David Fulton Books 2010 (UK) by Routledge Taylor & Francis Group

David Fulton Books

David Fulton Books 2010 Education Books for Teachers

• Primary Education • Secondary Education • Early Years • Continuing Professional Development • Teaching Assistants • Gifted and Talented • Special Educational Needs

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Welcome to

David Fulton Books 2010 Welcome to the David Fulton Catalogue 2010. Inside you will find all the brand new books publishing this year from David Fulton and Routledge along with some of our bestselling titles. David Fulton is committed to providing high-quality, professional and very practical books for all teachers, student-teachers, support staff, senior leadership and early years professionals. Ordering your books couldn’t be easier, simply fill in the order form at the back of this catalogue. Alternatively you can order via our website www.routledge.com/teachers – where you will find a complete catalogue of all our titles.

Contacts

contents Early Years . . . . . . . . . . . . . . . . . . . . . . 32

Secondary . . . . . . . . . . . . . . . . . . . . . . . 2

Early Years – Play and Learning . . . . . . 33

Creativity . . . . . . . . . . . . . . . . . . . . . . . . 3

Early Years – Practice . . . . . . . . . . . . . . 35

English and Literacy . . . . . . . . . . . . . . . . 5

Early Years – Child Development and Well-Being . . . . . . . . . . . . . . . . . 36

English and Literacy – How to Teach Writing . . . . . . . . . . . 5

Every Child Matters . . . . . . . . . . . . . . . 39

English and Literacy – Secondary English . . . . . . . . . . . . . 10

NQT and Teacher Training . . . . . . . . . . 45

English and Literacy – Creativity . . . . . . 12 English and Literacy – Special Needs . . 12 Maths and Numeracy . . . . . . . . . . . . . . 14 Science . . . . . . . . . . . . . . . . . . . . . . . . 16 Drama . . . . . . . . . . . . . . . . . . . . . . . . . 18 ICT . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20 Religion, Geography and History . . . . . 21 Religion, Geography and History – Religion . . . . . . . . . . . . . . . . . . . . . 21 Religion, Geography and History – Geography . . . . . . . . . . . . . . . . . . . 22 PSHE and Citizenship . . . . . . . . . . . . . . 23 Art, Music, Design and Technology . . . . 25 Modern Foreign Languages . . . . . . . . . 26 Media Studies . . . . . . . . . . . . . . . . . . . 27 Physical Education . . . . . . . . . . . . . . . . 27 Thinking Skills . . . . . . . . . . . . . . . . . . . 28 Teaching and Learning Skills . . . . . . . . . 29 Classroom Management . . . . . . . . . . . 31

key symbols

Companion Website CD

Early Years – Outdoor Learning . . . . . . 37

English and Literacy – Speaking and Listening . . . . . . . . . . 9

English and Literacy – Reading . . . . . . . 11

Editorial Enquiries

Primary . . . . . . . . . . . . . . . . . . . . . . . . . 1

CD disk included

Teaching Assistants . . . . . . . . . . . . . . . 41 Mentoring . . . . . . . . . . . . . . . . . . . . . . 46 CPD . . . . . . . . . . . . . . . . . . . . . . . . . . . 47

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

School Leadership . . . . . . . . . . . . . . . . 49

Marketing Enquiries

Management . . . . . . . . . . . . . . . . . . . . 51

Sarah Tweddle Marketing Executive

Behaviour . . . . . . . . . . . . . . . . . . . . . . . 53

Email: sarah.tweddle@tandf.co.uk

Gifted and Talented . . . . . . . . . . . . . . . 55 Inclusion . . . . . . . . . . . . . . . . . . . . . . . 56 Special Needs . . . . . . . . . . . . . . . . . . . . 58 Special Needs – Autism and Asperger Syndrome . . . . . . . . . . . . . 61 Special Needs – ADHD . . . . . . . . . . . . . 61 Special Needs – Dyslexia . . . . . . . . . . . . 62 Special Needs – Communication and Interaction . . . . . . . . . . . . . . . . . 63 Special Needs – Dyspraxia . . . . . . . . . . 64 Index . . . . . . . . . . . . . . . . . . . . . . . . . . 65 Order Form . . . . . . . . . Back of Catalogue

Complete Catalogue This catalogue only includes a selection of our titles in Education Books for Teachers. Our online catalogue at www.routledge.com/teachers gives you the power to search for any book currently in print by title, author or ISBN. All the entries have a description of the book’s content.

The Easy Way to Order Ordering online is fast and efficient, simply follow the on-screen instructions and your order will be sent to our distributors for immediate dispatch.

Inspection Copies for Lecturers Up to 3 paperback books are available for 60 days inspection for lecturers considering adopting the book on their course. If you adopt a book and expect 12 or more students to buy the book, you may keep your copy free of charge when you complete the comments form. If the book is not adopted the book should be returned to us in resaleable condition. To order your inspection copy visit, www.routledgeeducation.com/info/examcopy

Trade Customers’ Representatives, Agents and Distribution For a list of all trade customers’ representatives, agent and distributors for UK, Rest of World, North America and South America visit: www.routledge.com/representatives.

pri m ary

primary Children, their World, their Education

Final Report and Recommendations of the Cambridge Primary Review Edited by Robin Alexander, University of Cambridge, UK ’I have just finished reading Children, their World, their Education – what an inspirational book! I have been a headteacher for twenty years and this is the best book on primary education that I have ever read. ... I am encouraging the whole staff to read it.’ – Mr R.H. Garton, Headteacher • How well are our primary schools doing? • What has been the impact of government efforts to raise standards? • How can primary education best meet the needs of today’s children and tomorrow’s world? These were among the many questions that the Cambridge Primary Review set out to answer when it was launched in 2006. Politically independent and grounded in an exhaustive array of national and international evidence, it was the most comprehensive enquiry into English primary education for forty years. Its thirty-one interim reports provoked lively headlines and debate. In this book, the Review presents its findings and recommendations. Compellingly and accessibly written, the book is divided into five parts: • Part one sets the scene and tracks primary education policy since the 1960s • Part two examines children’s development and learning; their upbringing and lives in an increasingly diverse society; their needs and aspirations • Part three explores what goes on in schools, from the vital early years to aims, curriculum, pedagogy, assessment, standards and school organisation • Part four deals with the system: ages and stages; teachers, training, leadership and workforce reform; funding, governance and policy • Part five pulls everything together with seventy-eight formal conclusions and seventy-five recommendations for policy and practice. Children, their World, their Education is more than a ground-breaking report. It is an unrivalled educational compendium. It assesses two decades of government-led reform. It offers a vision for the future. It goes to the heart of what education in a democracy is about. It deserves to be read by all who care about children, their primary education, and the world that they will inherit.

The Cambridge Primary Review Research Surveys Edited by Robin Alexander, University of Cambridge, UK With contributions from Christine Doddington, John Gray, Linda Hargreaves and Ruth Kershner A companion to Children, their World, their Education, The Cambridge Primary Review Research Surveys brings together the twenty-eight research surveys, specially commissioned from sixty-five leading academics in the areas under scrutiny and now revised and updated, to create what is probably the most comprehensive overview and evaluation of research in primary education yet published.

2009: 246 x 174: 860pp Hb: 978-0-415-54869-4: £250.00 For more information, visit: www.routledge.com/9780415548694

2009: 246 x 174: 592pp | Pb: 978-0-415-54871-7: £35.00 For more information, visit: www.routledge.com/9780415548717

NEW

Cross-Curricular Teaching in the Primary School Planning and Facilitating Imaginative Lessons Edited by Trevor Kerry, University of Lincoln, UK Cross-Curricular Teaching in the Primary School helps teachers plan a more imaginative, integrated curriculum by accessibly presenting a framework for teaching across the subjects. Illustrated throughout with examples from real schools, this book provides busy teachers with the underpinning theory and practical ideas and strategies to facilitate meaningful topic work with young children.

Encyclopedia of Primary Education

Primary Teaching Today

Denis Hayes, University of Plymouth, UK

The Encyclopedia of Primary Education brings together a wide-ranging body of information relating to current educational practice. This book provides a series of descriptions, definitions and explanations that engage with important practical and conceptual ideas in primary education and contains over 500 entries incorporating:

October 2010: 246 x 174: 208pp Pb: 978-0-415-56556-1: £19.99

• curriculum subjects, themes and topics

For more information, visit: www.routledge.com/9780415565561

• pedagogical terms relating to teaching and learning

• theories, policies and educational controversies • commentaries on current issues in primary education

An Introduction Primary Teaching Today takes the reader ‘behind the scenes’ and alerts them to the fundamental attitudes and practices that every new primary teacher must acquire to make a success of their work and, crucially, to get maximum enjoyment while doing so.

2008: 234 x 156: 224pp Pb: 978-0-415-47554-9: £17.99 For more information, visit: www.routledge.com/9780415475549

• influential figures in education, both past and present • the impact of educational research on policy and practice. 2009: 246 x 174: 467pp Pb: 978-0-415-48518-0: £28.99 For more information, visit: www.routledge.com/9780415485180

For further information, email: education@routledge.com.

s e condary

secondary Education for All Richard Pring, University of Oxford, UK, Geoffrey Hayward, University of Oxford, UK, Ann Hodgson, University of London, UK, Jill Johnson, Head of Outreach at UCAS, UK, Ewart Keep, Alis Oancea, University of Oxford, UK, Gareth Rees, University of Cardiff, UK, Ken Spours, University of London, UK and Stephanie Wilde, University of Oxford, UK

There are two key questions at the heart of the ongoing debate about education and training for all young people, irrespective of background, ability or attainment: • What counts as an educated nineteen year old today? • Are the models of education we have inherited from the past sufficient to meet the needs of all young people, as well as the social and economic needs of the wider community?

Education for All addresses these questions in the light of evidence collected over five years by the Nuffield Review of 14-19 Education and Training: the most rigorous investigation of every aspect of this key educational phase for decades. Written by the co-directors of the Nuffield Review, Education for All provides a critical, comprehensive and thoroughly readable overview of 14-19 education and training and makes suggestions for the kind of education and training that should be provided over the coming decade and beyond. The authors acknowledge that much has been achieved by the respective governments – massive investment in resources; closer collaboration between schools, colleges, training providers, voluntary agencies and employers; recognition and promotion of a wider range of qualifications. They are also optimistic about the good things that are going on in many secondary classrooms – enormous amounts of creativity; courageous efforts to meet problems; a deep concern and caring for many young people otherwise deprived of hope and opportunity. But they argue for a radical reshaping of the future in the light of a broader vision of education – a greater respect for more practical and active learning; a system of assessment which supports rather than impoverishes learning; respect for the professional expertise of the teacher; a more unified system of qualifications ensuring progression into higher education and employment; the creation of strongly collaborative and local learning systems; and a more reflective and participative approach to policy. Education for All should be read by everyone working in – or with an interest in – secondary-level education in England and Wales and beyond. 2009: 234 x 156: 252pp Pb: 978-0-415-54722-2: £19.99 For more information, visit: www.routledge.com/9780415547222

new

Cross-Curricular Teaching and Learning in the Secondary School Series

The Future of Education and Training for 14-19 Year-Olds

Cross-Curricular Teaching and Learning in the Secondary School is a new series that will provide teachers with the practical tools and theoretical underpinnings to better meet the needs of their pupils within the new cross-curricular qualification frameworks. Key features of the books include: • theoretical examination of key issues • suggested pedagogical frameworks • a wide range of case studies

• frameworks for assessment and evaluation • practical tasks and questions for reflective practice.

NEW

Cross-Curricular Teaching and Learning in the Secondary School

Cross-Curricular Teaching and Learning in the Secondary School... The Arts

Jonathan Savage, Institute of Education, Manchester Metropolitan University, UK

Drama, Visual Art, Music and Design

What is the role of the individual school ‘subject’ and ‘subject teacher’ within school? Is it to teach a set of core subject knowledge, skills and understanding in ways that remain faithful to long-standing subject cultures and pedagogies? Or is there another way to consider how the curriculum, and the notion of individual subjects and teachers’ pedagogy, could be constructed? Working from the key principle that there is no curriculum development without teacher development, this book argues for a new, skilful pedagogy which embeds an authentic, cross-curricular approach to teaching and learning in the work of the individual teacher. This approach respects and builds on individual subject cultures, embracing and exploring links between subject knowledge and subject pedagogies in an enriching way. August 2010: 246 x 189: 256pp Pb: 978-0-415-54859-5: £21.99 For more information, visit: www.routledge.com/9780415548595

Martin Fautley and Jonathan Savage This new book brings together ongoing debates about personalised learning, creativity and ICT in education, with a cross-curricular focus, and establishes a principled framework for cross-curricular teaching and learning in the Arts.

Drawing on examples and case studies from a range of innovative secondary schools, this book constructs a research-based pedagogy with practical steps for students and teachers as they consider how cross-curricular approaches can be implemented in their own subject areas. It looks at the use of language, ICT, differentiation and assessment as key components of a skilful pedagogical practice that affects how teaching is delivered and how pupils learn in cross-curricular contexts. October 2010: 246 x 174: 180pp Pb: 978-0-415-55045-1: £21.99 For more information, visit: www.routledge.com/9780415550451

Coming in January 2011 ... Humanities 978-0-415-56189-1 ... English 978-0-415-56504-2 ... Maths 978-0-415-57204-0 ... Using ICT 978-0-415-57060-2 ... Foreign Languages 978-0-415-58512-5 For more information on this series, please visit: www.routledge.com/education.

TO ORDER – see order form at the back of this catalogue. Alternatively, you can order by: Tel: +44 (0)1235 400524 Fax: +44 (0)20 7017 6699 Online: www.routledge.com/teachers

new

Creative Teaching/ Creative Schools Series

Series Edited by Julian Sefton-Green, Naranee Ruthra-Rajan and Pat Thomson The Creative Teaching/Creative Schools series is aimed at classroom practitioners at Key Stages 2 and 3 who are interested in developing creative learning and teaching in their schools. Each book is supported by Creative Partnerships and offers suggestions, models of practice and stimulus material for CPD sessions. The emphasis is on practical, accessible studies from classrooms framed within jargon-free understandings of key issues and principles found in more academic studies. Studies are complemented by accounts from learners, capturing pupil voice and making clear the benefits and values of changing approaches to learning. For more information on Creative Partnerships see page 4.

NEW

Leading a Creative School

Turning Pupils Onto Learning

Learning about Lasting School Change

Creative Classrooms in Action

Edited by Ethel Sanders, University of Nottingham, UK

Edited by Rob Elkington, Royal Shakespeare Company, UK

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. Providing an accessible overview of key issues and debates surrounding different methods of creative change, practical activities, and stimulus material to help teachers, this book will explain how to:

• reflect on why change is important for your school

• how to generate motivation in young people through creative initiatives

• motivate your teaching staff • create the conditions for a whole school change • develop practical strategies to make changes long lasting • assess and monitor changes taking place. January 2011: 246 x 174: 96pp Pb: 978-0-415-57083-1: £18.99 For more information, visit: www.routledge.com/9780415570831

NEW

Creative Approaches to Improving Participation Giving Learners a Say

NEW

Developing a Creative Curriculum Innovative Teachers at Work Edited by Nick Owen, Aspire Trust, UK

NEW

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. Describing the different ways in which teachers and school leaders can deliver the curriculum to their pupils in exciting and refreshing ways, this book will explain:

• how to encourage teachers and pupils to ‘own’ the curriculum • the role that pupil voice plays in a creative curriculum

Helen Manchester, The Open University, UK

This book 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. Promoting reflection on current ‘student-teacher-school’ relationships, the contributions within this book illustrate how the active engagement of students can lead to greater motivation, self-reliance and risk-taking, skills essential for a successful post-school career.

January 2011: 246 x 174: 96pp Pb: 978-0-415-57621-5: £18.99 For more information, visit: www.routledge.com/9780415576215

• the environment needed to creatively manipulate the curriculum

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. With a wealth of practical material and activities to help teachers, this book will explain: • what is meant by engagement, motivation and authenticity in learning

• how to eliminate the sources of decreasing motivation in the classroom • the importance of young people’s voices • how to build a culture which engages pupils and turns them onto learning. January 2011: 246 x 174: 96pp Pb: 978-0-415-57774-8: £18.99 For more information, visit: www.routledge.com/9780415577748

NEW

Creative Learning to Meet Special Needs Creative Approaches in the Classroom 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. Describing the different ways in which a creative approach can help pupils with SEN access the curriculum this book will explain: • why creativity is central to making the curriculum accessible • how to use personalised learning with pupils with SEN • how to promote achievements and motivation through creative experiences

• how to introduce innovation to teaching practice

• how the curriculum can be extended and represented in innovative ways for pupils with SEN

• why a new creative curriculum is needed for the twenty-first century.

• how to use interactive methods of teaching and alternative methods of communication.

January 2011: 246 x 174: 96pp Pb: 978-0-415-57001-5: £18.99

January 2011: 246 x 174: 96pp Pb: 978-0-415-57081-7: £18.99

For more information, visit: www.routledge.com/9780415570015

For more information, visit: www.routledge.com/9780415570817

For further information, email: education@routledge.com.

cre at i vi t y

creativity

cre at i vi t y

NEW

Researching Creative Learning Methods and Approaches Edited by Pat Thomson, University of Nottingham, UK and Julian Sefton-Green, Independent Education Consultant, UK

The Really Useful Creativity Book Dominic Wyse, University of Cambridge, UK and Pam Dowson Series: The Really Useful Series

What is creativity and how do we teach it?

Teachers, governments and employers around the world all aspire to make young people more creative. These aspirations are motivated by two key concerns: to make experience at school more exciting, relevant, challenging and dynamic; and ensuring that young people are able and fit to leave education and contribute to the creative economy which will underpin growth in the twenty-first century.

The Really Useful Creativity Book provides approaches and ideas that will enable children to develop their creativity. Written for the primary school teacher, student or trainee teacher, the book shows you how creativity can flourish in your classroom.

Transforming these common aspirations into informed practice is not easy. It can mean making many changes: • turning classrooms into more exciting experiences • introducing more thoughtful challenges into curriculum • making teachers into different kinds of instructors • finding more authentic assessment processes • putting young people’s voice at the heart of learning. There are programmes, projects and initiatives which have consistently attempted to offer such change and transformation. The English programme, Creative Partnerships, is the largest of these, but there are significant initiatives in many other parts of the world including France, Norway, Canada and the USA. This book not only draws on this body of expertise but also consolidates it, making it the first methodological text exploring creativity. October 2010: 246 x 174: 224pp Pb: 978-0-415-54885-4: £22.99 For more information, visit: www.routledge.com/9780415548854

Creative Dialogue

With examples of practice included throughout, the issues covered include: • everyday creativity – ideas to get started on straight away • planning – with ideas for cross-curricular planning, and many other ways to plan for creativity • creativity and the environment – starting with the classroom and school, then going further afield • creative partnerships – working with other people to stimulate children’s creativity • the drama of creativity – showing how teachers can adopt the mantle of the expert • thinking about creativity – thinking skills for your children, and ways of thinking for you. This lively, stimulating book will help busy teachers working with the National Curriculum to develop children’s creativity. 2008: A4: 128pp Pb: 978-0-415-45696-8: £19.99 For more information, visit: www.routledge.com/9780415456968

Talk for Thinking in the Classroom Robert Fisher

Creative Dialogue is an essential guide to dialogic learning for every trainee and practising teacher. It presents practical ways of teaching children to be more thoughtful and creative, and to learn more effectively through speaking and listening in school and at home. The book includes:

• practical ways to develop dialogic learning across the curriculum • a guide to developing talk for thinking in the classroom

Creative Partnerships Creative Partnerships is one of the world leaders in the field of creative teaching and learning. Established as a joint project of DCMS and the then DfES, its stated mission is to develop the skills of young people across England, raising their aspirations and achievements, and opening up more opportunities for their futures. It believes that creativity is not a skill bound within the arts, but a wider ability to question, make connections, and take an innovative and imaginative approach to problem-solving. These are skills that are demanded by today’s employers. Creative Partnerships has worked with over 900,000 young people and over 90,000 teachers, provided training to over 63,000 teachers and creative practitioners, and has worked with over 6,400 creative practitioners and cultural organisations. Creative Partnerships is now managed by Creativity, Culture and Education (CCE), a new national agency set up to promote all aspects of creative learning. The Creative Partnerships programme has itself assumed a new organisational form, and has expanded its reach to even more schools. The programme has an active and extensive research and evaluation programme and is now looking to further embed those practices which have been shown to be effective. The target areas are teacher education, and continuing professional development programmes of schools within CP, as well as in other locations, including internationally. Creative Teaching, Creative Schools Series, page 3 Series Editors: Julian Sefton-Green, Naranee Ruthra-Rajan and Pat Thomson These eight books are aimed at classroom practitioners who are interested in creative learning and teaching. Each book is edited by an experienced practitioner(s) in each field. This series is supported by Creative Partnerships.

View any

Each book will offer suggestions and models of practice and offer stimulus material for CPD sessions. The emphasis will be on practical, accessible studies from classrooms yet framed with jargon-free understandings of key issues and the principles found in more academic studies. The ‘portrait’ approach will be complemented by accounts from learners both capturing pupil voice and making clear the benefit and value of these approaches to changing learning.

product

online

• more than 100 activities for stimulating talk with children of all ages and abilities • advice on using dialogue to support assessment for learning

using the urls below each listing

• ideas for developing listening skills and concentration. 2009: 246x189: 216pp Pb: 978-0-415-49727-5: £19.99 For more information, visit: www.routledge.com/9780415497275

creativity key titles and BACKLIST ISBN

Title

Author

Pub Date

Price

978-0-415-43273-3

Jumpstart! Creativity, Jumpstart Series

Steve Bowkett

2008

£12.99

978-0-415-36881-0

Essential Creativity in the Classroom

Kaye Thorne

2006

£17.99

978-0-415-34285-8

Practical Creativity at Key Stages 1 & 2

Jane Bower

2005

£19.99

TO ORDER – see order form at the back of this catalogue. Alternatively, you can order by: Tel: +44 (0)1235 400524 Fax: +44 (0)20 7017 6699 Online: www.routledge.com/teachers

How to Teach Writing

new

How to Teach Writing Across the Curriculum Series , 2nd Editions

About the Author: Sue Palmer has written over two hundred books, articles and TV programmes for the education market, including How to Teach Writing Across the Curriculum and Speaking Frames (David Fulton). She’s been involved in many campaigns around education, outdoor play, screen-based entertainment and the commercialisation of childhood. The Evening Standard listed her among the twenty most influential people in British education in 2009.

How to Teach Writing Across the Curriculum: Ages 6-8

How to Teach Writing Across the Curriculum: Ages 8-12

Sue Palmer

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

• techniques for using speaking and listening, drama and games to prepare for writing • suggestions for the use of cross-curricular learning as a basis for writing • planning frameworks and ‘skeletons’ for children to use

How to Teach Writing Across the Curriculum: Ages 8-12 provides: • information on the organisation and language features of the six main non-fiction text types (recount, report, instruction, explanation, persuasion and discussion) • suggestions for the use of cross-curricular learning as a basis for writing • planning frameworks for children to use • advice on developing children’s writing to help with organisational issues – paragraphing and layout, and the key language features

• information on key language features of non-fiction texts

• examples of non-fiction writing

• suggestions for talk for learning and talk for writing

• guidance on the process of creating writing from note-making.

• information on the transition from primary to secondary school.

With new hints and tips for teachers and suggestions for reflective practice, this book will equip teachers with all the skills and materials needed to create enthusiastic non-fiction writers in their classroom. New to this Edition: New material is included to emphasise creativity and the creative process – giving teachers more suggestions for working with the freed up curriculum. New pedagogical features with teacher ’hints and tips’ are added throughout. The resources sections and appendices are updated to reference the new UK government focus on phonics.

en gl i s h an d l i teracy – How to Teach Writing

english and literacy

New Material: The two horses teaching model is introduced with extended material on speaking and listening. There is additional material on transitions and the early secondary level, and the photocopiable resources for teachers and recommended resources are updated. August 2010: A4: 96pp Pb: 978-0-415-57991-9: £19.99 For more information, visit: www.routledge.com/9780415579919

August 2010: A4: 96pp Pb: 978-0-415-57990-2: £19.99 For more information, visit: www.routledge.com/9780415579902

‘

Reviews for the previous edition: ’Everyone says how important it is to teach story writing, but it can be really hard to demonstrate this to children. In this book Sue Palmer really breaks it down into manageable steps. This book is a superb resource and I have found it essential when teaching story. It has made the difference between the temptations of saying, “Write a story about...”, and actually TEACHING the process.’ – Customer Review, Amazon

For further information, email: education@routledge.com.

’ 5

engl i s h and l i teracy – Writing

NEW

Choosing and Using Fiction and Non Fiction 3-11

Literacy in Action: Football

A Comprehensive Guide for Teachers and Student Teachers

Heather Butler, Freelance Writer, UK

Margaret Mallett, Fellow of the The English Association, UK

24 Flexible Lessons for Ages 9-11

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. Children’s non-fiction literature – including autobiography, biography, information and reference texts – is given equal status with fiction – nursery rhymes, picturebooks, 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.

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.

It includes:

This unique classroom resource contains twenty-four lesson plans, each structured like a football match. For an hour, transform your classroom into Wembley Stadium!

• help on using criteria to select quality texts of all kinds

Each detailed lesson plan includes:

• annotated booklists for each kind of text for different age groups

• short, kinaesthetic, focused tasks with instant feedback and praise

• suggestions for keeping a balance between print and screen-based texts

• speaking and listening exercises – children engage in talking and collaborative work before completing a writing task

• case studies showing teachers and children using texts in interesting and imaginative ways to support learning in English lessons and across the curriculum

• key points from research in to boys’ writing in special notes for teachers

• advice on developing children’s visual and multimodal literacy

• alternative tasks available for those not interested in football

• guidance on using the school library and embedding study skills in children’s wider purposes and learning

• differentiated material for a wide ability range.

• critiques of key theoretical perspectives and research projects. May 2010: 246 x 174: 464pp Pb: 978-1-84312-322-4: £34.99 For more information, visit: www.routledge.com/9781843123224

Literacy in Action: Football has been tested extensively by Year Five and Year Six teachers in leafy-green, inner city, multi-cultural and rural settings with amazing results. Why not try it for yourself? June 2010: 246 x 174: 176pp Pb: 978-0-415-56485-4: £19.99 For more information, visit: www.routledge.com/9780415564854

Bestselling Series

Writing Models Series Pie Corbett, Professional Writer and Poet, UK Teachers who want to cut lesson planning time should welcome this series. It will help teachers to: • cover every sort of writing type they need to with a model provided with each one • fine tune lessons by following the key teaching points for each model • deliver the literacy hour to pupils of varying ability using the different versions of the same model.

Writing Models Year 3 2005: A4: 116pp Pb: 978-1-84312-094-0: £16.99 For more information, visit: www.routledge.com/9781843120940

Writing Models Year 4 2005: A4: 128pp Pb: 978-1-84312-095-7: £16.99 For more information, visit: www.routledge.com/9781843120957

Writing Models Year 5 2005: A4: 136pp Pb: 978-1-84312-096-4: £16.99 For more information, visit: www.routledge.com/9781843120964

Writing Models Year 6 2005: A4: 128pp Pb: 978-1-84312-097-1: £16.99 For more information, visit: www.routledge.com/9781843120971

TO ORDER – see order form at the back of this catalogue. Alternatively, you can order by: Tel: +44 (0)1235 400524 Fax: +44 (0)20 7017 6699 Online: www.routledge.com/teachers

Creating Writers A Creative Writing Manual for Key Stage 2 and Key Stage 3 James Carter, Educational Consultant and Poet, UK

Praise for the first edition:

’I’m extremely impressed by Creating Writers and I refer to it and recommend it during school visits and talks. It really explores its subject, and offers an important, beautifully researched and wellexpressed alternative to shallow, quick-fix approaches to creative writing.’ – David Almond, Author of Skellig Are you looking for a range of inspiring creative writing workshop activities? Creating Writers is a practical writing manual for KS2 and KS3 teachers. Covering all strands of the English curriculum – poetry, fiction and non-fiction writing – this book includes: • original interviews from professional, popular and award winning writers and poets about how they work • photocopiable writing workshop activities to use in the classroom • examples of poetry, fiction and non-fiction writing to inspire your pupils • advice on writing in different genres and forms • full exploration of the inherent elements of poetry (image, rhythm, rhyme), fiction (narration, plot, characterisation) and non-fiction (structure, media, audience).

English Homework for Key Stage 2 Activity-Based Learning Andrea McGowan, Colin Forster and Vicki Parfitt, all at University of Gloucestershire, UK Illustrated by David Brookes, University of Gloucestershire, UK Series: Active Homework

English Homework for Key Stage 2 is a unique resource for busy teachers – a selection of ’pencil-free’, hands-on activities, aligned with the National Curriculum Programmes of Study and with clear links to the topics set out in the PNS Framework for English, 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. 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 foster collaboration and partnership between pupils, parents and teachers • photocopiable resources.

2009: A4: 96pp Pb: 978-0-415-47455-9: £24.99 For more information, visit: www.routledge.com/9780415474559

2009: A4: 168pp Pb: 978-0-415-49902-6: £24.99

See Also:

For more information, visit: www.routledge.com/9780415499026

Poetry – From Reading to Writing covers the process of writing a poem with pupils in Key Stage 2, from reading examples right through to writing their own piece. Providing a wealth of preparatory practical ideas and activities, this book covers the use of talk in poetry, drama and performance, and the writing of poems. With a focus on creativity, the author uses his own work and others to explore how creative readings of poems can spark a child’s imagination and lead to original writing. A complete, creative guide, this is an invaluable resource for all practising and trainee teachers who wish to teach poetry in the classroom in a creative and enjoyable way.

2009: 234x156: 104pp Pb: 978-0-415-55408-4: £16.99 For more information, visit: www.routledge.com/9780415554084

Countdown to Non-Fiction Writing Step by Step Approach to Writing Techniques for 7-12 Years Steve Bowkett 2009: A4: 144pp Pb: 978-0-415-49259-1: £24.99

Countdown to Poetry Writing

Maths Homework

Step by Step Approach to Writing Techniques for 7-12 Years Steve Bowkett

3rd Edition

2009: A4: 160pp Pb: 978-0-415-47752-9: £22.99

Writing Under Control

For more information, visit: www.routledge.com/9780415477529

Edited by Judith Graham and Alison Kelly, both at Roehampton University, UK

Now in its third edition and reflecting changes in the Primary National Strategy, this bestselling textbook introduces primary teachers to key issues in the teaching of writing.

Countdown to Creative Writing Step by Step Approach to Writing Techniques for 7-12 Years Steve Bowkett 2008: A4: 208pp Pb: 978-0-415-46855-8: £24.99 For more information, visit: www.routledge.com/9780415468558

2009: 246 x 174: 272pp Pb: 978-0-415-48404-6: £21.99 For more information, visit: www.routledge.com/9780415484046

See Also: Reading Under Control See page 13 for more details

Developing children’s writing abilities boosts their confidence, creates enjoyment and relevance in the task and cultivates a range of decision-making and problem-solving skills that can then be applied across the curriculum. The Countdown series provides all the support you need in helping children to improve their prose, poetry and non-fiction writing.

See page 16 for more details

See page 14 for more details

A Classroom Guide for Ages 7-11

Steve Bowkett, Educational Consultant, UK

For more information, visit: www.routledge.com/9780415492591

Science Homework

Poetry – From Reading to Writing Robert Hull, Children’s Poet

Countdown Series

en gl i s h an d l i teracy – Writing

new Revised and Updated Edition

For further information, email: education@routledge.com.

Money-Saving Offer Buy all 3 books for £49.99 978-0-415-55875-4

engl i s h and l i teracy – Writing

Creative Approaches to Poetry for the Primary Framework for Literacy

Jumpstart! Poetry

Descriptosaurus

Games and Activities for Ages 7-12

Supporting Creative Writing for Ages 8–14

Pie Corbett, Professional Writer and Poet, UK

Alison Wilcox

Jan Foale and Linda Pagett

Series: Jumpstart!

’This is one of the best books about poetry for teachers I’ve come across ... How refreshing. Every primary teacher should have their own copy – and secondary teachers too!’ – NATE Classroom

This book supports teachers in planning, teaching and, most importantly, enjoying poetry with their pupils. With an emphasis on creative, cross-curricular approaches the authors explore tried and tested methods of teaching poetry in an engaging and comprehensive manner. 2008: A4: 120pp Pb: 978-0-415-46265-5: £17.99

’Written with great clarity, creativity and a true understanding of what stimulates and engages the minds of children, Descriptosaurus is an essential resource for pupils, parents and professionals alike.’ – Francine Oddoye, Deputy Head Teacher, Clifton Hall School, Scotland

Jumpstart! Poetry is about involving children as creative writers through writing poems. The book contains a bank of ideas that can be drawn upon when teaching poetry but also at other times to provide a source for creative writing that children relish.

’I think Descriptosaurus is a great book. Using it has really improved my writing.’ – Jamie Stewart, Aged 11

2008: A5: 200pp Pb: 978-0-415-46708-7: £12.99 For more information, visit: www.routledge.com/9780415467087

For more information, visit: www.routledge.com/9780415462655

Creating Writers in the Primary Classroom

Jumpstart! Storymaking

Practical Approaches to Inspire Teachers and their Pupils

’Help to banish ’blank page syndrome’ for ever, with this innovative book – a thematic expansion of a dictionary and a thesaurus.’ – Literacy Times Plus 2008: A4: 248pp Hb: 978-0-415-46835-0: £24.99 For more information, visit: www.routledge.com/9780415468350

Bests

eller

Pie Corbett, Professional Writer and Poet, UK

Miles Tandy and Jo Howell, both at Warwickshire Educational Development Service, UK

Jumpstart! Literacy

Series: Jumpstart!

Key Stage 2/3 Literacy Games

Games and Activities for Ages 7-12

Jumpstart! Storymaking is a collection of games and activities to develop the creative process of ‘storymaking’. It focuses upon ’storytelling for writing’ as well as creating a whole school culture of storytelling, reading and writing. Storymaking is the process of retelling, innovating and creating new stories.

2008: A5: 144pp Pb: 978-0-415-46686-8: £12.99 For more information, visit: www.routledge.com/9780415466868

’This is an outstanding and accessible text, which has the potential to change practice. It will enhance the focus on text as a starting point in the renewed literacy framework for primary schools and support teachers in the development of ’talk for writing’, giving them the theoretical background alongside so many practical approaches.’ – NATE

Pie Corbett, Professional Writer and Poet, UK

These fun multi-sensory games will jumpstart pupils’ enthusiasm for learning. The games will help busy teachers save time using photocopiable spreads; consolidate pupils’ previous learning; and stimulate pupils’ memory.

2008: A4: 144pp Pb: 978-0-415-45267-0: £19.99 For more information, visit: www.routledge.com/9780415452670

2004: A5: 160pp Pb: 978-1-84312-102-2: £12.99 For more information, visit: www.routledge.com/9781843121022

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. Jumpstart! Literacy

Jumpstart! Science

Jumpstart! Poetry

Jumpstart! Numeracy

page 8

Jumpstart! Storymaking

page 15

Jumpstart! ICT

page 8

page 21

Jumpstart! Drama

Jumpstart! Creativity

page 19

page 16

page 4

TO ORDER – see order form at the back of this catalogue. Alternatively, you can order by: Tel: +44 (0)1235 400524 Fax: +44 (0)20 7017 6699 Online: www.routledge.com/teachers

new

Speaking Frames: How to Teach Talk for Writing Sue Palmer Now in a new format How to Teach Talk for Writing: Ages 8-10 and 10-14 brings together material from the popular speaking frames books for Years Three and Four, and Five and Six. Providing an innovative and effective answer to the problem of teaching speaking and listening, this book offers a range of speaking frames for children to orally ’fill in’, developing their language patterns and creativity, and boosting their confidence in talk for learning. Fully updated, these books offer: • material for individual presentation, working in pairs and working in groups • cross-curricular ’skeletons’ for children to fill in and develop their skills • support notes for teachers and assessment guidance • advice on flexible progression and working to a child’s ability • suggestions for developing individual pupils. With a wealth of photocopiable sheets and creative ideas for speaking and listening, these books are essential reading for all practising and recently qualified teachers who wish to develop effective speaking and listening in their classroom.

Speaking Frames: How to Teach Talk for Writing: Ages 8-10 September 2010: A4: 112pp | Pb: 978-0-415-57982-7: £21.99 For more information, visit: www.routledge.com/9780415579827

Speaking Frames: How to Teach Talk for Writing: Ages 10-14

en gl i s h an d l i teracy – Speaking and Listening

Speaking and Listening

September 2010: A4: 112pp | Pb: 978-0-415-57987-2: £21.99 For more information, visit: www.routledge.com/9780415579827

NEW

Learning through Talk

Creating a Speaking and Listening Classroom

Developing Learning Dialogues in the Primary Classroom

Integrating Talk for Learning at Key Stage 2

Heather Luxford, Advanced Skills Teacher for Creativity and Thinking Skills, UK and Lizzie Smart, University of Chichester, UK

Lyn Dawes, Northampton University, UK and Cambridge University, UK Providing children with opportunities to talk about their learning enables teachers to hear what children are thinking. Talking with one another allows children to question, elaborate, and reflect. Talk is motivating and involving, and helps children to think and learn. And yet it is difficult to organise such talk in a classroom. Children unaware of the importance of talk for learning may think of talk as ‘just chat’ – and learning falls away as they slip into social talk. This book provides teachers with strategies and resources to enable whole classes to work together through the medium of talk. This book provides timely professional development for teachers. A focus on personalised learning makes it even more imperative that teachers have ways to access children’s own ideas. Also, teaching, speaking, and listening can ensure that children know how and why to help one another to learn. Based on a theoretical approach underpinned by classroom research, the book offers a classroom-tested strategy for engaging children in their own learning. A consistent approach can bring coherence to discussion and dialogue so that such productive talk can go on in a classroom on an ordinary working day, tapping into the rich resources of children’s minds. August 2010: A4: 104pp Pb: 978-0-415-48151-9: £19.99 For more information, visit: www.routledge.com/9780415481519

Learning through Talk is a practical handbook. It is designed to help teachers and others working with five to eleven year olds develop the key skills which will enable their pupils to use talk effectively for learning. The activities within the book encourage thinking and learning across the curriculum and help pupils to improve their communication skills and become independent learners. This book provides: • advice and practical guidance on developing the essential skills of participation, collaboration, positive challenge, resolving differences and reflection

• a series of motivating and exciting workshop activities • photocopiable resources to support workshops with links to video material on the companion website. A practical, blended resource, Learning through Talk helps teachers shift their focus to evaluate the quality of pupils’ talk as an insight into the learning process. The authors present tried and tested methods for reflection, including the use of a video diary room, an example of which is accessible online via the companion website. 2009: A4: 128pp Pb: 978-0-415-48521-0: £22.99 For more information, visit: www.routledge.com/9780415485210

For further information, email: education@routledge.com.

en gli sh and l i teracy – Speaking and Listening en gl i sh and l i te racy – Secondary English

The Essential Speaking and Listening

Using Talk Effectively in the Primary Classroom

Talk for Learning at Key Stage 2

Richard Eke and John Lee, both at University of the West of England, Bristol, UK

Lyn Dawes, Northampton University, UK and Cambridge University, UK

This book provides teachers with resources for developing children’s understanding of speaking and listening, and their skills in using talk for learning. The inclusive and accessible activities are designed to increase children’s engagement and motivation and help raise their achievement. Children will be guided to make the links between speaking, listening, thinking and learning and through the activities they will also be learning important skills for future life.

2008: A4: 160pp Pb: 978-0-415-44962-5: £20.99

Packed full of quotes from teachers and pupils in action, this innovative guide presents a range of practical ways that teachers can develop their interactions with their pupils to raise standards in all primary schools.

2008: 234 x 156: 144pp Pb: 978-0-415-34281-0: £20.99

For more information, visit: www.routledge.com/9780415449625

For more information, visit: www.routledge.com/9780415342810

Secondary English NEW

NEW

Teaching Reading Shakespeare

Teaching Secondary English as if the Planet Matters

2nd Edition

John Haddon

Grammar Survival

Sasha Matthewman, University of Bristol, UK

A Teacher’s Toolkit

Series: Teaching ... As if the Planet Matters

Geoff Barton, King Edward VI School, Suffolk, UK

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. Teaching Secondary English as if the Planet Matters provides detailed and practical advice on how English teachers can develop approaches to curriculum and learning which help students understand the nature of the contemporary world. The book looks at how English can be taught with a commitment to education for sustainable development drawing on ecocritical theory and classroom practice and offers inspiration for teaching English lessons with critical environmental awareness. Each chapter aims to be thought provoking about both English teaching and environmental questions and: • connects with the academic study of ecocriticism and key environmental issues • points to sources of further reading and information • includes suggested teaching activities and reflections from teachers. The issue of the environment cuts across subject boundaries and requires an interdisciplinary response. English teachers are part of that response and they have a crucial role in helping children to respond to environmental issues and representations. October 2010: 246 x 189: 180pp Pb: 978-0-415-47204-3: £21.99 For more information, visit: www.routledge.com/9780415472043

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

’Teaching Reading Shakespeare is warmly and clearly communicated, and gives ownership of ideas and activities to teachers by open and explicit discussion. John Haddon creates a strong sense of community with teachers, raising many significant and difficult issues, and performing a vital and timely service in doing so.’ – Simon Thomson, Globe Education Shakespeare’s Globe, UK

2009: 234 x 156: 208pp Pb: 978-0-415-47908-0: £22.99 For more information, visit: www.routledge.com/9780415479080

3rd Edition

• teaching hints and ideas for the classroom

English Teaching in the Secondary School

• practical suggestions for homework.

Linking Theory and Practice

• clear examples throughout

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

See Also: Teaching Secondary Geography as if the Planet Matters See page 22 for more details

Based on the authors’ analysis of what it is about teacher talk that works and doesn’t work, this book will provide teachers and student teachers with a guide to using talk effectively in the classroom to raise standards.

Mike Fleming and David Stevens, both at University of Durham, UK

Now in an updated third edition, English Teaching in the Secondary School is a comprehensive guide to the theory and practice of teaching English. Presenting an informed view of current educational policy, the authors provide advice to help students creatively and independently interpret government initiatives and incorporate them in their teaching practice.

2009: 246 x 189: 280pp Pb: 978-0-415-46502-1: £21.99 For more information, visit: www.routledge.com/9780415465021

TO ORDER – see order form at the back of this catalogue. Alternatively, you can order by: Tel: +44 (0)1235 400524 Fax: +44 (0)20 7017 6699 Online: www.routledge.com/teachers

NEW

Teaching Visual Literacy in the Primary Classroom

2nd Edition

Supporting Children’s Reading

Comic Books, Film, Television and Picture Narratives

An INSET Course for Teaching Assistants and Volunteer Helpers

Tim Stafford, University of Hertfordshire, UK

Margaret Hughes, Formerly Warwickshire LEA Literacy Adviser, UK and Peter Guppy, Warwickshire Reading Support Services, UK

Teaching Visual Literacy in the Primary Classroom is a comprehensive and accessible guide to incorporating elements of visual literacy into everyday literacy teaching. Aimed at all those who work with primary age children, the book shows how, with simple preparation, exciting media such as film, television, comic books and picture books can be easily integrated into literacy sessions to create relevant and dynamic lessons that will help children to develop important literacy skills and knowledge.

Designed to support the renewed Framework for Literacy, each chapter is linked to the National Curriculum learning objectives and contains a mix of practical classroom activities, resources and clear theoretical insights. These can be used individually or in combination to enable teachers to not only develop children’s understanding of visual media but also their own expertise. Chapters include: Teaching Visual Texts, Teaching Picture Books (to children of all ages), Teaching Comic Books and Teaching Film, as well as chapters which provide ideas on how to use visual media to teach Genre and the process of Adaptation.

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 the accompanying CD, 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

Teaching Visual Literacy in the Primary Classroom is an essential resource for the contemporary primary classroom, providing students and educators with everything they need to know about teaching this new and ever-expanding area of literacy. It contains a wealth of activities, ideas and resources suitable for teachers who are introducing these elements of literacy to their class for the first time or for those who wish to develop their knowledge of visual literacy to teach older and more experienced children.

• advice on helping children to improve both their decoding and comprehension skills

July 2010: 246 x 189: 176pp Pb: 978-0-415-48985-0: £21.99

February 2010: A4: 112pp Pb: 978-0-415-49836-4: £24.99

For more information, visit: www.routledge.com/9780415489850

For more information, visit: www.routledge.com/9780415498364

• 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.

NEW

See Also:

Raewyn Hickey, Teacher and Education Consultant, UK February 2010: A4: 128pp | Pb: 978-0-415-55340-7: £21.99 For more information, visit: www.routledge.com/9780415553407

33 Ways to Help with Reading Supporting Children who Struggle with Basic Skills Raewyn Hickey, Teacher and Education Consultant, UK 2008: A4: 120pp | Pb: 978-0-415-44887-1: £19.99 For more information, visit: www.routledge.com/9780415448871

33 Ways to Help with Numeracy See page 15 for more details

TO ORDER – see order form at the back of this catalogue. Alternatively, you can order by: Tel: +44 (0)1235 400524 Fax: +44 (0)20 7017 6699 Online: www.routledge.com/teachers

ISBN

Title

Writing

978-0-415-44709-6

1001 Brilliant Writing Ideas

Author

Pub Date

Price

Ron Shaw

2007

£18.99

978-1-84312-439-9 Word Play: David Fulton/Nasen Series

Sheila Wolfendale and Trevor Bryans

2006

£13.99

978-0-415-32885-2 Creativity and Writing

Teresa Grainger, Kathy Goouch and Andrew Lambirth

2005

£23.99

Andrew Lambirth

2006

£19.99

978-1-84312-141-1 Word Power: Activities for Years 3 & 4

978-1-84312-280-7

Planning Creative Literacy Lessons

Terry Saunders

2005

£15.99

978-1-84312-142-8 Word Power: Activities for Years 5 & 6

Terry Saunders

2005

£15.99

Reading 978-1-84312-461-0 Reading Under Control

Judith Graham and Alison Kelly

2007

£18.99

978-1-84312-441-2

Suzanne Baker and Lorraine Petersen

2006

£23.99

The New NASEN A-Z of Reading Resources: David Fulton/Nasen Series

978-0-415-32202-7

Teaching Character Education Through Literature

Karen Bohlin

2005

£25.99

978-0-415-39724-7

Stories, Pictures and Reality

Virginia Lowe

2006

£25.99

en gl i s h an d l i teracy

English and literacy key titles and BACKLIST

Speaking and Listening 978-1-84312-438-2

Chataway

Andrew Burnett and Jackie Wylie

2007

£19.99

978-1-84312-392-7

Unlocking Speaking and Listening: Unlocking Series

Pamela Hodson and Deborah Jones

2006

£20.99

Elizabeth Grugeon, Lorraine Hubbard, 2006 Carol Smith and Lyn Dawes

£20.99

978-1-84312-255-5 Teaching Speaking and Listening in the Primary School

Spelling and Handwriting 978-0-415-38574-9 Activities for Successful Spelling

Philomena Ott

2007

£43.99

978-0-415-40732-8

How to Manage Spelling Successfully

Philomena Ott

2007

£36.99

978-0-415-41988-8

Understanding Spelling

Olivia O’Sullivan and Anne Thomas

2007

£18.99

General 978-0-415-45103-1

The Primary English Encyclopedia

Margaret Mallet

2007

£25.99

978-1-84312-443-6

English 3-11

David Waugh and Wendy Jolliffe

2007

£20.99

978-0-415-41701-3

The Literacy Game

John Stannard and Laura Huxford

2007

£20.99

978-1-84312-469-6 Active Assessment for English

Brenda Keogh, John Dabell and Stuart Naylor

2007

£22.99

978-0-415-36394-5

Anthony Feiler et al

2007

£18.99

Improving Primary Literacy: Improving Practice Series

978-1-84312-260-9

Creative Teaching: English Creative Teaching Series

Chris Horner and Vicki Ryf

2007

£19.99

978-0-415-33246-0

How to be a Brilliant English Teacher

Trevor Wright

2005

£16.99

978-1-84312-386-6

Unlocking Literacy, 2nd Edition: Unlocking Series

Robert Fisher and Mary Williams

2006

£20.99

978-1-84312-358-3

Language Knowledge for Seondary Schools

Alison Ross and Philippa Hunt

2006

£21.99

978-1-84312-374-3

Literacy and ICT in the Primary School

Andrew Rudd and Alison Tyldesley

2006

£18.99

978-1-84312-318-7

The Literate Classroom

Prue Goodwin

2005

£19.99

View any

product

online using the urls below each listing

For further information, email: education@routledge.com.

m ath s an d n u m e racy

maths and numeracy NEW

Move On Maths! Series

Maths Homework for Key Stage 2

50+ Flexible Maths Activities

Activity-Based Learning

John Taylor, Education Walsall, UK

Vicki Parfitt, Colin Forster and Andrea McGowan, all at University of Gloucestershire, UK Illustrated by David Brookes, University of Gloucestershire, UK Series: Active Homework

Everyone knows the usual homework drill: pupils take a worksheet home, fill it in, and return it to the teacher to be marked and recorded. With the government suggesting that by Years Five and Six children should get thirty minutes of homework every evening, national tests to prepare for in Year Six and a sea of homework books with nothing but worksheets in them, it’s no wonder that time-pressured teachers see their homework options as somewhat limited. The Active Homework series offers teachers an all-round solution to this problem. Rather than being a set of worksheets that pupils have to ’fill in’ and teachers have to ’mark and record’, it’s a suite of activities, aligned to the national curriculum subject and topic areas, that children can do and discuss at home. Their discussions can be with a parent (or anyone else at home). If they want to, parents can comment or feedback to the teacher by using the evaluation slip provided. Teachers can reinforce learning during follow-up discussions in the classroom. The activities will foster active and collaborative learning in pupils, are easy and quick for teachers to manage and, importantly, invite parents or other family members to get involved with the child’s learning.

Move on Maths! offers versatile, tried and tested maths resources for 7-11 years for you to use in the way that is most suitable for your pupils. The units give you flexible ideas, rather than prescriptive lessons and support the Renewed Primary Framework for Mathematics. The PNS Framework objectives are clearly shown for every sheet, followed by unit learning outcomes, so it’s easy to choose the right worksheet to suit you and your children’s needs. Books in this series: • contain more than fifty stand-alone photocopiable units in four strands to be used in class or as homework tasks, complete with teachers’ notes and answers to help your planning • broaden understanding of four key numeracy strands from the Renewed Primary Framework: Using and Applying Mathematics; Understanding Shape; Measuring; Handling Data • contain a bank of short, sharp exercises, problems and fun starter activities and games to kick start your maths lesson with the whole class • include challenges to extend your gifted and talented learners or early finishers • cover PNS Framework objectives and learning outcomes for a two year span, Year 5 and 6 • are ideal for mixed-age classes.

Move On Maths! Ages 7-9

Move On Maths Ages 9-11

50+ Flexible Maths Activities

John Taylor 2009: A4: 120pp Pb: 978-0-415-47153-4: £22.99

John Taylor 2009: A4: 136pp Pb: 978-0-415-47154-1: £22.99

Many of the activities are illustrated to increase appeal to pupils. All the activities are photocopiable and each includes: • a learning aim and a short description of the activity with questions to think about and/or discuss • a note about materials needed (these will be everyday household items)

For more information, visit: www.routledge.com/9780415471534

For more information, visit: www.routledge.com/9780415471541

• an optional evaluation/feedback section for the parent. Everyone involved with homework will benefit from this refreshing approach. Pupils will be engaged with and encouraged to share their own learning. Parents will feel involved and valued. Teachers and schools will feel confident that they are covering the curriculum and helping their pupils become more independent learners. November 2010: A4: 96pp Pb: 978-0-415-49625-4: £24.99 For more information, visit: www.routledge.com/9780415496254

See Also: English Homework See page 7 for more details

Science Homework See page 16 for more details

TO ORDER – see order form at the back of this catalogue. Alternatively, you can order by: Tel: +44 (0)1235 400524 Fax: +44 (0)20 7017 6699 Online: www.routledge.com/teachers

Linking Home and School Jan Winter, University of Bristol, UK, Jane Andrews, University of the West of England, Bristol, UK, Pamela Greenhough, Martin Hughes, Leida Salway and Wan Ching Yee, all at University of Bristol, UK Series: Improving Practice (TLRP)

Mathematics in the Primary School

• How do children use mathematics in their everyday lives? • How can teachers use this knowledge to improve children’s learning in school? • What activities can teachers use with parents to help share the ways that schools teach mathematics? • What can parents do to support their children’s learning of mathematics?

A Guide for Teachers of Older Students with Learning Difficulties

A Sense of Progression Sandy Pepperell, Christine Hopkins, Sue Gifford and Peter Tallant, all at Roehampton University, UK

Nadia Naggar-Smith, National Schizophrenia Fellowship, Scotland, UK

Now in its third edition, Mathematics in the Primary School has been updated to reflect recent mathematics curriculum documentation and revised standards for QTS.

Improving Primary Mathematics provides primary teachers with practical ideas about how to bring these two worlds closer to improve children’s mathematics learning. Using a number of fascinating case studies focusing on children’s experiences of mathematics both inside and outside the classroom, the book asks:

Teaching Foundation Mathematics

3rd Edition

Key areas include: • the role of talk in learning maths • teacher questioning

• development of children’s reasoning

• creative engagement with maths

For more information, visit: www.routledge.com/9780415363938

This fully photocopiable resource will provide essential materials for anyone teaching pre-entry or foundation Maths in secondary schools and further education. Teaching Foundation Mathematics is developed to provide age appropriate material for adult learners with moderate to severe learning difficulties and/or disabilities and for children, over twelve years, with special needs. It will also prove useful to teachers training to work with these learners.

• assessment for learning and self assessment • suggested resources for teachers including ICT. Providing a coherent set of principles for teaching primary mathematics across the main topics in the curriculum, the authors explore children’s understanding of key areas of mathematics, at reception, infant and junior levels. 2009: 246 x 174: 192pp Pb: 978-0-415-48879-2: £21.99

2009: A4: 96pp Pb: 978-0-415-36393-8: £19.99

Series: David Fulton / Nasen

m at h s an d nu m eracy

Improving Primary Mathematics

2008: A4: 200pp Pb: 978-0-415-45164-2: £25.99 For more information, visit: www.routledge.com/9780415451642

33 Ways to Help with Numeracy Supporting Children who Struggle with Basic Skills

For more information, visit: www.routledge.com/9780415488792

Brian Sharp Series: 33 Ways to Help with....

new

4th Edition

Mathematical Knowledge for Primary Teachers Jennifer Suggate, Andrew Davis and Maria Goulding

With rigorous and comprehensive coverage of all the mathematical knowledge primary teachers need, the text goes beyond rules and routines to help readers deepen their understanding of mathematical ideas and increase their confidence in teaching these ideas. Fully updated to incorporate recommendations of the Williams review, new sections are included covering talk for learning in mathematics, with an emphasis placed on the language and vocabulary used in arithmetic contexts. The book is accompanied by a website, which contains further visual activities and support, designed to scaffold and support the reader’s own understanding. Essential reading for all practising and trainee primary teachers, this book is ideal for those who wish to increase their mathematical understanding and confidence in presenting mathematics in the classroom.

33 Ways to Help with Numeracy equips teachers and teaching assistants with a wide range of practical resources to help children who are having difficulties learning the basic skills of numeracy.

2008: A4: 136pp Pb: 978-0-415-46896-1: £19.99 For more information, visit: www.routledge.com/9780415468961

February 2010: 246x174: 316pp Pb: 978-0-415-55923-2: £21.99 For more information, visit: www.routledge.com/9780415559232

maths and numeracy key titles and BACKLIST ISBN

Title

Author

Pub Date

Price

978-1-84312-328-6

Meeting the Needs of Your Most Able Pupils in Maths: Gifted and Talented Series

Lynne McClure and Jennifer Piggott

2007

£27.99

978-1-84312-462-7

Creative Teaching: Mathematics: Creative Teaching Series

Mary Briggs and Sue Davis

2007

£19.99

978-1-84312-428-3

Primary Mathematics for Teaching Assistants

Sylvia Edwards

2007

£17.99

Anne Watson, Jenny Houssart and Caroline Roaf

2006

£23.99

978-1-84312-362-0 Supporting Mathematical Thinking: David Fulton/Nasen Series 978-1-84312-377-4

Maths and ICT in the Primary School

Richard English

2006

£18.99

978-0-415-25208-9

The Really Useful Maths Book: The Really Useful Series

Tony Brown and Henry Liebling

2005

£20.99

978-1-84312-264-7

Jumpstart! Numeracy: Jumpstart! Series

John Taylor

2004

£12.99

978-1-84312-158-9

Meeting Special Needs in Maths: Meeting SEN Series

Brian Sharp

2004

£28.99

For further information, email: education@routledge.com.

s ci ence

science Jumpstart! Science

Games and Activities for Ages 5-11 Rosemary Feasey, Freelance Science Consultant and Author, UK Series: Jumpstart! ’This is a fab little book with lots of generic ideas that fit well into many science lessons and get children to think more deeply about science and ask more scientific questions.’ – Customer Review, Amazon • A new addition to the David Fulton bestselling Jumpstart! series, page 8. • Activity lead and activity rich, written with the busy teacher in mind: offers thirty practical activities with applied examples that teachers can take and use immediately in the classroom.

From the Author: Jumpstart! Science is full of ideas for games and quick activities that can be used as starters for lessons, challenges, revision, or to add that bit of sparkle to a science lesson. The suggestions will enhance and extend science teaching and learning across the primary years.

• The activities are designed to help teachers teach science in a creative, innovative and interactive way. • Strong cross-curriculum application: the science activities can be used with a number of subjects and suit a variety of learning styles. Jumpstart! Science provides teachers with a range of lively, short, fun activities and games to support teaching and learning in different aspects of the science curriculum. It encourages teachers to develop creative approaches to motivating and engaging children in science. The activities are aimed at a number of areas of science from learning scientific words to recalling information and problem-solving. This fun book helps to ’jumpstart’: • lessons • plenary sessions • children moving from one aspect of science or type of learning in science to another. There are more than fifty-five engaging science games and activities in this book to ’jumpstart’ science lessons in every Key Stage 1 and 2 classroom. Practical, easy-to-do and highly motivating, the science ’jumpstarts’ will appeal to busy primary teachers who wish to enliven their practice and add creativity to their science teaching. 2009: A5: 86pp | Pb: 978-0-415-48212-7: £12.99 For more information, visit: www.routledge.com/9780415482127

Science Homework for Key Stage 2

new

Activity-Based Learning

3rd Edition

Colin Forster, Vicki Parfitt and Andrea McGowan, all at University of Gloucestershire, UK

Teaching Secondary Science

Illustrated by David Brookes, University of Gloucestershire, UK Series: Active Homework

Science Homework for Key Stage 2 is a unique resource for busy teachers – a selection of ‘pencil-free’, hands-on activities, aligned with the National Curriculum Programmes of Study and with clear links to the topics set out in the QCA scheme of work for KS2 science, 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. 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 foster collaboration and partnership between pupils, parents and teachers • photocopiable resources. A refreshing approach for teachers and pupils, these activities will foster enthusiasm for learning and inspire pupils’ interest in science.

Constructing Meaning and Developing Understanding Keith Ross, Liz Lakin and Janet McKechnie

Now fully updated in its third edition Teaching Secondary Science is a comprehensive guide to all aspects of science teaching, providing a wealth of information and ideas about different approaches. With guidance on how children understand scientific ideas and the implications this has on teaching, teachers are encouraged to construct their own meanings and become reflective in their practice. Key features include: • illustrative examples for use in the classroom • theoretical grounding linked to practical application • the pros and cons of different approaches

• M Level support materials • additional section on earth, atmosphere and space • advice on teaching ‘difficult ideas’ • education for sustainable development • managing the science classroom and health and safety

2009: A4: 96pp Pb: 978-0-415-47454-2: £24.99

• support for talk for learning, and advice on numeracy in science.

For more information, visit: www.routledge.com/9780415474542

February 2010: 246x174: 272pp Pb: 978-0-415-46886-2: £21.99 For more information, visit: www.routledge.com/9780415468862

TO ORDER – see order form at the back of this catalogue. Alternatively, you can order by: Tel: +44 (0)1235 400524 Fax: +44 (0)20 7017 6699 Online: www.routledge.com/teachers

5th Edition

Science 5-11

The Teaching of Science in Primary Schools

A Guide for Teachers Alan Howe, Dan Davies, Kendra McMahon, Lee Towler, Tonie Scott and Chris Collier, all at Bath Spa University, UK

This second edition of the bestselling textbook Science 5-11 provides a synthesis of ideas about teaching and learning that focuses on answering the question ‘How best should I teach science?’ Offering a practical and innovative guide which is ideal for students, trainee and practising teachers, the book provides full information on the appropriate science topics for Key Stage 1 and 2, outlining the subject knowledge that a teacher needs, the curriculum requirements and the best ways to go about teaching, with an emphasis on practical science enquiry. Fully updated to include: • the possibilities for talk and discussion within science lessons • how children might record their ideas and findings • how ICT can be incorporated into lessons • how science can be linked to other subjects in a creative and cross-curricular way • citizenship and education for sustainable development. The authors draw on their expertise to identify approaches to teaching that are best used in different areas of science, and help readers understand key teaching issues by considering them in relation to specific contexts. With advice on lesson planning and a user friendly structure, this book forms essential reading for all students and practising teachers in primary education. 2009: 246 x 189: 256pp Pb: 978-0-415-48045-1: £19.99 For more information, visit: www.routledge.com/9780415480451

Wynne Harlen OBE, University of Bristol, UK and Anne Qualter, University of Liverpool, UK The fifth edition of this bestselling textbook provides an up-to-date discussion of the many aspects of teaching primary science, maintaining its strong focus on constructivist learning and the role of social interaction in learning. With emphasis on the child-centred approach, the book also promotes the importance of fostering motivation for learning through enjoyment and giving children some control of their activities.

Meeting the Needs of Your Most Able Pupils: Science Tim Alderman Series: The Gifted and Talented

The fifth edition has been updated to reflect: • the move towards a cross-curricular approach in primary schools • recent developments in the use of ICT by teachers and pupils • how assessment and records can be used to help learning • what recent studies of the brain can tell us about learning • the widespread emphasis on teaching and learning through inquiry

Packed with useful contacts, lesson plans and homework activities, this indispensable book provides guidance on recognising high ability and multiple intelligences, teacher questioning skills, recording and assessment and much more.

s ci ence

2nd Edition

2008: A4: 152pp Pb: 978-1-84312-277-7: £27.99 For more information, visit: www.routledge.com/9781843122777

Teaching Problem-Solving and Thinking Skills through Science Exciting Cross-Curricular Challenges for Foundation Phase, Key Stage One and Key Stage Two

• the recognition of the importance of discussion, dialogue and argumentation

Belle Wallace, Education Consultant, UK, Diana Cave and Andrew Berry, Kent Advisory Service, UK

• changes in curriculum management and planning.

The book opens with multiple case studies, four of which are new to this edition, offering cross-curricular examples of primary science in action. Each chapter is framed by an introduction and summary points. Suggestions for further reading are provided and there are numerous references to useful websites. 2009: 246 x 189: 352pp Pb: 978-0-415-46527-4: £19.99

This practical resource book presents ways in which teachers can help to develop children’s problem-solving and thinking skills through a range of exciting science topics, including activities which have been trialled and evaluated by teachers and children.

For more information, visit: www.routledge.com/9780415465274 2008: A4: 168pp Pb: 978-0-415-45035-5: £19.99 For more information, visit: www.routledge.com/9780415450355

science key titles and BACKLIST ISBN

Title

978-0-415-39534-2

Science Education for Gifted Learners

978-0-415-42199-7 Getting Science

Author

Pub Date

Price

Keith Taber

2007

£19.99

Brian Clegg

2007

£17.99

978-0-415-38593-0

The Really Useful Science Book: The Really Useful Series

Steve Farrow

2006

£20.99

978-1-84312-259-3

Creative Teaching Science: Creative Teaching Series

Ann Oliver

2006

£19.99

978-1-84312-188-6

Science Knowledge for Primary Teachers

978-1-84312-145-9 Active Assessment for Science

Linda Gillard

2006

£20.99

Stuart Naylor, Brenda Keogh and Anne Goldworthy

2005

£42.99

978-1-84312-305-7

Creative Science

Rosemary Feasey

2005

£20.99

978-1-84312-159-6

Meeting Special Needs in Science: Meeting SEN in Curriculum Series

Carol Holden

2004

£28.99

For further information, email: education@routledge.com.

dram a

drama Creating Drama Miles Tandy and Jo Howell, both at Warwick Education Development Service, UK

About the Authors: Miles Tandy and Jo Howell are both leading practitioners in the field of creativity and the primary curriculum. Their inspirational and inventive work as trainers and teachers is widely known and respected. Creating Drama is their latest collaboration, offering primary teachers a comprehensive programme of lesson ideas from Reception through to Year 6. It is a highly practical guide which will give you all you need to integrate drama into your creative curriculum. Miles and Jo are both Advisers in Warwickshire. • Coincides with the introduction of the Renewed Framework for teaching literacy and mathematics – which includes drama specifically. • A very strong and clear focus on the link between drama and writing with guidance on how to help children use the rich language and narratives they develop through drama in their independent writing. • Includes work on drama relating to film, media and ICT – a unique feature of the book. These practical books give you all the ideas you need to make drama a regular and integral part of your school’s curriculum, offering detailed suggestions of drama work for ages 4-7 and 7-11. The teaching units are arranged around four strands: drama for literacy; drama and the whole curriculum; drama film, media, and ICT; and drama for performance. The authors provide a wealth of practical activities throughout.

Each unit includes: • explicit links to the Renewed Framework for literacy and the wider curriculum • a list of resources needed • clear learning objectives and outcomes • steps for teaching and learning including how to modify activities to suit your school • links to writing • assessment guidance.

New

Creating Drama with 4-7 Year Olds Lesson Ideas to Integrate Drama into the Primary Classroom Miles Tandy and Jo Howell 2009: 246 x 174: 176pp Pb: 978-0-415-48350-6: £19.99 For more information, visit: www.routledge.com/9780415483506

Creating Drama with 7-11 Year Olds Lesson Ideas to Integrate Drama into the Primary Curriculum Miles Tandy and Jo Howell 2009: 246 x 174: 128pp Pb: 978-0-415-48349-0: £19.99 For more information, visit: www.routledge.com/9780415483490

TO ORDER – see order form at the back of this catalogue. Alternatively, you can order by: Tel: +44 (0)1235 400524 Fax: +44 (0)20 7017 6699 Online: www.routledge.com/teachers

New

Jumpstart! Drama

3rd Edition

Games and Activities for Ages 5-11

Beginning Drama 4–11

Beginning Drama 11-14

Teresa Cremin, The Open University, UK, Roger McDonald, Deputy Headteacher, Saxon Way Primary School, Kent, UK, Emma Goff, Deputy Headteacher, Wrotham Road Primary School, Kent, UK and Louise Blakemore, Key Stage 2 Literacy Leader, Gordon Road Junior School, Kent, UK

Joe Winston, University of Warwick, UK and Miles Tandy, Warwick Educational Development Service, UK

‘I know of no more useful and enthusiastic book about what drama teaching is all about than this one.’ – The Use of English This third edition of Beginning Drama 11-14 has been fully updated and revised to reflect the new Secondary curriculum and its emphasis on life long and life wide learning. It explores the roles, skills and knowledge needed to become an effective drama teacher and proposes practical ways for teachers to energise drama in the new Key Stage 3 curriculum. Written by a leading authority in the field for trainee and experienced teachers, the book provides practical advice and guidance on teaching the Key Stage 3 drama curriculum along with lesson plans for teachers to use. There are new sections on the assessment of pupils’ performances and ensemble based learning to show how drama can deliver the key personal and social aims of the curriculum as well as a detailed analysis of an exemplar scheme of work for Key Stage 3. This informative guide to Drama and Theatre Education at Key Stage 3 is based in best and next practice and essential for teachers interested in developing a broad and successful drama programme in school. December 2010: 246 x 174: 192pp Pb: 978-0-415-55175-5: £19.99 For more information, visit: www.routledge.com/9780415551755

Series: Jumpstart!

Jumpstart! Drama contains more than forty engaging, practical, easy-to-do and highly motivating drama activities which will appeal to busy primary teachers who wish to enliven their practice and make more use of drama in line with the Framework for Literacy.

All the activities connect to well-known texts, which are popular in primary classrooms, and the conventions described can be used in a variety of subjects, suiting a wide range of learning styles. The book is organised around four sections which can be dipped into, each providing rich and accessible ideas to stimulate drama in the classroom, helping teachers to: • use stories as a basis for drama work

product

online using the urls below each listing

‘As someone engaged in teacher education, I strongly recommend this book to all student teachers at primary level ... and to practising teachers new to drama.’ – Research in Drama Education

This third edition of Beginning Drama 4–11 is fully updated and revised in light of the renewed Framework for Teaching Literacy, and provides an introduction for early years and primary school teachers who are new to drama and for student teachers who wish to specialise in the teaching of drama. 2008: 246 x 189: 144pp Pb: 978-0-415-47583-9: £19.99 For more information, visit: www.routledge.com/9780415475839

Young at Art Classroom Playbuilding in Practice

• use poetry as a stimulus for drama • teach non-fiction through the use of drama • develop role play areas and the drama opportunities they provide. Ideal for busy primary teachers who wish to encourage their pupils in drama, Jumpstart! Drama will help teachers to use literary and non-fiction texts in a dramatic and motivating manner.

View any

dram a

Jonothan Neelands, University of Warwick, UK

3rd Edition

2009: 210 x 148: 112pp Pb: 978-0-415-48248-6: £12.99 For more information, visit: www.routledge.com/9780415482486

Christine Hatton and Sarah Lovesy

Young at Art is a practical guide to playbuilding for teachers working with students at an upper primary and secondary level. Focusing on an area often neglected in traditional drama textbooks, the book covers the process of devising drama, and the teacher’s role in facilitating students to collectively become playwrights, actors, designers, directors and critics of their ensemble work.

See Also:

2008: 246 x 174: 208pp Pb: 978-0-415-45478-0: £20.99

Jumpstart! Series

For more information, visit: www.routledge.com/9780415454780

See page 8 for more details

Drama key titles and BACKLIST ISBN

Title

Author

Pub Date

Price

978-0-415-44708-9

Empowering Your Pupils Through Role-Play

Rosanna Morales

2007

£19.99

978-0-415-42169-0

Drama 3-5

978-1-84312-306-4 Improve Your Primary School Through Drama

Debbie Chalmers

2007

£15.99

Rachel Dickinson and Jonothan Neelands

2006

£19.99

978-1-84312-178-7

Drama Play

Kay Hiatt

2006

£17.99

978-0-415-31908-9

Teaching Classroom Drama and Theatre

Martin Lewis and John Rainer

2005

£22.99

For further information, email: education@routledge.com.

i ct

ict The ICT Handbook for Primary Teachers A Guide for Students and Professionals David Hall, University College Birmingham, UK About the Author: David Hall is the principal lecturer in ICT relating to children’s learning at the University College Birmingham. He delivers ICT elements of the PGCE Early Years programme and manages a new BA (Hons) degree in Education & ICT which provides a pathway to primary and secondary teaching. David is also the founder of www.primaryict.org.uk, a provider of online ICT courses and consultation for primary schools. • Additional online resources. • Provides activities, multimedia resources and further reading. • An indispensible guide for teachers and students. The ICT Handbook for Primary Teachers will help all those involved in primary education, whether in training, teaching or leadership roles, to develop the ICT knowledge, understanding and skills required to enhance children’s learning in the classroom.

new

Covering theory and practise this essential Handbook explores and outlines the usefulness of ICT in a range of primary contexts, and advice is offered on assessing whether ICT is preferable to other approaches for ’enhancing learning’. The book covers: • statutory requirements for using ICT in the curriculum at all levels

• using ICT in core curriculum subjects and in cross-curricular contexts, referring to key PNS framework objectives

• advice on incorporating a range of ICT resources into children’s learning • different models of e-learning (handheld devices, interactive whiteboards, the Internet) • how ICT can be used to help pupils with special educational needs • using ICT for planning, delivery, assessment and recording. 2009: 246 x 189: 248pp | Pb: 978-0-415-55809-9: £22.99 For more information, visit: www.routledge.com/9780415558099

The Really Useful Book of ICT in the Early Years Harnessing Technology for Every Child Matters Edited by Harriet Price, Cambridgeshire Nursery Centres, UK & Personalised Learning Series: The Really Useful Series

John Galloway, Education Consultant, UK

’Together with comprehensive appendices, providing a range of useful information and advice on planning and assessment, the book offers a wealth of interesting ideas. It is strongly recommended for all practitioners and students working in the early years field.’ – Early Years Update Practitioners and students wishing to know how very young children develop an awareness of ICT will find this text invaluable.

This book enables you to help young children develop their knowledge, understanding and skill in the use of ICT, with chapters from contributors with a wide range of practical experience.

2008: A4: 200pp Pb: 978-0-415-43418-8: £19.99

’John Galloway has set himself an ambitious target: to show how the government’s three major policies – Every Child Matters, Harnessing Technology, and Personalised Learning – fit together and link with ICT. It’s rather like trying to solve a 3-D jigsaw, and he does a good job in explaining how it all works and the implications for teaching and learning.’ – The Guardian

2008: 234 x 156: 176pp Pb: 978-0-415-45871-9: £20.99 For more information, visit: www.routledge.com/9780415458719

For more information, visit: www.routledge.com/9780415434188

TO ORDER – see order form at the back of this catalogue. Alternatively, you can order by: Tel: +44 (0)1235 400524 Fax: +44 (0)20 7017 6699 Online: www.routledge.com/teachers

ict key titles and BACKLIST Title

Author

Pub Date

Price

978-1-84312-445-0

The Digital Classroom

Peter John and Steve Wheeler

2007

£18.99

978-1-84312-380-4

E-Schooling

Roger Austin and John Anderson

2007

£20.99

978-1-84312-465-8

Jumpstart! ICT: Jumpstart Series

John Taylor

2006

£12.99

Richard Bennett, Andrew Hamill and Tony Pickford

2006

£19.99

978-1-84312-308-8 Progression in Primary ICT 978-1-84312-312-5

Learning ICT in the Humanities

Tony Pickford

2006

£22.99

978-1-84312-313-2

Learning ICT in the Arts

Andrew Hamill

2006

£22.99

Learning ICT with English

Richard Bennett

2006

£22.99

Learning ICT with Science

Andrew Hamill

2006

£22.99

978-1-84312-310-1

Learning ICT with Maths

Richard Bennett

2006

£22.99

978-1-84312-376-7

Unlocking Learning and Teaching with ICT

Helena Gillespie

2006

£20.99

978-1-84312-160-2

Meeting Special Needs in ICT: Meeting SEN in Curriculum Series

Sally McKeown

2006

£28.99

978-0-415-34505-7

The Young Person’s Guide to the Internet

Kate Hawthorne and Daniela Sheppard

2005

£19.99

978-1-84312-133-6

Understanding and Teaching the ICT National Curriculum

Franc Potter and Carol Darbyshire

2005

£20.99

religion, geography and history Religion NEW

NEW

Encyclopedia of Religious Education

Religious Education

Primary Religious Education – A New Approach

Jon Mayled, Freelance Editor and Writer, UK Unique in its field, the Encyclopedia of Religious Education brings together in one indispensable reference volume an eclectic mixture of definitions and overviews covering a wide range of topics and ideas. This handy reference will be invaluable to all currently teaching or training to teach at primary level as well as co-ordinators, advisors, and teacher trainers. As well as offering an introduction to religion itself and the ’Big Questions’ to which RE relates, this indispensable new reference will also provide outline overviews of the nine recommended faiths for study: Baha’i, Buddhism, Christianity, Hinduism, Islam, Jain, Judaism, Sikhism, Zoroastrianism. In addition it will include secular viewpoints (e.g. Humanism), new religious movements and other faiths/practices such as Rastafarianism and Pagan groups. It includes: • 400 entries • religious definitions and pedagogical explanations/examples • extensive commentaries of current issues in primary RE

A Conceptual and Interdisciplinary Approach for Secondary Level Clive Erricker

The role of Religious Education in secondary schools is the subject of national and international debate. This book examines the current debates surrounding RE and puts forward a new approach to teaching the subject that is non-faith based and focused on conceptual enquiry and the development of a clear pedagogy. The book is based on the Living Difference learning model developed in Hampshire and adopted in other parts of the UK, which is sparking international debate, and provides an effective approach to implementing the new secondary curriculum. The chapters include examinations of: • religious education and the curriculum • an interdisciplinary approach to religious education

• who’s who of current and historical figures

• the significance of pedagogy and learners’ development

• top ten lists including influential figures, milestones in research and difficult concepts

• planning, progression, assessment and delivery

• annotated further reading lists. December 2010: 246 x 174: 256pp Pb: 978-0-415-54759-8: £24.99 For more information, visit: www.routledge.com/9780415547598

• specific case studies and examples of good practice in schools • theoretical grounding and the future of RE • the effects of globalisation, post-modernity and multiculturalism.

Conceptual Enquiry in Primary RE

rel i gi on, geograph y and h i sto ry

978-1-84312-309-5 978-1-84312-311-8

i ct

ISBN

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 operational implementation within the wider curriculum in schools. The themes of the book are based around the new QCA and Ofsted recognised Living Difference syllabus, successfully implemented in Hampshire and Westminster, and rapidly gaining support throughout the UK and internationally. Religious Education is discussed within the larger context of primary education in the contemporary world, and throughout the authors provide a historical commentary and overview of existing approaches. Significant trends such as the Every Child Matters initiative and the construction of a creative curriculum are taken into account throughout the text, and theory is linked to practice using case studies based upon developments in religious literacy within RE. September 2010: 246 x 189: 248pp Pb: 978-0-415-48067-3: £21.99 For more information, visit: www.routledge.com/9780415480673

April 2010: 246 x 189: 240pp Pb: 978-0-415-47874-8: £22.99 For more information, visit: www.routledge.com/9780415478748

For further information, email: education@routledge.com.

reli gi on, geograph y an d h i s tory

Geography

NEW

Teaching Religion and Science Effective Pedagogy and Practical Approaches for RE Teachers

NEW

Tonie Stolberg and Geoff Teece, both at University of Birmingham, UK

Teaching Secondary Geography as if the Planet Matters

Teaching Religion and Science aims to give teachers of Religion Education and Religious Studies a pedagogical foundation for the teaching of religion and science topics, and for the teaching of religion as a whole. It helps teachers to have confidence to include what might appear to be challenging or controversial topics in their lessons, and provides guidance on how religion and science themes can be effectively addressed using appropriate classroom teaching methods. It explores:

John Morgan Series: Teaching ... As if the Planet Matters

We are surrounded by images and warnings of impending environmental disaster. Climate change, famine, population growth, urban crisis coupled with more recent financial chaos, all threaten our sense of what it will be like to live in the future. Teaching Geography as if the Planet Matters provides detailed and practical advice on how Geography teachers can develop approaches to curriculum and learning which help students understand the nature of the contemporary world. It sets out a model for teaching and learning that allows teachers to examine existing approaches to teaching and draw upon the insights of geography as a discipline to deepen students’ understanding of urban futures, climate change, ‘geographies of food’ and the ‘geographies of the credit crunch’.

• why we should teach religion and science and what students can learn about religion and science • the challenges of teaching religion and science effectively • how teachers can understand their own attitudes to the subject, as well as those of their students, to ensure successful teaching • how to plan meaningful lessons for both the lower-secondary age phase and the upper secondary phase. Taking into account the emphasis placed by the National Framework for RE on the need for secondary pupils to be able to apply their understanding of religious beliefs to a range of ultimate questions and ethical issues, this book promotes an approach that will allow the individual teacher of religion to help students engage properly with key issues.

Features include: • examples of suggested teaching activities • detailed case studies • sources of further reading and information • chapter summaries • discussion questions. 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. The issue of the environment cuts across subject boundaries and requires an interdisciplinary response. Geography teachers are part of that response and they have a crucial role in helping students to respond to environmental issues and representations. July 2010: 246 x 189: 208pp | Pb: 978-0-415-56388-8: £21.99 For more information, visit: www.routledge.com/9780415563888

August 2010: 234 x 156: 160pp Pb: 978-0-415-54820-5: £19.99 For more information, visit: www.routledge.com/9780415548205

See Also: Teaching Secondary English as if the Planet Matters See page 10 for more details

religion, geography and history key titles and BACKLIST ISBN

Title

Author

Pub Date

Price

Geography 978-1-84312-335-4

Meeting the Needs of Your Most Able Pupils in Geography: Gifted and Talented Series

Jane Ferretti

2007

£27.99

978-0-415-40449-5

Teaching the Global Dimension

David Hicks and Cathie Holden

2007

£22.99

978-0-415-31210-3

Learning and Teaching with Maps

Patrick Wiegand

2006

£24.99

978-1-84312-421-4 Geography 3-11

Hilary Cooper, Simon Asquith and Chris Rowley

2006

£19.99

978-1-84312-162-6

Diane Swift

2005

£28.99

Meeting Special Needs in Geography: Meeting SEN in Curriculum Series

History 978-1-84312-287-6

Meeting the Needs of Your Most Able Pupils in History: Gifted and Talented Series

Steve Barnes

2007

£27.99

978-1-84312-459-7

History 3-11

Hilary Cooper

2006

£19.99

978-1-84312-115-2

Creative Teaching: History: Creative Teaching Series

Rosie Turner-Bisset

2005

£19.99

978-1-84312-163-3

Meeting Special Needs in History: Meeting SEN in Curriculum Series

Richard Harris and Ian Luff

2004

£28.99

Religious Education 978-1-84312-278-4

Meeting the Needs of Your Most Able Pupils in RE: Gifted and Talented Series

Dilwyn Hunt

2007

£27.99

978-0-415-28781-4

Teaching Religious Education

Derek Bastide

2006

£21.99

978-1-84312-167-1

Meeting Special Needs in Religious Education: Meeting SEN in Curriculum Series

Dilwyn Hunt and Elisabeth Barratt-Hacking

2004

£28.99

TO ORDER – see order form at the back of this catalogue. Alternatively, you can order by: Tel: +44 (0)1235 400524 Fax: +44 (0)20 7017 6699 Online: www.routledge.com/teachers

Tackling Controversial Issues in the Primary School Facing Life’s Challenges with your Learners Richard Woolley, Bishop Grosseteste University College, Lincoln, UK

About the Author: Richard Woolley PhD. is a Senior Lecturer in Primary Education and Fellow in Learning and Teaching at Bishop Grosseteste University College Lincoln, UK. For over twenty years he has worked in primary, further and higher education in a variety of communities in Yorkshire and the East Midlands. He is a founder member of the Centre for Education for Social Justice.

• Fresh and contemporary approaches to tackling controversial issues in the classroom. • Illustrated with examples of how real teachers have dealt with difficult situations. • Case studies of research with children. • Essential reading for all practising primary teachers including subject leaders in PSHE and Citizenship. How do you broach family values with seven year olds? Can you help young children understand racism?

new

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.

ps h e an d ci ti z ens h i p

pshe and citizenship

Key topics covered include: • gender and identity • consumerism and media advertising • health • community, respect and responsibility • the environment and sustainability • racism in mono and multi-cultural settings • family values • death, loss and bereavement.

June 2010: 246 x 174: 176pp | Pb: 978-0-415-55018-5: £19.99 For more information, visit: www.routledge.com/9780415550185

NEW

Body Image in the Primary School

An Emotionally Intelligent Approach to Teaching in the Primary School

Nicky Hutchinson and Chris Calland, both at Behaviour Support Service, Bristol Council, UK Healthy eating and self-esteem are high priorities in primary schools, and the issue of body image is emerging as an equally important area to be addressed. Body Image in the Primary School will help all primary school teachers and teaching assistants to introduce issues of body image to their pupils, with a range of activities and practical projects to work with the theme in the classroom. The book: • provides summaries of up to date research on the body image of young children • considers the changing social influences of home life, peer pressure and the media • examines the link between poor body image, academic achievement and social well-being • contains detailed step-by-step lesson plans from Foundation Stage to Key Stage 2 with clear aims and objectives and the use of a ‘fantasy character’ children can identify with • covers the transition between Key Stage 2 and Key Stage 3, providing practical activities and advice to support children in this stage • provides guidance on involving and advising parents and carers. Explicitly linking to the government’s Every Child Matters agenda and Healthy Schools Programme, and the curriculum areas of PSHE and SEAL, this is an essential guide for all those working with primary age children. December 2010: 246 x 174: 144pp Pb: 978-0-415-56191-4: £18.99

Sue Colverd and Bernard Hodgkin, both at University of Gloucestershire, UK This indispensable guide provides practising and trainee teachers with an introduction to the theory of emotional intelligence and is packed with practical techniques and activities for classroom implementation. It embraces the need to make children emotionally prepared for learning in the first instance and for guaranteed success in the long term, fostering the development both of self belief and a permanent and crucial resilience. Teachers are being asked to facilitate ’emotional literacy/intelligence’ to control and promote sociability and positive behaviour; to use drama and ’role play’; and to facilitate the curriculum ’creatively’. 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 science • conflict resolution and anti-bullying strategies • using and integrating positional drama for emotional intelligence. October 2010: 246 x 174: 208pp Pb: 978-0-415-56946-0: £21.99 For more information, visit: www.routledge.com/9780415569460

For more information, visit: www.routledge.com/9780415561914

For further information, email: education@routledge.com.

ps h e and ci t i z ens h i p

Creating an Emotionally Healthy Classroom Practical and Creative Literacy and Art Resources for Key Stage 2 Daphne Gutteridge, Inset Trainer, Wiltshire, UK and Vivien Smith, Edgehill University, UK

This practical resource book for Key Stage 2 explores a range of emotions using both original poetry and well-known artworks to stimulate discussion in the classroom.

Based on the extensive teaching experience of Daphne Gutteridge and Vivien Smith as well as current educational initiatives such as ECM and SEAL, this book is aimed at practitioners who are committed to creating an emotionally healthy classroom environment where children feel valued and confident about managing and responding to feelings. Providing practical and creative resources throughout, this book: • covers both negative and positive emotions, including confidence, hope, resilience, excitement, disappointment, sadness, frustration, confusion and many more • links to SEAL initiatives and the PHSE curriculum • has activities for all abilities

Environmental Learning for Classroom and Assembly at Key Stage 1 and Key Stage 2 Stories about the Natural World Mal Leicester, University of Nottingham, UK and Denise Taylor, Environmental Educator and Director, UK In Environmental Learning for Classroom and Assembly at Key Stage 1 and Key Stage 2, the highly successful and popular author Mal Leicester teams up with the conservationist Denise Taylor to teach children about wildlife and environmental conservation through the art of storytelling. Reflecting the child’s world, the book works outwards from home to garden to neighbourhood to the countryside and seaside and to the planet as a whole. At each level, appreciating, conserving, and enhancing our environment is considered.

Activity Assemblies to Promote Peace 40+ Ideas for Multi-Faith Assemblies for 5-11 Years Elizabeth Peirce, Freelance Writer and Former Primary Schools Advisor, UK

Each of the ten chapters includes an original themed story and is packed with lesson plans and crosscurriculum learning activities designed to save teachers’ valuable time. Leicester and Taylor combine the wonder of storytelling with topical environmental issues, covering plants, creatures and the planet.

• outlines clear objectives and resource lists for all activities.

2009: 246 x 174: 144pp Pb: 978-0-415-46707-0: £20.99

Essential reading for all teachers who wish to create an emotionally literate environment, this book provides a practical and creative resource to enable teachers to develop emotional literacy in a cross-curricula context in their classrooms.

For more information, visit: www.routledge.com/9780415467070

2008: 246 x 174: 176pp Pb: 978-0-415-46682-0: £24.99 For more information, visit: www.routledge.com/9780415466820

Using Circle Time for PHSE and Citizenship A Year’s Plan for Key Stage 2 Teachers Daphne Gutteridge, Inset Trainer, Wiltshire, UK and Vivien Smith, Edgehill University, UK

2009: 234 x 156: 128pp Pb: 978-0-415-49728-2: £18.99 For more information, visit: www.routledge.com/9780415497282

View any

product

online

Teaching children about peace and peaceful strategies, learning to handle conflict creatively, tackling injustice and racial prejudice, is imperative and relevant for today’s children. Packed with topical ideas for the primary school teacher, this book offers material for 40+ primary assemblies, easy to use in an assembly or for preparation.

Imagine having a year’s worth of lesson plans at your fingertips: Using Circle Time for PHSE and Citizenship is an invaluable resource for teachers and classroom assistants. Covering the PHSE/citizenship national curriculum for Key Stage 2 this practical companion provides a year’s worth of circle time sessions with photocopiable assessment sheets.

2008: A4: 88pp Pb: 978-0-415-44592-4: £16.99

using the urls below each listing

For more information, visit: www.routledge.com/9780415445924

pshe and citizenship key titles and BACKLIST

ISBN

Title

Author

Pub Date

Price

978-0-415-44731-7

Helping your Pupils to Work Cooperatively: Little Books of Life Skills Series

Kath Murdoch and Jeni Wilson

2007

£10.99

978-0-415-44730-0

Helping your Pupils to Think for Themselves: Little Books of Life Skills Series

Jeni Wilson and Kath Murdoch

2007

£10.99

978-0-415-44728-7

Helping Your Pupils to be Resilient: Little Books of Life Skills Series

Jen Allen, Michele Murray and Kelli Simmons

2007

£10.99

978-0-415-44729-4

Helping Your Pupils to Communicate Effectively and Manage Conflict: Little Books of Life Skills Series

Lynette Longaretti and Robyn English

2007

£10.99

978-0-415-44727-0

Helping Your Pupils to Ask Questions

Sally Godinho and Jeni Wilson

2007

£10.99

978-1-84312-415-3

First Steps to Emotional Literacy

Kate Ripley

2007

£28.99

978-1-84312-414-6 Getting to Know Me

John Taylor

2006

£18.99

978-1-84312-265-4

Penny McFarlane

2006

£23.99

Dramatherapy

978-0-415-35535-3

Stories for Circle Time and Assembly

Mal Leicester

2005

£24.99

978-1-84312-169-5

Meeting Special Needs in Citizenship: Meeting SEN in Curriculum Series

Alan Combes

2004

£28.99

TO ORDER – see order form at the back of this catalogue. Alternatively, you can order by: Tel: +44 (0)1235 400524 Fax: +44 (0)20 7017 6699 Online: www.routledge.com/teachers

NEW

Understanding Art Education

Making Music in the Primary School

Engaging Reflexively with Practice Nicholas Addison, Lesley Burgess, John Steers and Jane Trowell

What is distinctive about art and design as a subject in secondary schools? What contribution does it make to the wider curriculum? How can art and design develop the agency of young people?

Understanding Art Education examines the theory and practice of helping young people learn in and beyond the secondary classroom. It provides guidance and stimulation for ways of thinking about art and design when preparing to teach and provides a framework within which teachers can locate their own experiences and beliefs.

Supporting Children’s Creativity through Music, Dance, Drama and Art

Whole Class Instrumental and Vocal Teaching

Creative Conversations in the Early Years

Edited by Nick Beach, Trinity College London, UK, Julie Evans, Canterbury Christ Church University, UK and Gary Spruce, The Open University, UK

Edited by Fleur Griffiths, Formerly of University of Sunderland, UK

Illustrated throughout with carefully designed activities to try out in the classroom, the guidance in this book will help you support and develop children’s musical experience, whatever your musical or teaching background.

Experts in the field explore:

Underpinned by theory and proven good practice, the book is structured around the four key principles that underpin effective music teaching and experience:

• the histories of art and design education and their relationship to wider social and cultural developments

• Integration – how can we join up children’s musical experience?

• creativity as a foundation for learning

• Creativity – how can we support children’s musical exploration?

• engaging with contemporary practice in partnership with external agencies

Making Music in the Primary School is an essential guide for all student and practising 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.

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.

2009: 246 x 174: 140pp Pb: 978-0-415-48966-9: £19.99 For more information, visit: www.routledge.com/9780415489669

Music 3–5 Susan Young, University of Exeter, UK

• Access and Inclusion – how can we provide a relevant experience for every child?

Series: The Nursery World/Routledge Essential Guides for Early Years Practitioners

• interdisciplinary approaches to art and design

• Collaboration – how might we work together to achieve these aims?

• developing dialogue as a means to address citizenship and global issues in art and design education.

November 2010: 246 x 189: 176pp Pb: 978-0-415-56130-3: £22.99

Understanding Art Education will be of interest to all students and practising teachers, particularly those studying at Masters Level.

For more information, visit: www.routledge.com/9780415561303

’This book provides a thoughtful and inspiring guide to using music in its many forms as a way to support and extend young children’s early learning experiences ... Music 3-5 is an invaluable resource for students at all levels of training as well as for established early years practitioners.’ – Early Years Update

• the role of assessment in evaluating creative and collaborative practices

art, m u s i c, des i gn and tech no logy

art, Music, design and technology

2008: 216 x 138: 136pp Pb: 978-0-415-43057-9: £15.99

January 2010: 234 x 156: 184pp Pb: 978-0-415-36740-0: £22.99

For more information, visit: www.routledge.com/9780415430579

For more information, visit: www.routledge.com/9780415367400

art, music, design and technology key titles and BACKLIST ISBN

Title

Author

Pub Date

Price

Art 978-1-84312-161-9

Meeting Special Needs in Art: Meeting SEN in Curriculum

Kim Earle and Gill Curry

2005

£28.99

978-1-84312-331-6

Meeting the Needs of Your Most Able Pupils in Art: Gifted and Talented Series

Kim Earle

2006

£27.99

Design and Technology 978-1-84312-330-9

Meeting the Needs of Your Most Able Pupils in Design and Technology: Gifted and Talented Series

Louise Davies

2006

£27.99

978-1-84312-166-4

Meeting Special Needs in Design and Technology: Meeting SEN in Curriculum

Louise Davies and Elisabeth Barratt-Hacking

2005

£28.99

Music 978-1-84312-168-8

Meeting Special Needs in Music: Meeting SEN in Curriculum

Victoria Jaquiss and Diane Paterson

2005

£28.99

978-1-84312-347-7

Meeting the Needs of Your Most Able Pupils in Music: Gifted and Talented Series

Jonathan Savage

2006

£27.99

For further information, email: education@routledge.com.

NEW

Teaching Modern Foreign Languages in the Primary School Sally Maynard Teaching Modern Foreign Languages in the Primary School supports student and practising teachers – whether generalist or specialist – to have the confidence and skills to successfully incorporate modern foreign languages into teaching. Based on the author’s extensive experience of teaching across Key Stage 1 and Key Stage 2 and delivering initial teacher education, this book provides comprehensive guidance on the essential theory and pedagogy that underpins language teaching, together with strategies and tools that can be easily implemented in the classroom. It covers everything a student or practising teacher needs to teach languages effectively:

related title

m odern forei gn l an guage s

modern foreign languages Meeting the Needs of Your Most Able Pupils: Modern Foreign Languages Gretchen Ingram Series: The Gifted and Talented

• pedagogical approaches to teaching languages to primary school children • planning, teaching and assessing primary languages • integrating primary languages across the curriculum • where to find and how to use good resources

This book covers the areas that all MFL teachers need to be aware of: recent government legislation; national initiatives and departmental policy.

• the role of TAs and Language Assistants in supporting language learning in the classroom • inclusive practice and approaches to gifted and talented, and special needs requirements • using ICT in language teaching • the importance of intercultural understanding and the need to link literacy learning and the heritage languages of pupils. Illustrated with ideas for lessons and case studies of language teaching in practice, Teaching Modern Foreign Languages in the Primary School, is an essential and complete guide for all student and practising teachers in the primary school.

2008: A4: 160pp Pb: 978-1-84312-332-3: £27.99 For more information, visit: www.routledge.com/9781843123323

November 2010: 246 x 174: 176pp | Pb: 978-0-415-55742-9: £19.99 For more information, visit: www.routledge.com/9780415557429

modern foreign languages key titles and BACKLIST ISBN

Title

Author

978-1-84312-332-3 Meeting the Needs of Your Most Able Pupils: MFL: Gifted and Talented Series

Pub Date

Gretchen Ingram and Gwen Goodhew 2008

Price £27.99

978-1-84312-390-3

Modern Foreign Languages 5-11

Jane Jones and Simon Coffey

2006

£19.99

978-1-84312-165-7

Meeting Special Needs in Modern Foreign Languages: Meeting SEN in Curriculum

Sally McKeown

2004

£28.99

david fulton e-Newsletter We Know You Don’t Want Spam.....So that’s why the termly E-Newsletter from David Fulton offers you all this: • A special introductory 30% Discount at www.routledge.com/teachers when you sign up!*

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TO ORDER – see order form at the back of this catalogue. Alternatively, you can order by: Tel: +44 (0)1235 400524 Fax: +44 (0)20 7017 6699 Online: www.routledge.com/teachers

NEW

The Media Studies Teacher’s Handbook Elaine Scarratt and Jon Davison

The Media Studies Teacher’s Handbook is an indispensible guide for all teachers delivering Media Studies and media education in school and college. It is written to support both students learning to teach media as part of their PGCE, and as a comprehensive introduction and source of ongoing support for practising teachers, often delivering the subject as non-specialists.

• 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 • using 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 • an introduction to the 2008 A Level specifications and the 2009 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: desk-top 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.

July 2010: 246x174: 224pp | Pb: 978-0-415-49994-1: £22.99 For more information, visit: www.routledge.com/9780415499941

physical education Creative Approaches to Physical Education

NEW

The Really Useful Physical Education Book

Helping Children to Achieve their True Potential

Edited by Gary Stiddler and Sid Hayes, both at University of Brighton, UK Series: The Really Useful Series Underpinned by easy-to-understand theory and links to the curriculum, The Really Useful Physical Education Book is for all secondary school teachers responsible for the new Key Stage 3 curriculum as well as those working with primary schools within school sport partnerships, providing them with ideas and advice to help pupils participate in and enjoy physical education. Primary 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.

ph ys i cal edu cati on

Illustrated with case studies, it is detailed throughout 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. A detailed glossary of key terms and key thinkers will help you launch and develop your own subject knowledge.

Chapters cover:

m e di a s t u di es

media studies

Edited by Jim Lavin, Saint Martin’s College, Lancaster, 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 adventure activities - Exercise and healthy lifestyles Also covering thematic learning and teaching through physical education and using ICT in physical education The Really Useful Physical Education Book presents a wide range of high quality, fun lessons alongside engaging teaching examples and methodologies. February 2010: A4: 184pp | Pb: 978-0-415-49827-2: £22.99

This book offers teachers and all those who work with young people alternative approaches and activities that allow young people to express their creative side through physical activity and discover active healthy interests that will last a lifetime.

2008: 246 x 174: 168pp Pb: 978-0-415-44588-7: £18.99 For more information, visit: www.routledge.com/9780415445887

For more information, visit: www.routledge.com/9780415498272

physical education key titles and BACKLIST ISBN

Title

Author

Pub Date

Price

978-1-84312-456-6

Physical Education and Development 3-11

Jonathan Doherty and Peter Brennan

2007

£18.99

978-1-84312-334-7

Meeting the Needs of Your Most Able Pupils in PE and Sport: Gifted and Talented Series

Dave Morley and Richard Bailey

2006

£27.99

978-1-84312-164-0

Meeting Special Needs in PE/Sports: Meeting SEN in Curriculum

Crispin Andrews

2005

£28.99

For further information, email: education@routledge.com.

th i nki n g s ki l l s

thinking skills Learning for Themselves

Smart Thinking

Learn to Think

Pathways for Thinking and Independent Learning in the Primary Classroom

A Programme for Developing Thinking Skills in 7 to 12 Year Olds

Basic Exercises in the Core Thinking Skills for Ages 6-11

Kath Murdoch and Jeni Wilson

Jeni Wilson and Lesley Wing Jan

John Langrehr

Learning for Themselves offers teachers a repertoire of effective strategies and frameworks to nurture independent learning. The chapters are organised into four broad areas: • learning preferences • thinking • inquiry • personal challenges.

2009: A4: 136pp Pb: 978-0-415-48699-6: £20.99 For more information, visit: www.routledge.com/9780415486996

Tricky Thinking Problems Advanced Activities in Applied Thinking Skills for Ages 6-11 John Langrehr and Jan Langrehr

Tricky Thinking Problems explores the advancement of creative and critical thinking, and the activities are designed to help pupils test and develop such processes. A series of fascinating challenges are used to stimulate cognitive organisation in areas such as categories, similarities, differences, ordering, analysing, predicting and many more.

Smart Thinking helps primary school teachers to develop their pupil’s capacities to become deep thinkers and independent learners.

Packed with ideas, planning tools and photocopiable proformas, this book will help teachers work with their pupils to help develop skills and dispositions which are beneficial and transferable to pupils of all ages and abilities. 2009: A4: 136pp Pb: 978-0-415-48700-9: £20.99

Learn to Think takes a cross-curriculum approach and offers a wide range of exercises in all significant thinking skills areas: • organisational • analytical • evaluative • creative.

2008: A4: 96pp Pb: 978-0-415-46590-8: £16.99 For more information, visit: www.routledge.com/9780415465908

For more information, visit: www.routledge.com/9780415487009

Transforming Thinking 2nd Edition

Children as Philosophers Learning Through Enquiry and Dialogue in the Primary Classroom

Philosophical Inquiry in the Primary and Secondary Classroom Catherine McCall, University of Strathclyde, UK

Essential reading for anyone who seeks to prepare active citizens for the twenty-first century, this long-awaited book considers Philosophical Inquiry, an empowering teaching method that can lead to significant improvements in confidence and articulacy, and produce positive effects in other school activities and in interactions in the wider world.

Joanna Haynes, The College of St. Mark and St. John, Plymouth, UK

Since the publication of the first edition of Children as Philosophers in 2002 there has been an enormous growth of interest in philosophy with children. This fully revised second edition suggests ways in which you can introduce philosophical enquiry to your Personal, Social and Health Education and Citizenship teaching and across the curriculum.

2008: A4: 68pp Pb: 978-0-415-46591-5: £15.99 For more information, visit: www.routledge.com/9780415465915

2009: 234 x 156: 240pp Pb: 978-0-415-47668-3: £19.99 For more information, visit: www.routledge.com/9780415476683

2008: 216 x 138: 192pp Pb: 978-0-415-44681-5: £23.99 For more information, visit: www.routledge.com/9780415446815

See Also: Teaching Problem-Solving and Thinking Skills through Science See page 17 for more details

thinking skills key titles and BACKLIST

ISBN

Title

Author

Pub Date

Price

978-0-415-44710-2

Philosophy in the Classroom

Ron Shaw

2007

£19.99

978-0-415-41179-0

Critical Thinking

Jennifer Moon

2007

£25.99

978-1-84312-234-0

Think About It

Jacquie Buttriss and Ann Callander

2006

£16.99

978-1-84312-107-7 Thinking Skills and Problem-Solving – An Inclusive Approach

Belle Wallace, June Maker and Diana Cave

2005

£19.99

978-1-84312-282-1

Using Literacy to Develop Thinking Skills with Children Aged 5-7

Paula Iley

2006

£19.99

978-1-84312-283-8

Using Literacy to Develop Thinking Skills with Children Aged 7-11

Paula Iley

2006

£19.99

TO ORDER – see order form at the back of this catalogue. Alternatively, you can order by: Tel: +44 (0)1235 400524 Fax: +44 (0)20 7017 6699 Online: www.routledge.com/teachers

Why Do I Need a Teacher When I’ve got Google? Things Every Teacher Should Know Ian Gilbert More about the Author: For over fifteen years Ian Gilbert has been at the forefront of the shift from teaching to learning schools both throughout the UK and abroad. His popularity as an entertaining and inspirational speaker led him to write his first book, Essential Motivation in the Classroom, acclaimed by the TES as one of the top five educational books of all time. His new book picks up the fight where Essential Motivation left off – challenging, controversial, irreverent, eye-opening and unlike any other educational book you will read. It’s not written to help you teach better but to be a better teacher. The future of the world depends on it. ‘I know that might seem a bit steep considering you’ve got that Year Ten coursework to sort out and the lesson observation on that nervous looking NQT, but that’s the way it is I’m afraid. You chose to be a teacher, you mould young minds on a daily basis and those minds have got to grow up and save the world.’ – (Extract from Chapter One)

new

Areas covered include: • globalisation • new life skills • thinking and creativity for the new economy

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

Questioning the unquestionable, this book will make you re-consider everything you thought you knew about teaching and learning, such as:

• the teacher’s true power in the classroom

• Are you simply preparing the next generation of unemployed accountants?

• ’dumbing up’ to help more people learn more in a variety of ways.

• 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?

te ach i n g and l earni ng s ki l ls

teaching and learning skills

• change and learning • neuroscience of learning • classrooms as laboratories

• What’s the Real Point of School? • Exams – So Whose Bright Idea Was That? • Why ‘EQ’ is fast becoming the new ‘IQ’

• Which is the odd one out between a hamster and a caravan? 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 11+.

Essential Motivation in the Classroom 978-0-415-26619-2

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: 198 x 129: 176pp | Pb: 978-0-415-46833-6: £14.99 For more information, visit: www.routledge.com/9780415468336

teaching and learning skills key titles and BACKLIST ISBN

Title

978-0-415-41709-9 A Little Learning

Author

Pub Date

Price

Libby Purves

2007

£16.99

978-0-415-39995-1

Creating Leaders in the Classroom

Hilarie Owen

2006

£20.99

978-0-415-39262-4

The Complete Classroom

Steven Hastings

2006

£19.99

978-0-415-40026-8

Learning How to Learn

Mary James et al

2006

£21.99

978-1-84312-354-5

Classroom Karma

David Wright

2006

£16.99

978-1-84312-206-7

Professional Studies in the Primary School

Eve English and Lynn Newton

2005

£19.99

978-0-415-39427-7

Meeting the Learning Needs of All Children

Joan Dean

2006

£18.99

978-1-84312-401-6

Teaching, Learning and Psychology

978-0-415-35909-2 Oranges and Lemons

Jane Yeomans and Christopher Arnold 2006

£18.99

Wendy Wallace

£16.99

2005

978-0-415-38563-3

Careers Counselling

Mary McMahon and Wendy Patton

2005

£24.99

978-0-415-37607-5

Providing Support and Supervision

Hazel L. Reid and Jane Westergaard

2005

£25.99

For further information, email: education@routledge.com.

te ach i ng and l earn i n g s ki l l s

The Art of Teaching Experiences of Schools Cedric Cullingford, Formerly University of Huddersfield, UK

A central dilemma for teachers is finding ways to deal with the multiple perspectives and demands of pupils, parents, school management, and external forces.

The Art of Teaching explores the tension between teaching and learning that all teachers face. Presenting a series of insights into the art of teaching from the perspectives of those individuals most closely involved in the schooling process, the book explores pupil voice in schools, and experiences of teaching and learning from the pupil perspective. Providing an opportunity for self reflection, the book also examines teachers’ relationships with parents, external agencies and their attitudes towards pupils. Subjects covered include: • what pupils think of teachers • teacher’s views of themselves and self reflection • school hierarchies and the ethos of inspection • using pupil insights to inform learning strategies. Essential reading for all teachers and students, this book offers a unique insight into school relationships and structures, giving readers an awareness of what is like to be a teacher. 2009: 234 x 156: 168pp Pb: 978-0-415-49251-5: £19.99

Psychology for the Classroom Series Alan Pritchard, University of Warwick, UK and John Woollard, University of Southampton, UK

new

The Psychology for the Classroom series is written as an invaluable aid for all trainee and practising teachers who want to better understand the applications of psychology in educational practice. Providing an opportunity to explore key topics in educational psychology and apply them to everyday classroom practice, the series presents complex theory in an accessible and relevant way. Each book follows a set structure introducing the topic, detailing and explaining the history of theoretical thought, and explicitly linking theory to pedagogy and teaching styles.

Psychology for the Classroom: Behaviourism John Woollard June 2010: 234x156: 120pp | Pb: 978-0-415-49399-4: £17.99 For more information, visit: www.routledge.com/9780415493994

Psychology for the Classroom: Constructivism and Social Learning Alan Pritchard and John Woollard April 2010: 234x156: 120pp | Pb: 978-0-415-49480-9: £17.99 For more information, visit: www.routledge.com/9780415494809

For more information, visit: www.routledge.com/9780415492515

2nd Edition

Ways of Learning Learning Theories and Learning Styles in the Classroom Alan Pritchard, University of Warwick, UK

Teachers are very good at providing excellent opportunities for children’s learning to progress. Often, without fully understanding the reasons why, teachers encourage learning in their charges which works very well, and is a very good approach at a particular time with a particular child or group of children. With greater insight into what is currently known about the processes of learning and about individual learning preferences, teachers are able to provide even better learning situations which are even more likely to lead to effective learning. This book seeks to provide the detail which teachers can make use of in their planning and teaching in order to provide even better opportunities for effective and lasting learning. 2008: 234 x 156: 136pp Pb: 978-0-415-46608-0: £17.99 For more information, visit: www.routledge.com/9780415466080

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TO ORDER – see order form at the back of this catalogue. Alternatively, you can order by: Tel: +44 (0)1235 400524 Fax: +44 (0)20 7017 6699 Online: www.routledge.com/teachers

Classroom DIY

A Practical Step-by-Step Guide to Setting Up a Creative Learning Environment

new

Maija Leimanis-Wyatt Illustrated by Adam King • Easy-to-use reference guide. • Immediate and effective results seen with this ’how-to’ approach. • Written by a teacher for teachers. Setting up the classroom is a fundamental part of a teacher’s job, as a well-planned, aesthetically pleasing environment encourages children to learn and helps with classroom management. However, knowing how to create this environment is not instinctive and teachers are given little guidance, yet are expected to create a stimulating environment that is conducive to learning. The task can often be daunting and time-consuming, and teachers don’t know where to begin. Classroom DIY provides teachers with the answer to these problems. A practical, step-by-step guide, written from first-hand experience, this book will enable any primary teacher to make a spectacular job of setting up their room using any materials they have available. 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 a must have for all newly qualified and practising teachers looking to inspire their pupils to learn through their classroom environment.

Maija Leimanis-Wyatt, taught in a large, ethnically diverse north London primary school for six years and was appointed to the senior management team in her final two years. She is now living in New York City where she has taught at an international school.

cl as s room m anagem ent

classroom management

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 • how to create an inspiring classroom on a budget: recycling items for use in the classroom and the homemade approach • how the learning environment can inspire and motivate pupils to learn, taking into account multiple intelligences and routines • meeting the expectations of senior management teams. January 2010: A4: 128pp | Pb: 978-0-415-45877-1: £22.99 For more information, visit: www.routledge.com/9780415458771

Promoting Effective Group Work in the Primary Classroom A Handbook for Teachers and Practitioners Ed Baines, Peter Blatchford, both at Institute of Education, London, UK, Peter Kutnick, University of Brighton, UK, with Anne Chowne, Cathy Ota and Lucia Berdondini

4th Edition

Organising Learning in the Primary School Classroom Praise for previous editions: ’This is an excellent book for teachers and essential reading for anyone who works in primary classrooms.’ – Perspective

Series: Improving Practice (TLRP)

Learner-centered Strategic Teaching Kath Murdoch and Jeni Wilson

Joan Dean, OBE, UK

Creating a Learner-centred Primary Classroom

Packed with valuable strategies for teachers and fun activities for children, this book is a must for any school wishing to make group work a more effective and successful way of learning. Teachers who have become more confident with the approaches developed for this book find that their classes are better behaved, children spend more time on task and they become less dependent on the teacher.

’[Joan Dean’s] considerable ability to absorb ideas, analyse and organise the information lead to a clear exposition. Add to that her preference for plain language and it is no surprise, though it is a pleasure, that the book is so readable.’ – Education Today

2008: A4: 136pp Pb: 978-0-415-41687-0: £21.99

For more information, visit: www.routledge.com/9780415465199

Creating a Learner-centred Primary Classroom is an essential resource to improve teaching practice, examining the key elements that contribute to a learner-centred classroom and offering strategies to encourage children to take a shared role in their learning.

2008: A4: 128pp Pb: 978-0-415-45432-2: £17.99 For more information, visit: www.routledge.com/9780415454322

2008: 234 x 156: 296pp Pb: 978-0-415-46519-9: £22.99

For more information, visit: www.routledge.com/9780415416870

For further information, email: education@routledge.com.

early ye ars

early years Some of the Authors:

Sandy Green About Sandy: Sandy has over 35 years experience in early years, both within social services and education. She currently works as an early years consultant.

Linda Thornton

Pat Brunton

About Pat and Linda: Both Pat and Linda are inspired by the work of colleagues in Reggio Emilia in nurturing and supporting young children as authors, researchers and inventors.

Series Editor: Sandy Green

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 each individual philosophy looks like in practice.

Bringing the Reggio Approach to Your Early Years Practice Pat Brunton and Linda Thornton May 2010: A5: 128pp Pb: 978-0-415-56656-8: £12.99 For more information, visit: www.routledge.com/9780415566568

Bringing the Montessori Approach to Your Early Years Practice Barbara Isaacs May 2010: A5: 128pp Pb: 978-0-415-56424-3: £12.99 For more information, visit: www.routledge.com/9780415564243

Nicky Holt About Nicky: Nicky Holt has been using the High/Scope approach for the past 16 years both as a practitioner and a trainer.

‘

Reviews for previous editions:

This accessible series introduces some of the most important early years philosophies and shows how aspects of them could be incorporated into your setting.

new

Bringing ... to Your Early Years Practice - 2nd Editions

’The four books in this series provide an insight into how early years professionals in the UK have drawn their inspiration from internationally renowned approaches to early childhood developed in Europe and North America ... The language is accessible and the wealth of practical examples will make these titles enormously useful for students and experienced practitioners alike. Those early years settings already following any one of these approaches will find the texts useful for sharing with parents.’ – Early Years Update

’

’The Early Years Philosophy series is a great set of books introducing some of the most important early years philosophies and showing how aspects of them could be incorporated into your own practice.’ – Nursery Education Plus

Bringing the High Scope Approach to Your Early Years Practice Nicky Holt May 2010: A5: 136pp Pb: 978-0-415-56500-4: £12.99 For more information, visit: www.routledge.com/9780415565004

Bringing the Steiner Waldorf Approach to Your Early Years Practice

new to the series

Bringing the Froebel Approach to Your Early Years Setting Helen Tovey November 2010: A5: 112pp Pb: 978-0-415-56731-2: £12.99 For more information, visit: www.routledge.com/9780415567312

Janni Nicol May 2010: A5: 128pp Pb: 978-0-415-56501-1: £12.99 For more information, visit: www.routledge.com/9780415565011

TO ORDER – see order form at the back of this catalogue. Alternatively, you can order by: Tel: +44 (0)1235 400524 Fax: +44 (0)20 7017 6699 Online: www.routledge.com/teachers

2nd Edition

Developing Play for the Under 3s

new

The Treasure Basket and Heuristic Play Anita M. Hughes

Anita is a chartered educational psychologist, who first worked both for the social services and then in education services for eighteen years before becoming an independent consultant ten years ago. Anita’s particular areas of interest are in early child development, autistic spectrum disorders and family counselling.

e arly ye ars – Play and Learning

Play and Learning

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. 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 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. Anita M. Hughes uses her own personal experience of working with the under threes to guide readers through the benefits of the treasure basket and heuristic play. 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

NEW

3rd Edition

2nd Edition

Supporting Language and Literacy 0–5

Play for Children with Special Needs

A Practical Guide for the Early Years Foundation Stage

Supporting Children with Learning Differences, 3-9

Suzi Clipson-Boyles, Deputy Director (Schools) – Nord Anglia Inspections, UK

Christine Macintyre, Independent Early Years Consultant, University of Edinburgh, UK

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. Linking directly to the Early Years Foundation Stage, the book focuses on the principles of inclusion, equality, individualised learning, planning, assessment and cross-curricular working that play a vital part in delivering the EYFS successfully. Additional features include:

Christine Macintyre emphasises the importance of creating an environment where children become confident, independent learners, increasingly able to use their imaginations, care for others and to take safe risks. This fully revised edition of Play for Children with Special Needs includes new research findings and explains their implications for practice. This book then enables those supporting children to: • understand the benefits of play and how to adapt different scenarios to support children who do not find it easy to play

• a range of reflective and interactive activities supported by photocopiable materials

• observe children as they play so that any difficulties can be identified early

• extension tasks for group training • practical examples to link the theory to practice

• analyse different play areas so that the different kinds of learning (intellectual, creative, motor, social and emotional) are appreciated.

• annotated further reading lists.

January 2010: 246 x 174: 152pp | Pb: 978-0-415-55883-9: £19.99

May 2010: A4: 112pp | Pb: 978-0-415-55853-2: £19.99

For more information, visit: www.routledge.com/9780415558839

For more information, visit: www.routledge.com/9780415558532

For further information, email: education@routledge.com.

early years – Play and Learning

NEW

3rd Edition

Supporting Early Mathematical Development

Planning for Children’s Play and Learning

Practical Approaches to Play-Based Learning

Meeting Children’s Needs in the Later Stages of the EYFS

Supporting Children’s Creativity through Music, Dance, Drama and Art Creative Conversations in the Early Years

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. Charting the delivery of mathematical development in playgroups, children’s centres, nurseries and primary schools, it forges links between current practice and fundamental Early Years principles and makes suggestions for creating effective pedagogies in maths teaching.

Jane Drake, Lead Children’s Centre Teacher, UK

Edited by Fleur Griffiths, Formerly of University of Sunderland, UK

Promoting mathematical development through play-based learning, this book presents:

Updated in line with current policy and practice, this third 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.

Caroline McGrath, City of Bristol College, UK

• 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. Throughout the book, Caroline McGrath breaks down the complexity of teaching and learning mathematics into simple steps and guides readers through possible gaps in their knowledge, bringing fresh enthusiasm to teaching mathematics. June 2010: 246 x 174: 208pp Pb: 978-0-415-49161-7: £19.99 For more information, visit: www.routledge.com/9780415491617

Thinking and Learning About Mathematics in the Early Years Linda Pound, Education Consultant, UK Series: The Nursery World/Routledge Essential Guides for Early Years Practitioners

’Practitioners, particularly curriculum developers in the field of early childhood mathematics education, will benefit from reading this book.’ – CHOICE

’Experienced practitioners and students will find a host of new ideas to help them create interesting environments and starting points to promote young children’s learning.’ – Early Years Update

’The book has direct links to the EYFS Principles in Practice cards aswell as to the early years professional standards ... making it a useful book for all practitioners working with children in the later stages of the EYFS and for those working towards EYP or Qualified Teacher Status.’ – Early Years Update

2009: 246 x 174: 256pp Pb: 978-0-415-48597-5: £19.99 For more information, visit: www.routledge.com/9780415485975

For more information, visit: www.routledge.com/9780415432368

• 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. 2009: 246 x 174: 140pp Pb: 978-0-415-48966-9: £19.99

Music 3-5 Susan Young, University of Exeter, UK

For more information, visit: www.routledge.com/9780415489669

Series: The Nursery World/Routledge Essential Guides for Early Years Practitioners

3rd Edition

2008: 216 x 138: 136pp Pb: 978-0-415-43057-9: £15.99 For more information, visit: www.routledge.com/9780415430579

Are you an Early Years Course Leader? 2008: 216 x 138: 128p p Pb: 978-0-415-43236-8: £16.99

If so, you could obtain an inspection copy on any of our Early Years books for consideration for your course.

Teaching and Learning in the Early Years Edited by David Whitebread and Penelope Coltman, both at University of Cambridge, UK

’Teaching and Learning in the Early Years is a comprehensive text ... Each chapter of the book contains useful practical advice for the reader to support the theoretical content.’ – Early Years Update

’Excellent book in an area where very little exists. A wealth of information in the chapters covering all areas of the curriculum. A must for anyone working in Early Years Education.’ – Ms M. Bowen, North East Wales Institute 2008: 246 x 174: 456pp Pb: 978-0-415-42479-0: £21.99 For more information, visit: www.routledge.com/9780415424790

Up to 3 paperback books are available for 60 days inspection for lecturers considering adopting the book on their course. If you adopt a book and expect 12 or more students to buy the book, you may keep your copy free of charge when you complete the comments form. If the book is not adopted the book should be returned to us in resaleable condition. To order your inspection copy visit, www.routledgeeducation.com/info/examcopy

TO ORDER – see order form at the back of this catalogue. Alternatively, you can order by: Tel: +44 (0)1235 400524 Fax: +44 (0)20 7017 6699 Online: www.routledge.com/teachers

NEW

Early Years Professional Status

Setting Up Parental Support in Schools and Early Years Settings

2nd Edition

A Practical Guide

Angela Glenn, Jacquie Cousins and Alicia Helps

Janice Filer, LEA Officer and Behaviour Support Teacher, UK

Series: Tried and Tested Series

The Complete Guide to the Full Route Pathway Anne Rodgers, SWIFT Partnership, UK Edited by Jane Joyce, University of Winchester, UK 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 0–5 • information on skills and behaviours that safeguard and promote good outcomes • advice on leading, managing and supporting early years practitioners • guidance on teamwork and collaboration • suggestions for ongoing professional development. With practical examples from early years professionals, photographs to illustrate good practice and activities for reflection in every chapter, Early Years Professional Status is essential reading for students and practitioners looking to take a leading role in transforming and improving education and care services for young children. December 2010: 246 x 174: 288pp Pb: 978-0-415-57107-4: £19.99 For more information, visit: www.routledge.com/9780415571074

Vygotsky in Action in the Early Years The ‘Key to Learning’ Curriculum Galina Dolya

Key to Learning is a unique programme of cognitive development activities for the Foundation Stage and Key Stage 1 based on the concepts of Lev Vygotsky, one of the twentieth century’s most influential theorists in early years education.

This inspiring book transforms Vygotsky’s theory of child development into clear, accessible activities for children between the ages of 3 and 7 and explains the theory underpinning the practice, enabling practitioners to achieve this in their own setting. 2009: A4: 176pp Pb: 978-0-415-55229-5: £29.99 For more information, visit: www.routledge.com/9780415552295

Are you responsible for setting up parental links in your school or children’s centre? Are you looking for help in developing parental partnerships or tips on how to support parents in your setting?

This book provides even the most vulnerable families with positive experiences that will enhance the learning taking place in schools and settings for all children, particularly children with behavioural and emotional difficulties. Written with the busy practitioner in mind, this step-by-step guidebook provides a range of practical activities for practitioners to adopt: from the basic idea of starting to include parents more through universal activities such as how to engage parents in the first place, setting up the parent’s room, providing individual support to an overview of the more theoretical approaches needed for targeted parents.

See more behaviour books on page 56 2nd Edition

Key Issues in Early Years Education

November 2010: A4: 160pp Pb: 978-0-415-48065-9: £22.99

A Guide for Students and Practitioners

For more information, visit: www.routledge.com/9780415480659

Edited by Sandra Smidt, Freelance Educational Consultant, UK

2nd Edition

Understanding the Reggio Approach Linda Thornton and Pat Brunton, both Educational Consultants, UK

• brings theory to life by linking it with practice.

Review for the previous edition:

‘Linda Thornton and Pat Brunton have been immersed in the field for many years and write authoritatively, with understanding and clarity. The book is thoroughly up to date and offers a useful reference source. This book is very welcome, it is accessible, readable and sound.’ – Review of the First Edition in ReFocus, Journal of the UK Reggio Network 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. 2009: 246 x 174: 144pp Pb: 978-0-415-48247-9: £19.99 For more information, visit: www.routledge.com/9780415482479

This fully revised collection is a comprehensive investigation into the key issues in early years education which: • provides a blend of real life examples and theory, drawn from a diversity of early childhood settings and classes

Early Years Education in Practice

e arly ye ars – Practice

Early Years Practice

2009: 234 x 156: 216pp Pb: 978-0-415-46525-0: £18.99 For more information, visit: www.routledge.com/9780415465250

Introducing Vygotsky A Guide for Practitioners and Students in Early Years Education Sandra Smidt, Freelance Educational Consultant, UK

’While few twentieth century educational theorists are more influential than Vygotsky, his contributions are frequently misunderstood. Smidt works to remedy this problem with a text that endeavors to make Vygotsky accessible to early childhood educators and students.’ – CHOICE

2008: 234 x 156: 192pp Pb: 978-0-415-48057-4: £17.99 For more information, visit: www.routledge.com/9780415480574

For further information, email: education@routledge.com.

early years – Child Development and Well-Being

Child Development and Well-Being NEW

Domestic Violence and Children

Child Development in Practice

A Handbook for Schools and Early Years Settings

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.

This book gives students, managers and practitioners suggestions for ways of working with children which will help them learn confidently, independently and co-operatively. As the theory and practice are interwoven, students and practitioners will be made aware of firstly, why a thorough understanding of child development is so important and secondly, how to put the theory into practice. Descriptions of practice that occur every day in early years settings are thoughtfully and clearly discussed in the light of current and recent research. Sound principles of early years practice underpin the theory section of this book which then goes on to answer practitioners’ most frequently asked questions such as ’How do I know where children are in their learning to help move them to the next stage?’ and ’How should children feel about their learning?’. Descriptions of the good practice in seven of the most usual areas of the setting such as sand and water, role play, the creative area and the outside area will help trainers and practitioners to identify those factors which enable children to learn in ways that are developmentally appropriate. A final chapter contains ideas for challenging but manageable topics which are cross-curricular. Guidance for the successful planning of these topics will offer practical suggestions to support practitioners in providing children with rewarding learning experiences. August 2010: 246 x 174: 176pp Pb: 978-0-415-49755-8: £18.99 For more information, visit: www.routledge.com/9780415497558

Abigail Sterne, Oldham Educational Psychology Service, UK and Liz Poole, Oldham Educational Psychology Service, UK Contributors: Donna Chadwick, Catherine Lawler and Lynda W. Dodd

What can schools and social care workers do to help children affected by domestic violence? This book describes the impact of domestic violence on children and provides support for education and social care professionals. It takes heavy workloads into account and suggests practical ways of meeting the needs of pupils who come from difficult home backgrounds.

The authors provide guidance and advice on: • identifying and responding to signs of distress

Nurturing Secure Relationships from Birth to Five Years Veronica Read, Educational Consultant and Group Analyst, UK

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:

• helping pupils to talk about and make sense of their experiences

• facilitate secure attachments from the beginning

• the impact on parenting and how parents can be supported

• observe young children effectively.

• create a secure base for children

• educating young people and the community about domestic violence

Each chapter includes a personal reflection exercise and a positive contribution to good practice section. With its accessible approach, this book is essential reading for both practitioners and students looking for guidance on how to nurture secondary attachment relationships in group care settings.

• specialist domestic violence services and other agencies that support schools.

2009: 234 x 156: 144pp Pb: 978-0-415-49164-8: £17.99

• the needs of young people in refuges and temporary accommodation • pupil safety and government safeguarding guidelines

Domestic Violence and Children draws on the expertise of a wide range of professionals, including specialist domestic violence children’s workers and counsellors, psychologists, teachers, mentors and family support workers. It provides essential help and information to all children’s service directorates, as well as a range of professionals in education, social care, health and the voluntary sector. 2009: 246 x 174: 160pp Pb: 978-0-415-46551-9: £19.99 For more information, visit: www.routledge.com/9780415465519

Order a copy of Domestic Violence and Children and get a FREE poster* for your staff room. The authors of Domestic Violence and Children have put together a list of top tips for teachers in supporting children affected by domestic violence. To request your poster email your order for Domestic Violence and Children to education@routledge.com. *limited availability

Developing Attachment in Early Years Settings

For more information, visit: www.routledge.com/9780415491648

Reclaiming Childhood Freedom and Play in an Age of Fear Helene Guldberg, The Open University, UK

‘This is a powerful and passionate book that explains why so much of what we say about children is so wrong.’ – Professor Frank Furedi, Author of Paranoid Parenting ‘An impassioned, lively and thought-provoking polemic.’ – Nursery World

Reclaiming Childhood confronts the dangerous myths spun about modern childhood. Yes, children today are losing out on many experiences past generations took for granted, but their lives have improved in so many other ways. This book exposes the stark consequences on child development of both our low expectations of fellow human beings and our safety-obsessed culture. Rather than pointing the finger at soft ’junk’ targets and labelling children as fragile and easily damaged, Helene Guldberg argues that we need to identify what the real problems are – and how much they matter. 2009: 234 x 156: 216pp Pb: 978-0-415-47723-9: £17.99 For more information, visit: www.routledge.com/9780415477239

TO ORDER – see order form at the back of this catalogue. Alternatively, you can order by: Tel: +44 (0)1235 400524 Fax: +44 (0)20 7017 6699 Online: www.routledge.com/teachers

NEW

Healthy, Active and Outside!

3rd Edition

Running an Outdoors Programme in the Early Years

Outdoor Learning in the Early Years

Janice Filer, LEA Officer and Behaviour Support Teacher, UK

Management and Innovation Helen Bilton, University of Reading, UK Now in its third edition, Outdoor Learning in the Early Years is the complete guide to creating effective outdoor environments for young children’s learning. Comprehensively revised and updated throughout, this book covers every aspect of working outdoors in the early years and fully explains the importance of outdoor play to children’s development.

’There’s a growing awareness that for the good of their health, children need to be out and about more, with their friends, exploring the outdoor world in their own way.’ – Nicola Butler, Director of the Free Play Network

Key topics covered include: • how to manage and set up the outdoor area • what children gain from being outside • how to allow children to take managed risks

• research supporting the outdoor approach.

’The author has presented a thorough background to the benefits of learning outdoors, along with practical advice on how to establish an effective outdoor space.’ – Early Years Update

A book for practitioners at every level of their career; each chapter includes discussions and questions for continuing development that can easily be incorporated into INSET as well as training within further or higher education.

2008: A4: 192pp Pb: 978-0-415-43652-6: £18.99

• making sense of work and play • how outdoor provision helps children become self regulatory • providing for both boys and girls in the outdoor environment

e arly ye ars – Outdoor Learning

Outdoor Learning

For more information, visit: www.routledge.com/9780415436526

March 2010: 246 x 174: 272pp Pb: 978-0-415-45477-3: £19.99 For more information, visit: www.routledge.com/9780415454773

Practical Guidance in the EYFS Series Practical Guidance in the Early Years Foundation Stage Series Edited by Sandy Green ‘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 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

Money-Saving Offer Buy this set for £102.00

• how to consider each area of learning within its broadest context. 2009: 234 x 156 | Pb: 978-0-415-47862-5: £102.00

978-0-415-47862-5

For more information, visit: www.routledge.com/9780415478625

Planning for the Early Years Foundation Stage Sandra Smidt 2009: 234 x 156: 144pp Pb: 978-0-415-47729-1: £17.99 For more information, visit: www.routledge.com/9780415477291

Personal, Social and Emotional Development in the Early Years Foundation Stage Sue Sheppy 2008: 234 x 156: 192pp Pb: 978-0-415-47180-0: £17.99 For more information, visit: www.routledge.com/9780415471800

Physical Development in the Early Years Foundation Stage

Creative Development in the Early Years Foundation Stage

Angela D. Nurse

Pamela May

2009: 234 x 156: 160pp Pb: 978-0-415-47905-9: £17.99

2008: 234 x 156: 144pp Pb: 978-0-415-47653-9: £17.99

For more information, visit: www.routledge.com/9780415479059

For more information, visit: www.routledge.com/9780415476539

Knowledge and Understanding of the World in the Early Years Foundation Stage

Communication, Language and Literacy in the Early Years Foundation Stage

Stella Louis

Helen Bradford

2008: 234 x 156: 176pp Pb: 978-0-415-47304-0: £17.99

2008: 234 x 156: 134pp Pb: 978-0-415-47427-6: £17.99

For more information, visit: www.routledge.com/9780415473040

For more information, visit: www.routledge.com/9780415474276

For further information, email: education@routledge.com.

Problem Solving, Reasoning and Numeracy in the Early Years Foundation Stage Anita M. Hughes 2008: 234 x 156: 160pp Pb: 978-0-415-47654-6: £17.99 For more information, visit: www.routledge.com/9780415476546

Silver at Practical Pre-School Awards 2009

early ye ars

early years key titles and BACKLIST ISBN

Title

Author

Pub Date

Nursery World series

Price

978-0-415-43072-2

Essential Nursery Management

Susan Hay

2007

£18.99

978-0-415-43801-8

Supporting Multilingual Learners in the Early Years

Sandra Smidt

2007

£15.99

978-0-415-42169-0

Drama 3-5

Debbie Chalmers

2007

£15.99

978-0-415-41211-7

Playing and Learning Outdoors

Jan White

2007

£15.99

978-0-415-41288-9

Understanding Children’s Development in the Early Years

Christine Macintyre

2007

£16.99

978-0-415-36215-3

Identifing Additional Learning Needs

Christine Macintyre

2005

£15.99

978-0-415-33974-2 Observing, Assessing and Planning

Sandra Smidt

2005

£16.99

978-0-415-34289-6

Circle Time for Young Children

Jenny Mosley

2005

£18.99

978-0-415-34291-9

Helping with Behaviour

Sue Roffey

2005

£16.99

Play and Learning 978-0-415-42872-9 Nature and Young Children

Ruth Wilson

2007

£18.99

978-1-84312-304-0

Creating a Space to Grow

Gail Ryder-Richardson

2006

£19.99

978-1-84312-067-4

Playing Outside

978-1-84312-350-7 Learning Outdoors 978-0-415-37603-7

Early Years Stories for the Foundation Stage

Helen Bilton

2005

£18.99

Helen Bilton, Karen James, Ann Wilson and Maggie Woonton

2005

£19.99

Mal Leicester

2006

£25.99

978-1-84312-336-1 Play and Learning in the Early Years: Tried and Tested Series

Angela Glenn, Jacquie Cousins and Alicia Helps

2005

£18.99

978-1-84312-337-8 Ready to Read and Write in the Early Years: Tried and Tested Series

Angela Glenn, Jacquie Cousins and Alicia Helps

2005

£18.99

978-1-84312-338-5 Removing Barriers to Learning in the Early Years: Tried and Tested Series

Angela Glenn, Jacquie Cousins and Alicia Helps

2005

£18.99

978-1-84312-104-6 Behaviour in the Early Years: Tried and Tested Series

Angela Glenn, Jacquie Cousins and Alicia Helps

2005

£17.99

978-0-415-37312-8

Jason Swale

2006

£22.99

Setting the Scene for Positive Behaviour in the Early Years

Health and Development 978-1-84312-450-4

Helping Children to be Competent Learners: Helping Children Series

Ann Roberts and Avril Harpley

2007

£10.99

978-1-84312-449-8

Helping Children to be Skillful Communicators: Helping Children Series

Ann Roberts and Avril Harpley

2007

£10.99

978-1-84312-451-1

Helping Children to be Strong: Helping Children Series

Ann Roberts and Avril Harpley

2007

£10.99

978-1-84312-448-1

Helping Children to Stay Healthy: Helping Children Series

Ann Roberts and Avril Harpley

2007

£10.99

978-1-84312-301-9

How to Keep Young Children Safe: How to Series

Lynn Parker

2006

£18.99

978-1-84312-299-9

How to Avoid Illness and Infection: How to Series

Lynn Parker

2006

£18.99

978-1-84312-303-3

How to do a Health and Safety Audit: How to Series

Lynn Parker

2006

£18.99

978-1-84312-388-0

Feeding the Under 5s

Allan Dyson and Lucy Meredith

2006

£19.99

978-1-84312-422-1 Sound Beginnings

Pamela May, Erica Ashford and Gillian Bottle

2006

£18.99

978-0-415-38570-1

Sandra Smidt

2006

£17.99

The Developing Child in the 21st Century

Management and Staff Development 978-1-84312-079-7 Key Persons in the Nursery

Elinor Goldschmeid, Peter Elfer and Dorothy Selleck

2005

£17.99

978-1-84312-034-6

Essential Skills for Managers of Child-Centred Settings

Emma Isles-Buck and Shelly Newstead 2005

£17.99

978-1-84312-279-1

Planning and Using Time in the Foundation Stage

Jill Williams and Karen McInnes

£18.99

978-1-84312-423-8

The New Early Years Professional

2005

Angela D. Nurse

2007

£19.99

978-0-415-41604-7 A Guide to Early Years Practice

Sandra Smidt

2007

£19.99

978-0-415-43421-8 An Encounter with Reggio Emilia

Linda Kinney, Pat Wharton and Carlina Rinaldi

2007

£22.99

978-1-84312-317-0 Developing Early Years Practice

Linda Miller, Carrie Cable and Jane Devereux

2005

£19.99

TO ORDER – see order form at the back of this catalogue. Alternatively, you can order by: Tel: +44 (0)1235 400524 Fax: +44 (0)20 7017 6699 Online: www.routledge.com/teachers

Implementing the Every Child Matters Strategy The Essential Guide for School Leaders and Managers Rita Cheminais About the Author: Rita Cheminais has been a longstanding and bestselling author with Routledge Education/David Fulton for ten years, writing successful books on SEN, Inclusion and Every Child Matters. Rita has thirty-three years experience in the field of education working as a Teacher, SENCO, OFSTED Inspector, General, Senior and Principal Adviser for SEN and Inclusion, as a School Improvement Partner, author, international conference keynote speaker, and currently as a Freelance Education Consultant with her own business Every Child Matters (ECM) Solutions.

new

• Adopts a national strategy approach for ECM as successfully modelled by similar national strategies in primary and secondary schools. • The first practical guide specifically for ECM Managers, in how to implement the government’s ECM strategy step-by-step in a school/education setting. • Suitable for teachers familiar with the basics of ECM who are looking to take it further. • Written by one of our bestselling Fulton authors who is regarded nationally as a leading author on ECM. 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 schools and other education settings.

Featuring step-by-step advice, photocopiable checklists and templates, the book includes suggestions for further activities in relation to implementing and embedding the government’s ECM strategy in schools/education settings. 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. Frameworks and checklists are downloadable from: http://www.routledgeteachers.com/resources/fulton. January 2010: 297 x 210: 120pp | Pb: 978-0-415-49824-1: £24.99 For more information, visit: www.routledge.com/9780415498241

For further information, email: education@routledge.com.

eve ry ch i l d m atte rs

every child matters

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 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.

every ch i l d m atters

Developing and Evaluating Multi-agency Partnerships

The Pocket Guide to Every Child Matters

Overcoming Barriers to Truly Integrated Services

A Practical Toolkit for Schools and Children’s Centre Managers

An At-A-Glance Overview for the Busy Teacher

Carole Beaty, National College of School Leadership, UK

Rita Cheminais

New

Integrated Children’s Centres

Integrated Children’s Centres represents a revolutionary shift in the way in which children’s services are offered to families. Providing early intervention to minimise risk to every young child through sensitive quality services could and should enable each child to meet their potential. A Children’s Centre in every community is one arm of the push to tackle social exclusion and help lift every child out of poverty. Leading and managing integrated Children’s Centres is a highly complex and demanding role.

Integrated Children’s Centres looks at the way in which the Children’s Centre development has built upon research and experience of initiatives such as the HeadStart programme in America and the SureStart programme. It explores the component elements of truly integrative services and the key players in ensuring positive outcomes: families, the local authority, PCT, private and voluntary sector, faith groups. It also looks at the challenges faced by centres, most particularly the difficulty of ensuring that professional cultures come together in a spirit of true collaboration. From case study material it examines what can be achieved while it reviews the barriers to success. August 2010: 234 x 156: 224pp Pb: 978-0-415-47915-8: £22.99 For more information, visit: www.routledge.com/9780415479158

Every Child Matters A Practical Guide for Teaching Assistants Rita Cheminais

’This book is up to date and relevant to the work of a teaching assistant. It provides the background to current legislation as well as lots of practical information ... It is clearly laid out and easy to read or to use as a reference book. It provides information on how children learn and how teaching assistants can support learning and promote well-being.’ – Customer Review on Amazon

2008: A4: 152pp Pb: 978-0-415-45876-4: £17.99 For more information, visit: www.routledge.com/9780415458764

Developing and Evaluating Multi-agency Partnerships provides advice and guidance for managers and leaders responsible for overseeing multi-agency working in these settings, providing a self-evaluation framework to help improve the quality and effectiveness of multi-agency relationships.

‘As with all her publications, this is an immensely practical publication with chapters, in general, having minimal text but including comprehensive checklists, tables, useful proforma and questions to reflect upon. The end result is a user-friendly read for busy practitioners ... This is well worth a look.’ – Special Needs Information Press

The valuable tools and templates within this book will:

• link multi-agency practice with improving the Every Child Matters outcomes

The aim of this pocket guide is to provide an at-a-glance overview and insight into Every Child Matters for busy trainee, newly qualified and experienced teachers, working with pupils in a range of educational settings, who want a quick point of reference in order to know how:

• suggest best practice for gathering multi-agency evidence

• the concept, aims and principles of Every Child Matters influences their practice

• give guidance on building a portfolio of evidence and achieving external recognition.

• to develop a shared vision and ethos for Every Child Matters

The self-evaluation framework provided in this book meets the requirements of the Children’s Workforce standards and OFSTED requirements for effective partnerships. To improve the effectiveness of this resource, additional resources are downloadable in customisable form from: www.routledgeteachers.com/resources/fulton.

• Every Child Matters policy informs practice

2009: 234 x 156: 112pp Pb: 978-0-415-55658-3: £18.99

It features step-by-step advice, useful checklists and templates which can be customised to suit the context of a range of primary and secondary phase educational settings.

• explain the importance of self-evaluation • provide a framework for self-evaluation via a step-by-step guide

For more information, visit: www.routledge.com/9780415556583

Engaging Pupil Voice to Ensure that Every Child Matters A Practical Guide

• to develop effective teamwork and collaborative partnership working • to embed Every Child Matters outcomes in personalised learning • to monitor and evaluate the impact of Every Child Matters at classroom level.

2009: 234 x 156: 112pp Pb: 978-0-415-47917-2: £13.99 For more information, visit: www.routledge.com/9780415479172

Bests

Rita Cheminais Engaging Pupil Voice to Ensure Every Child Matters provides an invaluable resource for all those professionals from the Children’s Workforce who work with and support children and young people in a range of educational settings. It offers practical guidance, recommended strategies, models of good practice and signposting to further sources of information on how best to ensure pupils make a positive contribution to improving the Every Child Matters outcomes.

eller

Every Child Matters A Practical Guide for Teachers

2008: A4 :114pp Pb: 978-0-415-46854-1: £19.99

978-1-84312-463-4

For more information, visit: www.routledge.com/9780415468541

every child matters key titles and BACKLIST ISBN

Title

Author

Pub Date

Price

978-1-84312-467-2 Working Together in Children’s Services

Damien Fitzgerald and Janet Kay

2007

£20.99

978-1-84312-475-7

Rita Cheminais

2007

£20.99

Extended Schools and Children’s Centres

978-1-84312-463-4

Every Child Matters: A Practical Guide for Teachers

Rita Cheminais

2006

£19.99

978-1-84312-406-1

Every Child Matters: A New Role for SENCOs

Rita Cheminais

2005

£19.99

TO ORDER – see order form at the back of this catalogue. Alternatively, you can order by: Tel: +44 (0)1235 400524 Fax: +44 (0)20 7017 6699 Online: www.routledge.com/teachers

2nd Edition

The Essential Guide for New Teaching Assistants Assisting Learning and Supporting Teaching in the Classroom Anne Watkinson, Freelance Education Consultant, UK Series: The Essential Guides for TAs

te ach i n g as s i s tants

teaching assistants

About the Author: 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.

new

The Essential Guide for New Teaching Assistants provides an introduction for Teaching Assistants who have recently been inducted, or are going through the process of induction, and are working in schools with children or young people.

Chapters include practical guidance on: • getting started in a Teaching Assistant role

This book forms essential reading for Teaching Assistants seeking to understand the basic principles of education, teaching and learning. With an emphasis on personal responsibility and professionalism, the role of a Teaching Assistant and their relationship with qualified teachers is fully outlined.

• developing a reflective approach to personal and professional development • the Every Child Matters initiative • working in partnership with qualified teachers

Now fully updated:

• being part of a whole school team

This new edition is fully updated in line with National Occupational Standards, changes in the primary and secondary National Curricula and revised induction materials from the TDA.

• working with individual children to progress their learning and development • further training and professional development.

January 2010: A4: 144pp | Pb: 978-0-415-54710-9: £19.99 For more information, visit: www.routledge.com/9780415547109

2nd Edition

The Essential Guide for Competent Teaching Assistants

The Essential Guide for Experienced Teaching Assistants

Meeting the National Occupational Standards at Level 2 Anne Watkinson, Freelance Education Consultant, UK

Meeting the National Occupational Standards at Level 3

Series: The Essential Guides for TAs

Anne Watkinson, Freelance Education Consultant, UK

Series: The Essential Guides for TAs

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.

2008: A4: 224pp Pb: 978-0-415-46048-4: £19.99 For more information, visit: www.routledge.com/9780415460484

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.

2009: A4: 272pp Pb: 978-0-415-46049-1: £19.99

Making the Most of Your Teaching Assistant Good Practice in Primary Schools Sue Briggs, Advisor for Educational Development Service, Warwickshire, UK and Sue Cunningham, Director of Inclusion in Secondary School, UK

Making the Most of Your Teaching Assistant is an essential handbook for every SENCo and teacher responsible for managing Teaching Assistants. Based firmly in the classroom and focused on supporting pupil progress it provides clear guidance and practical support in deploying, training and monitoring the effectiveness of Teaching Assistants.

2008: A4: 96pp Pb: 978-0-415-45721-7: £19.99 For more information, visit: www.routledge.com/9780415457217

For more information, visit: www.routledge.com/9780415460491

For further information, email: education@routledge.com.

teach i ng as s i s tants

2nd Edition

NEW

2nd Edition

A Teaching Assistant’s Guide to Completing NVQ Level 2

2nd Edition

The Handbook of Lunchtime Supervision

Supporting Teaching and Learning in Schools Susan Bentham, Bognor Regis Community College, UK and Roger Hutchins, Special Educational Needs Co-ordinator, UK

Based on the updated National Occupational Standards for Supporting Teaching and Learning in Schools, this second edition of A Teaching Assistant’s Guide to Completing NVQ Level 2 caters directly to the criteria of the course, providing the necessary ‘knowledge and understanding’ required as well as invaluable information regarding evidence collection. Incorporating the changed guidelines regarding evidence collection this comprehensive guide demonstrates the role of the assessor in observing and questioning the candidate and that of the candidate asking colleagues to provide witness statements. As well as providing in-depth underpinning knowledge for all mandatory units and a vast array of optional units, this book offers a range of tried-and-tested materials and practical advice for NVQ Level 2 candidates. A wide range of chapters provides essential advice for NVQ Level 2 candidates, including how to: • support children’s development • provide effective support for your colleagues • observe and report on pupil performance • provide support for learning activities • support a child with disabilities or special educational needs.

2009: 246 x 174: 280pp Pb: 978-0-415-49018-4: £19.99 For more information, visit: www.routledge.com/9780415490184

A Teaching Assistant’s Guide to Completing NVQ Level 3 Supporting Teaching and Learning in Schools Susan Bentham, Bognor Regis Community College, UK and Roger Hutchins, Special Educational Needs Co-ordinator, UK

This textbook addresses both the performance and knowledge requirements of the course. A key element of your NVQ Teaching Assistant course is to show evidence that you can apply your knowledge to everyday classroom activities, and students often find this is their biggest challenge. This book provides a range of tried-and-tested materials and practical advice on how to gather evidence that covers key performance indicators, to ensure that you complete your course successfully.

2008: 246 x 174: 304pp Pb: 978-0-415-43244-3: £20.99 For more information, visit: www.routledge.com/9780415432443

A Teaching Assistant’s Guide to Child Development and Psychology in the Classroom Susan Bentham, Bognor Regis Community College, UK

Shirley Rose, Freelance Consultant and Trainer, London, UK

Praise for the first edition: ’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.’ – TES

Praise for the previous edition: ’Susan Bentham’s A Teaching Assistant’s Guide to Child Development and Psychology in the Classroom tells us more about Vygotsky but keeps it firmly in the classroom, illustrating explanations of learning styles and strategies with lots of mini case studies.’ – TES 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. The book addresses issues including: • how to support learning • how to identify and cater for different learning styles • teaching children with additional needs • how to manage behaviour to support learning • how to help children with their self-esteem and independence. This new edition includes references to up-to-date research in child development and psychology to include information regarding personalised learning, creativity, motivation, online learning and neuroscience. Chapters are complemented with lively case studies, self-assessment questions and examples of how to apply theory to everyday classroom practice. September 2010: 216 x 138: 192pp Pb: 978-0-415-56923-1: £18.99 For more information, visit: www.routledge.com/9780415569231

Supporting Teaching and Learning in Schools A Handbook for Higher Level Teaching Assistants Edited by Sarah Younie, De Montfort University, UK, Susan Capel, Brunel University, UK and Marilyn Leask, The Teacher Training Agency, UK

’Aimed at higher level teaching assistants (HLTAs), this invaluable Handbook reviews the knowledge and skills required to work effectively with pupils, colleagues and parents.’ – Learning Teaching Update

2008: 246 x 174: 208pp Pb: 978-0-415-35884-2: £19.99 For more information, visit: www.routledge.com/9780415358842

Everything you need to know about supervising pupils during the lunchtime break is covered in this Handbook. 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. The Handbook of Lunchtime Supervision is essential reading for lunchtime supervisors and teaching assistants with all levels of experience, and can be used as a training manual by headteachers or senior managers of lunchtime teams. 2009: A4: 160pp Pb: 978-0-415-49226-3: £21.99 For more information, visit: www.routledge.com/9780415492263

Are you a TA Course Leader? If so, you could obtain an inspection copy on any of our Teaching Assistant books for consideration for your course. Up to 3 paperback books are available for 60 days inspection for lecturers considering adopting the book on their course. If you adopt a book and expect 12 or more students to buy the book, you may keep your copy free of charge when you complete the comments form. If the book is not adopted the book should be returned to us in resaleable condition. To order your inspection copy visit: www.routledgeeducation.com/info/examcopy.

TO ORDER – see order form at the back of this catalogue. Alternatively, you can order by: Tel: +44 (0)1235 400524 Fax: +44 (0)20 7017 6699 Online: www.routledge.com/teachers

NEW

Supporting Children’s Reading An INSET Course for Teaching Assistants and Volunteer Helpers

2nd Edition

The SEN Handbook for Trainee Teachers, NQTs and Teaching Assistants

Margaret Hughes, Formerly Warwickshire LEA Literacy Adviser, UK and Peter Guppy, Warwickshire Reading Support Services, UK

Wendy Spooner

Series: David Fulton / Nasen

• 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. February 2010: A4: 112pp | Pb: 978-0-415-49836-4: £24.99 For more information, visit: www.routledge.com/9780415498364

Series: David Fulton / Nasen Praise for the first edition: ’The SEN Handbook for Trainee Teachers, NQTs and Teaching Assistants by Wendy Spooner is a comprehensive guide to working with children with special educational needs. Linked to National Standards, and created in collaboration with Nasen, it is packed with relevant, up-to-date information.’ – Junior Education Plus Accessibly written with the needs of trainee teachers and Higher Level Teaching Assistants in mind, this new edition of Wendy Spooner’s popular SEN Handbook provides an up-to-the-minute introduction to key issues.

te ach i n g as s i s tants

2nd Edition

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. Further features include starting points for discussion and suggestions as to where to find further information and support. Core standards for teachers, QTS and HLTA qualifications are highlighted enabling the reader to understand exactly what is expected of them. Coverage includes: • 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 • issues of inclusion and exclusion • a range of teaching approaches and strategies • school-based training and SEN issues that may arise • further reading, websites and resources lists. Practical and comprehensive, this is an invaluable resource for all teaching professionals working towards providing the most effective learning opportunities for all pupils.

Feedback

September 2010: 246 x 174: 128pp | Pb: 978-0-415-56771-8: £19.99 For more information, visit: www.routledge.com/9780415567718

We are always interested in hearing from teachers. If you would like to offer feedback on any of our books or marketing then please email: sarah.tweddle@tandf.co.uk.

teaching assistants key titles and BACKLIST ISBN

Title

Author

Pub Date

Price

978-0-415-45306-6

Leading and Managing Teaching Assistants

Anne Watkinson

2007

£20.99

978-0-415-43425-6

Key Issues for Teaching Assistants

Gill Richards and Felicity Armstrong

2007

£18.99

978-1-84312-446-7

Primary ICT for Teaching Assistants

John Galloway

2007

£17.99

978-0-415-41105-9

FAQs for TAs

Elizabeth Holmes

2007

£17.99

978-1-84312-447-4

Primary Science for Teaching Assistants

Rosemary Feasey

2007

£17.99

978-1-84312-428-3

Primary Mathematics for Teaching Assistants

Sylvia Edwards

2007

£17.99

978-1-84312-251-7

Learning and Teaching

Anne Watkinson

2006

£17.99

978-1-84312-203-6

ICT for Teaching Assistants

978-0-415-34568-2 The Teaching Assistants Guide

John Galloway and Hilary Norton

2006

£17.99

Linda Fletcher-Hammersley, Michelle Lowe and Jim Pugh

2006

£18.99

978-1-84312-263-0

Help Students Improve Their Study Skills

Jane Dupree

2006

£17.99

978-0-415-35472-1

Practical Tips for Teaching Assistants

Susan Bentham and Roger Hutchins

2005

£17.99

Susan Bentham

2005

£17.99

978-0-415-35119-5 A Teaching Assistants Guide to Managing Behaviour in the Classroom 978-0-415-35234-5 A Teaching Assistants Guide to Primary Education

Joan Dean

2005

£17.99

978-1-84312-106-0

Christine Ritchie and Paul Thomas

2005

£16.99

Successful Study

For further information, email: education@routledge.com.

teach i ng as s i s tants

33 Ways to Help with... Series The Routledge 33 Ways to Help with... series of practical ‘how-to’ books is for teachers, teaching assistants and SENCOs who are in need of fresh ideas to teach pupils in their care who are struggling with basic skills. It provides them with the tools to make good provision for a range of children in their class, and are a resource from which they can extract ideas and materials without having to plough through chapters of theory and research. NEW

NEW

33 Ways to Help with Spelling

33 Ways to Help with Writing

Supporting Children who Struggle with Basic Skills

Heather Morris and Sue Smith

Raewyn Hickey

June 2010: A4: 120pp Pb: 978-0-415-56080-1: £19.99

February 2010: A4: 128pp Pb: 978-0-415-55340-7: £21.99

For more information, visit: www.routledge.com/9780415560801

For more information, visit: www.routledge.com/9780415553407

33 Ways to Help with Reading

33 Ways to Help with Numeracy

Supporting Children who Struggle with Basic Skills

Raewyn Hickey

Brian Sharp

2008: A4: 120pp Pb: 978-0-415-44887-1: £19.99

2008: A4: 136pp Pb: 978-0-415-46896-1: £19.99

For more information, visit: www.routledge.com/9780415448871

For more information, visit: www.routledge.com/9780415468961

Spotlight Series Glynis Hannell This extremely practical series provides busy teachers and teaching assistants with a collection of worksheets that can be used as instant, educationally appropriate learning activities written specifically with the inclusive classroom in mind. All the books in this series: • promote effective intervention and inclusion strategies for teachers and teaching assistants • provide materials that are solidly grounded in an understanding of how children learn and the particular difficulties of children with special needs • stimulate discussion and interaction • can be used as part of an individual or small group learning programme for a child with special needs • provide ’whole class’ materials that can also engage older children or those with a higher level of achievement • offer teachers quick, fun activities that never require additional resources, special materials or preparation.

Spotlight on Writing A Teacher’s Toolkit of Instant Writing Activities Glynis Hannell 2008: A4: 128pp Pb: 978-0-415-47308-8: £17.99 For more information, visit: www.routledge.com/9780415473088

Spotlight on Your Inclusive Classroom A Teacher’s Toolkit of Instant Inclusive Activities Glynis Hannell 2008: A4: 128pp Pb: 978-0-415-47306-4: £17.99 For more information, visit: www.routledge.com/9780415473064

Spotlight on Reading A Teacher’s Toolkit of Instant Reading Activities Glynis Hannell 2008: A4: 128pp Pb: 978-0-415-47307-1: £17.99 For more information, visit: www.routledge.com/9780415473071

Spotlight on Spelling A Teacher’s Toolkit of Instant Spelling Activities Glynis Hannell 2008: A4: 128pp Pb: 978-0-415-47305-7: £17.99 For more information, visit: www.routledge.com/9780415473057

Spotlight on Language A Teacher’s Toolkit of Instant Language Activities Glynis Hannell 2008: A4: 128pp Pb: 978-0-415-47311-8: £17.99 For more information, visit: www.routledge.com/9780415473118

TO ORDER – see order form at the back of this catalogue. Alternatively, you can order by: Tel: +44 (0)1235 400524 Fax: +44 (0)20 7017 6699 Online: www.routledge.com/teachers

NEW

2nd Edition

The Insider’s Guide for New Teachers

The Newly Qualified Teacher’s Handbook

Succeed in Training and Induction

Elizabeth Holmes, Professional Writer on Education, UK

The SEN Handbook for Trainee Teachers, NQTs and Teaching Assistants Wendy Spooner

Sara Bubb, Institute of Education, UK

Series: David Fulton / Nasen ’The SEN Handbook for Trainee Teachers, NQTs and Teaching Assistants by Wendy Spooner is a comprehensive guide to working with children with special educational needs. Linked to National Standards, and created in collaboration with NASEN, it is packed with relevant, up-to-date information.’ – Junior Education Plus Accessibly written with the needs of trainee teachers and Higher Level Teaching Assistants in mind, this new edition of Wendy Spooner’s 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. Further features include starting points for discussion and suggestions as to where to find further information and support. Core standards for teachers, QTS and HLTA qualifications are highlighted enabling the reader to understand exactly what is expected of them. September 2010: 246 x 174: 128pp Pb: 978-0-415-56771-8: £19.99 For more information, visit: www.routledge.com/9780415567718

This accessible, engaging guide contains all the advice you need to get you through your teacher training and the first year of the job. Written by Sara Bubb, new teacher ’agony aunt’ for the Times Educational Supplement, it’s peppered with illuminating anecdotes and authoritative advice that will prove vital to all new teachers, including sections on:

• choosing and getting on a training course • what you have to do to get Qualified Teacher Status, including the skills tests • succeeding on the course – study skills, planning lessons, managing behaviour and being observed

’A lifesaver in your first year.’ – The Times Educational Supplement Practical, comprehensive and lively, this invaluable guide covers all aspects of your first crucial months and years, and will set your teaching career off on the right track.

n qt an d teach er trai ni ng

nqt and teacher training

2008: 234 x 156: 288pp Pb: 978-0-415-44596-2: £20.99 For more information, visit: www.routledge.com/9780415445962

• making the most of Induction

How to be a Brilliant Teacher

• looking after yourself and managing your time.

Trevor Wright, University College, Worcester, UK

Updated with all the latest information and advice, the second edition will be an indispensable guide to success in training and induction, and will take new teachers stage-by-stage from training to tackling their first job. It will look in-depth at the job hunting process, applications and interviews, ways to make the most of induction, and methods for managing time.

2009: 216 x 138: 184pp Pb: 978-0-415-49932-3: £16.99

This cheerful and accessible book is packed with direct and practical advice drawn from the author’s extensive and successful personal experience as teacher-trainer, teacher and examiner. It sets out clear and practical guidelines to support and enhance your teaching skills.

For more information, visit: www.routledge.com/9780415499323

2008: 216 x 138: 176pp Pb: 978-0-415-41108-0: £16.99

For more information on books for teacher training, visit: www.routledge.com/education.

For more information, visit: www.routledge.com/9780415411080

nqt and teacher training key titles and BACKLIST ISBN

Title

Author

Pub Date

Price

978-0-415-30096-4

Preparing to Teach

Jeff Battersby and John Gordon

2006

£18.99

978-0-415-48258-5 A Practical Guide to Teaching Music in the Secondary School

Julie Evans and Chris Philpott

2009

£19.99

978-0-415-45364-6 A Practical Guide to Teaching Science in the Secondary School

Douglas P. Newton

2008

£20.99

978-0-415-42369-4 A Practical Guide to Teaching Design and Technology in the Secondary School

Gwyneth Owen-Jackson

2007

£19.99

978-0-415-40299-6 A Practical Guide to Teaching ICT in the Secondary School

Steve Kennewell

2007

£19.99

978-0-415-36741-7 A Practical Guide to Teaching Citizenship in the Secondary School

Liam Gearon

2006

£19.99

978-0-415-37024-0 A Practical Guide to Teaching History in the Secondary School

Martin Hunt

2006

£19.99

978-0-415-39328-7 A Practical Guide to Teaching Modern Foreign Languages in the Secondary School

Norbert Pachler and Ana Redondo

2006

£19.99

978-0-415-36111-8 A Practical Guide to Teaching Physical Education in the Secondary School

Susan Capel, Peter Breckon and Jean O’Neill

2006

£19.99

978-0-415-36796-7

FAQs for NQTs

978-0-415-31734-4 Next Steps in Teaching

For further information, email: education@routledge.com.

Elizabeth Holmes

2006

£19.99

Michael Hammond

2005

£20.99

nqt and teach er trai ni ng – Teacher Training m entori ng

Teacher Training Navigating Initial Teacher Training Becoming a Teacher Andrew J. Hobson, University of Nottingham, UK, Angi Malderez, University of Leeds, UK and Louise Tracey

Are you considering or already training to become a teacher? Do you want to know more about the variety of types of training on offer? Do you need reassurance that you are on the right path? Or would you just like to see how others cope with their teacher training? If so, this lively book, built on the experience of thousands of people just like you, is exactly what you need. Written by experts with backgrounds in teaching, supporting teacher learning and researching teacher training, and based on a major study of nearly 5,000 beginner teachers, it provides an authentic insight into what lies ahead when becoming a teacher.

The book, which incorporates extensive conversations with large numbers of student and newly qualified teachers, will also serve as the ideal course companion when undertaking your Initial Teacher Training programme. It includes practical ideas and strategies for coping with various aspects of life as a student teacher, for example, dealing with pupil behaviour, building and managing relationships with mentors and other teachers in schools, and finding and obtaining a first teaching post.

Are you a teacher training lecturer? Request a catalogue in your subject field at: education@routledge.com.

2009: 216 x 138: 176pp | Pb: 978-0-415-43334-1: £15.99 For more information, visit: www.routledge.com/9780415433341

mentoring NEW

NEW

How to be a Brilliant Mentor

Mentoring and Coaching in Secondary Schools

Developing Outstanding Teachers

Professional Learning Through Collaborative Enquiry

Edited by Trevor Wright, University of Worcester, UK

Suzanne Burley and Cathy Pomphrey, both at London Metropolitan University, UK

How to be a Brilliant Mentor is an informal and accessible book that provides ideas and reassurance to help support you in your work as a teacher-training mentor. The authors are experienced trainers, teachers, and mentors and bring together a wealth of expertise and research, offering clear and practical guidelines to enhance your mentoring, helping you to analyse your own practice and to understand the complex and often ambiguous role of the mentor in school. Considering why you might become a mentor and what you can gain from the experience, How to be a Brilliant Mentor provides practical strategies and direct problem-solving to help you move promising trainees quickly beyond mere competence. It explores:

Mentoring and Coaching in Secondary Schools provides guidance on developing coaching and mentoring relationships to help teachers with different levels of experience bring about changes in professional practice. Taking an enquiry-based approach, this book covers all aspects of mentoring and coaching, from building an initial relationship, to recording evidence in a Professional Learning Journal and includes: • an overview of different approaches to mentoring and coaching and factors which can impact upon different relationships • a guide to different forms of coaching and mentoring relationships, including specialist coaching, guided learning, co-coaching, peer-to-peer coaching and school workforce collaboration

• collaborative working

• detailed case studies focusing on teachers at different stages in their career

• giving effective feedback

• practical guidance on carrying out practitioner research

• emotional intelligence and developing and maintaining relationships

• an analysis of learning outcomes resulting from different coaching and mentoring relationships

• dealing with critical incidents • developing reflective practice • what to do if relationships beak down • the relationship between coaching and mentoring • mentoring newly qualified teachers as well as 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.

• advice on using a Professional Learning Journal. Throughout the book, the focus on enquiry-based practice and action research is supported by a series of professional learning tasks. Mentoring and Coaching in Secondary Schools will be valuable reading for mentors in secondary schools, teachers undertaking continuing professional development and students on coaching and mentoring courses. December 2010: 246 x 174: 240pp | Pb: 978-0-415-56363-5: £22.99 For more information, visit: www.routledge.com/9780415563635

June 2010: 216 x 138: 200pp | Pb: 978-0-415-49214-0: £18.99 For more information, visit: www.routledge.com/9780415492140

TO ORDER – see order form at the back of this catalogue. Alternatively, you can order by: Tel: +44 (0)1235 400524 Fax: +44 (0)20 7017 6699 Online: www.routledge.com/teachers

cpd NEW

NEW

What Expert Teachers Do

Politics and the Primary Teacher

Setting Up Parental Support in Schools and Early Years Settings

Enhancing Professional Knowledge for Classroom Practice John Loughran

Peter Cunningham, Formerly University of Cambridge, UK

‘This book gets to the heart of what makes for good teaching. The ideas are robust, principled and practical.’ – Associate Professor Jane Mitchell, Charles Sturt University

How does the media represent the role of the teacher, and how does that affect your work?

‘At one and the same time practical and intellectually stimulating.’ – Professor Susan Groundwater-Smith, University of Sydney

Politics and the Primary Teacher provides an objective overview of issues that have shaped the context in which primary school teachers work, how they have impacted on schools, classroom practice, and on teachers’ own development and experience. Highlighting key questions for consideration, it helps students on initial teacher education courses and teachers engaged in ongoing professional development, particularly at Masters Level, as well as those on education studies courses, understand how politics shape their professional life, and how they can effectively address issues that affect their practice. Key topics covered include:

How do expert teachers do it? How do they enhance student learning? How do they manage the dilemmas and tensions inherent in working with twenty-five different students in every lesson? Internationally respected teacher educator John Loughran argues that teachers’ knowledge of what they do is largely tacit and often misunderstood. In this book, he distils the essence of professional practice for classroom teachers. Drawing on the best research on pedagogy, he outlines the crucial principles of teaching and learning, and shows how they are translated into practice using real classroom examples. He emphasises that teaching procedures need to be part of an integrated approach, so that they are genuinely meaningful and result in learning. Throughout, he shows how teachers can engage their students in ways that create a real ‘need to know’, and a desire to become active learners. What Expert Teachers Do is for teachers who want to become really accomplished practitioners. April 2010: 234 x 156: 240pp Pb: 978-0-415-57967-4: £23.99 For more information, visit: www.routledge.com/9780415579674

Good Teachers, Good Schools How to Create a Successful School David Hudson, Headteacher at Wickersley School and Sports College, Rotherham, UK ’Good schools think with people and not to people’ argues David Hudson in this thought-provoking practical guide for those wanting to bridge the gap between middle and senior management roles, and make a difference in their schools. Accessibly and engagingly written and packed with real-life examples, this book will prove essential reading for ambitious teachers and deputy heads everywhere.

How accurately does an inspection reflect the achievements of a primary school?

• the role of primary education in dealing with obesity and guaranteeing child protection • Every Child Matters and inter-professional working • how the media shapes local and national views about education and how this impacts on relationships such as those with parents • the rationale behind, and effects of compulsory and non-compulsory assessment • the role and status of teaching assistants • the move towards the Masters degree for professional development.

Janice Filer, LEA Officier and Behaviour Support Teacher, UK

Setting up parent support activities provides even the most vulnerable families with positive experiences that will enhance the learning taking place in schools and settings for all children, particularly children with behavioural and emotional difficulties. This book provides step-by-step guidance for setting up parenting programmes and other initiatives to support parents in early years settings and primary schools. The book also gives practical advice on how to set up inclusive programmes which support families in order to encourage good home-school relations. Written with the busy practitioner in mind, this step-by-step guidebook provides a range of practical activities for practitioners to adopt: from the basic idea of starting to include parents more through universal activities such as how to engage parents in the first place, setting up the parent’s room, providing individual support to an overview of the more theoretical approaches needed for targeted parents. Guidance is given on how to: • set up the parenting rooms • manage safety issues • carry out risk assessments

Key questions, chapter introductions and summaries, school-based tasks and annotated further reading sections are designed to help students develop their understanding, encourage reflection and consider how their practice might be shaped accordingly.

• support family learning

December 2010: 234 x 156: 160pp Pb: 978-0-415-54959-2: £19.99

This easy-to-use guidebook includes examples of structured activities, templates for group and individual assessment and photocopiable sheets. Short case studies are used throughout to show how different approaches and parent support programmes work in practice.

For more information, visit: www.routledge.com/9780415549592

2008: 216 x 138: 152pp Pb: 978-0-415-47132-9: £17.99 For more information, visit: www.routledge.com/9780415471329

A Practical Guide

How influential are the governors in your school, and how ’political’ are they?

• the current emphasis on basic skills and standards of achievement for national economic performance, citizenship and responses to ethnic and cultural diversity

For further information, email: education@routledge.com.

cpd

NEW

• engage parents and retain their interest and attendance • use screening tools to collect date and document changes in behaviour.

October 2010: A4: 160pp Pb: 978-0-415-48065-9: £22.99 For more information, visit: www.routledge.com/9780415480659

Are you interested in ordering multiple copies of our books? If so, contact our special sales team on cis@tandf.co.uk and you may be entitled for a discount.

cpd

The Art of Teaching

NEW

3rd Edition

2nd Edition

In at the Deep End

You and Your Action Research Project

A Survival Guide for Teachers in Post-Compulsory Education

Jean McNiff, Educational Consultant, UK and Jack Whitehead

Jim Crawley

Teachers working in Post Compulsory Education are recognised as being subject to a particularly acute set of pressures and challenges. Now in its second edition, the highly regarded In at the Deep End offers invaluable practical support and guidance for day-to-day teaching in Post Compulsory Education to help you develop into an effective, confident, committed and reflective teacher.

Experiences of Schools Cedric Cullingford, Formerly University of Huddersfield, UK

What are the most effective ways of planning and doing action research projects? You and Your Action Research Project gives practical guidance on doing an action research project. Written for practitioners across professions who are studying on award-bearing courses, this book is packed full of useful advice and takes the reader through the various stages of a project, including:

A central dilemma for teachers is finding ways to deal with the multiple perspectives and demands of pupils, parents, school management, and external forces.

• accessing support, working with your local colleagues and a greater community of practice

• starting your action research project

• using straightforward techniques to help you manage pressure and conflict

• techniques for dealing with the data

• making claims to knowledge and validating them

Subjects covered include:

• making your research public.

• what pupils think of teachers

The practical approach will appeal to practitioners and will encourage them to try out new strategies for improving their work. It will also be essential reading for those resource managers in schools, colleges and higher education institutions who are responsible for providing courses and support.

• teacher’s views of themselves and self reflection

With a range of strategies, activities and spaces to reflect, this book provides advice on: • meeting initial challenges, working positively with your students and handling challenging behaviour

• supporting skills for life, key skills and essential skills • making positive use of Information and Communications Technology to support learning • teaching your specialist subject • managing inspections, developing as a leader and becoming a ’Reflective Practitioner’. Lively and engaging, and built from the experience of many teachers across the last thirty years, this book will help all teachers overcome everyday problems and pressures to keep their ’heads above water’, and become efficient, skilled professionals in the Post Compulsory Education workforce.

• monitoring and documenting the action

2009: 234 x 156: 280pp Pb: 978-0-415-48709-2: £22.99 For more information, visit: www.routledge.com/9780415487092

• school hierarchies and the ethos of inspection • using pupil insights to inform learning strategies. Essential reading for all teachers and students, this book offers a unique insight into school relationships and structures, giving readers an awareness of what is like to be a teacher. 2009: 234 x 156: 168pp Pb: 978-0-415-49251-5: £19.99 For more information, visit: www.routledge.com/9780415492515

August 2010: 246 x 174: 212pp Pb: 978-0-415-49989-7: £17.99 For more information, visit: www.routledge.com/9780415499897

View any

FREE books for your time

online

If you would be happy to be included in a focus group just email to sarah.tweddle@tandf.co.uk with ‘Yes please to focus group’ in your subject line and we will contact you to arrange a time.

product using the urls below each listing

cpd key titles and BACKLIST ISBN

Title

Author

Pub Date

Price

978-0-415-42870-5

Transferring Your Teaching Skills into the Wider World

Deborah Lewis and Hilary White

2007

£17.99

Herbert Altricher, Allan Feldman, Peter Posch and Bridget Somekh

2007

£25.99

978-0-415-37794-2 Teachers Investigate Their Work 978-0-415-44725-6

Professional Attributes and Practice

Mike Cole

2007

£20.99

978-0-415-34435-7

Taking Control of Your Teaching Career

John Howson

2006

£18.99

978-0-415-33498-3

Teacher Well-Being

Elizabeth Holmes

2005

£19.99

978-0-415-36934-3

Stress Relief for Teachers

Claire Hayes

2005

£23.99

Jean McNiff

2005

£20.99

978-1-84312-321-7 Action Research for Teachers

TO ORDER – see order form at the back of this catalogue. Alternatively, you can order by: Tel: +44 (0)1235 400524 Fax: +44 (0)20 7017 6699 Online: www.routledge.com/teachers

s ch ool l e aders h i p

school leadership School Leadership: Heads on the Block? Pat Thomson, Professor of Education and Director of Research at the School of Education, University of Nottingham, UK. Pat has worked as a headteacher in disadvantaged schools in South Australia, and has published several books. ’The cover of this book says it all – the impossibilities of leadership within the current education policy regime. Pat Thomson outlines in graphic and sometimes shocking detail the complexities of school headship. The book blows away the complacent niceties of leadership theories in an account of the risks, stresses and dissatisfactions of real leadership in real schools.’ – Stephen J. Ball, Karl Mannheim Professor of Sociology of Education, University of London, UK Key features of the book: • draws on a wide range of material, ranging from published research, interviews and media clippings to popular films and children’s novels • makes extensive use of headteachers’ words and stories • based in the author’s own experiences of headship, tackling issues that leadership books often ignore. Most teachers become heads for idealistic reasons, wanting to make a difference to the lives of children and young people. Yet serving heads suggest the job is getting harder, talking openly about stress and leaving the job. Many teachers now see headship as a risky business, and succession planning, while necessary, will not on its own be sufficient to attract the diverse range of applicants required to satisfactorily fill leadership positions. School Leadership: Heads on the Block addresses this shortage. It suggests there is no crisis in supply per se, but that schools in some locations find it difficult to attract the ’right people with the right stuff’. The book examines the expectations of heads, the hours they are expected to work and the nature of everyday demands. It proposes that ’sudden death’ accountabilities act as a major disincentive to potential applicants, and outlines a series of policy measures to tackle the kinds of daily pressures heads now experience. 2009: 234 x 156: 192pp | Pb: 978-0-415-43075-3: £23.99 For more information, visit: www.routledge.com/9780415430753

Leadership for Learning Series Series Edited by Clive Dimmock, Mark Brundrett and Les Bell The study of educational leadership makes little sense unless it is in relation to who the leaders are, how they are leading, what is being led, and with what effect. Based on the premise that learning is at the heart of leadership and that leaders themselves should be learners, the Leadership for Learning series explores the connections between educational leadership, policy, curriculum, human resources and accountability. Each book in the series approaches its subject matter through a three-fold structure of process, themes and impact.

See Also:

NEW

Leading Learning

Leadership for Quality and Accountability in Education

Process, Themes and Issues in International Contexts

Mark Brundrett, Liverpool John Moores University, UK and Christopher Rhodes, University of Birmingham, UK

This book addresses the interconnected issues of quality and accountability within the education system and provides a coherent framework within which the issues of quality and accountability can be analysed. The key focus is on the role of leadership in developing strategies in relation to quality and accountability that will enhance learning outcomes.

August 2010: 234 x 156: 176pp Pb: 978-0-415-37874-1: £22.99 For more information, visit: www.routledge.com/9780415378741

Tom O’Donoghue and Simon Clarke, both at University of Western Australia

The notion that schools can be transformed by one or two exceptional leaders is increasingly seen as unrealistic and unsustainable. Instead, the idea of distributed leadership, which promotes complementary leadership roles in which all stakeholders play a part in enhancing student learning, is being increasingly promoted as a more useful framework.

The authors identify two groups: ‘leaders of learning’ – those working within schools, and the ‘leaders for learning’ – the policy-makers whose direction and support is crucial. 2009: 234 x 156: 206pp Pb: 978-0-415-33613-0: £22.99 For more information, visit: www.routledge.com/9780415336130

Human Resource Management in Education See page 51 for more details

For further information, email: education@routledge.com.

s ch ool l e ade rs h i p

NEW

Leading School Transformation Series

Leading a Creative School Learning about Lasting School Change

Series Edited by Alma Harris, Claire Mathews and Sue Williamson

Edited by Ethel Sanders, University of Nottingham, UK

The Leading School Transformation series brings together leading researchers and writers to identify the latest thinking about new and innovative leadership practices that transform schools and school systems. The books have been written with educational professionals in mind, and draw upon the latest international research and evidence to offer new ways of thinking about leadership; provide examples of leadership in practice; and identify concrete ways of transforming leadership for schools and school systems in the future.

Series: Creative Teaching/Creative Schools

Leadership Mindsets

Distributed School Leadership

Innovation and Learning in the Transformation of Schools

Developing Tomorrow’s Leaders

Linda Kaser and Judy Halbert, both at University of Victoria, Vancouver Island University, Canada

• create the conditions for a whole school change • develop practical strategies to make changes long lasting • and assess and monitor changes taking place. Providing case studies and examples of school change from leading practitioners throughout, this book is an invaluable guide for all those involved in school leadership, management and change. January 2011: 246 x 174: 96pp Pb: 978-0-415-57083-1: £18.99 For more information, visit: www.routledge.com/9780415570831

Connecting Leadership and Learning Principles for Practice Edited by John MacBeath, University of Cambridge, UK and Neil Dempster, Griffith University, Australia

Leading schools is becoming almost daily a more complex and demanding job. Connecting Leadership and Learning reassesses the purpose of schools, the nature of learning and the qualities of leadership that make schools authentic places of learning.

The evidence is clear – school leaders make a difference to the learning of the pupils they serve. And yet, not all leaders have the same degree of impact. What are the factors that make the difference to student learning? Why are some leaders able to raise student achievement in schools in the most challenging circumstances whilst other leaders struggle to simply maintain the status quo?

Drawing from international case study research over many years, from the experience of hundreds of school leaders serving widely diverse communities, Judy Halbert and Linda Kaser argue that there are six distinct mindsets that characterise the way successful, learning-oriented leaders operate and make sense of their professional world. These leaders are:

Alma Harris, Institute of Education, University of London, UK

The book focuses on the why, how and what of distributed leadership by offering a practical insight into what it looks like in schools. Drawing on the ‘Developing Leaders Programme’, which aimed to develop young leaders in schools, it provides practical examples and case-study evidence of distributed leadership in action.

2008: 216 x 138: 192pp Pb: 978-0-415-41958-1: £18.99 For more information, visit: www.routledge.com/9780415419581

Raising the Stakes

• motivated by intense moral purpose

From Improvement to Transformation in the Reform of Schools

• knowledgeable about current models of learning

Brian J. Caldwell and Jim Spinks

• consistently inquiry-oriented

• able to build trusting relationships • evidence-informed • able to move to wise action. This book outlines an alternative way of thinking about school leadership. It examines research evidence that leaders will find most useful and suggests how they might use this evidence to maximise their learning and the learning of their students.

’The most grounded and incisive treatment of the future of schooling you will ever find. Caldwell and Spinks show in clear and compelling terms how to raise the stakes for each and every student by putting the system to work on a new set of solutions.’ – Michael Fullan, USA

2009: 216 x 138: 184pp Pb: 978-0-415-47694-2: £22.99 For more information, visit: www.routledge.com/9780415476942

2007: 216 x 138: 256pp Pb: 978-0-415-44046-2: £19.99

2008: 234 x 156: 208pp Pb: 978-0-415-45295-3: £23.99

For more information, visit: www.routledge.com/9780415440462

For more information, visit: www.routledge.com/9780415452953

School leadership key titles and BACKLIST

ISBN

Title

Author

Pub Date

Price

978-0-415-45313-4

Unlocking Assessment: Unlocking Series

Sue Swaffield

2008

£19.99

978-0-415-43792-9

Inspirational and Cautionary Tales for Would-Be School Leaders Gerald Haigh

2007

£17.99

978-0-415-41411-1

Making Minds

2007

£19.99

Paul Kelley

978-0-415-39971-5

School Inspection and Self-Evaluation

John Macbeath

2006

£24.99

978-0-415-37279-4

Improving Schools Developing Inclusion: Improving Practice Series

Mel Ainscow, Tony Booth and Alan Dyson

2006

£24.99

TO ORDER – see order form at the back of this catalogue. Alternatively, you can order by: Tel: +44 (0)1235 400524 Fax: +44 (0)20 7017 6699 Online: www.routledge.com/teachers

NEW

Using Effectiveness Data for School Improvement

Reinventing Schools

Human Resource Management in Education

Anthony Kelly and Chris Downey, both at University of Southampton, UK Data metrics in schools are becoming increasingly complex and (some would say, as a result) increasingly less likely to effect change in classroom practice and schooling outcomes. Despite their best efforts, teachers generally find the measures something of a ‘black-box’. The authors of this book advocate a move away from this situation, towards a greater professional understanding; away from a ‘data dictatorship’ in which teachers are merely the passive recipients of data outcomes, towards a ‘data democracy’ in which teachers are instead active participants. The book lifts the lid on a range of data-gathering techniques and methods, and explores the provenance and problematisation of pupil/school data collection and utilisation. Chapters include: the political context of school data collection and how it is used for accountability and inspection purposes; how teachers and schools use pupil attainment and progress data; how ‘context’ is brought into measurement and how practitioners can interpret outcomes from different models; the use of data for target-setting, self-evaluation and school improvement; collection strategies and inter-agency data for post-compulsory progression; devising and using measures for evaluating progress in the social and emotional aspects of learning and ‘Every Child Matters’ outcomes; uncovering the differential effectiveness of schools across the range of prior attainment.

John Bangs, National Union of Teachers, UK, Maurice Galton and John Macbeath, both at University of Cambridge, UK What lessons can we learn from the relationship between policy-makers and schools over the last twenty years? How can the conditions be created for a positive, confident and autonomous teaching profession in today’s society? Based on a series of interviews with the key figures across a number of policy areas (ministers past and present, journalists, union officials, members of lobby groups and think tanks), Reinventing Schools considers the impact of educational policies on those who must translate policy into practice, that is, headteachers and teachers. The authors argue that an evidence-informed view of policy-making has yet to be realised, graphically illustrating how many recent political decisions in education are explained by the personal experiences, prejudices and urgent short-term political needs of key policy-makers. The interviews, which explore the dynamics behind the creation of education policies, cover a wide range of themes and issues, including: • policy-makers’ conceptions of and attitudes towards school communities and the staff who work in them • the constraints on, and drivers of, politicians’ reform agendas • the shaping and reshaping of curriculum and assessment • how the evaluation, inspection and assessment of schools is shaped and driven

September 2010: 234 x 156: 176pp Pb: 978-0-415-56278-2: £21.99

• the relationship of research and academics to policy-making

For more information, visit: www.routledge.com/9780415562782

• how a vision for teaching and teachers might be constructed for the twenty-first century. October 2010: 234 x 156: 184pp Pb: 978-0-415-56134-1: £22.99 For more information, visit: www.routledge.com/9780415554428

Leading School-based Networks Mark Hadfield, University of Wolverhampton, UK and Christopher Chapman, University of Manchester, UK

The persistent challenge of achieving excellence and equity within education systems has renewed interest in generating context-specific solutions through localised school networks. But how can successful school networks be developed? Based around the lifecycle of a network, this book traces the development of a network from its initial inception, exploring the ways in which it can be sustained and remain capable of meeting the future challenges faced by schools and their communities. The book explores a series of important issues facing school leaders, including:

Contexts, Themes and Impact Justine Mercer, Bernard Barker and Richard Bird

m an age m ent

management

Series: Leadership for Learning

Human Resource Management in Education debates the fundamental question of how far effective human resource management policies can enable schools and colleges to transcend the paradoxes of the global reform agenda. It analyses the relationship between leadership, the classroom and results, and uses case studies to explore the extent to which performance is enhanced by distributed leadership and constrained by social, political and economic contexts. The book is divided into three parts: • examining the current context of human resource management, by critically analysing globalisation, human capital theory, and worldwide trends in government legislation, societal values, and teacher culture(s) • exploring two pairs of contemporary themes in human resource management, by comparing the roles of leaders and followers, on the one hand, and contrasting learning and greedy organisations, on the other • looking at how the context and the themes impact on particular contemporary practices in human resource management, by analysing the selection and development of professionals, the remodelling of school teams and the management of performance. The authors carefully blend advocacy with evidence to ensure relevance for both practitioner and academic audiences across the globe.

May 2010: 234x156: 208pp Pb: 978-0-415-41279-7: £22.99 For more information, visit: www.routledge.com/9780415412797

See Also: Leadership for Learning Series See page 49 for more details

• the benefits of investing time and energy in networks with other schools and communities • the particular problems faced by schools and the education system which are best tackled by network-based solutions • the advantages for schools and communities of engaging with collaborative reform agenda • the ways in which networks can be managed, and the differences between leading a school or a team and a network • the elements which make an effective network. The book draws on UK and international research to discuss the development and leadership of networks and to outline a number of tried-and-tested leadership approaches. 2009: 234 x 156: 176pp | Pb: 978-0-415-46465-9: £23.99 For more information, visit: www.routledge.com/9780415464659

For further information, email: education@routledge.com.

m an age m ent

A Good School for Every Child

Learning to Fail

How to Improve our Schools

How Society Lets Young People Down

Cyril Taylor, Christine Walter and Jane Ware

Fran Abrams, Freelance Journalist, UK

Sir Cyril Taylor has been at the heart of English education for over two decades, serving as an adviser to ten successive UK Education Secretaries and Four Prime Ministers, both Conservative and Labour, including Margaret Thatcher and Tony Blair.

His passion for education has led directly to real school improvement, from the creation of City Technology Colleges to specialist schools and academies, which together now constitute over nine in ten secondary schools in England. The Specialist Schools and Academies Trust, the body he founded, is now a leading force in school improvement worldwide. A Good School for Every Child draws on that wealth of experience. While offering an insider’s look at some of the key challenges in education, it is also an invaluable guide for parents and teachers interested in how our schools work today. There is a particular focus on how to raise standards in low attaining schools, improving levels of literacy and numeracy and teaching our children the skills they need for the twenty-first century. 2009: 246 x 174: 224pp Pb: 978-0-415-48253-0: £20.99 For more information, visit: www.routledge.com/9780415482530

A Guide to School Attendance Ben Whitney, Education Consultant, UK

A school’s practice is now subject to scrutiny as never before, with targets and standard procedures required. A Guide to School Attendance provides a detailed practical guide for school leaders and managers, teachers, Education Welfare Officers and other attendance workers in schools and local authorities.

By holding a light to the lives and attitudes of eight young people, their families, their teachers and their potential employers, this book will challenge much of what has been said about educational success and failure in the past twenty years. For two decades, policy-makers largely assumed schools were the key to ensuring young people got the best possible start in life. Yet for many children the path to failure began well before their first day at school.

Leadership and management briefing (LMB)

Through the stories of these young people, this book reveals how marginalised young people are let down on every step of their journey. Growing up in areas where aspiration has died or barely ever existed, with parents who struggle to guide them on life in the twenty-first century, they are let down by schools where teachers underestimate them, by colleges and careers advisers who mislead them and by an employment market which has forgotten how to care or to nurture. Learning to Fail goes behind the headlines about anti-social behaviour, drugs and teenage pregnancy to paint a picture of real lives and how they are affected by outside forces. 2009: 234 x 156: 184pp Pb: 978-0-415-48396-4: £18.99 For more information, visit: www.routledge.com/9780415483964

FAQs on School Inspection Practical Advice and Working Solutions Elizabeth Holmes, Professional Writer on Education, UK

School inspections still have the potential to spread fear and panic through even the best-run schools, but this practical book will remove all of the anxiety, with its proven advice to help ensure a successful inspection.

2008: 234 x 156: 144pp Pb: 978-0-415-46585-4: £22.99 For more information, visit: www.routledge.com/9780415465854

2008: 216 x 138: 176pp Pb: 978-0-415-33499-0: £19.99

Leadership and Management Briefing is the brand new Routledge school leadership newsletter. Put together solely for the interest of headteachers and senior school leaders, LMB will showcase some of Routledge’s most important education leadership and management books. Coming to you every 2 months, LMB will give you insights into the authors of these books, as well as provide reviews of some of the bestselling leadership and management books. There will also be fantastic offers on these books that you cannot afford to miss! Make sure you don’t miss out and sign up to the newsletter today! Just email education@routledge.com with your name and address with ‘LMB newsletter’ in the subject line.

For more information, visit: www.routledge.com/9780415334990

See Also: Children, their World, their Education Eargerly-awaited final report from the Cambridge Primary Review, the most comprehensive enquiry into English primary education for over forty years.

View any

product

online using the urls below each listing

See page 1 for more details

TO ORDER – see order form at the back of this catalogue. Alternatively, you can order by: Tel: +44 (0)1235 400524 Fax: +44 (0)20 7017 6699 Online: www.routledge.com/teachers

Young People with Anti-Social Behaviours Practical Resources for Professionals

new

b e h avi o u r

behaviour 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: • are for use with individuals or groups • 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. This is an essential resource offering constructive, practical solutions to anti-social behaviour in young people between the ages of ten and eighteen.

Kathy Hampson: ‘I am a Youth Justice Worker with the Leeds Youth Offending Service (YOS), and previously worked in a large Leeds high school as a Learning Mentor. Previous books include Setting Up and Running a Peer Listening Scheme, page 54. I have an M.Ed. in Behavioural, Educational, and Social Difficulties, and am currently researching a PhD looking at young offenders’ emotional intelligence. Most of the resources in this book have been tried and tested with young people in the YOS. I feel that it is important to use resources that work!’ (Contact: KHampsonbooks@aol.com)

April 2010: A4: 144pp | Pb: 978-0-415-56570-7: £29.99 For more information, visit: www.routledge.com/9780415565707

Bullying and Young Children

Behaviour for Learning

Understanding the Issues and Tackling the Problem

Proactive Approaches to Behaviour Management

Christine Macintyre, Independent Early Years Consultant, University of Edinburgh, UK

Simon Ellis and Janet Tod, both at Canterbury Christ Church University, UK

What is it that makes some children bully and some become victims? Christine Macintyre explores the highly emotive topic of bullying, asking why as many as one in twelve school children are bullying victims, and will show in a highly practical way, what can be done to support the children and help staff improve their own practice.

Behaviour for Learning offers teachers a clear conceptual framework for making sense of the many behaviour management strategies on offer, allowing them to make a critical assessment about their appropriateness and effectiveness in the classroom.

• enhancing the self-esteem of the affected children, showing how new-found confidence will enable children to offset the effects of being bullied or indeed being a bully

Teachers need to be asking themselves the question ’How can I improve a child’s learning?’ rather than ’How can I get them to behave?’ The authors present a unique focus on the relationships which underpin learning, placing an emphasis on the development of ‘learning behaviours’, and endorses OFSTED’s view that it is essential to evaluate the efficacy of behaviour management against progress in learning.

• how to tell parents their child is bullying or being bullied, and how to build up a meaningful and mutually supportive relationship with them

2009: 246 x 174: 320pp Pb: 978-1-84312-466-5: £21.99

• creating a learning environment that prevents the desire for children to bully.

For more information, visit: www.routledge.com/9781843124665

This book will provide help and guidance on:

2009: A4: 128pp Pb: 978-0-415-48496-1: £17.99 For more information, visit: www.routledge.com/9780415484961

For further information, email: education@routledge.com.

Building and Restoring Respectful Relationships in Schools A Guide to Using Restorative Practice Richard Hendry, Edinburgh University, UK Building and Restoring Respectful Relationships in Schools is a practical resource to help relieve the pressure on schools and education services by leading them to plan and implement restorative approaches in their day-to-day work. This innovative and informative book:

• provides a comprehensive overview of the current range of restorative approaches in schools

• offers a clear framework and theoretical perspective for understanding the range of approaches • gives practical examples and case studies to illustrate practice • contains practical exercises and other useful resource materials • is relevant to individual staff as well as whole schools and education services. 2009: 234 x 156: 176pp Pb: 978-0-415-54427-6: £19.99 For more information, visit: www.routledge.com/9780415544276

b e h avi o u r

NEW

Teaching Tough Kids

Managing Behaviour in the Primary Classroom

2nd Edition

Simple and Proven Strategies for Student Success

Roland Chaplain, University of Cambridge, UK

Angela Glenn, Jacquie Cousins and Alicia Helps

Series: Routledge Primary Education Series

Series: Tried and Tested Strategies

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:

• 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 • explores the ways in which effective behaviour management in schools can be achieved using progressive focusing. December 2010: 234 x 156: 160pp Pb: 978-0-415-55900-3: £19.99 For more information, visit: www.routledge.com/9780415559003

Behaviour in the Early Years 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. With ideas and strategies that can easily be absorbed into the daily routine, this book is essential reading for practitioners in all early years settings looking for effective ways to deal with challenging behaviour.

Understanding Pupil Behaviour

November 2010: A4: 128pp Pb: 978-0-415-58435-7: £17.99

Classroom Management Techniques for Teachers

For more information, visit: www.routledge.com/9780415584357

Ramon Lewis

This book describes a system of successful classroom behaviour management techniques developed by the author over more than twenty-five years. It outlines the difficulties confronting teachers trying to manage pupils’ misbehaviour in schools and describes four types of pupil who can be helped to behave responsibly.

Series: Tried and Tested Strategies

For more information, visit: www.routledge.com/9780415483537

’It has the potential to empower both the teachers and their students with more productive, proactive ways of thinking and behaving that make real learning and more positive living possible.’ – Margaret Cameron, Senior Lecturer in Education

Teaching Tough Kids delivers a refreshing collection of realistic ideas to sustain the organisational and behavioural transformations of all students, particularly those who ’do it tough’; who learn and react differently. They are complex kids who find life tougher than most. Managing their emotion and behaviour presents educators with a spectacular challenge in schools today, and numbers are on the rise. Filled with inspirational case studies, this book focuses on building improved relationships, structures and behaviours, rather than seeing the student as ’the problem’ that must be fixed. Highlighting the value of promoting positive connections with students of all ages, the author presents ways to incorporate inclusive ideas into everyday practice and construct pathways for students to become engaged in their learning and achieve success.

For more information, visit: www.routledge.com/9780415460606

Angela Glenn, Alicia Helps and Jacquie Cousins

2008: 234 x 156: 184pp Pb: 978-0-415-48353-7: £18.99

2009: A4: 240pp Pb: 978-0-415-46060-6: £22.99

Managing Extreme Behaviours in the Early Years

Mark Le Messurier, Education Consultant, Australia

’The book is laid out well and is an easy read; I particularly liked the “What can help” boxes which stand out well on a page. I would happily recommend this book to colleagues in education; in fact have already started to do so.’ – Jill McMinn, Advisory Teacher Speech, Language, Communication, Wrexham, UK

2008: A4: 96pp Pb: 978-0-415-46709-4: £17.99

Cyber-Bullying Issues and Solutions for the School, the Classroom and the Home Shaheen Shariff, McGill University, Montreal, Canada

’This book provides a fascinating and considered insight into a phenomenon advancing almost as quickly as technology itself ... The book offers many ways of joining together to combat cyber-bullying, while providing a comprehensive and scholarly study of the subject.’ – Children and Young People Now

2008: 234 x 156: 328pp Pb: 978-0-415-42491-2: £20.99

For more information, visit: www.routledge.com/9780415467094

For more information, visit: www.routledge.com/9780415424912

behaviour key titles and BACKLIST ISBN

Title

Pub Date

Price

978-0-415-43768-4

Setting Up and Running a Peer Listening Scheme

Kathy Salter

2007

£22.99

978-0-415-40343-6

Constructive Talk in Challenging Classrooms

Valerie Coultas

2006

£23.99

978-0-415-39720-9

Surviving and Succeeding in Difficult Classrooms

978-0-415-41181-3 Whole-Brain Behaviour Management

Paul Blum

2006

£19.99

Chris Derrington and Hilary Goodard

2007

£23.99

978-0-415-43758-5

Turning the Tables on Challenging Behaviour

Peter Imray

2007

£22.99

978-1-84312-470-2

The Rob Long Omnibus Edition of Better Behaviour

Rob Long

2007

£30.99

978-0-415-28782-1

Managing Pupil Behaviour

978-0-415-28698-5 Behaviour Problems in the Early Years

Author

Terry Haydn

2006

£19.99

Theodora Papatheodorou

2005

£23.99

TO ORDER – see order form at the back of this catalogue. Alternatively, you can order by: Tel: +44 (0)1235 400524 Fax: +44 (0)20 7017 6699 Online: www.routledge.com/teachers

Raising the Achievement of All Pupils Within an Inclusive Setting Practical Strategies for Developing Best Practice Belle Wallace, Independent Consultant in Gifted Education, UK, Sue Leyden, Independent Educational Consultant and Chartered Educational Psychologist, UK, Diane Montgomery, Learning Difficulties Research Project, UK, Carrie Winstanley, Roehampton University, UK, Michael Pomerantz, University of Sheffield, UK and Sally Fitton, Secondary School Improvement Adviser, Derbyshire Local Authority, UK

The authors of this highly engaging book carried out extensive analysis of twelve key schools, selected for their representation of common challenging educational circumstances including working with children from:

Gifted and Talented Children 4–11 Understanding and Supporting their Development Christine MacIntyre, Independent Early Years Consultant, University of Edinburgh, UK

• multi-lingual and multi-ethnic communities • low socio-economic and disadvantaged communities • small rural schools and big inner city communities • schools with high levels of special educational needs. All the case-study schools subscribe to the educational ethos of creating an environment for all pupils to discover their gifts and talents, and the authors show clearly how these findings can be applied in any school. Raising the Achievement of All Pupils Within an Inclusive Setting describes the strategies that have been developed to provide equal opportunities for all pupils, whilst accommodating different individual needs and rates of development.

’With valuble background information and references to relevent research, this book will be useful for parents, govenors and early years professionals interested in the social and emotional development of G&T children.’ – Gifted and Talented Update

gi fte d an d tal ente d

gifted and talented

2008: A4: 112pp Pb: 978-0-415-46492-5: £19.99 For more information, visit: www.routledge.com/9780415464925

2009: 234 x 156: 224pp Pb: 978-0-415-54949-3: £18.99 For more information, visit: www.routledge.com/9780415549493

Gifted and Talented Series

‘Series Editor Gwen Goodhew has commissioned experienced practitioners from each subject area to write with a particular audience in mind – their subjectspecialist colleagues, and so each book is written in a style that speaks directly to heads of department and class teachers within a particular discipline. This is a real strength of the series and gives it a great deal of credibility ... Photocopiable pages provide valuable, time-saving teacher and student resources, with additional material on accompanying CDs or available online.’ – Gifted and Talented Update A list of all titles in the series is in the table below.

gifted and talented key titles and BACKLIST ISBN

Title

Author

Pub Date

Price

978-0-415-39534-2

Science Education for Gifted Learners

Keith S. Taber

2007

£19.99

978-0-415-36106-4

Diversity in Gifted Education

Gillian Eriksson and Belle Wallace

2006

£26.99

978-0-415-36110-1

Including the Gifted and Talented

Chris Smith

2005

£25.99

Gifted and Talented Series 978-1-84312-287-6

Meeting the Needs of Your Most Able Pupils in History

Steve Barnes

2007

£27.99

978-1-84312-335-4

Meeting the Needs of Your Most Able Pupils in Geography

Jane Ferretti

2007

£27.99

978-1-84312-278-4

Meeting the Needs of Your Most Able Pupils in RE

Dilwyn Hunt

2007

£27.99

978-1-84312-328-6

Meeting the Needs of Your Most Able Pupils in Maths

Lynne McClure and Jennifer Piggott

2007

£27.99

978-1-84312-277-7

Meeting the Needs of Your Most Able Pupils in Science

Tim Alderman

2008

£27.99

978-1-84312-331-6

Meeting the Needs of Your Most Able Pupils in Art

Kim Earle

2006

£27.99

978-1-84312-332-3

Meeting the Needs of Your Most Able Pupils in MFL

Gretchen Ingram

2008

£27.99

978-1-84312-334-7

Meeting the Needs of Your Most Able Pupils in PE and Sport

Dave Morley and Richard Bailey

2006

£27.99

978-1-84312-347-7

Meeting the Needs of Your Most Able Pupils in Music

Jonathan Savage

2006

£27.99

978-1-84312-330-9

Meeting the Needs of Your Most Able Pupils in Design and Technology

Louise Davies

2006

£27.99

978-1-84312-261-6

Meeting the Needs of Your Most Able Pupils in English

Erica Glew

2007

£27.99

For further information, email: education@routledge.com.

i n clu s i on

inclusion A Handbook for Inclusion Managers Steering Your School Towards Inclusion Ann Sydney, Education Consultant, UK Series: David Fulton / Nasen About the Author: Ann Sydney is an educational consultant and inspector working in secondary, primary and special schools and units. After mainstream teaching in inner London, she worked with a wide range of pupils with additional needs. She has been an advisory teacher in assistive technology, teacher training lecturer, SENCO, school governor and local campaigner. “The book was written in response to friends and colleagues suddenly finding themselves elevated to ’Inclusion Manager’ in a fast-changing field. They wanted to have as much information as possible in one place, or directions on where to find it. The result seems to meet their expectations: I hope this book meets yours.” – Ann Sydney 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.

Chapters include: • getting the best from your staff • how to interpret data to judge the achievement of different groups in your school • where the money for inclusion comes from • what inclusive teaching and learning look like • working with special schools • community cohesion • reporting to governors, parents and Ofsted • working on an inclusion strategy.

2009: 246 x 174: 128pp | Pb: 978-0-415-49198-3: £19.99 For more information, visit: www.routledge.com/9780415491983

Read more about: David Fulton/Nasen Series See page 64 for more details

View any

product

online using the urls below each listing

TO ORDER – see order form at the back of this catalogue. Alternatively, you can order by: Tel: +44 (0)1235 400524 Fax: +44 (0)20 7017 6699 Online: www.routledge.com/teachers

NEW

Teaching and Learning in Diverse and Inclusive Classrooms

Confronting Obstacles to Inclusion

Key Issues for New Teachers Edited by Gill Richards, Nottingham Trent University, UK and Felicity Armstrong, Institute of Education, London, UK

International Responses to Developing Inclusive Education

For more information, visit: www.routledge.com/9780415564632

Glynis Hannell This extremely practical resource provides busy teachers and teaching assistants with a collection of worksheets that can be used as instant, educationally appropriate learning activities written specifically with the inclusive classroom in mind.

Series: David Fulton / Nasen

Chapters from leading figures on inclusive education in the UK present and analyse the latest debates, research studies and current initiatives, including considerations for teaching and learning and concluding with key questions for reflection upon and additional resources.

September 2010: 234 x 156: 192pp Pb: 978-0-415-56463-2: £18.99

A Teacher’s Toolkit of Instant Inclusive Activities

Richard Rose

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.

Moving beyond simple theory about diversity, to what this means for real teachers’ practice, the contributions focus on issues relating to values and professional practice for teachers, emphasising inclusive approaches and the importance of understanding the perspectives of learners.

Spotlight on Your Inclusive Classroom

Confronting Obstacles to Inclusion uniquely and 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.

This landmark publication combines 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.

i n clu s i on

NEW

2008: A4: 128pp Pb: 978-0-415-47306-4: £17.99 For more information, visit: www.routledge.com/9780415473064

See Also:

Spotlight Series

For more information, visit: www.routledge.com/9780415441148

See page 44

special needs key titles and BACKLIST ISBN

Title

Author

Pub Date

Price

978-1-84312-407-8

Celebrating the Special School

Michael Farrell

2006

£18.99

978-1-84312-395-8

Teaching Pupils with Visual Impairment

Gwasg Pia Cyf

2007

£32.99

978-0-415-38950-1

Teaching PE to Children with Special Educational Needs

Philip Vickerman

2006

£19.99

978-1-84312-266-1 An A to Z Practical Guide to Learning Difficulties

Harry Ayers and Francesca Gray

2006

£19.99

978-1-84312-360-6

Richard Ives

2005

£18.99

Special Needs and Drug Education: David Fulton / Nasen Series

Supporting Children Series 978-1-84312-218-0

Supporting Children with Asthma

Hull Learning Services

2004

£13.99

978-1-84312-219-7

Supporting Children with Autistic Spectrum Disorders

Hull Learning Services

2004

£13.99

978-1-84312-228-9

Supporting Children with Behaviour Difficulties

Hull Learning Services

2004

£16.99

978-1-84312-220-3

Supporting Children with Cerebral Palsy

Hull Learning Services

2004

£13.99

978-1-84312-227-2

Supporting Children with Motor Co-ordination Difficulties

Hull Learning Services

2004

£16.99

978-1-84312-221-0

Supporting Children with Down’s Syndrome

Hull Learning Services

2004

£13.99

978-1-84312-222-7

Supporting Children with Dyslexia

Hull Learning Services

2004

£13.99

978-1-84312-223-4

Supporting Children with Epilepsy

Hull Learning Services

2004

£13.99

978-1-84312-226-5

Supporting Children with Fragile X Syndrome

Hull Learning Services

2004

£13.99

978-1-84312-224-1

Supporting Children with Medical Conditions

Hull Learning Services

2004

£23.99

978-1-84312-225-8

Supporting Children with Speech and Language Difficulties

Hull Learning Services

2004

£14.99

978-0-415-44509-2

Supporting Children with... 11 Pack

Hull Learning Services

2004

£115.00

Meeting SEN in the Curriculum Series 978-1-84312-157-2

Meeting Special Needs in English

Tim Hurst

2004

£28.99

978-1-84312-158-9

Meeting Special Needs in Maths

Brian Sharp

2004

£28.99

978-1-84312-159-6

Meeting Special Needs in Science

Carol Holden

2004

£28.99

978-1-84312-168-8

Meeting Special Needs in Music

Victoria Jaquiss and Diane Paterson

2005

£28.99

978-1-84312-164-0

Meeting Special Needs in PE/Sports

Crispin Andrews

2005

£28.99

978-1-84312-161-9

Meeting Special Needs in Art

Kim Earle and Gill Curry

2005

£28.99

Louise Davies and Elisabeth Barratt-Hacking

2005

£28.99

978-1-84312-166-4 Meeting Special Needs in Design and Technology 978-1-84312-162-6

Meeting Special Needs in Geography

Diane Swift

2005

£28.99

978-1-84312-163-3

Meeting Special Needs in History

Richard Harris and Ian Luff

2004

£28.99

Dilwyn Hunt and Elisabeth Barratt-Hacking

2004

£28.99

978-1-84312-167-1 Meeting Special Needs in Religious Education

978-1-84312-169-5

Meeting Special Needs in Citizenship

Alan Combes

2004

£28.99

978-1-84312-165-7

Meeting Special Needs in Modern Foreign Languages

Sally McKeown

2004

£28.99

978-1-84312-160-2

Meeting Special Needs in ICT

Sally McKeown

2006

978-1-84312-471-9

Meeting Special Needs in the Curriculum Series Pack

£28.99 £280.00

TO ORDER – see order form at the back of this catalogue. Alternatively, you can order by: Tel: +44 (0)1235 400524 Fax: +44 (0)20 7017 6699 Online: www.routledge.com/teachers

2nd Edition

Asperger Syndrome

Autism in the Early Years

A Practical Guide for Teachers

A Practical Guide

Val Cumine, Education Consultant, UK, Julia Dunlop, Education Consultant, UK and Gill Stevenson, Education Consultant, UK

Val Cumine, Julia Dunlop and Gill Stevenson

’This is a practical, useful and informative book which will enhance the staffroom bookshelf of any school, special or mainstream, involved in the education of not only children with Asperger Syndrome but those with wider spectrum disorders.’ – Special!

This fully revised second edition is a clear and concise guide to effective classroom practice. It is designed for teachers and assistants supporting children with Asperger Syndrome in mainstream schools and other non-specialist settings. The book provides up-to-date information on the latest developments in this area and relates this to educational practice. With examples of innovative strategies and approaches to facilitate progress in learning, this second edition: • outlines the underlying impairments and their educational implications • explores the process of assessment and diagnosis in Asperger Syndrome • offers practical strategies for effective and realistic classroom intervention, including access to the National Curriculum • considers the behavioural challenges the child with Asperger Syndrome may pose • shows how transitions can be supported. Asperger Syndrome seeks to inform professionals meeting a child with Asperger Syndrome for the first time and equip them with effective educational and behavioural intervention strategies. This second edition is also updated with reference to Every Child Matters, the Disability Equality Duty and Access Inclusion Planning.

Series: Resource Materials for Teachers Anyone meeting a young child with autism for the first time will find this fully revised edition of a classic text invaluable. The authors provide parents and professionals with an insight into the nature and educational implications of autism, particularly in very young children. In a clear and sensitive style the authors: • outline the characteristics of autism as they present themselves in the early years • consider the nature of autism and the issues surrounding assessment and diagnosis • offer practical strategies for effective and realistic intervention both at home and in a variety of early years settings • suggest ways to promote learning, social development, communication and appropriate behaviour • explore possibilities for enhancing access to the early years curriculum. This updated second edition includes new material relating to new statutory requirements such as Every Child Matters and Disability Equality Duty, as well as updates to different approaches to autism, assessment and behavioural issues. The authors outline the principal themes and objectives of the Early Years Foundation Stage and the Inclusion Development Programme. 2009: A4: 120pp | Pb: 978-0-415-48373-5: £19.99

s pe ci al needs – Autism and Asperger Syndrome

Autism and Asperger Syndrome

For more information, visit: www.routledge.com/9780415483735

2009: A4: 128pp | Pb: 978-0-415-48371-1: £19.99 For more information, visit: www.routledge.com/9780415483711

speci al needs – ADHD

ADHD NEW 3rd Edition

See Also:

Attention Deficit Hyperactivity Disorder

That’s the Way I think

What Can Teachers Do?

See page 62 for more details

Geoff Kewley, Consultant Neurodevelopmental Paediatrician, UK Series: David Fulton / Nasen

This revised new edition provides teachers with a highly practical guide to dealing more effectively with ADHD, from initial recognition to effective management strategies via assessment and diagnosis. ADHD causes a wide range of difficulties often leading to school failure, expulsion and emotional, behavioural and social problems. The book will help teachers, parents, doctors and other professionals to properly understand ADHD and show them how to work together effectively to manage it, thereby offering the child a more positive future. The author gives an overview of the condition based on the broad internationally recognised approach to ADHD, which takes account of its biological as well as environmental elements. Case studies throughout describe individuals who behave in different ways and practical strategies are offered throughout to both teachers and parents.

July 2010: 246 x 174: 128pp | Pb: 978-0-415-49202-7: £18.99 For more information, visit: www.routledge.com/9780415492027

adhd guide BACKLIST ISBN

Title

978-0-415-36037-1 Critical New Perspectives on ADHD

For further information, email: education@routledge.com.

Author

Pub Date

Price

Gwynedd Lloyd, Joan Stead and David Cohen

2006

£25.99

s peci al needs – Dyslexia

Dyslexia

new

2nd Edition

That’s the Way I Think

Dyslexia, Dyspraxia and ADHD Explained David Grant, Chartered Psychologist, UK About the Author: Age 11: ‘David is intelligent but his spelling will hold him back.’ – School Report Age 16: Became a Chemistry lab assistant. Paid five guineas a week. Age 27: First full-time lecturing post as a Psychology lecturer. Age 45: Awarded PhD for research with children with hydrocephalus and spina bifida. Age 53: Appointed Association Dean of Students (Special Needs), Thames Valley University. Age 55: Left university employment and became full-time diagnostician. Age 65: Wrote second edition of ’That’s the Way I Think’, rafted through the Grand Canyon. Still working, still learning. Reviews for the previous edition: Amazon customers give it 5 stars ... here are some of the comments: ’This book is a brilliant introduction to understanding the many aspects of Dyslexia and Dyspraxia and how these are often linked.’ ’Hooray! A book about dyslexia and dyspraxia that doesn’t require three readings of each sentence to get the gist of what is meant. Refreshingly free of jargon, this book should still appeal to professionals involved with people who have dyslexia and dyspraxia, as well as family members.’ ’I have a son who was diagnosed with Dyslexia and Dyspraxia so thought this might be an easy going read, as I had previously had some very in depth books to read up on the background. It was exactly what it said on the cover.’ 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. 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: 136pp | Pb: 978-0-415-56464-9: £15.99 For more information, visit: www.routledge.com/9780415564649

What’s new? 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.

dyslexia key titles and BACKLIST ISBN

Title

Pub Date

Price

978-1-84312-341-5

Managing Dyslexia at University

Claire Jamieson and Ellen Morgan

2007

£22.99

978-0-415-43059-3

Dyslexia: Surviving and Succeeding at College

Sylvia Moody

2007

£14.99

T.R.Miles, Dorothy Gilroy and Elizabeth Ann Du Pre

2007

£25.99

978-0-415-40418-1 Dyslexia at College

Author

978-1-84312-091-9

Making Dyslexia Work for You

Vicki Goodwin, Bonita Thomson

2006

£15.99

978-0-415-40925-4

Spelling, Handwriting and Dyslexia

Diane Montgomery

2006

£23.99

978-0-415-32454-0

Teaching Children with Dyslexia

Philomena Ott

2006

£36.99

978-1-84312-361-3

Dyslexia and Inclusion

Gavin Reid

2006

£22.99

978-0-415-34500-2

Dyslexia in the Early Years

Dimitra Hartas

2005

£19.99

978-1-84312-214-2

Dyslexia

Glynis Hannell

2004

£19.99

TO ORDER – see order form at the back of this catalogue. Alternatively, you can order by: Tel: +44 (0)1235 400524 Fax: +44 (0)20 7017 6699 Online: www.routledge.com/teachers

Living With Dyslexia The Social and Emotional Consequences of Specific Learning Difficulties/Disabilities Barbara Riddick, University of Durham, UK

Every Class Teacher’s Guide to Removing Barriers and Raising Attainment

Foreword by Angela Fawcett

Moira Thomson

Series: David Fulton / Nasen

’This book reinforces the need for understanding and support for children with dyslexia from parents and teachers, but also the importance of the children’s own understanding of their strengths and weaknesses in order to fulfil their potential. It should be recommended reading for all those involved in dyslexia.’ – Professor Angela Fawcett, Director of the Centre for Child Research, Swansea University, UK What is it like living with dyslexia on a day-to-day basis? Based on interviews with dyslexic children and their families, this insightful book presents first-hand accounts of how dyslexia affects the children themselves and the people around them. Living with Dyslexia places the original fascinating findings within the context of current research and practice in the UK, Europe, Australia and the USA. The author:

• examines issues of confidence and self-esteem • explores the coping strategies adopted by children and adults with dyslexia • investigates the concept of dyslexia-friendly schools

’This is a wonderful book. It is well organised, accessible and jargon free. Particularly useful is the link to mainstream subject teaching. Without having to read the whole book, busy teachers and teaching assistants can dip in and out of the text in order to find appropriate strategies. This text should be on the shelf of every secondary school library and cited as Suggested Reading in training courses.’ – Dr Lindsay Peer CBE, Chartered Psychologist, Peer Gordon Associates; Formerly Education Director, British Dyslexia Association 2008: A4: 168pp Pb: 978-0-415-47811-3: £24.99

• offers guidance on how teachers and parents can best support children with specific learning difficulties

For more information, visit: www.routledge.com/9780415478113

• considers the cognitive, educational, social and emotional perspectives in order for teachers and parents to gain a better understanding of dyslexia. This second edition provides an updated account of cognitive research and examines important changes in relation to Special Educational Needs policy and practice in the last ten years, including the Revised SEN Code of Practice (2001), Removing Barriers to Achievement (2004) and the National Literacy Strategy (2006). 2009: 246 x 174: 240pp | Pb: 978-0-415-47758-1: £22.99 For more information, visit: www.routledge.com/9780415477581

Communication and Interaction communication and interaction key titles and BACKLIST ISBN

Title

Author

Pub Date

Price

978-1-84312-468-9

Language for Learning: David Fulton / Nasen Series

Sue Hayden and Emma Jordan

2007

£26.99

978-1-84312-382-8

Phoneme Factory – Developing Speech and Language Skills

Gwen Lancaster

2007

£22.99

978-1-84312-184-8 Access to Communication

Melanie Nind and Dave Hewett

2006

£18.99

978-1-84312-191-6 Working with Secondary Students with Language Difficulties

Mary Brent, Florence Gough and Susan Robinson

2005

£24.99

Language Development: Circle Time and Activities for Home 978-1-84312-156-5 Language Development: Circle Time Sessions

Marion Nash, Jackie Lowe, Tracey Palmer and Jenny Mosley

2004

£20.99

978-1-84312-171-8

Language Development for Maths

Marion Nash and Jackie Lowe

2006

£24.99

978-1-84312-173-2

Language Development for Science

Marion Nash and Jackie Lowe

2006

£23.99

978-1-84312-170-1

Language Development: Activities for Home

Marion Nash and Jackie Lowe

2005

£19.99

978-1-84312-172-5

Language Development for Maths: Activities for Home

Marion Nash and Jackie Lowe

2006

£18.99

978-1-84312-174-9

Language Development for Science: Activities for Home

978-1-84312-412-2 Activities for Home (3 Book Pack)

Marion Nash and Jackie Lowe

2006

£18.99

Marion Nash and Jackie Lowe

2005

£40.99

978-1-84312-413-9

Teacher Books (3 Book Pack)

Marion Nash and Jackie Lowe

2005

£55.00

978-0-415-44510-8

Spirals Series (6 Book Pack)

Marion Nash and Jackie Lowe

2005

£110.00

For further information, email: education@routledge.com.

s peci al need s – Communication and Interaction

• studies how children were first identified as having dyslexia, and the social and emotional difficulties they encountered

s pe ci al needs – Dyslexia

Supporting Students with Dyslexia in Secondary Schools

2nd Edition

s peci al needs – Dyspraxia

Dyspraxia 2nd Edition

2nd Edition

Dyspraxia 5–14

Dyspraxia in the Early Years

Identifying and Supporting Young People with Movement Difficulties

Identifying and Supporting Children with Movement Difficulties

Christine Macintyre, Independent Early Years Consultant, University of Edinburgh, UK

Series: David Fulton / Nasen

Dyspraxia is increasingly common in young children. This fully revised and updated edition of Christine Macintyre’s invaluable companion explains the difficulties faced by children with dyspraxia in growing up and offers suggestions as to how these might be alleviated.

The brand new topic areas featured in this comprehensive and practical second edition include: • a discussion of terminology and labelling (in light of current inclusion guidelines) • a range of age specific activities

In this book the children themselves, along with their parents and teachers, talk about how the difficulties change as the transition is made from primary to secondary school. Children with dyspraxia are frequently beset by frustrations as a result of their differences, can be misunderstood both at home and at school, and are very often bullied. This practical guide considers: • the issue of giving children labels • strategies to reduce stress • the value of movement programmes • raising self-esteem

• a section on the neurology of dyspraxia, showing the motor pathways that are energised and define motor competence • a greater emphasis on balance, coordination and control • examples from children of how movement is dependent on planning, sequencing and organising • more practical activities that can form the basis of a programme to support the children. 2008: 246 x 174: 128pp | Pb: 978-0-415-47684-3: £19.99 For more information, visit: www.routledge.com/9780415476843

• the transition to secondary school • particular challenges faced during puberty/adolescence • handwriting as an indicator of dyspraxia. Including practical activities with additional material for secondary pupils this book shows children how to articulate their differences using individualised explanations, and then go on to succeed having recognised where their talents lie. Dyspraxia 5–14 is essential reading for teachers, parents, SENCos, teaching assistants and trainee teachers who want to improve their understanding of dyspraxia and its implications for children in Key Stages 1-3. 2009: 246 x 174: 144pp | Pb: 978-0-415-54396-5: £19.99 For more information, visit: www.routledge.com/9780415543965

dyspraxia key titles and BACKLIST ISBN

Title

Author

Pub Date

Price

978-1-85346-573-4

Developmental Dyspraxia

Madeleine Portwood

1999

£23.99

978-0-415-47684-3

Dyspraxia in the Early Years

Christine Macintyre

2008

£19.99

978-1-84312-387-3

Dyscalculia

978-1-85346-444-7 Dyspraxia

Glynis Hannell

2005

£19.99

Kate Ripley, Bob Daines and Jenny Barrett

1997

£23.99

David Fulton/nasen series “We are delighted that the joint publishing agreement between Nasen and David Fulton/Routledge has allowed us to publish an excellent library of books to support all of our colleagues working within the field of special educational needs. The partnership between Nasen and David Fulton was established to ensure that relevant, up-to-date and diverse publications were available for schools. These publications were necessary to ensure that the best provision and practice was shared, enabling teachers and support staff to provide the best educational opportunities for all children and young people with special educational needs and disabilities. Nasen’s Publications Advisory Group and Routledge continue to seek authors and titles that will produce the gold standard in SEN and Disability Publishing. Remember – if you are a Nasen member you are entitled to 10% discount on all Nasen/David Fulton books.” – Lorraine Petersen, Chief Executive Officer, Nasen If you have an idea for a book contact Alison Foyle, Publisher, Routledge: alison.foyle@tandf.co.uk.

TO ORDER – see order form at the back of this catalogue. Alternatively, you can order by: Tel: +44 (0)1235 400524 Fax: +44 (0)20 7017 6699 Online: www.routledge.com/teachers

index

A A to Z Practical Guide to Learning Difficulties, An . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 60 Abrams, Fran . . . . . . . . . . . . . . . . . . . . . . . . 52 Access to Communication . . . . . . . . . . . . . . . 63 Action Research for Teachers . . . . . . . . . . . . 48 Active Assessment for English . . . . . . . . . . . . 13 Active Assessment for Science . . . . . . . . . . . 17 Active Homework Series . . . . . . . . . . 7, 14, 16 Activities for Home ( Book Pack) . . . . . . . . . . 63 Activities for Successful Spelling . . . . . . . . . . 13 Activity Assemblies to Promote Peace . . . . . . 24 Addison, Nicholas . . . . . . . . . . . . . . . . . . . . . 25 Adventure Stories for Reading, Learning and Literacy . . . . . . . . . . . . . . . . . . . . . . . . 11 Ainscow, Mel . . . . . . . . . . . . . . . . . . . . . . . . 50 Alderman, Tim . . . . . . . . . . . . . . . . . . . . 17, 55 Alexander, Robin . . . . . . . . . . . . . . . . . . . . . . . 1 Allen, Jen . . . . . . . . . . . . . . . . . . . . . . . . . . . 24 Altricher, Herbert . . . . . . . . . . . . . . . . . . . . . 48 Anderson, John . . . . . . . . . . . . . . . . . . . . . . . 21 Andrews, Crispin . . . . . . . . . . . . . . . . . . 27, 60 Andrews, Jane . . . . . . . . . . . . . . . . . . . . . . . 15 Ann Callander, . . . . . . . . . . . . . . . . . . . . . . . 28 Armstrong, Felicity . . . . . . . . . . . . . . . . . 43, 57 Arnold, Christopher . . . . . . . . . . . . . . . . . . . 29 Art of Teaching, The . . . . . . . . . . . . . . . . 30, 48 Ashford, Erica . . . . . . . . . . . . . . . . . . . . . . . . 38 Asperger Syndrome . . . . . . . . . . . . . . . . . . . 61 Asquith, Simon . . . . . . . . . . . . . . . . . . . . . . . 22 Attention Deficit Hyperactivity Disorder . . . . 61 Austin, Roger . . . . . . . . . . . . . . . . . . . . . . . . 21 Autism in the Early Years . . . . . . . . . . . . . . . 61 Ayers, Harry . . . . . . . . . . . . . . . . . . . . . . . . . 60

B Bailey, Richard . . . . . . . . . . . . . . . . . . . . . 27, 55 Baines, Ed . . . . . . . . . . . . . . . . . . . . . . . . . . . 31 Baker, Suzanne . . . . . . . . . . . . . . . . . . . . . . . 13 Bangs, John . . . . . . . . . . . . . . . . . . . . . . . . . 51 Barker, Bernard . . . . . . . . . . . . . . . . . . . . . . . 51 Barnes, Steve . . . . . . . . . . . . . . . . . . . . . 22, 55 Barratt-Hacking, Elisabeth . . . . . . . . . 22, 25, 60 Barrett, Jenny . . . . . . . . . . . . . . . . . . . . . . . . 64 Barton, Geoff . . . . . . . . . . . . . . . . . . . . . . . . 10 Bastide, Derek . . . . . . . . . . . . . . . . . . . . . . . . 22 Battersby, Jeff . . . . . . . . . . . . . . . . . . . . . . . . 45 Beach, Nick . . . . . . . . . . . . . . . . . . . . . . . . . . 25 Bearne, Eve . . . . . . . . . . . . . . . . . . . . . . . . . . 12 Beating Bureaucracy in Special Educational Needs . . . . . . . . . . . . . . . . . . . . . . . . . . . . 60 Beaty, Carole . . . . . . . . . . . . . . . . . . . . . . . . . 40 Beginning Drama 11-14 . . . . . . . . . . . . . . . . 19 Beginning Drama 4–11 . . . . . . . . . . . . . . . . . 19 Behaviour for Learning . . . . . . . . . . . . . . . . . 53 Behaviour in the Early Years . . . . . . 35, 38, 54 Behaviour Problems in the Early Years . . . . . . 54 Bell, Les . . . . . . . . . . . . . . . . . . . . . . . . . . . . 49 Bellchambers, Elaine . . . . . . . . . . . . . . . . . . . 21 Bennett, Richard . . . . . . . . . . . . . . . . . . . . . . 21 Bentham, Susan . . . . . . . . . . . . . . . . . . . 42, 43 Berdondini, Lucia . . . . . . . . . . . . . . . . . . . . . 31 Berry, Andrew . . . . . . . . . . . . . . . . . . . . . . . . 17 Bilton, Helen . . . . . . . . . . . . . . . . . . . . . . 37, 38 Bird, Richard . . . . . . . . . . . . . . . . . . . . . . . . . 51 Blakemore, Louise . . . . . . . . . . . . . . . . . . . . . 19 Blatchford, Peter . . . . . . . . . . . . . . . . . . . . . . 31 Blum, Paul . . . . . . . . . . . . . . . . . . . . . . . . . . 54 Body Image in the Primary School . . . . . . . . . 23 Bohlin, Karen . . . . . . . . . . . . . . . . . . . . . . . . 13 Booth, Tony . . . . . . . . . . . . . . . . . . . . . . . . . 50 Bottle, Gillian . . . . . . . . . . . . . . . . . . . . . . . . 38 Bower, Jane . . . . . . . . . . . . . . . . . . . . . . . . . . 4 Bowkett, Steve . . . . . . . . . . . . . . . . . . . . . . 4, 7

C Cable, Carrie . . . . . . . . . . . . . . . . . . . . . . . . . 38 Caldwell, Brian J. . . . . . . . . . . . . . . . . . . . . . 50 Calland, Chris . . . . . . . . . . . . . . . . . . . . . . . . 23 Cambridge Primary Review Research Surveys, The . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1 Capel, Susan . . . . . . . . . . . . . . . . . . . . . . 42, 45 Careers Counselling . . . . . . . . . . . . . . . . . . . 29 Carter, James . . . . . . . . . . . . . . . . . . . . . . . . . 7 Cave, Diana . . . . . . . . . . . . . . . . . . . . . . 17, 28 Celebrating the Special School . . . . . . . . . . . 60 Chadwick, Donna . . . . . . . . . . . . . . . . . . . . . 36 Chalmers, Debbie . . . . . . . . . . . . . . . . . . 19, 38 Chaplain, Roland . . . . . . . . . . . . . . . . . . . . . 54 Chataway . . . . . . . . . . . . . . . . . . . . . . . . . . . 13 Cheminais, Rita . . . . . . . . . . . . . . . . . . . . 39, 40 Child Development in Practice . . . . . . . . . . . 36 Children as Philosophers . . . . . . . . . . . . . . . . 28 Children, their World, their Education . . . . . . . 1 Choosing and Using Fiction and Non Fiction 3-11 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6 Chowne, Anne . . . . . . . . . . . . . . . . . . . . . . . 31 Cigman, Ruth . . . . . . . . . . . . . . . . . . . . . . . . 57 Circle Time for Young Children . . . . . . . . . . . 38 Clarke, Simon . . . . . . . . . . . . . . . . . . . . . . . . 49 Classroom DIY . . . . . . . . . . . . . . . . . . . . . . . 31 Classroom Karma . . . . . . . . . . . . . . . . . . . . . 29 Classroom Playbuilding in Practice . . . . . . . . 19 Clegg, Brian . . . . . . . . . . . . . . . . . . . . . . . . . 17 Clipson-Boyles, Suzi . . . . . . . . . . . . . . . . . . . 33 Coffey, Simon . . . . . . . . . . . . . . . . . . . . . . . . 26 Cohen, David . . . . . . . . . . . . . . . . . . . . . . . . 61 Cole, Mike . . . . . . . . . . . . . . . . . . . . . . . . . . 48 Collier, Chris . . . . . . . . . . . . . . . . . . . . . . . . . 17 Coltman, Penelope . . . . . . . . . . . . . . . . . . . . 34 Colverd, Sue . . . . . . . . . . . . . . . . . . . . . . . . . 23 Combes, Alan . . . . . . . . . . . . . . . . . . . . . 24, 60 Communication, Language and Literacy in the Early Years Foundation Stage . . . . . . 37 Confronting the Obstacles to Inclusion . . . . . 57 Connecting Leadership and Learning . . . . . . 50 Constructive Talk in Challenging Classrooms . . 54 Cooper, Hilary . . . . . . . . . . . . . . . . . . . . . . . . 22 Corbett, Pie . . . . . . . . . . . . . . . . . . . . . . . . 6, 8 Coultas, Valerie . . . . . . . . . . . . . . . . . . . . . . . 54 Countdown Series . . . . . . . . . . . . . . . . . . . . . 7 Countdown to Creative Writing . . . . . . . . . . . 7 Countdown to Non-Fiction Writing . . . . . . . . . 7 Countdown to Poetry Writing . . . . . . . . . . . . . 7 Cousins, Jacquie . . . . . . . . . . . . . . . . 35, 38, 54 Cowne, Elizabeth . . . . . . . . . . . . . . . . . . . . . 60 Crawley, Jim . . . . . . . . . . . . . . . . . . . . . . . . . 48 Creating a Learner-centred Primary Classroom . . . . . . . . . . . . . . . . . . . . . . . . . 31

For further information, email: education@routledge.com.

Creating a Space to Grow . . . . . . . . . . . . . . . 38 Creating an Emotionally Healthy Classroom . . 24 Creating Drama . . . . . . . . . . . . . . . . . . . . . . 18 Creating Drama with 4-7 Year Olds . . . . . . . 18 Creating Drama with 7-11 Year Olds . . . . . . 18 Creating Leaders in the Classroom . . . . . . . . 29 Creating Writers . . . . . . . . . . . . . . . . . . . . . . . 7 Creating Writers in the Primary Classroom . . . 8 Creative Approaches to Improving Participation . . . . . . . . . . . . . . . . . . . . . . . . 3 Creative Approaches to Physical Education . . 27 Creative Approaches to Poetry for the Primary Framework for Literacy . . . . . . . . . . . . . . . . 8 Creative Development in the Early Years Foundation Stage . . . . . . . . . . . . . . . . . . . 37 Creative Dialogue . . . . . . . . . . . . . . . . . . . . . . 4 Creative English, Creative Curriculum . . . . . . 12 Creative Learning to Meet Special Needs . . .3, 59 Creative Science . . . . . . . . . . . . . . . . . . . . . . 17 Creative Teaching . . . . . . . . . . . . . . . . . . . . . 13 Creative Teaching Science . . . . . . . . . . . . . . . 17 Creative Teaching Series . . . . . . . . . . . . . 15, 17 Creative Teaching/Creative Schools Series . . . . . . . . . . . . . . . . . . . . . . 3, 50, 59 Creative Teaching: History: Creative Teaching Series . . . . . . . . . . . . . . . . . . . . . . . . . . . . 22 Creative Teaching: Mathematics . . . . . . . . . . 15 Creativity and Writing . . . . . . . . . . . . . . . . . . 13 Cremin, Teresa . . . . . . . . . . . . . . . . . . . . 12, 19 Critical New Perspectives on ADHD . . . . . . . . 61 Critical Thinking . . . . . . . . . . . . . . . . . . . . . . 28 Cross-Curricular Teaching and Learning in the Secondary School . . . . . . . . . . . . . . . . . 2 Cross-Curricular Teaching and Learning in the Secondary School Series . . . . . . . . . . . . 2 Cross-Curricular Teaching and Learning in the Secondary School... The Arts . . . . . . . . . 2 Cross-Curricular Teaching in the Primary School . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1 Cullingford, Cedric . . . . . . . . . . . . . . . . . 30, 48 Cumine, Val . . . . . . . . . . . . . . . . . . . . . . . . . 61 Cunningham, Peter . . . . . . . . . . . . . . . . . . . . 47 Cunningham, Sue . . . . . . . . . . . . . . . . . . . . . 41 Curry, Gill . . . . . . . . . . . . . . . . . . . . . . . . 25, 60 Cyber-Bullying . . . . . . . . . . . . . . . . . . . . . . . . 54 Cyf, Gwasg Pia . . . . . . . . . . . . . . . . . . . . . . . 60

D Dabell, John . . . . . . . . . . . . . . . . . . . . . . . . . 13 Daines, Bob . . . . . . . . . . . . . . . . . . . . . . . . . 64 Darbyshire, Carol . . . . . . . . . . . . . . . . . . . . . 21 David Fulton / Nasen Series . . 11, 13, 15, 43, 45, 53, 56, 57, 60, 63, 64 Davies, Dan . . . . . . . . . . . . . . . . . . . . . . . . . . 17 Davies, Louise . . . . . . . . . . . . . . . . . . 25, 55, 60 Davis, Andrew . . . . . . . . . . . . . . . . . . . . . . . 15 Davis, Sue . . . . . . . . . . . . . . . . . . . . . . . . . . . 15 Davison, Jon . . . . . . . . . . . . . . . . . . . . . . . . . 27 Dawes, Lyn . . . . . . . . . . . . . . . . . . . . . 9, 10, 13 Dean, Geoff . . . . . . . . . . . . . . . . . . . . . . . . . 55 Dean, Joan . . . . . . . . . . . . . . . . . . . . 29, 31, 43 Debating Special Education . . . . . . . . . . . . . . 59 Dempster, Neil . . . . . . . . . . . . . . . . . . . . . . . 50 Derrington, Chris . . . . . . . . . . . . . . . . . . . . . 54 Descriptosaurus . . . . . . . . . . . . . . . . . . . . . . . 8 Developing a Creative Curriculum . . . . . . . . . . 3 Developing and Evaluating Multi-agency Partnerships . . . . . . . . . . . . . . . . . . . . . . . . 40 Developing Attachment in Early Years Settings . . . . . . . . . . . . . . . . . . . . . . . . . . . 36 Developing Child in the 21st Century, The . . 38 Developing Early Years Practice . . . . . . . . . . . 38 Developing Play for the Under 3s . . . . . . . . . 33 Developmental Dyspraxia . . . . . . . . . . . . . . . 64 Devereux, Jane . . . . . . . . . . . . . . . . . . . . . . . 38 Dickinson, Rachel . . . . . . . . . . . . . . . . . . . . . 19 Digital Classroom, The . . . . . . . . . . . . . . . . . 21 Dimmock, Clive . . . . . . . . . . . . . . . . . . . . . . . 49 Distributed School Leadership . . . . . . . . . . . . 50 Diversity in Gifted Education . . . . . . . . . . . . . 55 Dodd, Lynda W. . . . . . . . . . . . . . . . . . . . . . . 36 Doddington, Christine . . . . . . . . . . . . . . . . . . . 1 Doherty, Jonathan . . . . . . . . . . . . . . . . . . . . . 27 Dolya, Galina . . . . . . . . . . . . . . . . . . . . . . . . 35 Dombey, Henrietta . . . . . . . . . . . . . . . . . . . . 12 Domestic Violence and Children . . . . . . . . . . 36 Downey, Chris . . . . . . . . . . . . . . . . . . . . . . . 51

Dowson, Pam . . . . . . . . . . . . . . . . . . . . . . . . . 4 Drake, Jane . . . . . . . . . . . . . . . . . . . . . . . . . . 34 Drama 3 - 5 . . . . . . . . . . . . . . . . . . . . . . 19, 38 Drama Play . . . . . . . . . . . . . . . . . . . . . . . . . . 19 Dramatherapy . . . . . . . . . . . . . . . . . . . . . . . . 24 Du Pre, Elizabeth Ann . . . . . . . . . . . . . . . . . . 62 Duncan, Diane . . . . . . . . . . . . . . . . . . . . . . . 11 Dupree, Jane . . . . . . . . . . . . . . . . . . . . . . . . . 43 Dyscalculia . . . . . . . . . . . . . . . . . . . . . . . . . . 64 Dyslexia . . . . . . . . . . . . . . . . . . . . . . . . . . . . 62 Dyslexia and Inclusion . . . . . . . . . . . . . . . . . . 62 Dyslexia at College . . . . . . . . . . . . . . . . . . . . 62 Dyslexia in the Early Years . . . . . . . . . . . . . . . 62 Dyslexia: Surviving and Succeeding at College . . . . . . . . . . . . . . . . . . . . . . . . . . . 62 Dyson, Alan . . . . . . . . . . . . . . . . . . . . . . . . . 50 Dyson, Allan . . . . . . . . . . . . . . . . . . . . . . . . . 38 Dyspraxia . . . . . . . . . . . . . . . . . . . . . . . . . . . 64 Dyspraxia 5–14 . . . . . . . . . . . . . . . . . . . . . . . 64 Dyspraxia in the Early Years . . . . . . . . . . . . . 64

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1001 Brilliant Writing Ideas . . . . . . . . . . . . . . 13 33 Ways to Help with ... Series . . . . . . . . . . . 15 33 Ways to Help with Numeracy . . . . . . 15, 44 33 Ways to Help with Reading . . . . . . . . 12, 44 33 Ways to Help with Spelling . . . . . . . . 12, 44 33 Ways to Help with Writing . . . . . . . . 12, 44 33 Ways to Help with... Series . . . . . . . . 12, 44

Bradford, Helen . . . . . . . . . . . . . . . . . . . . . . 37 Breckon, Peter . . . . . . . . . . . . . . . . . . . . . . . 45 Brennan, Peter . . . . . . . . . . . . . . . . . . . . . . . 27 Brent, Mary . . . . . . . . . . . . . . . . . . . . . . . . . . 63 Briggs, Mary . . . . . . . . . . . . . . . . . . . . . . . . . 15 Briggs, Sue . . . . . . . . . . . . . . . . . . . . . . . 41, 57 Bringing ... to Your Early Years Practice Series . 32 Bringing the Froebel Approach to Your Early Years Setting . . . . . . . . . . . . . . . . . . . . . . . 32 Bringing the High Scope Approach to Your Early Years Practice . . . . . . . . . . . . . . . . . . 32 Bringing the Montessori Approach to Your Early Years Practice . . . . . . . . . . . . . . . . . . 32 Bringing the Reggio Approach to Your Early Years Practice . . . . . . . . . . . . . . . . . . . . . . 32 Bringing the Steiner Waldorf Approach to Your Early Years Practice . . . . . . . . . . . . . . 32 Brookes, David . . . . . . . . . . . . . . . . . . . . . 7, 16 Brown, Tony . . . . . . . . . . . . . . . . . . . . . . . . . 15 Brundrett, Mark . . . . . . . . . . . . . . . . . . . . . . 49 Brunton, Pat . . . . . . . . . . . . . . . . . . . . . . 32, 35 Bryans, Trevor . . . . . . . . . . . . . . . . . . . . . . . . 13 Bubb, Sara . . . . . . . . . . . . . . . . . . . . . . . . . . 45 Building and Restoring Respectful Relationships in Schools . . . . . . . . . . . . . . . 53 Bullying and Young Children . . . . . . . . . . . . . 53 Burgess, Lesley . . . . . . . . . . . . . . . . . . . . . . . 25 Burley, Suzanne . . . . . . . . . . . . . . . . . . . . . . 46 Burnett, Andrew . . . . . . . . . . . . . . . . . . . . . . 13 Butler, Heather . . . . . . . . . . . . . . . . . . . . . . . . 6 Buttriss, Jacquie . . . . . . . . . . . . . . . . . . . . . . 28

E Earle, Kim . . . . . . . . . . . . . . . . . . . . . 25, 55, 60 Early Years Professional Status . . . . . . . . . . . 35 Early Years Stories for the Foundation Stage . . 38 Educating Special Children . . . . . . . . . . . . . . 60 Education for All . . . . . . . . . . . . . . . . . . . . . . . 2 Edwards, Sylvia . . . . . . . . . . . . . . . . . . . . 15, 43 Effective Teacher’s Guide to Behavioural and Emotional Disorders, The . . . . . . . . . . 59 Effective Teacher’s Guide to Sensory and Physical Impairments, The . . . . . . . . . . . . . 59 Effective Teachers Guide to Autism, The . . . . 59 Effective Teachers Guide to Behavioural, Emotional and Social Difficulties, The . . . . 59 Effective Teachers Guide to Dyslexia, The . . . 59 Effective Teachers Guide to Moderate, Severe and Profound, The . . . . . . . . . . . . . 59 Effective Teachers Guide to Sensory Impairment, The . . . . . . . . . . . . . . . . . . . . 59 Eke, Richard . . . . . . . . . . . . . . . . . . . . . . . . . 10 Elfer, Peter . . . . . . . . . . . . . . . . . . . . . . . . . . 38 Elkington, Rob . . . . . . . . . . . . . . . . . . . . . . . . 3 Ellis, Simon . . . . . . . . . . . . . . . . . . . . . . . . . . 53 Emotionally Intelligent Approach to Teaching in the Primary School, An . . . . . . 23 Empowering Your Pupils Through Role-Play . . 19 Encounter with Reggio Emilia, An . . . . . . . . . 38 Encyclopedia of Primary Education . . . . . . . . . 1 Encyclopedia of Religious Education . . . . . . . 21 Engaging Pupil Voice to Ensure that Every Child Matters . . . . . . . . . . . . . . . . . . . . . . 40 English . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13 English as an Additional Language . . . . . . . . 57 English Creative Teaching Series . . . . . . . . . . 13 English Homework for Key Stage 2 . . . . . . . . . 7 English Teaching in the Secondary School . . . 10 English, Eve . . . . . . . . . . . . . . . . . . . . . . . . . . 29 English, Richard . . . . . . . . . . . . . . . . . . . . . . 15 English, Robyn . . . . . . . . . . . . . . . . . . . . . . . 24 Environmental Learning for Classroom and Assembly at Key Stage 1 and Key Stage 2 . . 24 Eriksson, Gillian . . . . . . . . . . . . . . . . . . . . . . . 55 Erricker, Clive . . . . . . . . . . . . . . . . . . . . . . . . 21 Eschooling . . . . . . . . . . . . . . . . . . . . . . . . . . 21 Essential Creativity in the Classroom, . . . . . . . 4 Essential Guide for Competent Teaching Assistants, The . . . . . . . . . . . . . . . . . . . . . 41 Essential Guide for Experienced Teaching Assistants, The . . . . . . . . . . . . . . . . . . . . . 41 Essential Guide for New Teaching Assistants, The . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 41 Essential Guides for TAs Series, The . . . . . . . 41 Essential Nursery Management . . . . . . . . . . . 38 Essential Skills for Managers of ChildCentred Settings . . . . . . . . . . . . . . . . . . . . . . . . . . . 38 Essential Speaking and Listening, The . . . . . . 10 Evans, Julie . . . . . . . . . . . . . . . . . . . . . . . 25, 45 Every Child Matters . . . . . . . . . . . . . . . . . . . . 40 Every Child Matters: A New Role for SENCOs . . . . . . . . . . . . . . . . . . . . . . . . . . . 40 Every Child Matters: A Practical Guide for Teachers . . . . . . . . . . . . . . . . . . . . . . . . . . 40 Extended Schools and Children’s Centres . . . 40

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F FAQs for NQTs . . . . . . . . . . . . . . . . . . . . . . . 45 FAQs for TAs . . . . . . . . . . . . . . . . . . . . . . . . . 43 FAQs on School Inspection . . . . . . . . . . . . . . 52 Farrell, Michael . . . . . . . . . . . . . . . . . . . . 59, 60 Farrow, Steve . . . . . . . . . . . . . . . . . . . . . . . . 17 Fautley, Martin . . . . . . . . . . . . . . . . . . . . . . . . 2 Fawcett, Angela . . . . . . . . . . . . . . . . . . . . . . 63 Feasey, Rosemary . . . . . . . . . . . . . . . 16, 17, 43 Feeding the Under 5s . . . . . . . . . . . . . . . . . . 38 Feiler, Anthony . . . . . . . . . . . . . . . . . . . . . . . 13 Feldman, Allan . . . . . . . . . . . . . . . . . . . . . . . 48 Ferretti, Jane . . . . . . . . . . . . . . . . . . . . . . 22, 55 Filer, Janice . . . . . . . . . . . . . . . . . . . . 35, 37, 47 First Steps to Emotional Literacy . . . . . . . . . . 24 Fisher, Robert . . . . . . . . . . . . . . . . . . . . . . 4, 13 Fitton, Sally . . . . . . . . . . . . . . . . . . . . . . . . . . 55 Fitzgerald, Damien . . . . . . . . . . . . . . . . . . . . 40 Fleming, Mike . . . . . . . . . . . . . . . . . . . . . . . . 10 Fletcher-Hammersley, Linda . . . . . . . . . . . . . . 43 Foale, Jan . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8 Forster, Colin . . . . . . . . . . . . . . . . . . . 7, 14, 16

G Galloway, John . . . . . . . . . . . . . . . . . . . . 20, 43 Galton, Maurice . . . . . . . . . . . . . . . . . . . . . . 51 Games and Activities for Ages 5-11 . . . . . . . 19 Gardner, Paul . . . . . . . . . . . . . . . . . . . . . . . . 12 Gearon, Liam . . . . . . . . . . . . . . . . . . . . . . . . 45 Geoff Kewley, . . . . . . . . . . . . . . . . . . . . . . . . 61 Geography . . . . . . . . . . . . . . . . . . . . . . . . . . 22 Getting Science . . . . . . . . . . . . . . . . . . . . . . 17 Getting to Know Me . . . . . . . . . . . . . . . . . . 24 Gifford, Sue . . . . . . . . . . . . . . . . . . . . . . . . . 15 Gifted and Talented Children 4–11 . . . . . . . . 55 Gifted and Talented Series . . 15, 17 22, 25-27, 55 Gilbert, Ian . . . . . . . . . . . . . . . . . . . . . . . . . . 29 Gill Stevenson, . . . . . . . . . . . . . . . . . . . . . . . 61 Gillard, Linda . . . . . . . . . . . . . . . . . . . . . . . . 17 Gillespie, Helena . . . . . . . . . . . . . . . . . . . . . . 21 Gilroy, Dorothy . . . . . . . . . . . . . . . . . . . . . . . 62 Glenn, Angela . . . . . . . . . . . . . . . . . . 35, 38, 54 Glew, Erica . . . . . . . . . . . . . . . . . . . . . . . . . . 55 Godinho, Sally . . . . . . . . . . . . . . . . . . . . . . . 24 Goff, Emma . . . . . . . . . . . . . . . . . . . . . . . . . 19 Goldschmeid, Elinor . . . . . . . . . . . . . . . . . . . 38 Goldworthy, Anne . . . . . . . . . . . . . . . . . . . . 17 Good School for Every Child, A . . . . . . . . . . . 52 Good Teachers, Good Schools . . . . . . . . . . . 47 Goodard, Hilary . . . . . . . . . . . . . . . . . . . . . . 54 Goodhew, Gwen . . . . . . . . . . . . . . . . . . . . . 26 Goodwin, Prue . . . . . . . . . . . . . . . . . . . . . . . 13 Goodwin, Vicki . . . . . . . . . . . . . . . . . . . . . . . 62 Goouch, Kathy . . . . . . . . . . . . . . . . . . . . . . . 13 Gordon, John . . . . . . . . . . . . . . . . . . . . . . . . 45 Gough, Florence . . . . . . . . . . . . . . . . . . . . . . 63 Goulding, Maria . . . . . . . . . . . . . . . . . . . . . . 15 Graham, Judith . . . . . . . . . . . . . . . . . . . . . 7, 13 Grainger, Teresa . . . . . . . . . . . . . . . . . . . . . . 13 Grammar Survival . . . . . . . . . . . . . . . . . . . . . 10 Grant, David . . . . . . . . . . . . . . . . . . . . . . . . . 62 Gray, Francesca . . . . . . . . . . . . . . . . . . . . . . . 60 Gray, John . . . . . . . . . . . . . . . . . . . . . . . . . . . 1 Green, Sandy . . . . . . . . . . . . . . . . . . . . . 32, 37 Greenhough, Pamela . . . . . . . . . . . . . . . . . . 15 Griffiths, Fleur . . . . . . . . . . . . . . . . . . . . . 25, 34 Gross, Jean . . . . . . . . . . . . . . . . . . . . . . . . . . 60 Grugeon, Elizabeth . . . . . . . . . . . . . . . . . . . . 13 Guide to Early Years Practice, A . . . . . . . . . . 38 Guide to School Attendance, A . . . . . . . . . . 52 Guldberg, Helene . . . . . . . . . . . . . . . . . . . . . 36 Guppy, Peter . . . . . . . . . . . . . . . . . . . . . . 11, 43 Gutteridge, Daphne . . . . . . . . . . . . . . . . . . . 24

H Haddon, John . . . . . . . . . . . . . . . . . . . . . . . . 10 Hadfield, Mark . . . . . . . . . . . . . . . . . . . . . . . 51 Haigh, Gerald . . . . . . . . . . . . . . . . . . . . . . . . 50 Halbert, Judy . . . . . . . . . . . . . . . . . . . . . . . . . 50 Hall, David . . . . . . . . . . . . . . . . . . . . . . . . . . 20 Hamill, Andrew . . . . . . . . . . . . . . . . . . . . . . . 21 Hammond, Michael . . . . . . . . . . . . . . . . . . . 45 Hampson, Kathy . . . . . . . . . . . . . . . . . . . . . . 53 Handbook for Inclusion Managers, A . . . . . . 56

Handbook of Lunchtime Supervision, The . . . 42 Hannell, Glynis . . . . . . . . . . . . . . 44, 57, 62, 64 Hargreaver, Linda . . . . . . . . . . . . . . . . . . . . . . 1 Harlen, Wynne . . . . . . . . . . . . . . . . . . . . . . . 17 Harnessing Technology for Every Child Matters & Personalised Learning . . . . . . . . 20 Harpley, Avril . . . . . . . . . . . . . . . . . . . . . . . . . 38 Harris, Alma . . . . . . . . . . . . . . . . . . . . . . . . . 50 Harris, Richard . . . . . . . . . . . . . . . . . . . . 22, 60 Hartas, Dimitra . . . . . . . . . . . . . . . . . . . . . . . 62 Haslam, Liz . . . . . . . . . . . . . . . . . . . . . . . . . . 57 Hastings, Steven . . . . . . . . . . . . . . . . . . . . . . 29 Hatton, Christine . . . . . . . . . . . . . . . . . . . . . 19 Hawthorne, Kate . . . . . . . . . . . . . . . . . . . . . 21 Hay, Susan . . . . . . . . . . . . . . . . . . . . . . . . . . 38 Hayden, Sue . . . . . . . . . . . . . . . . . . . . . . . . . 63 Haydn, Terry . . . . . . . . . . . . . . . . . . . . . . . . . 54 Hayes, Claire . . . . . . . . . . . . . . . . . . . . . . . . . 48 Hayes, Denis . . . . . . . . . . . . . . . . . . . . . . . . . . 1 Hayes, Sid . . . . . . . . . . . . . . . . . . . . . . . . . . . 27 Haynes, Joanna . . . . . . . . . . . . . . . . . . . . . . . 28 Hayward, Geoffrey . . . . . . . . . . . . . . . . . . . . . 2 Healthy, Active and Outside! . . . . . . . . . . . . . 37 Help Students Improve Their Study Skills . . . . 43 Helping Children Series . . . . . . . . . . . . . . . . . 38 Helping Children to be Competent Learners . . 38 Helping Children to be Skillful Communicators . . . . . . . . . . . . . . . . . . . . . 38 Helping Children to be Strong . . . . . . . . . . . 38 Helping Children to Stay Healthy . . . . . . . . . 38 Helping with Behaviour . . . . . . . . . . . . . . . . . 38 Helping Your Pupils to Ask Questions . . . . . . 24 Helping Your Pupils to be Resilient . . . . . . . . 24 Helping Your Pupils to Communicate Effectively . . . . . . . . . . . . . . . . . . . . . . . . . 24 Helping your Pupils to Think for Themselves . . 24 Helping your Pupils to Work Cooperatively . . 24 Helps, Alicia . . . . . . . . . . . . . . . . . . . 35, 38, 54 Hendry, Richard . . . . . . . . . . . . . . . . . . . . . . . 53 Hewett, Dave . . . . . . . . . . . . . . . . . . . . . . . . 63 Hiatt, Kay . . . . . . . . . . . . . . . . . . . . . . . . . . . 19 Hickey, Raewyn . . . . . . . . . . . . . . . . . . . . 12, 44 Hicks, David . . . . . . . . . . . . . . . . . . . . . . . . . 22 History . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 22 Hobson, Andrew J. . . . . . . . . . . . . . . . . . . . . 46 Hodgkin, Bernard . . . . . . . . . . . . . . . . . . . . . 23 Hodgson, Ann . . . . . . . . . . . . . . . . . . . . . . . . 2 Hodson, Pamela . . . . . . . . . . . . . . . . . . . . . . 13 Holden, Carol . . . . . . . . . . . . . . . . . . . . . 17, 60 Holden, Cathie . . . . . . . . . . . . . . . . . . . . . . . 22 Holmes, Elizabeth . . . . . . . . . . . . 43, 45, 48, 52 Holt, Nicky . . . . . . . . . . . . . . . . . . . . . . . . . . 32 Hopkins, Christine . . . . . . . . . . . . . . . . . . . . . 15 Horner, Chris . . . . . . . . . . . . . . . . . . . . . . . . 13 Houssart, Jenny . . . . . . . . . . . . . . . . . . . . . . . 15 How to Avoid Illness and Infection . . . . . . . . 38 How to be a Brilliant English Teacher . . . . . . 13 How to be a Brilliant Mentor . . . . . . . . . . . . 46 How to be a Brilliant Teacher . . . . . . . . . . . . 45 How to do a Health and Safety Audit . . . . . . 38 How to Keep Young Children Safe . . . . . . . . 38 How to Manage Spelling Successfully . . . . . . 13 How to Series . . . . . . . . . . . . . . . . . . . . . . . . 38 How to Teach Writing Across the Curriculum Series . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5 How to Teach Writing Across the Curriculum: Ages 6-8 . . . . . . . . . . . . . . . . . . . . . . . . . . . 5 How to Teach Writing Across the Curriculum: Ages 8-12 . . . . . . . . . . . . . . . . . . . . . . . . . . 5 Howe, Alan . . . . . . . . . . . . . . . . . . . . . . . . . . 17 Howell, Jo . . . . . . . . . . . . . . . . . . . . . . . . . 8, 18 Howson, John . . . . . . . . . . . . . . . . . . . . . . . . 48 Hubbard, Lorraine . . . . . . . . . . . . . . . . . . . . . 13 Hudson, David . . . . . . . . . . . . . . . . . . . . . . . 47 Hughes, Anita M. . . . . . . . . . . . . . . . . . . 33, 37 Hughes, Margaret . . . . . . . . . . . . . . . . . . 11, 43 Hughes, Martin . . . . . . . . . . . . . . . . . . . . . . . 15 Hull Learning Services, . . . . . . . . . . . . . . . . . 60 Hull, Robert . . . . . . . . . . . . . . . . . . . . . . . . . . 7 Human Resource Management in Education . 51 Hunt, Dilwyn . . . . . . . . . . . . . . . . . . . 22, 55, 60 Hunt, Martin . . . . . . . . . . . . . . . . . . . . . . . . . 45 Hunt, Philippa . . . . . . . . . . . . . . . . . . . . . . . . 13 Hurst, Tim . . . . . . . . . . . . . . . . . . . . . . . . . . . 60 Hutchins, Roger . . . . . . . . . . . . . . . . . . . 42, 43 Hutchinson, Nicky . . . . . . . . . . . . . . . . . . . . . 23 Huxford, Laura . . . . . . . . . . . . . . . . . . . . . . . 13

I ICT for Teaching Assistants . . . . . . . . . . . . . . 43 ICT Handbook for Primary Teachers, The . . . . 20 Identifing Additional Learning Needs . . . . . . 38 Iley, Paula . . . . . . . . . . . . . . . . . . . . . . . . . . . 28 Implementing the Every Child Matters Strategy . . . . . . . . . . . . . . . . . . . . . . . . . . . 39 Improve Your Primary School Through Drama . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19 Improving Practice (TLRP) Series . . . . . . . 15, 31 Improving Practice Series . . . . . . . . . . . . 13, 50 Improving Primary Literacy . . . . . . . . . . . . . . 13 Improving Primary Mathematics . . . . . . . . . . 15 Improving Schools Developing Inclusion . . . . 50 Imray, Peter . . . . . . . . . . . . . . . . . . . . . . . . . . 54 In at the Deep End . . . . . . . . . . . . . . . . . . . . 48 Included or Excluded . . . . . . . . . . . . . . . . . . . 57 Including the Gifted and Talented . . . . . . . . . 55 Inclusion and How to do It: Primary Schools . . 57 Inclusion and How to do It: Secondary Schools . . . . . . . . . . . . . . . . . . . . . . . . . . . 57 Inclusion in the Early Years . . . . . . . . . . . . . . 57 Ingram, Gretchen . . . . . . . . . . . . . . . . . . 26, 55 Insider’s Guide for New Teachers, The . . . . . . 45 Inspirational and Cautionary Tales for Would-Be School Leaders . . . . . . . . . . . . . 50 Integrated Children’s Centres . . . . . . . . . . . . 40 Introducing Vygotsky . . . . . . . . . . . . . . . . . . 35 Isaacs, Barbara . . . . . . . . . . . . . . . . . . . . . . . 32 IslesBuck, Emma . . . . . . . . . . . . . . . . . . . . . . 38 Ives, Richard . . . . . . . . . . . . . . . . . . . . . . . . . 60

J James, Karen . . . . . . . . . . . . . . . . . . . . . . . . 38 James, Mary . . . . . . . . . . . . . . . . . . . . . . . . . 29 Jamieson, Claire . . . . . . . . . . . . . . . . . . . . . . 62 Jaquiss, Victoria . . . . . . . . . . . . . . . . . . . 25, 60 John, Peter . . . . . . . . . . . . . . . . . . . . . . . . . . 21 Johnson, Jill . . . . . . . . . . . . . . . . . . . . . . . . . . 2 Jolliffe, Wendy . . . . . . . . . . . . . . . . . . . . . . . 13 Jones, Deborah . . . . . . . . . . . . . . . . . . . . . . . 13 Jones, Jane . . . . . . . . . . . . . . . . . . . . . . . . . . 26 Jones, Phyllis . . . . . . . . . . . . . . . . . . . . . . . . . 57 Jordan, Emma . . . . . . . . . . . . . . . . . . . . . . . . 63 Joyce, Jane . . . . . . . . . . . . . . . . . . . . . . . . . . 35 Julia Dunlop, . . . . . . . . . . . . . . . . . . . . . . . . . 61 Jumpstart! Creativity . . . . . . . . . . . . . . . . . . . . 4 Jumpstart! Drama . . . . . . . . . . . . . . . . . . . . . 19 Jumpstart! ICT . . . . . . . . . . . . . . . . . . . . . . . 21 Jumpstart! Literacy . . . . . . . . . . . . . . . . . . . . . 8 Jumpstart! Numeracy . . . . . . . . . . . . . . . . . . 15 Jumpstart! Poetry . . . . . . . . . . . . . . . . . . . . . . 8 Jumpstart! Science . . . . . . . . . . . . . . . . . . . . 16 Jumpstart! Series . . . . . . . 4, 8, 15, 16, 19, 21 Jumpstart! Storymaking . . . . . . . . . . . . . . . . . 8

K Kaser, Linda . . . . . . . . . . . . . . . . . . . . . . . . . 50 Kay, Janet . . . . . . . . . . . . . . . . . . . . . . . . . . . 40 Keep, Ewart . . . . . . . . . . . . . . . . . . . . . . . . . . 2 Kellet, Edith . . . . . . . . . . . . . . . . . . . . . . . . . 57 Kelley, Paul . . . . . . . . . . . . . . . . . . . . . . . . . . 50 Kelly, Alison . . . . . . . . . . . . . . . . . . . . . . . 7, 13 Kelly, Anthony . . . . . . . . . . . . . . . . . . . . . . . 51 Kennewell, Steve . . . . . . . . . . . . . . . . . . . . . 45 Keogh, Brenda . . . . . . . . . . . . . . . . . . . . 13, 17 Kerry, Trevor . . . . . . . . . . . . . . . . . . . . . . . . . . 1 Kershner, Ruth . . . . . . . . . . . . . . . . . . . . . . . . 1 Key Issues for Teaching Assistants . . . . . . . . . 43 Key Issues in Early Years Education . . . . . . . . 35 Key Persons in the Nursery . . . . . . . . . . . . . . 38 King, Adam . . . . . . . . . . . . . . . . . . . . . . . . . 31 Kinney, Linda . . . . . . . . . . . . . . . . . . . . . . . . 38 Kirby, Amanda . . . . . . . . . . . . . . . . . . . . . . . 57 Knowledge and Understanding of the World in the Early Years Foundation Stage . . . . . . 37 Knowles, Gianna . . . . . . . . . . . . . . . . . . . . . . 57 Kutnick, Peter . . . . . . . . . . . . . . . . . . . . . . . . 31

L Lakin, Liz . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16 Lambirth, Andrew . . . . . . . . . . . . . . . . . . . . . 13 Lancaster, Gwen . . . . . . . . . . . . . . . . . . . . . . 63 Langrehr, Jan . . . . . . . . . . . . . . . . . . . . . . . . 28

Langrehr, John . . . . . . . . . . . . . . . . . . . . . . . 28 Language Development for Maths . . . . . . . . 63 Language Development for Maths: Activities for Home . . . . . . . . . . . . . . . . . . 63 Language Development for Science . . . . . . . 63 Language Development for Science: Activities for Home . . . . . . . . . . . . . . . . . . 63 Language Development: Activities for Home . . 63 Language Development: Circle Time Sessions . 63 Language for Learning . . . . . . . . . . . . . . . . . 63 Language Knowledge for Secondary Schools . 13 Lavin, Jim . . . . . . . . . . . . . . . . . . . . . . . . . . . 27 Lawler, Catherine . . . . . . . . . . . . . . . . . . . . . 36 Le Messurier, Mark . . . . . . . . . . . . . . . . . . . . 54 Leadership for Learning Series . . . . . . . . 49, 51 Leadership for Quality and Accountability in Education . . . . . . . . . . . . . . . . . . . . . . . 49 Leadership Mindsets . . . . . . . . . . . . . . . . . . . 50 Leading a Creative School . . . . . . . . . . . . . 3, 50 Leading and Managing Teaching Assistants . . 43 Leading Learning . . . . . . . . . . . . . . . . . . . . . 49 Leading School Transformation Series . . . . . . 50 Leading School-based Networks . . . . . . . . . . 51 Learn to Think . . . . . . . . . . . . . . . . . . . . . . . 28 Learning and Teaching . . . . . . . . . . . . . . . . . 43 Learning and Teaching with Maps . . . . . . . . 22 Learning for Themselves . . . . . . . . . . . . . . . . 28 Learning How to Learn . . . . . . . . . . . . . . . . . 29 Learning ICT in the Arts . . . . . . . . . . . . . . . . 21 Learning ICT in the Humanities . . . . . . . . . . . 21 Learning ICT with English . . . . . . . . . . . . . . . 21 Learning ICT with Maths . . . . . . . . . . . . . . . . 21 Learning ICT with Science . . . . . . . . . . . . . . . 21 Learning Outdoors . . . . . . . . . . . . . . . . . . . . 38 Learning through Talk . . . . . . . . . . . . . . . . . . . 9 Learning to Fail . . . . . . . . . . . . . . . . . . . . . . . 52 Leask, Marilyn . . . . . . . . . . . . . . . . . . . . . . . . 42 Lee, John . . . . . . . . . . . . . . . . . . . . . . . . . . . 10 Leicester, Mal . . . . . . . . . . . . . . . . . . 11, 24, 38 Leimanis-Wyatt, Maija . . . . . . . . . . . . . . . . . . 31 Lewis, Deborah . . . . . . . . . . . . . . . . . . . . . . . 48 Lewis, Martin . . . . . . . . . . . . . . . . . . . . . . . . 19 Lewis, Maureen . . . . . . . . . . . . . . . . . . . . . . 12 Lewis, Ramon . . . . . . . . . . . . . . . . . . . . . . . . 54 Leyden, Sue . . . . . . . . . . . . . . . . . . . . . . . . . 55 Liebling, Henry . . . . . . . . . . . . . . . . . . . . . . . 15 Literacy and ICT in the Primary School . . . . . 13 Literacy Game, The . . . . . . . . . . . . . . . . . . . . 13 Literacy in Action: Football . . . . . . . . . . . . . . . 6 Literate Classroom, The . . . . . . . . . . . . . . . . . 13 Little Books of Life Skills Series . . . . . . . . . . . 24 Little Learning, A . . . . . . . . . . . . . . . . . . . . . 29 Living With Dyslexia . . . . . . . . . . . . . . . . . . . 63 Lloyd, Gwynedd . . . . . . . . . . . . . . . . . . . . . . 61 Long, Rob . . . . . . . . . . . . . . . . . . . . . . . . . . . 54 Longaretti, Lynette . . . . . . . . . . . . . . . . . . . . 24 Loughran, John . . . . . . . . . . . . . . . . . . . . . . . 47 Louis, Stella . . . . . . . . . . . . . . . . . . . . . . . . . . 37 Lovat, Chira . . . . . . . . . . . . . . . . . . . . . . . . . 12 Lovesy, Sarah . . . . . . . . . . . . . . . . . . . . . . . . 19 Lowe, Jackie . . . . . . . . . . . . . . . . . . . . . . . . . 63 Lowe, Michelle . . . . . . . . . . . . . . . . . . . . . . . 43 Lowe, Virginia . . . . . . . . . . . . . . . . . . . . . . . . 13 Lowndes, Judith . . . . . . . . . . . . . . . . . . . . . . 21 Luff, Ian . . . . . . . . . . . . . . . . . . . . . . . . . 22, 60 Luxford, Heather . . . . . . . . . . . . . . . . . . . . . . . 9

M MacBeath, John . . . . . . . . . . . . . . . . . . . 50, 51 Macintyre, Christine . . . . 33, 38, 53, 55, 58, 64 Maker, June . . . . . . . . . . . . . . . . . . . . . . . . . 28 Making Dyslexia Work for You . . . . . . . . . . . 62 Making Minds . . . . . . . . . . . . . . . . . . . . . . . 50 Making Music in the Primary School . . . . . . . 25 Making the Most of Your Teaching Assistant . 41 Malderez, Angi . . . . . . . . . . . . . . . . . . . . . . . 46 Mallet, Margaret . . . . . . . . . . . . . . . . . . . . . . 13 Mallett, Margaret . . . . . . . . . . . . . . . . . . . . . . 6 Manage Conflict: Little Books of Life Skills Series . . . . . . . . . . . . . . . . . . . . . . . . . . . . 24 Managing Behaviour in the Primary Classroom . . . . . . . . . . . . . . . . . . . . . . . . . 54 Managing Dyslexia at University . . . . . . . . . . 62 Managing Extreme Behaviours in the Early Years . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 54 Managing Pupil Behaviour . . . . . . . . . . . . . . 54 Manchester, Helen . . . . . . . . . . . . . . . . . . . . . 3

TO ORDER – see order form at the back of this catalogue. Alternatively, you can order by: Tel: +44 (0)1235 400524 Fax: +44 (0)20 7017 6699 Online: www.routledge.com/teachers

Moon, Jennifer . . . . . . . . . . . . . . . . . . . . . . . 28 Morales, Rosanna . . . . . . . . . . . . . . . . . . . . . 19 Morgan, Ellen . . . . . . . . . . . . . . . . . . . . . . . . 62 Morgan, John . . . . . . . . . . . . . . . . . . . . . . . . 22 Morley, Dave . . . . . . . . . . . . . . . . . . . . . . 27, 55 Morris, Heather . . . . . . . . . . . . . . . . . . . . 12, 44 Mosley Jenny . . . . . . . . . . . . . . . . . . . . . . . . 63 Mosley, Jenny . . . . . . . . . . . . . . . . . . . . . . . . 38 Move On Maths! Ages 7-9 . . . . . . . . . . . . . . 14 Move On Maths! Ages 9-11 . . . . . . . . . . . . . 14 Move On Maths! Series . . . . . . . . . . . . . . . . 14 Murdoch, Kath . . . . . . . . . . . . . . . . . 24, 28, 31 Murray, Michele . . . . . . . . . . . . . . . . . . . . . . 24 Music 3-5 . . . . . . . . . . . . . . . . . . . . . . . . 25, 34

N Naggar-Smith, Nadia . . . . . . . . . . . . . . . . . . . 15 Nash, Marion . . . . . . . . . . . . . . . . . . . . . . . . 63 Nature and Young Children . . . . . . . . . . . . . 38 Navigating Initial Teacher Training . . . . . . . . . 46 Naylor, Stuart . . . . . . . . . . . . . . . . . . . . . 13, 17 Neelands, Jonothan . . . . . . . . . . . . . . . . . . . 19 New Directions in Special Educational Needs Series . . . . . . . . . . . . . . . . . . . . . . . 59 New Early Years Professional, The . . . . . . . . . 38 New NASEN AZ of Reading Resources, The . . 13 Newly Qualified Teacher’s Handbook, The . . 45 Newstead, Shelly . . . . . . . . . . . . . . . . . . . . . . 38 Newton, Douglas P. . . . . . . . . . . . . . . . . . . . . 45 Newton, Lynn . . . . . . . . . . . . . . . . . . . . . . . . 29 Next Steps in Teaching . . . . . . . . . . . . . . . . . 45 Nicol, Janni . . . . . . . . . . . . . . . . . . . . . . . . . . 32 Nind, Melanie . . . . . . . . . . . . . . . . . . . . . . . . 63 Norton, Hilary . . . . . . . . . . . . . . . . . . . . . . . . 43 Nurse, Angela D. . . . . . . . . . . . . . . . . . . . 37, 38 Nursery World/Routledge Essential Guides for Early Years Practitioners Series, The . . . 25, 34

O O’Donoghue, Tom . . . . . . . . . . . . . . . . . . . . 49 O’Neill, Jean . . . . . . . . . . . . . . . . . . . . . . . . . 45 O’Sullivan, Olivia . . . . . . . . . . . . . . . . . . . . . . 13 Oancea, Alis . . . . . . . . . . . . . . . . . . . . . . . . . . 2 Observing, Assessing and Planning . . . . . . . . 38 Oliver, Ann . . . . . . . . . . . . . . . . . . . . . . . . . . 17 Oranges and Lemons . . . . . . . . . . . . . . . . . . 29 Organising Learning in the Primary School Classroom . . . . . . . . . . . . . . . . . . . . . . . . . 31 Ota, Cathy . . . . . . . . . . . . . . . . . . . . . . . . . . 31 Ott, Philomena . . . . . . . . . . . . . . . . . . . . 13, 62 Outdoor Learning in the Early Years . . . . . . . 37 Owen, Hilarie . . . . . . . . . . . . . . . . . . . . . . . . 29 Owen, Nick . . . . . . . . . . . . . . . . . . . . . . . . . . . 3 Owen-Jackson, Gwyneth . . . . . . . . . . . . . . . 45

P Pachler, Norbert . . . . . . . . . . . . . . . . . . . . . . 45 Pagett, Linda . . . . . . . . . . . . . . . . . . . . . . . . . . 8 Palmer, Sue . . . . . . . . . . . . . . . . . . . . . . . . . 5, 9 Palmer, Tracey . . . . . . . . . . . . . . . . . . . . . . . . 63 Papatheodorou, Theodora . . . . . . . . . . . . . . 54 Parfitt, Vicki . . . . . . . . . . . . . . . . . . . . 7, 14, 16 Parker, Lynn . . . . . . . . . . . . . . . . . . . . . . . . . 38 Partnerships for Inclusive Education . . . . . . . 57 Paterson, Diane . . . . . . . . . . . . . . . . . . . . 25, 60 Patton, Wendy . . . . . . . . . . . . . . . . . . . . . . . 29 Peirce, Elizabeth . . . . . . . . . . . . . . . . . . . . . . 24 Pepperell, Sandy . . . . . . . . . . . . . . . . . . . . . . 15 Personal, Social and Emotional Development in the Early Years Foundation Stage . . . . . . 37 Petersen, Lorraine . . . . . . . . . . . . . . . . . . . . . 13 Philosophy in the Classroom . . . . . . . . . . . . . 28 Philpott, Chris . . . . . . . . . . . . . . . . . . . . . . . . 45 Phoneme Factory – Developing Speech and Language Skills . . . . . . . . . . . . . . . . . . 63 Physical Development in the Early Years Foundation Stage . . . . . . . . . . . . . . . . . . . 37 Physical Education and Development 3-11 . . 27 Pickford, Tony . . . . . . . . . . . . . . . . . . . . . . . . 21 Piggott, Jennifer . . . . . . . . . . . . . . . . . . . 15, 55 Planning and Using Time in the Foundation Stage . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 38 Planning Creative Literacy Lessons . . . . . . . . 13 Planning for Children’s Play and Learning . . . 34

For further information, email: education@routledge.com.

Planning for the Early Years Foundation Stage . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 37 Play and Learning in the Early Years: Tried and Tested Series . . . . . . . . . . . . . . . . . . . . 38 Play for Children with Special Needs . . . . 33, 58 Playing and Learning Outdoors . . . . . . . . . . . 38 Playing Outside . . . . . . . . . . . . . . . . . . . . . . . 38 Pocket Guide to Every Child Matters, The . . . 40 Poetry - From Reading to Writing . . . . . . . . . . 7 Politics and the Primary Teacher . . . . . . . . . . 47 Pomerantz, Michael . . . . . . . . . . . . . . . . . . . 55 Pomphrey, Cathy . . . . . . . . . . . . . . . . . . . . . . 46 Poole, Liz . . . . . . . . . . . . . . . . . . . . . . . . . . . 36 Portwood, Madeleine . . . . . . . . . . . . . . . . . . 64 Posch, Peter . . . . . . . . . . . . . . . . . . . . . . . . . 48 Positive Intervention for Pupils who Struggle at School . . . . . . . . . . . . . . . . . . . 58 Potter, Franc . . . . . . . . . . . . . . . . . . . . . . . . . 21 Pound, Linda . . . . . . . . . . . . . . . . . . . . . . . . . 34 Practical Creativity at Key Stages 1 & 2, . . . . . 4 Practical Guidance in the Early Years Foundation Stage Series . . . . . . . . . . . . . . 37 Practical Guidance in the EYFS Series . . . . . . 37 Practical Guide to Teaching Citizenship in the Secondary School, A . . . . . . . . . . . . . . 45 Practical Guide to Teaching Design and Technology in the Secondary School, A . . . 45 Practical Guide to Teaching History in the Secondary School, A . . . . . . . . . . . . . . . . . 45 Practical Guide to Teaching ICT in the Secondary School, A . . . . . . . . . . . . . . . . . 45 Practical Guide to Teaching Modern Foreign Languages in the Secondary School, A . . . 45 Practical Guide to Teaching Music in the Secondary School, A . . . . . . . . . . . . . . . . . 45 Practical Guide to Teaching Physical Education in the Secondary School, A . . . . 45 Practical Guide to Teaching Science in the Secondary School, A . . . . . . . . . . . . . . . . . 45 Practical Tips for Teaching Assistants . . . . . . . 43 Preparing to Teach . . . . . . . . . . . . . . . . . . . . 45 Price, Harriet . . . . . . . . . . . . . . . . . . . . . . . . . 20 Primary English Encyclopaedia, The . . . . . . . . 13 Primary ICT for Teaching Assistants . . . . . . . . 43 Primary Mathematics for Teaching Assistants . . . . . . . . . . . . . . . . . . . . . . 15, 43 Primary Religious Education – A New Approach . . . . . . . . . . . . . . . . . . . . . . . . . 21 Primary Science for Teaching Assistants . . . . 43 Primary Teaching Today . . . . . . . . . . . . . . . . . . 1 Pring, Richard . . . . . . . . . . . . . . . . . . . . . . . . . 2 Pritchard, Alan . . . . . . . . . . . . . . . . . . . . . . . 30 Problem Solving, Reasoning and Numeracy in the Early Years Foundation Stage . . . . . . 37 Professional Attributes and Practice . . . . . . . 48 Professional Studies in the Primary School . . 29 Progression in Primary ICT . . . . . . . . . . . . . . . 21 Promoting Effective Group Work in the Primary Classroom . . . . . . . . . . . . . . . . . . . 31 Providing Support and Supervision . . . . . . . . 29 Psychology for the Classroom Series . . . . . . . 30 Psychology for the Classroom: Behaviourism . . 30 Psychology for the Classroom: Constructivism and Social Learning . . . . . . 30 Pugh, Jim . . . . . . . . . . . . . . . . . . . . . . . . . . . 43 Purnell, Glynis . . . . . . . . . . . . . . . . . . . . . . . . 12 Purves, Libby . . . . . . . . . . . . . . . . . . . . . . . . . 29

Q Qualter, Anne . . . . . . . . . . . . . . . . . . . . . . . . 17

R Rainer, John . . . . . . . . . . . . . . . . . . . . . . . . . 19 Raising Literacy Achievement in the Primary School . . . . . . . . . . . . . . . . . . . . . . . . . . . . 55 Raising the Achievement of All Pupils Within an Inclusive Setting . . . . . . . . . . . . . . . . . . 55 Raising the Stakes . . . . . . . . . . . . . . . . . . . . . 50 Read, Veronica . . . . . . . . . . . . . . . . . . . . . . . 36 Reading Under Control . . . . . . . . . . . . . . . . . 13 Ready to Read and Write in the Early Years . . 38 Really Useful Book of ICT in the Early Years, The . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20 Really Useful Creativity Book, The . . . . . . . . . . 4 Really Useful Literacy Book, The . . . . . . . . . . 12 Really Useful Maths Book, The . . . . . . . . . . . 15 Really Useful Physical Education Book, The . . 27

Really Useful Science Book, The . . . . . . . . . . 17 Really Useful Series, The . . 4, 12, 15, 17, 20, 27 Reclaiming Childhood . . . . . . . . . . . . . . . . . . 36 Redondo, Ana . . . . . . . . . . . . . . . . . . . . . . . . 45 Rees, Gareth . . . . . . . . . . . . . . . . . . . . . . . . . . 2 Reid, Gavin . . . . . . . . . . . . . . . . . . . . . . . . . . 62 Reid, Hazel L. . . . . . . . . . . . . . . . . . . . . . . . . 29 Reinventing Schools . . . . . . . . . . . . . . . . . . . 51 Religious Education . . . . . . . . . . . . . . . . . . . . 21 Removing Barriers to Learning in the Early Years . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 38 Researching Creative Learning . . . . . . . . . . . . 4 Rhodes, Christopher . . . . . . . . . . . . . . . . . . . 49 Richards, Gill . . . . . . . . . . . . . . . . . . . . . . 43, 57 Riddick, Barbara . . . . . . . . . . . . . . . . . . . . . . 63 Rinaldi, Carlina . . . . . . . . . . . . . . . . . . . . . . . 38 Ripley, Kate . . . . . . . . . . . . . . . . . . . . . . . 24, 64 Ritchie, Christine . . . . . . . . . . . . . . . . . . . . . . 43 Roaf, Caroline . . . . . . . . . . . . . . . . . . . . . . . . 15 Rob Long Omnibus Edition of Better Behaviour, The . . . . . . . . . . . . . . . . . . . . . . 54 Roberts, Ann . . . . . . . . . . . . . . . . . . . . . . . . . 38 Robinson, Susan . . . . . . . . . . . . . . . . . . . . . . 63 Rodgers, Anne . . . . . . . . . . . . . . . . . . . . . . . 35 Roffey, Sue . . . . . . . . . . . . . . . . . . . . . . . . . . 38 Rose, Richard . . . . . . . . . . . . . . . . . . . . . . . . 57 Rose, Shirley . . . . . . . . . . . . . . . . . . . . . . . . . 42 Ross, Alison . . . . . . . . . . . . . . . . . . . . . . . . . 13 Ross, Keith . . . . . . . . . . . . . . . . . . . . . . . . . . 16 Routledge Primary Education Series . . . . . . . 54 Rowley, Chris . . . . . . . . . . . . . . . . . . . . . . . . 22 Rudd, Andrew . . . . . . . . . . . . . . . . . . . . . . . 13 Ruthra-Rajan, Naranee . . . . . . . . . . . . . . . . . . 3 Ryder-Richardson, Gail . . . . . . . . . . . . . . . . . 38 Ryf, Vicki . . . . . . . . . . . . . . . . . . . . . . . . . . . 13

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Mapping SEN . . . . . . . . . . . . . . . . . . . . . . . . 57 Martin, Tony . . . . . . . . . . . . . . . . . . . . . . . . . 12 Mathematical Knowledge for Primary Teachers . . . . . . . . . . . . . . . . . . . . . . . . . . 15 Mathematics in the Primary School . . . . . . . . 15 Mathews, Claire . . . . . . . . . . . . . . . . . . . . . . 50 Maths and ICT in the Primary School . . . . . . 15 Maths Homework for Key Stage 2 . . . . . . . . 14 Matthewman, Sasha . . . . . . . . . . . . . . . . . . . 10 May, Pamela . . . . . . . . . . . . . . . . . . . 36, 37, 38 Mayled, Jon . . . . . . . . . . . . . . . . . . . . . . . . . 21 Maynard, Sally . . . . . . . . . . . . . . . . . . . . . . . 26 McCall, Catherine . . . . . . . . . . . . . . . . . . . . . 28 McClure, Lynne . . . . . . . . . . . . . . . . . . . . 15, 55 McDonald, Roger . . . . . . . . . . . . . . . . . . . . . 19 McFarlane, Penny . . . . . . . . . . . . . . . . . . . . . 24 McGowan, Andrea . . . . . . . . . . . . . . . 7, 14, 16 McGrath, Caroline . . . . . . . . . . . . . . . . . . . . 34 McInnes, Karen . . . . . . . . . . . . . . . . . . . . . . . 38 McKechnie, Janet . . . . . . . . . . . . . . . . . . . . . 16 McKeown, Sally . . . . . . . . . . . . . . . . 21, 26, 60 McMahon, Kendra . . . . . . . . . . . . . . . . . . . . 17 McMahon, Mary . . . . . . . . . . . . . . . . . . . . . . 29 McNiff, Jean . . . . . . . . . . . . . . . . . . . . . . . . . 48 Media Studies Teacher’s Handbook, The . . . . 27 Meeting SEN in Curriculum Series . . . . . . . . . . . . . . . . 17, 21, 22, 24-27 Meeting SEN Series . . . . . . . . . . . . . . . . . . . . 15 Meeting Special Needs in Art . . . . . . . . . . . . 60 Meeting Special Needs in Art: Meeting SEN in Curriculum . . . . . . . . . . . . . . . . . . . . . . 25 Meeting Special Needs in Citizenship . . . 24, 60 Meeting Special Needs in Design and Technology . . . . . . . . . . . . . . . . . . . . . 25, 60 Meeting Special Needs in English . . . . . . . . . 60 Meeting Special Needs in Geography . . . 22, 60 Meeting Special Needs in History . . . . . . 22, 60 Meeting Special Needs in ICT . . . . . . . . . 21, 60 Meeting Special Needs in Maths . . . . . . . 15, 60 Meeting Special Needs in Modern Foreign Languages . . . . . . . . . . . . . . . 26, 60 Meeting Special Needs in Music . . . . . . . . . . 60 Meeting Special Needs in Music: Meeting SEN in Curriculum . . . . . . . . . . . . . . . . . . . 25 Meeting Special Needs in PE/Sports . . . . 27, 60 Meeting Special Needs in Religious Education . . . . . . . . . . . . . . . . . . . . . . 22, 60 Meeting Special Needs in Science . . . . . . . . . 60 Meeting Special Needs in Science: . . . . . . . . 17 Meeting Special Needs in the Curriculum series pack . . . . . . . . . . . . . . . . . . . . . . . . 60 Meeting the Learning Needs of All Children . . 29 Meeting the Needs of Your Most Able Pupils in Art . . . . . . . . . . . . . . . . . . . . . 25, 55 Meeting the Needs of Your Most Able Pupils in Design and Technology . . . . . 25, 55 Meeting the Needs of Your Most Able Pupils in English . . . . . . . . . . . . . . . . . . . . . 55 Meeting the Needs of Your Most Able Pupils in Geography . . . . . . . . . . . . . . 22, 55 Meeting the Needs of Your Most Able Pupils in History . . . . . . . . . . . . . . . . . . 22, 55 Meeting the Needs of Your Most Able Pupils in Maths . . . . . . . . . . . . . . . . . . 15, 55 Meeting the Needs of Your Most Able Pupils in MFL . . . . . . . . . . . . . . . . . . . . . . . 55 Meeting the Needs of Your Most Able Pupils in Music . . . . . . . . . . . . . . . . . . 25, 55 Meeting the Needs of Your Most Able Pupils in PE and Sport . . . . . . . . . . . . . 27, 55 Meeting the Needs of Your Most Able Pupils in RE . . . . . . . . . . . . . . . . . . . . . 22, 55 Meeting the Needs of Your Most Able Pupils in Science . . . . . . . . . . . . . . . . . . . . 55 Meeting the Needs of Your Most Able Pupils: MFL . . . . . . . . . . . . . . . . . . . . . . . . 26 Meeting the Needs of Your Most Able Pupils: Modern Foreign Languages . . . . . . 26 Meeting the Needs of Your Most Able Pupils: Science . . . . . . . . . . . . . . . . . . . . . . 17 Mentoring and Coaching in Secondary Schools . . . . . . . . . . . . . . . . . . . . . . . . . . . 46 Mercer, Justine . . . . . . . . . . . . . . . . . . . . . . . 51 Meredith, Lucy . . . . . . . . . . . . . . . . . . . . . . . 38 Miles, T.R. . . . . . . . . . . . . . . . . . . . . . . . . . . . 62 Miller, Linda . . . . . . . . . . . . . . . . . . . . . . . . . 38 Modern Foreign Languages 5-11 . . . . . . . . . 26 Montgomery, Diane . . . . . . . . . . . . . . . . 55, 62 Moody, Sylvia . . . . . . . . . . . . . . . . . . . . . . . . 62

S Salter, Kathy . . . . . . . . . . . . . . . . . . . . . . . . . 54 Salway, Leida . . . . . . . . . . . . . . . . . . . . . . . . 15 Sanders, Ethel . . . . . . . . . . . . . . . . . . . . . . 3, 50 Saunders, Terry . . . . . . . . . . . . . . . . . . . . . . . 13 Savage, Jonathan . . . . . . . . . . . . . . . . 2, 25, 55 Scarratt, Elaine . . . . . . . . . . . . . . . . . . . . . . . 27 School Inspection and Self-Evaluation . . . . . . 50 School Leadership: Heads on the Block . . . . . 49 Science 5-11 . . . . . . . . . . . . . . . . . . . . . . . . . 17 Science Education for Gifted Learners . . . 17, 55 Science Homework for Key Stage 2 . . . . . . . 16 Science Knowledge for Primary Teachers . . . 17 Scott, Caroline . . . . . . . . . . . . . . . . . . . . . . . 57 Scott, Tonie . . . . . . . . . . . . . . . . . . . . . . . . . . 17 Sefton-Green, Julian . . . . . . . . . . . . . . . . . . 3, 4 Selleck, Dorothy . . . . . . . . . . . . . . . . . . . . . . 38 Sellman, Edward . . . . . . . . . . . . . . . . . . . . 3, 59 SEN Handbook for Trainee Teachers, NQTs and Teaching Assistants, The . . . . 43, 45, 58 SENCO Handbook, The . . . . . . . . . . . . . . . . . 60 Setting the Scene for Positive Behaviour in the Early Years . . . . . . . . . . . . . . . . . . . . . . 38 Setting Up and Running a Peer Listening Scheme . . . . . . . . . . . . . . . . . . . . . . . . . . . 54 Setting Up Parental Support in Schools and Early Years Settings . . . . . . . . . . . . 35, 47 Shariff, Shaheen . . . . . . . . . . . . . . . . . . . . . . 54 Sharp, Brian . . . . . . . . . . . . . . . . . . . 15, 44, 60 Shaw, Ron . . . . . . . . . . . . . . . . . . . . . . . 13, 28 Sheppard, Daniela . . . . . . . . . . . . . . . . . . . . . 21 Sheppy, Sue . . . . . . . . . . . . . . . . . . . . . . . . . 37 Simmons, Kelli . . . . . . . . . . . . . . . . . . . . . . . 24 Smart Thinking . . . . . . . . . . . . . . . . . . . . . . . 28 Smart, Lizzie . . . . . . . . . . . . . . . . . . . . . . . . . . 9 Smidt, Sandra . . . . . . . . . . . . . . . . . . 35, 37, 38 Smith, Carol . . . . . . . . . . . . . . . . . . . . . . . . . 13 Smith, Chris . . . . . . . . . . . . . . . . . . . . . . . . . 55 Smith, Sue . . . . . . . . . . . . . . . . . . . . . . . 12, 44 Smith, Vivien . . . . . . . . . . . . . . . . . . . . . . . . 24 Social Inclusion in Schools: David Fulton / Nasen series . . . . . . . . . . . . 57 Somekh, Bridget . . . . . . . . . . . . . . . . . . . . . . 48 Sonnet, Helen . . . . . . . . . . . . . . . . . . . . . . . . 58 Sound Beginnings . . . . . . . . . . . . . . . . . . . . . 38 Speaking and Listening Across the Curriculum . 9 Speaking Frames: How to Teach Talk for Writing . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9 Speaking Frames: How to Teach Talk for Writing: Ages 10-14 . . . . . . . . . . . . . . . . . . 9

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Speaking Frames: How to Teach Talk for Writing: Ages 8-10 . . . . . . . . . . . . . . . . . . . 9 Special Education Handbook, The . . . . . . . . . 59 Special Needs and Drug Education . . . . . . . . 60 Spelling, Handwriting and Dyslexia . . . . . . . . 62 Spinks, Jim . . . . . . . . . . . . . . . . . . . . . . . . . . 50 Spirals Series ( Book Pack) . . . . . . . . . . . . . . . 63 Spooner, Wendy . . . . . . . . . . . . . . . . 43, 45, 48 Spotlight on Language . . . . . . . . . . . . . . . . . 44 Spotlight on Reading . . . . . . . . . . . . . . . . . . 44 Spotlight on Spelling . . . . . . . . . . . . . . . . . . . 44 Spotlight on Writing . . . . . . . . . . . . . . . . . . . 44 Spotlight on Your Inclusive Classroom . . . . . . 44 Spotlight Series . . . . . . . . . . . . . . . . . . . . . . . 44 Spours, Ken . . . . . . . . . . . . . . . . . . . . . . . . . . 2 Spruce, Gary . . . . . . . . . . . . . . . . . . . . . . . . . 25 Stafford, Tim . . . . . . . . . . . . . . . . . . . . . . . . . 11 Stannard, John . . . . . . . . . . . . . . . . . . . . . . . 13 Stead, Joan . . . . . . . . . . . . . . . . . . . . . . . . . . 61 Steers, John . . . . . . . . . . . . . . . . . . . . . . . . . 25 Sterne, Abigail . . . . . . . . . . . . . . . . . . . . . . . 36 Stevens, David . . . . . . . . . . . . . . . . . . . . . . . 10 Stiddler, Gary . . . . . . . . . . . . . . . . . . . . . . . . 27 Stolberg, Tonie . . . . . . . . . . . . . . . . . . . . . . . 22 Stories for Circle Time and Assembly . . . . . . 24 Stories, Pictures and Reality . . . . . . . . . . . . . 13 Stress Relief for Teachers . . . . . . . . . . . . . . . . 48 Success with Inclusion . . . . . . . . . . . . . . . . . . 57 Successful Study . . . . . . . . . . . . . . . . . . . . . . 43 Suggate, Jennifer . . . . . . . . . . . . . . . . . . . . . 15 Supporting Children with Asthma . . . . . . . . . 60 Supporting Children with Autistic Spectrum Disorders . . . . . . . . . . . . . . . . . . . . . . . . . . 60 Supporting Children with Behaviour Difficulties . . . . . . . . . . . . . . . . . . . . . . . . . 60 Supporting Children with Cerebral Palsy . . . . 60 Supporting Children with Down’s Syndrome . . 60 Supporting Children with Dyslexia . . . . . . . . 60 Supporting Children with Epilepsy . . . . . . . . 60 Supporting Children with Fragile X Syndrome . . . . . . . . . . . . . . . . . . . . . . . . . 60 Supporting Children with Medical Conditions . . . . . . . . . . . . . . . . . . . . . . . . . 60 Supporting Children with Motor Coordination Difficulties . . . . . . . . . . . . . . 60 Supporting Children with Speech and Language Difficulties . . . . . . . . . . . . . . . . . 60 Supporting Children with... 11 pack . . . . . . . 60 Supporting Children’s Creativity through Music, Dance, Drama and Art . . . . . . . 25, 34 Supporting Children’s Reading . . . . . . . . 11, 43 Supporting Early Mathematical Development . . . . . . . . . . . . . . . . . . . . . . . 34 Supporting Inclusive Practice . . . . . . . . . . . . . 57 Supporting Language and Literacy 0–5 . . . . . 33 Supporting Mathematical Thinking . . . . . . . . 15 Supporting Multilingual learners in the Early Years . . . . . . . . . . . . . . . . . . . . . . . . . 38 Supporting Students with Dyslexia in Secondary Schools . . . . . . . . . . . . . . . . . . . 63 Supporting Teaching and Learning in Schools . . . . . . . . . . . . . . . . . . . . . . . . . . . 42 Surviving and Succeeding in Difficult Classrooms . . . . . . . . . . . . . . . . . . . . . . . . 54 Swaffield, Sue . . . . . . . . . . . . . . . . . . . . . . . . 50 Swale, Jason . . . . . . . . . . . . . . . . . . . . . . . . . 38 Swift, Diane . . . . . . . . . . . . . . . . . . . . . . 22, 60 Sydney, Ann . . . . . . . . . . . . . . . . . . . . . . . . . 56

T Taber, Keith . . . . . . . . . . . . . . . . . . . . . . . . . . 17 Taber, Keith S. . . . . . . . . . . . . . . . . . . . . . . . . 55 Tackling Controversial Issues in the Primary School . . . . . . . . . . . . . . . . . . . . . . . . . . . . 23 Taking Control of Your Teaching Career . . . . 48 Tallant, Peter . . . . . . . . . . . . . . . . . . . . . . . . . 15 Tandy, Miles . . . . . . . . . . . . . . . . . . . . 8, 18, 19 Taylor, Cyril . . . . . . . . . . . . . . . . . . . . . . . . . . 52 Taylor, Denise . . . . . . . . . . . . . . . . . . . . . . . . 24 Taylor, John . . . . . . . . . . . . . . . . . 14, 15, 21, 24 Teacher Books ( Book Pack) . . . . . . . . . . . . . 63 Teacher Well Being . . . . . . . . . . . . . . . . . . . . 48 Teachers Investigate Their Work . . . . . . . . . . 48 Teaching ... As if the Planet Matters Series . . . . . . . . . . . . . . . . . . . . . . . . . 10, 22 Teaching and Learning in Diverse and Inclusive Classrooms . . . . . . . . . . . . . . . . . 57

Teaching and Learning in the Early Years . . . 34 Teaching Assistant’s Guide to Child Development and Psychology in the Classroom, A . . . . . . . . . . . . . . . . . . . . . . . 42 Teaching Assistant’s Guide to Completing NVQ Level 2, A . . . . . . . . . . . . . . . . . . . . . 42 Teaching Assistant’s Guide to Completing NVQ Level 3 . . . . . . . . . . . . . . . . . . . . . . . 42 Teaching Assistants Guide to Managing Behaviour in the Classroom, A . . . . . . . . . . 43 Teaching Assistants Guide to Primary Education, A . . . . . . . . . . . . . . . . . . . . . . . 43 Teaching Assistants Guide, The . . . . . . . . . . . 43 Teaching Character Education Through Literature . . . . . . . . . . . . . . . . . . . . . . . . . . 13 Teaching Children English as an Additional Language . . . . . . . . . . . . . . . . . . . . . . . . . 57 Teaching Children with Dyslexia . . . . . . . . . . 62 Teaching Children’s Literature . . . . . . . . . . . . 11 Teaching Classroom Drama and Theatre . . . . 19 Teaching English Creatively . . . . . . . . . . . . . . 12 Teaching Foundation Mathematics . . . . . . . . 15 Teaching Modern Foreign Languages in the Primary School . . . . . . . . . . . . . . . . . . . . . 26 Teaching of Science in Primary Schools, The . . 17 Teaching PE to Children with Special Educational Needs . . . . . . . . . . . . . . . . . . . 60 Teaching Problem-Solving and Thinking Skills through Science . . . . . . . . . . . . . . . . 17 Teaching Pupils with Visual Impairment . . . . . 60 Teaching Reading Shakespeare . . . . . . . . . . . 10 Teaching Religion and Science . . . . . . . . . . . 22 Teaching Religious Education . . . . . . . . . . . . 22 Teaching Secondary English as if the Planet Matters . . . . . . . . . . . . . . . . . . . . . . . . . . . 10 Teaching Secondary Geography as if the Planet Matters . . . . . . . . . . . . . . . . . . . . . . 22 Teaching Secondary Science . . . . . . . . . . . . . 16 Teaching Speaking and Listening in the Primary School . . . . . . . . . . . . . . . . . . . . . 13 Teaching the Global Dimension . . . . . . . . . . . 22 Teaching Tough Kids . . . . . . . . . . . . . . . . . . . 54 Teaching Visual Literacy in the Primary Classroom . . . . . . . . . . . . . . . . . . . . . . . . . 11 Teaching, Learning and Psychology . . . . . . . . 29 Teece, Geoff . . . . . . . . . . . . . . . . . . . . . . . . . 22 That’s the Way I Think . . . . . . . . . . . . . . . . . 62 The Complete Classroom . . . . . . . . . . . . . . . 29 Think About It . . . . . . . . . . . . . . . . . . . . . . . 28 Thinking and Learning About Mathematics in the Early Years . . . . . . . . . . . . . . . . . . . . 34 Thinking Skills and Problem-Solving – An Inclusive Approach . . . . . . . . . . . . . . . . . . 28 Thomas, Anne . . . . . . . . . . . . . . . . . . . . . . . 13 Thomas, Paul . . . . . . . . . . . . . . . . . . . . . . . . 43 Thomson, Bonita . . . . . . . . . . . . . . . . . . . . . . 62 Thomson, Moira . . . . . . . . . . . . . . . . . . . . . . 63 Thomson, Pat . . . . . . . . . . . . . . . . . . . . 3, 4, 49 Thorne, Kaye . . . . . . . . . . . . . . . . . . . . . . . . . 4 Thornton, Linda . . . . . . . . . . . . . . . . . . . 32, 35 Tod, Janet . . . . . . . . . . . . . . . . . . . . . . . . . . . 53 Todd, Liz . . . . . . . . . . . . . . . . . . . . . . . . . . . . 57 Tovey, Helen . . . . . . . . . . . . . . . . . . . . . . . . . 32 Towler, Lee . . . . . . . . . . . . . . . . . . . . . . . . . . 17 Tracey, Louise . . . . . . . . . . . . . . . . . . . . . . . . 46 Transferring Your Teaching Skills into the Wider World . . . . . . . . . . . . . . . . . . . . . . . 48 Transforming Thinking . . . . . . . . . . . . . . . . . 28 Tricky Thinking Problems . . . . . . . . . . . . . . . . 28 Tried and Tested Series . . . . . . . . . . . . . . 35, 38 Tried and Tested Strategies Series . . . . . . . . . 54 Trowell, Jane . . . . . . . . . . . . . . . . . . . . . . . . . 25 Turner Bisset, Rosie . . . . . . . . . . . . . . . . . . . . 22 Turning Pupils Onto Learning . . . . . . . . . . . . . 3 Turning the Tables on Challenging Behaviour . 54 Twelvetrees, Roger . . . . . . . . . . . . . . . . . . . . 11 Tyldesley, Alison . . . . . . . . . . . . . . . . . . . . . . 13

U Understanding and Teaching the ICT National Curriculum . . . . . . . . . . . . . . . . . 21 Understanding Art Education . . . . . . . . . . . . 25 Understanding Children’s Development in the Early Years . . . . . . . . . . . . . . . . . . . . . . 38 Understanding Pupil Behaviour . . . . . . . . . . . 54 Understanding Spelling . . . . . . . . . . . . . . . . . 13 Understanding the Reggio Approach . . . . . . 35 Unlocking Assessment . . . . . . . . . . . . . . . . . 50

Unlocking Learning and Teaching with ICT . . 21 Unlocking Literacy, 2nd Edition . . . . . . . . . . . 13 Unlocking Series . . . . . . . . . . . . . . . . . . . 13, 50 Unlocking Speaking and Listening . . . . . . . . 13 Using Circle Time for PHSE and Citizenship . . 24 Using Effectiveness Data for School Improvement . . . . . . . . . . . . . . . . . . . . . . . 51 Using Literacy to Develop Thinking Skills with Children Aged 5-7 . . . . . . . . . . . . . . . 28 Using Literacy to Develop Thinking Skills with Children Aged 7-11 . . . . . . . . . . . . . . 28 Using Talk Effectively in the Primary Classroom . . . . . . . . . . . . . . . . . . . . . . . . . 10

V Vickerman, Philip . . . . . . . . . . . . . . . . . . . . . 60 Vygotsky in Action in the Early Years . . . . . . 35

W Wallace, Belle . . . . . . . . . . . . . . . . . . 17, 28, 55 Wallace, Wendy . . . . . . . . . . . . . . . . . . . . . . 29 Walter, Christine . . . . . . . . . . . . . . . . . . . . . . 52 Ware, Jane . . . . . . . . . . . . . . . . . . . . . . . . . . 52 Watkinson, Anne . . . . . . . . . . . . . . . . . . 41, 43 Watson, Anne . . . . . . . . . . . . . . . . . . . . . . . . 15 Waugh, David . . . . . . . . . . . . . . . . . . . . . . . . 13 Ways of Learning . . . . . . . . . . . . . . . . . . . . . 30 Westergaard, Jane . . . . . . . . . . . . . . . . . . . . 29 Wharton, Pat . . . . . . . . . . . . . . . . . . . . . . . . 38 What Expert Teachers Do . . . . . . . . . . . . . . . 47 Wheeler, Steve . . . . . . . . . . . . . . . . . . . . . . . 21 White, Hilary . . . . . . . . . . . . . . . . . . . . . . . . . 48 White, Jan . . . . . . . . . . . . . . . . . . . . . . . . . . 38 Whitebread, David . . . . . . . . . . . . . . . . . . . . 34 Whitehead, Jack . . . . . . . . . . . . . . . . . . . . . . 48 Whitney, Ben . . . . . . . . . . . . . . . . . . . . . 52, 57 WholeBrain Behaviour Management . . . . . . . 54 Why Do I Need a Teacher When I’ve got Google? . . . . . . . . . . . . . . . . . . . . . . . . . . 29 Wiegand, Patrick . . . . . . . . . . . . . . . . . . . . . 22 Wilcox, Alison . . . . . . . . . . . . . . . . . . . . . . . . . 8 Wilde, Stephanie . . . . . . . . . . . . . . . . . . . . . . 2 Wilkin, Yvonne . . . . . . . . . . . . . . . . . . . . . . . 57 Williams, Jill . . . . . . . . . . . . . . . . . . . . . . . . . 38 Williams, Mary . . . . . . . . . . . . . . . . . . . . . . . 13 Williamson, Sue . . . . . . . . . . . . . . . . . . . . . . 50 Wilson, Ann . . . . . . . . . . . . . . . . . . . . . . . . . 38 Wilson, Jeni . . . . . . . . . . . . . . . . . . . 24, 28, 31 Wilson, Ruth . . . . . . . . . . . . . . . . . . . . . . . . . 38 Wing Jan, Lesley . . . . . . . . . . . . . . . . . . . . . . 28 Winstanley, Carrie . . . . . . . . . . . . . . . . . . . . . 55 Winston, Joe . . . . . . . . . . . . . . . . . . . . . . . . . 19 Winter, Jan . . . . . . . . . . . . . . . . . . . . . . . . . . 15 Wolfendale, Sheila . . . . . . . . . . . . . . . . . . . . 13 Woollard, John . . . . . . . . . . . . . . . . . . . . . . . 30 Woolley, Richard . . . . . . . . . . . . . . . . . . . . . . 23 Woonton, Maggie . . . . . . . . . . . . . . . . . . . . 38 Word Play . . . . . . . . . . . . . . . . . . . . . . . . . . . 13 Word Power: Activities for Years 3 & 4 . . . . . 13 Word Power: Activities for Years 5 & 6 . . . . . 13 Working Together in Children’s Services . . . . 40 Working with Secondary Students with Language Difficulties . . . . . . . . . . . . . . . . . 63 Wright, David . . . . . . . . . . . . . . . . . . . . . . . . 29 Wright, Trevor . . . . . . . . . . . . . . . . . . 13, 45, 46 Writing Models Series . . . . . . . . . . . . . . . . . . . 6 Writing Models Year 3 . . . . . . . . . . . . . . . . . . 6 Writing Models Year 4 . . . . . . . . . . . . . . . . . . 6 Writing Models Year 5 . . . . . . . . . . . . . . . . . . 6 Writing Models Year 6 . . . . . . . . . . . . . . . . . . 6 Writing Under Control . . . . . . . . . . . . . . . . . . 7 Wylie, Jackie . . . . . . . . . . . . . . . . . . . . . . . . . 13 Wyse, Dominic . . . . . . . . . . . . . . . . . . . . . . . . 4

Y Yee, Wan Ching . . . . . . . . . . . . . . . . . . . . . . 15 Yeomans, Jane . . . . . . . . . . . . . . . . . . . . . . . 29 You and Your Action Research Project . . . . . 48 Young at Art . . . . . . . . . . . . . . . . . . . . . . . . . 19 Young People with Anti-Social Behaviours . . 53 Young Persons Guide to the Internet, The . . 21 Young, Susan . . . . . . . . . . . . . . . . . . . . . 25, 34 Younie, Sarah . . . . . . . . . . . . . . . . . . . . . . . . 42

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