . . . . . . . . . 30 Goldschmied, Elinor . . . . . . . . . . . . . . . . . . . . . . 8 Goodwin, Vicki. . . . . . . . . . . . . . . . . . . . . . . . . 44 Grant, David. . . . . . . . . . . . . . . . . . . . . . . . . . . 45 Green, Sandy . . . . . . . . . . . . . . . . . . . . . . . . . . . 5 Guppy, Peter. . . . . . . . . . . . . . . . . . . . . . . . . . . 42
H Hampson, Kathy. . . . . . . . . . . . . . . . . . . . . . . . 25 Handbook for Inclusion Managers, A . . . . . . . . 40 Handbook of Lunchtime Supervision, The. . . . . 36 Hannay, Jackie . . . . . . . . . . . . . . . . . . . . . . . . . 22 Hayes, Sid. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 33 Helps, Alicia . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8 Herrick, Elizabeth . . . . . . . . . . . . . . . . . . . . . . . 40 Hickey, Raewyn. . . . . . . . . . . . . . . . . . . . . . . . . 41 Hodgkin, Bernard. . . . . . . . . . . . . . . . . . . . . . . 24 Holt, Nicky . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5 How to be a Brilliant Mentor. . . . . . . . . . . . . . . 37 How to Teach Poetry Writing: Workshops for Ages 5–9. . . . . . . . . . . . . . . . . . . . . . . . . 12 How to Teach Poetry Writing: Workshops for Ages 8–13. . . . . . . . . . . . . . . . . . . . . . . . 12 How to Teach Writing Across the Curriculum: Ages 6–8 . . . . . . . . . . . . . . . . . . 12 How to Teach Writing Across the Curriculum: Ages 8–14 . . . . . . . . . . . . . . . . . 12 Howe, Alan. . . . . . . . . . . . . . . . . . . . . . . . . . . . 27 Huddlestone, Prue . . . . . . . . . . . . . . . . . . . . . . 34 Hughes, Anita M. . . . . . . . . . . . . . . . . . . . . . . . . 8 Hughes, Anita M.. . . . . . . . . . . . . . . . . . . . . . . . 2 Hughes, Margaret. . . . . . . . . . . . . . . . . . . . . . . 42 Hutchins, Roger . . . . . . . . . . . . . . . . . . . . . . . . 37 Hutchinson, Nicky. . . . . . . . . . . . . . . . . . . . . . . 22
I ICT for Teaching Assistants. . . . . . . . . . . . . . . . 35 Implementing the Every Child Matters Strategy. . 36 Improving Pupil Motivation Together. . . . . . . . . 37 Integrated Children’s Centres . . . . . . . . . . . . . . . 9 Introduction to Career Learning & Development 11–19, An . . . . . . . . . . . . . . . . 34 Isaacs, Barbara . . . . . . . . . . . . . . . . . . . . . . . . . . 5 Isles-Buck, Emma . . . . . . . . . . . . . . . . . . . . . . . . 2
J Jesson, Jill. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20 Johnson, Sandra. . . . . . . . . . . . . . . . . . . . . . . . . 6 Joyce, Jane. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9 Just Imagine. . . . . . . . . . . . . . . . . . . . . . . . . . . 14
K Kelly, Anthony . . . . . . . . . . . . . . . . . . . . . . . . . 39 Kerry, Trevor. . . . . . . . . . . . . . . . . . . . . . . . . . . 26 Kewley, Geoff. . . . . . . . . . . . . . . . . . . . . . . . . . 45 Key Persons in the Early Years. . . . . . . . . . . . . . . 8 King, Adam . . . . . . . . . . . . . . . . . . . . . . . . . . . 27
David Fulton Books
INDEX | 47 L
R
Le Messurier, Mark. . . . . . . . . . . . . . . . . . . . . . 24 Leading a Creative School. . . . . . . . . . . . . . . . . . 6 Learning to Construct a New World (series). . . . 38 Leicester, Mal. . . . . . . . . . . . . . . . . . . . . . . . . . 17 Leimanis-Wyatt, Maija. . . . . . . . . . . . . . . . . . . . 27 Lingard, Robert. . . . . . . . . . . . . . . . . . . . . . . . . 39 Literacy in Action: Football . . . . . . . . . . . . . . . . 17 Lowe, Jackie. . . . . . . . . . . . . . . . . . . . . . . . . . . 15 Luckin, Rosemary . . . . . . . . . . . . . . . . . . . . . . . 38
Read, Veronica. . . . . . . . . . . . . . . . . . . . . . . . . . 8 Really Useful ICT Book, The. . . . . . . . . . . . . . . . 20 Really Useful Physical Education Book, The. . . . 33 Really Useful Series (series) . . . . . . . . . . . . . 20,33 Reception Year in Action, The. . . . . . . . . . . . . . . 9 Re-Designing Learning Contexts. . . . . . . . . . . . 38 Reid, Gavin. . . . . . . . . . . . . . . . . . . . . . . . . . . . 44 Rethinking Schools. . . . . . . . . . . . . . . . . . . . . . 38 Richards, Gill. . . . . . . . . . . . . . . . . . . . . . . . . . . 40 Richards, Val. . . . . . . . . . . . . . . . . . . . . . . . . . . 27 Rodgers, Anne . . . . . . . . . . . . . . . . . . . . . . . . . . 9 Roger, Rosemary. . . . . . . . . . . . . . . . . . . . . . . . . 2 Rogers, Sue. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6 Rose, Shirley. . . . . . . . . . . . . . . . . . . . . . . . . . . 36 Ryder Richardson, Gail . . . . . . . . . . . . . . . . . . . . 3
M Macintyre, Christine. . . . . . . . . . . . . . . . . . . . . . 2 Making Dyslexia Work for You . . . . . . . . . . . . . 44 Making Music in the Primary School. . . . . . . . . 21 Mallett, Margaret. . . . . . . . . . . . . . . . . . . . 15, 14 Managing Behaviour in the Primary Classroom. . 6 Manchester, Helen . . . . . . . . . . . . . . . . . . . . . . . 6 Maths Homework for Key Stage 2 . . . . . . . . . . 20 Matthewman, Sasha. . . . . . . . . . . . . . . . . . . . . 28 May, Pamela. . . . . . . . . . . . . . . . . . . . . . . . . . . . 7 Maynard, Sally . . . . . . . . . . . . . . . . . . . . . . . . . 21 McCallum, Andrew. . . . . . . . . . . . . . . . . . . . . . 31 McGoun, Clive. . . . . . . . . . . . . . . . . . . . . . . . . 20 McGowan, Andrea. . . . . . . . . . . . . . . . . . . . . . 20 McGrath, Caroline . . . . . . . . . . . . . . . . . . . . . . . 4 Media Teacher’s Handbook, The. . . . . . . . . . . . 29 Mentoring and Coaching in Schools. . . . . . . . . 37 Morgan, John. . . . . . . . . . . . . . . . . . . . . . . . . . 30 Morgan, Kevin . . . . . . . . . . . . . . . . . . . . . . . . . 33 Morgan, Michaela. . . . . . . . . . . . . . . . . . . . . . . 12 Morris, Heather. . . . . . . . . . . . . . . . . . . . . . . . . 41
S
O’Connor, Anne. . . . . . . . . . . . . . . . . . . . . . . . 43 O’Regan, Fintan . . . . . . . . . . . . . . . . . . . . . . . . 45 Orlandi, Kathleen. . . . . . . . . . . . . . . . . . . . . . . 10 Outdoor Learning in the Early Years . . . . . . . . . . 3 Outdoor Matters!. . . . . . . . . . . . . . . . . . . . . . . . 3 Owen, Nick. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6
Sanders, Ethel. . . . . . . . . . . . . . . . . . . . . . . . . . . 6 Savage, Jonathan. . . . . . . . . . . . . . . . . . . . . . . 20 Scarratt, Elaine. . . . . . . . . . . . . . . . . . . . . . . . . 29 Scott, Caroline . . . . . . . . . . . . . . . . . . . . . . . . . 25 Second Language Learning through Drama. . . . 29 Selleck, Dorothy Y. . . . . . . . . . . . . . . . . . . . . . . . 8 Sellman, Edward. . . . . . . . . . . . . . . . . . . . . . . . . 6 SEN Handbook for Trainee Teachers, NQTs and Teaching Assistants, The. . . . . . . . . . . . . . . . . 43 SENCO Survival Guide, The. . . . . . . . . . . . . . . . 43 Setting Up Parental Support in Schools and Early Years Settings . . . . . . . . . . . . . . . . . . . . . . . . 11 Shakespeare for the Primary School . . . . . . . . . 18 Sharp, Peter M.. . . . . . . . . . . . . . . . . . . . . . . . . 40 Smith, Sue . . . . . . . . . . . . . . . . . . . . . . . . . . . . 41 Speaking Frames: How to Teach Talk for Writing: Ages 10–14. . . . . . . . . . . . . . . . . . . . . . . . . . 13 Speaking Frames: How to Teach Talk for Writing: Ages 8–10. . . . . . . . . . . . . . . . . . . . . . . . . . . 13 Spooner, Wendy. . . . . . . . . . . . . . . . . . . . . . . . 43 Spruce, Gary. . . . . . . . . . . . . . . . . . . . . . . . . . . 21 Stafford, Tim. . . . . . . . . . . . . . . . . . . . . . . . . . . 17 Stanley, Julian. . . . . . . . . . . . . . . . . . . . . . . . . . 34 Stidder, Gary. . . . . . . . . . . . . . . . . . . . . . . . . . . 33 Stolberg, Tonie. . . . . . . . . . . . . . . . . . . . . . . . . 30 Storytelling and Imagination: Beyond Basic Literacy 8-14. . . . . . . . . . . . . . . . . . . . . . . . . 16 Supporting Children from Birth to Three (series). 7 Supporting Children’s Reading . . . . . . . . . . . . . 42 Supporting Early Mathematical Development . . . 4 Supporting Language and Literacy 0–5. . . . . . . . 4 Supporting the Transition to Key Stage 1. . . . . 10 Sydney, Ann. . . . . . . . . . . . . . . . . . . . . . . . . . . 40
P
T
Palmer, Sue. . . . . . . . . . . . . . . . . . . . . . . . . 12, 13 Palmer, Tracey. . . . . . . . . . . . . . . . . . . . . . . . . . 15 Parfitt, Vicki . . . . . . . . . . . . . . . . . . . . . . . . . . . 20 Parkinson, Rob. . . . . . . . . . . . . . . . . . . . . . . . . 16 Peacock, Graham. . . . . . . . . . . . . . . . . . . . . . . 20 Percival, Simon. . . . . . . . . . . . . . . . . . . . . . . . . 37 Philosophy for Young Children . . . . . . . . . . . . . 24 Planning an Appropriate Curriculum in the Early Years. . . . . . . . . . . . . . . . . . . . . . . . . 2 Planning and Observation with Children Under 3. 7 Planning for Children’s Play and Learning . . . . . . 2 Pomphrey, Cathy. . . . . . . . . . . . . . . . . . . . . . . . 37 Primary English Encyclopedia, The. . . . . . . . . . . 14
Tackling Controversial Issues in the Primary School 26 Talking Points: Discussion Activities in the Primary Classroom. . . . . . . . . . . . . . . . . . . . . . . . . . . 15 Teaching and Learning in Diverse and Inclusive Classrooms . . . . . . . . . . . . . . . . . . . . . . . . . . 40 Teaching Assistant’s Guide to Child Development and Psychology in the Classroom, A. . . . . . . . 41 Teaching contemporary themes in secondary education (series). . . . . . . . . . . . . . . . . . . 30, 20 Teaching Contemporary Themes in Secondary Education: Technology, Culture and Communication. . . . . . . . . . . . . . . . . . . . . . . 20
N Nash, Marion . . . . . . . . . . . . . . . . . . . . . . . . . . 15 Nawana Parker, Madhavi. . . . . . . . . . . . . . . . . 24 Naylor, Amanda . . . . . . . . . . . . . . . . . . . . . . . . 28 New Early Years Professional, The. . . . . . . . . . . . 9 Newstead, Shelly. . . . . . . . . . . . . . . . . . . . . . . . . 2 Nicol, Janni. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5 Norton, Hilary. . . . . . . . . . . . . . . . . . . . . . . . . . 35 Nurse, Angela D.. . . . . . . . . . . . . . . . . . . . . . . . . 9
O
education@routledge.com
Teaching English as an Additional Language 5–11. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 25 Teaching Foreign Languages in the Primary School. . . . . . . . . . . . . . . . . . . . . 21 Teaching Poetry . . . . . . . . . . . . . . . . . . . . . . . . 28 Teaching Religion and Science. . . . . . . . . . . . . . 30 Teaching Secondary English as if the Planet Matters. . . . . . . . . . . . . . . . . . . . . . . . 28 Teaching Secondary Geography as if the Planet Matters. . . . . . . . . . . . . . . . . . . . . . . . 30 Teaching Visual Literacy in the Primary Classroom. . . . . . . . . . . . . . . . . . . . . 17 Teaching... as if the Planet Matters (series). . . 28, 30 Teece, Geoff. . . . . . . . . . . . . . . . . . . . . . . . . . . 30 That’s the Way I Think: Dyslexia, Dyspraxia and ADHD Explained. . . . . . . . . . . . . . . . . . . 45 Thirty Three Ways to Help with… (series) . . . . . 41 Thomson, Bonita. . . . . . . . . . . . . . . . . . . . . . . . 44 Thomson, Pat. . . . . . . . . . . . . . . . . . . . . . . . . . 39 Thornton, Linda . . . . . . . . . . . . . . . . . . . . . . . . . 5 Todd, Liz. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 39 Tovey, Helen. . . . . . . . . . . . . . . . . . . . . . . . . . . . 5 Tried and Tested Strategies (series) . . . . . . . . . . . 8 Turning Pupils Onto Learning . . . . . . . . . . . . . . . 6 Twelvetrees, Roger . . . . . . . . . . . . . . . . . . . . . . 17
U Understanding Primary Education Series (series). . . . . . . . . . . . . . . . . . . . . . . . . . 6 Understanding Transitions in the Early Years. . . . . . . . . . . . . . . . . . . . . . . . . . . 43 Using Effectiveness Data for School Improvement . . . . . . . . . . . . . . . . . . . 39
V Values Education Resource File, The . . . . . . . . . 23 Values Education Resource File: Values Cards, The. . . . . . . . . . . . . . . . . . . . . . 23
W Watkinson, Anne . . . . . . . . . . . . . . . . . . . . . . . 36 Watts, Ann. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3 Weidner, Jenny. . . . . . . . . . . . . . . . . . . . . . . . . . 4 Well-Being of Children Under 3, The. . . . . . . . . . 7 What’s the Buzz? . . . . . . . . . . . . . . . . . . . . . . . 24 White, John Peter. . . . . . . . . . . . . . . . . . . . . . . 11 Why Do I Need a Teacher When I’ve got Google? . . . . . . . . . . . . . . . . . . . . . . 38 Winston, Joe. . . . . . . . . . . . . . . . . . . . . . . . . . . 29 Wood, Audrey . . . . . . . . . . . . . . . . . . . . . . . . . 28 Woolley, Richard. . . . . . . . . . . . . . . . . . . . . . . . 26 Work Related Teaching and Learning . . . . . . . . 34 Wright, Trevor. . . . . . . . . . . . . . . . . . . . . . . . . . 37 Wrigley, Terry . . . . . . . . . . . . . . . . . . . . . . . . . . 39 Writers’ Workshop (series) . . . . . . . . . . . . . . . . 12
Y Young People with Anti-Social Behaviours. . . . . 25
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Practical, accessible and easy to use Our brand new resource files provide significant information to enable you to get the very best from your pupils. Carefully adapted to suit a variety of teaching environments and including comprehensive case studies, materials and guidance you’ll be able to put learning into practice with ease. Improve communications with Teaching English as an Additional Language File – page 19 Discover what really matters with our Values Education Resource File – page 23 Engage others in topical and controversial issues with our The Complete Citizenship File – page 31
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ISBN: 978-0-418-24747-1 ISBN: 978-0-418-24748-8
EDUP1101
EDUP1101
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