Practical and Professional Education Books 2008 by Taylor & Francis Group

Routledge Education

David Fulton Books

• Curriculum Subjects • Early Years Education and Care • Professional Development • School Leadership and Management • Behaviour • Gifted and Talented • Inclusion • Special Educational Needs

Practical and Professional Education Books 2008 New and Key Backlist Titles www.routledge.com/teachers

www.routledge.com/teachers Welcome to the Routledge

Contents

Practical and Professional Catalogue

English and Literacy . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .1 Numeracy and Mathematics . . . . . . . . . . . . . . . . . . . . . . . .9 Science and Technology . . . . . . . . . . . . . . . . . . . . . . . . . . .11 ICT . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .13 History, Geography and Religious Education . . . . . . . . . . .15 Citizenship and Pastoral Care . . . . . . . . . . . . . . . . . . . . . .18

New & Key Backlist Titles 2008

Drama . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .21 Art, Design and Technology . . . . . . . . . . . . . . . . . . . . . . . .22

Welcome to the Practical and Professional Catalogue 2008, which includes brand new Routledge and David Fulton titles for 2008 as well as many of our best-selling backlist titles.

Modern Foreign Languages . . . . . . . . . . . . . . . . . . . . . . . .23

With Routledge and David Fulton books all under one roof, you can now find an unrivalled collection of high-quality practical and professional books for teachers, student teachers, teaching assistants and other education professionals in one place.

PE and Sport . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .26

Full information about all the books featured here, as well as a complete list of Routledge and David Fulton books, can be found at our website: www.routledge.com/teachers. Please use the order form in the middle of the catalogue to place your order; alternatively, all books can be ordered via our website. Contact details for our international representatives, agents and distributors can be found in the centre of this catalogue. If you have any ordering or marketing queries, please contact Lucy Steepe, Marketing Executive, at lucymarie.steepe@tandf.co.uk. We are always pleased to receive feedback on our publishing, as well as ideas for new books. A full list of our Editors and their areas of commissioning responsibility are listed on our website together with full contact details (please go to www.routledge.com/teachers and follow the link to Contacts). If you have any other comments or enquiries about our Education list, please don’t hesitate to contact Anna Clarkson, Editorial Director, at anna.clarkson@tandf.co.uk.

Thinking Skills and Problem Solving . . . . . . . . . . . . . . . . . .24 Early Years and Childcare Play and Learning . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .28 Health and Development . . . . . . . . . . . . . . . . . . . . . . . .34 Management and Staff Development . . . . . . . . . . . . . . .35 Teaching Assistants and Support Staff . . . . . . . . . . . . . . . .38 NQTs . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .43 Early and Continuing Professional Development . . . . . . . .45 Learning Styles, Teaching Skills and Classroom Management . .47 Behaviour . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .51 Gifted and Talented . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .54 School Leadership and Educational Management . . . . . . .47 Inclusion . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .61 Special Needs . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .65 Autistic Spectrum Disorders . . . . . . . . . . . . . . . . . . . . . . . .69 ADHD . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .70

Contacts

Dyslexia . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .71

Marketing contacts

Communication and Interaction . . . . . . . . . . . . . . . . . . . .74

Lucy Steepe Marketing Executive

Index . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .77

Dyspraxia and Dyscalculia . . . . . . . . . . . . . . . . . . . . . . . . .73

Order Forms . . . . . . . . . . . . . . . . . . . . . . . . . . .Centre Pages

Email: lucymarie.steepe@tandf.co.uk

Editorial contacts Alison Foyle Senior Editor

Complete Catalogue

Email: alison.foyle@tandf.co.uk

Early Years, Special Educational Needs, Literacy, Childhood Studies, Gifted & Talented, SEN, Inclusion Monica Lee Commissioning Editor

www.routledge.com/teachers

Email: monica.lee@tandf.co.uk

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KEYS TO SYMBOLS EDUP0801

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Suitable for Secondary School Teaching

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English and Literacy Descriptosaurus

NEW

Supporting Creative Writing At Key Stage 2 and Beyond Alison Wilcox Can children who are passive readers, or those who find reading difficult, or prefer fact to fiction, ever become good writers? Do children who have more advanced literary skills have access to frameworks and references that enable them to fulfil their descriptive potential? Children learn to spell and name objects, actions, and feelings using a dictionary; they expand their vocabulary using a thesaurus, they can check alternative meanings using descriptionary, and they will learn to describe, adding detail, depth and colour, using Descriptosaurus. Descriptosaurus is the first book for creative writing that is an expansion of a dictionary and a thesaurus. It positions the word, (be it appearance, expression, landscape or sound), zooms in to examine the meaning, expands it into phrases, and provides alternatives in words, phrases and sentences. Using it will help bring texts to life and ensure the reader is engaged so that they are transported to the setting, meet the characters and experience the atmosphere and suspense.

‘I have used Descriptosaurus as a teaching tool to improve descriptive writing. It has particularly opened the children’s eyes to another side of descriptive writing … many of the children’s writing and use of vocabularly has improved considerably as a result of using this book.’ – Katherine Vacher, Teacher, Barfield School A David Fulton Book | August 2008 | 297x210 | 250pp | Hb: 978-0-415-46835-0: £19.99

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ENGLISH AND LITERACY

NEW

Jumpstart! Poetry

Supporting Children who Struggle with Basic Skills

Pie Corbett, Professional Writer and Poet

Games and activities for Ages 7-12 Series: Jumpstart!

Raewyn Hickey

A good poetry idea should help the children feel excited about writing and enable them to think of what to write - developing their imagination, creativity and writing skills.

Series: Thirty Three Ways to Help with... Teachers and teaching assistants will welcome this practical resource of games and activities to use when working with children who have difficulty learning the basic skills of reading. With games and activities that are designed so that pupils with a range of learning styles can benefit from them, this book will keep children motivated to learn those ’hard-to-remember’ basic skills. These practical, fun ideas involve a range of kinaesthetic and auditory approaches, rather than the more traditional reliance on visual learning when teaching reading. A David Fulton Book June 2008: 297x210: 80pp Pb: 978-0-415-44887-1: £16.99

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. There are more than 100 quick warm-ups to fire the brain into a creative mood and to ‘jumpstart’ reading, writing and performing poetry in any key stage 1 or 2 classroom. Practical, easy-to-do and vastly entertaining, this new ‘jumpstart’ will appeal to busy teachers in any primary classroom. August 2008: 210x148: 102pp Pb: 978-0-415-46708-7: £11.99

NEW

Creative Approaches to Poetry for the Primary Framework for Literacy Jan Foale and Linda Pagett This book supports teachers in promoting, teaching and assessing poetry in terms of speaking and listening, reading and writing, with a strong cross curricular and creative approach. A David Fulton Book September 2008: 297x210: 120pp Pb: 978-0-415-46265-5: £15.99

NEW

Jumpstart! Storymaking Games and activities for Ages 7-12 Pie Corbett, Professional Writer and Poet Series: Jumpstart! Jumpstart! Storymaking is based on a simple enough idea: instead of reading a story, the children learn it orally, for instance by using actions and visual reminders like a story map, and will then be able to innovate on the word patterns and make it their own.

Choosing and Using Fiction and Non-Fiction 3-11 A Comprehensive Guide for Teachers and Student Teachers Margaret Mallett, Formerly of Goldsmith’s College, Univeristy of London, UK Looking for time saving ways to choose books relevant to a specific literacy context? This book will help you easily choose children’s books to work with and show how they can be used to enhance literacy teaching and learning. This informative guide provides a clear analysis of all the text types your pupils will encounter during their primary years, and provides a strong grounding in relevant professional issues, useful journals and websites. It includes:

Miles Tandy, Warwickshire Educational Development Service, UK and Jo Howell, Warwickshire Educational Development Service, UK Creating Writers in the Primary Classroom offers an exciting and refreshing approach to teaching writing in the primary school with very practical suggestions to help build a community of writers in your school where everyone writes and loves writing. Building on the research of recent years and with whole-curriculum provision, it shows teachers how to actively engage children in the writing process, excite them about what they can achieve and help all children to think of themselves as writers. The book begins with a clear analysis of what real writers really need and has chapters on working outdoors, using the very best of children’s literature, drama and imaginative play, as well as sounds and images. It also features a chapter on practical, productive planning, including two case studies that show the approaches in use at schools. Creating Writers in the Primary Classroom is packed with practical advice, games and strategies for the classroom based on the authors’ successful experience as teachers and in-service providers. These new approaches will enable teachers to get their children up and moving, experiencing what writers experience, feeling what writers feel and, most important of all, writing how writers write. A David Fulton Book May 2008: 297x210: 144pp Pb: 978-0-415-45267-0: £17.99

NEW

Using Talk Effectively in the Primary Classroom Richard Eke and John Lee, both at University of the West of England, UK Drawing on their research into the quality, quantity and type of talk that happens in the everyday primary classroom, the authors offer insights into the most effective ways of using talk to improve teaching and learning. They consider broad classroom-based issues, such as:

• case studies that show they have helped to extend the responses of pupils. This comprehensive yet accessible guide will aid all early years and primary teachers in making quick and effective choices on what books to use when teaching a particular literacy element of the National Curriculum. A David Fulton Book August 2008: 246x174: 352pp Pb: 978-1-84312-322-4: £19.99

• what is important about talk • what children know about talk when they get to school • the voice of authority and the voice of the learner • whole class teaching for diversity • the experience of boys and girls, and children with special needs • using talk in the literacy and numeracy hours. 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. Routledge

October 2008: 210x148: 144pp Pb: 978-0-415-46686-8: £11.99

See Order Form in centre of catalogue

Practical Approaches to Inspire Teachers and their Pupils

• advice on how to help children use and enjoy books and other texts

A David Fulton Book

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Creating Writers in the Primary Classroom

• detailed annotated lists of relevant books in each literacy category

Jumpstart! Storymaking, contains ‘quick-figure' ideas that could be used as warm-ups and starters as well as extended into lessons. There are more than 50 provocative and games and activities in this book to ‘jumpstart’ storytelling, reading and writing in any Key stage 1 or 2 classroom. Practical, easy-to-do and vastly entertaining, the ‘jumpstarts’ will appeal to busy teachers in any primary classroom.

NEW

Thirty Three Ways to Help with Reading

May 2008: 234x156: 192pp Pb: 978-0-415-34281-0: £17.99

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2ND EDITION

NEW

The Really Useful Literacy Book

Countdown to Creative Writing

The Essential Speaking and Listening

Countdown Series

Talk for Learning at Key Stage 2

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

Lyn Dawes, Northampton University, UK and Cambridge University, UK Talk is the medium through which children learn; and yet children may not realise why their contributions to classroom talk are so important. This book provides teachers with resources for developing children’s understanding of speaking and listening, and their skills in using talk for learning.

Stephen Bowkett Developing children’s creative 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. This guide provides all the support you need in helping children to improve their writing prose. Countdown to Creative Writing is a comprehensive and flexible resource that you can use in different ways: • stand-alone modules that cover all the essential aspects of writing a story, including character building, story setting, descriptive detail, use of metaphor and many others • photocopiable activity sheets for each module that show how to make the decisions and solve the problems that all writers face along the road from first idea to finished piece of work • teachers’ notes with tips and guidance including how any module could be used as a stand-alone unit, but also with suggestions for useful links with other modules, and curriculum links • a self-study component so that children can make their own progress through the materials. This option gives young writers a sense of independence in thinking about their work and offers built in scaffolding of tasks so that less experienced or less confident children get more support from the resource • countdown flowcharts providing an overview showing how modules are linked and how teachers can progress through them with the children • ’headers’ for each module showing where along the ’countdown path’ you are at that point • a contents page and an index for quick access to particular modules and relevant aspects of writing. In short Countdown to Creative Writing saves valuable planning time and gives you all the flexibility you need - teachers might want to utilise either the self-study or ’countdown’ aspects of the book, or simply dip into it for individual lesson activities to fit in with their own programmes of work. November 2008: 297x210: 144pp Pb: 978-0-415-46855-8: £18.99

The Essential Speaking and Listening will: • help children to become more aware of how talk is valuable for learning • raise their awareness of how and why to listen attentively and to speak with confidence • encourage dialogue and promote effective group discussion • integrate speaking and listening into all curriculum areas • help every child make the most of learning opportunities in whole class and group work contexts. 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. Teachers, education students and teacher educators will find a tried-and-tested approach that makes a difference to children’s understanding of talk and how to use it to learn. A David Fulton Book

Being Creative with Literacy in the Primary Classroom Tony Martin, Chira Lovat and Glynis Purnell, all at University College of St. Martin’s, Lancaster, UK Series: The Really Useful Series The Really Useful Literacy Book provides inventive ideas for the classroom together with an accessible and informative summary of the theories that underpin them. Written for the primary school teacher, student or trainee teacher, this book will act as a springboard for further inspiration. The authors of this book, all highly experienced literacy specialists, show the reader how to plan units of work with flexibility and creativity, with reference to the literacy learning objectives of the Primary National Strategy. They offer a number of imaginative literacy units based on exciting ideas that are designed to motivate, engage and challenge children in classrooms.

ENGLISH AND LITERACY

NEW

This fully updated second edition contains a brand new chapter based on working with museums and galleries in order to expand children’s literary creativity. Using as their base three ‘big ideas’ – contexts and coherence, motivation, and content and process – the authors lead the reader through a set of principles and practices which, when applied to familiar elements of the literacy strategy, will encourage teachers to formulate their own exciting, creative and flexible literacy teaching. Among the literacy areas covered are: • narrative • non-fiction

May 2008: 297x210: 128pp Pb: 978-0-415-44962-5: £16.99

• traditional tales • poems • spoken and written language.

NEW

Teaching Children’s Literature Diane Duncan, University of Hertfordshire, UK Drawing on interview material with best-selling children’s book authors and workshops conducted in a wide variety of schools, this book embraces the current agenda for a more imaginative, creative and flexible English curriculum. The book examines comic books and the work of five contemporary, much loved authors: J.K. Rowling, Philip Pullman, Michael Morpurgo, Jacqueline Wilson and Anthony Browne.

This lively, stimulating book is an essential companion for teachers in Foundation, Key Stages 1 and 2, and those on initial teacher training courses who want to develop their literacy practice. In addition it is extremely useful for literacy leaders looking to develop whole school approaches in primary schools. Routledge December 2007: 297x210: 280pp Pb: 978-0-415-43165-1: £17.99

This text provides teachers, student teachers, classroom assistants and all those interested in the study of children’s literature with practical knowledge on how to make children’s books come alive in the classroom, alongside deeper literary knowledge about the books, their genre, the authors and their respective range of writing for children. A David Fulton Book July 2008: 297x210: 160pp Pb: 978-0-415-42101-0: £23.99

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ENGLISH AND LITERACY

1001 Brilliant Writing Ideas Teaching Inspirational Story-Writing for All Ages

Ron Shaw How often do you hear your pupils cry ’what can I write about?’ 1001 Brilliant Writing Ideas offers teachers endless ideas and inventive suggestions, opening up new opportunities for creative writing lessons. With over 1000 different ‘story-starters’ across a vast range of genres and narrative styles, this versatile book provides food for thought for pupils of a wide range of ages and abilities. This highly practical and richly illustrated photocopiable resource: • addresses the ‘blank mind’ dilemma, offering pupils a plethora of story-writing ideas and suggestions • enables teachers to inspire pupils who struggle with creative writing • provides prompts to set ideas into motion, whilst leaving plenty of scope for original and creative thought • challenges pupils, encouraging them to use higher level thinking skills • offers mix and match stimulus pieces which can be used independently or put together to give pupils more or less support as required. Any teacher whose inventiveness is flagging, and whose pupils are running out of ideas, will find this an essential classroom resource. A David Fulton Book November 2007: 297x210: 88pp Pb: 978-0-415-44709-6: £16.99

English 3–11 David Waugh, Centre for Educational Studies at the University of Hull, UK and Wendy Jolliffe, University of Hull, UK In line with the National Primary Strategy, this core introductory textbook provides comprehensive, up-to-date and, most importantly, creative guidance on teaching English in the early years and primary classroom. Covering all of the key curriculum areas in manageable and accessible chapters, the book aims to motivate and support teachers to achieve enjoyment, progression, breadth and balance in their teaching of effective and creative English. Key topics covered include:

Readers will find this practical and comprehensive guide to spelling invaluable. Day-to-day advice on how to help those with difficulties is underpinned by information on the development of the English language and its spelling rules with explanations of common language problems. Chapters cover: • spelling processes • teaching and learning phonics • individual cognitive and learning styles • assessing and monitoring spelling progress • teaching strategies and techniques.

• co-operative learning

This is an essential companion for teachers, SENCos, and dyslexia specialists alike, as well as anyone interested in spelling and language difficulties.

• popular culture and multi-media. By combining both subject knowledge with effective pedagogical approaches to teaching English, this book is an essential one-stop resource for all busy teachers. A David Fulton Book October 2007: 246x174: 304pp Pb: 978-1-84312-443-6: £18.99

Activities for Successful Spelling

Routledge May 2007: 246x189: 352pp Pb: 978-0-415-40732-8: £34.99

Understanding Spelling

‘[This book] should be part of every school’s library … It is a splendid, sound and helpful book which has a thoughtful but practical approach’ – Dr Eve Bearne, University of Cambridge Faculty of Education, UK

Philomena Ott, Freelance Trainer and Speaker on Dyslexia This highly practical activity workbook is linked to the core text How to Manage Spelling Successfully and has been designed to support dyslexic students practise the spelling strategies and methods recommended in that book.

The Heart of the Curriculum Margaret Mallett

This activity book can be used separately, or as part of an integrated programme for building students’ spelling skills at home or at school. Suitable for mainstream classrooms, pupils undertaking additional literacy support in small groups, and for one-to-one teaching of individuals with specific learning difficulties including dyslexia, this excellent resource contains activities suitable for use at different stages of development, and for use with adults as well as school students. Each section contains a range of multi-sensory activities, including word searches, simple crossword puzzles and dictation exercises. This is an essential classroom companion for anyone helping struggling spellers. Routledge

Olivia O’Sullivan and Anne Thomas, both at Center for Language in Primary Education

The Essential Guide

The Primary English Encyclopedia

A comprehensive, user-friendly and interesting reference book that explains key concepts, ideas and current requirements in primary English. Includes: over 600 entries; short definitions of key; concepts (e.g. parts of speech); succint explanations of current UK requirements; extended entries on major topics such as speaking and listening, reading, writing, drama, bilingualism and children’s literature; up to date information and discussion of important issues; key references and accounts of recent research findings; a Who’s Who of Primary English.

Philomena Ott, Freelance Trainer and Speaker on Dyslexia

• assessment for learning

3RD EDITION

'Do you know your diphthongs from your digraphs? Are you au fait with all the main reading programmes published in the UK? And can you really tell the difference between a legend, a myth and a fable? If you have any doubt about saying yes to any of these questions, fear not: the answers are all in The Primary English Encyclopedia. This fantastic resource contains such a comprehensive coverage of literacy topics that it will undoubtedly become one of the most regularly consulted titles on your bookshelf.' – Literacy Time Plus

How to Manage Spelling Successfully

A Guide for Teachers

How do children learn to spell and what kinds of teaching support them most effectively? Based on a three-year longitudinal study of children’s spelling in different primary classrooms, the authors pose a number of important questions: • What kinds of knowledge are involved in spelling? • What are the links between learning to read and learning to spell? • What kinds of systematic teaching and interventions make a difference to children’s progress? Packed with case studies, photographs and examples of children’s work, this unique book sets out the most effective approaches to spelling and provides teachers with a broad set of principles on which to base their teaching. This is an invaluable resource for any teacher or trainee teacher wishing to raise standards in spelling in their classroom. Routledge April 2007: 297x210: 128pp Pb: 978-0-415-41988-8: £16.99

October 2007: 297x210: 408pp Pb: 978-0-415-38574-9: £39.99

A David Fulton Book September 2007: 246x174: 416pp Pb: 978-0-415-45103-1: £24.99

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The Story of The National Literacy Strategy John Stannard, Director, National Literacy Project, UK and Laura Huxford, University of Oxford, UK Containing invaluable insights from the original director of the National Literary Strategy (NLS) and its director of training, this book provides the only systematic exploration of the reform programme. A vital introduction and critical appraisal for pracititioners and students, The Literacy Game examines the origins, evolution and impact of the NLS, and provides a fully comprehensive contribution to the teaching of literacy and the management of educational change. This illuminating text: • sets out the political background and context to literacy education in England over a decade from 1996 to 2006 • explains and appraises the rationale and design underpinning the NLS, thereby rebutting some of the folk-lore that has built up around it • considers the impact and consequences of the NLS on standards of literacy. The Literacy Game is an enlightening book which will appeal to all who are keen to know what did and did not work in the NLS and why. Routledge

Improving Primary Literacy

3RD EDITION

Linking Home and School

Teaching Reading in the Primary School

Anthony Feiler, Jane Andrews, Pamela Greenhough, Martin Hughes, Mary Scanlan and Wan Ching Yee all at University of Bristol, UK and David Johnson, University of Oxford, UK

Judith Graham and Alison Kelly

Reading Under Control

Series: Improving Practice Parents can play an immensely important role in supporting their children’s literacy learning at home, but how can primary teachers enlist the support of parents in helping children learn literacy? With a focus on improving children’s literacy skills, this book provides practical answers to key questions that are directly relevant to all primary teachers and to many parents. It presents new ways of linking learning in home and school through a range of activities that can be used to share knowledge between children, parents and teachers. Particular attention is given to ways of working with parents from a diverse range of family backgrounds reflecting the multi-ethnic nature of many schools today. Routledge

Chris Horner and Vicki Ryf

Active Assessment in English

• use of ICT within reading • a detailed inspection of the phonics debate. This book is essential reading for both trainee teachers and qualified teachers interested in continuing their professional development. A David Fulton Book

How to be a Brilliant English Teacher Trevor Wright, University of Worcester, UK This book is packed with practical advice drawn from the author’s extensive and successful experience as an English teacher, examiner and teacher trainer. It is accessible and very readable, and may be dipped into for innovative lesson ideas or read from cover to cover as a short, enjoyable course which combines exciting teaching principles in successful practical experience.

Presenting a range of exciting activities that support the development of creative English lessons within the existing structures of the Foundation Curriculum and the National Curriculum, this book:

Brenda Keogh, John Dabell and Stuart Naylor all at Millgate House Publishing and Consultancy Ltd Everybody seems to be talking about Assessment for Learning. This book shows you how to do it.

The authors show how thinking, learning and assessment can be linked together in a creative and integrated fashion, so that thinking promotes learning, learning enables assessment to take place and assessment acts as a stimulus to both thinking and learning.

• EAL and gender issues in reading

Series: Creative Teaching

Thinking Learning and Assessment In English

The thinking behind the highly influential ‘Assessment for Learning’ approach is translated into usable and practical strategies for all those teaching literacy in primary and secondary classrooms.

• managing specialized reading difficulties, such as dyslexia

2007: 194pp Pb: 978-1-84312-461-0: £18.99

April 2007: 297x210: 96pp Pb: 978-0-415-36394-5: £16.99

Creative Teaching: English in the Early Years and Primary Classroom

May 2007: 234x156: 224pp Pb: 978-0-415-41701-3: £18.99

Now in an updated third edition, this best-selling textbook introduces primary teachers to the key issues in how to teach reading. The authors celebrate reading as an important, exhilarating part of the curriculum with the potential to transform lives, whilst also giving a balanced handling of contentious issues. Strongly rooted in classroom practice, the book provides comprehensive coverage of differing reading practices and resources. Key features include:

• is packed full of interactive and creative teaching strategies • provides guidance on assessing creative work

In-depth chapters focus on: • starting with Shakespeare

• highlights opportunities for creative literacy activities across the curriculum

• learning to plan

• covers ages 3-11.

• managing behaviour

A David Fulton Book

• small texts and big texts

February 2007: 246x171mm: 304pp Pb: 978-1-84312-260-9: £17.99

• drama.

• living with objectives

Concise teachers’ notes for a broad range of dynamic techniques explain for each:

Trainee teachers will find support in this cheerful little book and practising English teachers can use it as a self-help guide for improving their skills. Trevor Wright addresses many of the anxieties that English teachers face, offering focused and realistic solutions.

• what the approach is

Routledge

• how you use it for assessment

2005: 216x138: 192pp Pb: 978-0-415-33246-0: £15.99

• how you can manage it in the classroom

ENGLISH AND LITERACY

The Literacy Game

• how it helps with learning. An interactive CD ROM accompanies the book with all of the activities and ideas that can be used on Interactive Whiteboards. Active Assessment for English will prove inspiring reading for all literacy teachers at primary and secondary levels, LEA advisers and inspectors. A David Fulton Book July 2007: 297x210: 160pp Pb: 978-1-84312-469-6: £39.99

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ENGLISH AND LITERACY

Jumpstart! Literacy

Chataway

Key Stage 2/3 Literacy Games Pie Corbett

Making Communication Count, from Foundation Stage to Key Stage Three

Series: Jumpstart!

Andrew Burnett and Jackie Wylie This collection of simple-touse, fun, multisensory games and creative lesson starters will jumpstart pupils’ enthusiasm for literacy learning. The games will help busy teachers save time using photocopiable spreads, consolidate pupils’ previous learning and stimulate memory. The ‘jumpstarts’ cover:

Based on the research of the Bristol Language Development Scales (BLADES), Chataway is a structured programme of work designed to help children develop speaking skills. • Chataway is based around conversational skills, allowing children to prepare for social challenges as well as academic work

• warming up the word – spelling and word games

• the programme is written in a clear and straightforward way, with progress easy to monitor

• syntactic gymnastics – creating sentences and written style

• can be used with all children – those with average range skills and those with special needs

• games to stimulate – talk, drama and writing

• group work focus

• quickfire whiteboard starters – to stimulate the imagination.

• extra training for staff not required.

A David Fulton Book 2004: 216x138: 160pp Pb: 978-1-84312-102-2: £10.99

Jumpstart! Creativity Games & Activities for Ages 7–14 Stephen Bowkett Series: Jumpstart! Jumpstart Creativity! is a book 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. They grab children’s attention and get them focussed on learning. There are more than fifty provocative games and activities to ‘jumpstart’ creativity in any Key Stage 2 or 3 classroom. Practical, easy-to-do and vastly entertaining, the ‘jumpstarts’ will suit a range of learning styles – from the visual, auditory or kinaesthetic to the cognitive. The jumpstarts cover: • thinking

A David Fulton Series Speaking Frames Sue Palmer Teachers need no longer wait for an effective and innovative answer to the problem of how to teach speaking and listening. By orally ’filling in’ a speaking frame, children will learn to listen to, imitate, make innovations in and invent language patterns. The books will also save teachers time with photocopiable sheets, help teaching in groups, pairs and one-on-one, and help guide teachers on assessment.

For all teachers and teaching assistants in settings from Foundation Stage and Key Stages 1 & 2, to pupils with special needs at Key Stage 3 and in Special Schools. The book is also relevant for parents, carers and all speech and language therapists and assistants working to develop speaking skills. A David Fulton Book May 2007: 297x210: 120pp Pb: 978-1-84312-438-2: £17.99

Word Play Language Activities for Young Children Sheila Wolfendale and Trevor Bryans Strong basic language skills are the foundation on which successful future learning is built. Written by veteran SEN authors Sheila Wolfendale and Trevor Bryans, Word Play provides practitioners and parents with a range of fun activities, word games, story and drama exercises that can be used to introduce early language skills in an enjoyable way. A David Fulton Book 2006: 276x219: 80pp Pb: 978-1-84312-439-9: £11.99

Speaking Frames — Year 3 2005: 276x219: 80pp Pb: 978-1-84312-109-1: £13.99

Speaking Frames — Year 4 2005: 276x219: 80pp Pb: 978-1-84312-110-7: £13.99

Speaking Frames — Year 5

• questioning

2005: 276x219: 80pp Pb: 978-1-84312-111-4: £13.99

• reasoning • problem-solving • wordplay.

Speaking Frames — Year 6

Looking for a way to get your students’ attention, fast? Look no further!

2005: 276x219: 80pp Pb: 978-1-84312-112-1: £13.99

A David Fulton Book August 2007: 210x148: 176pp Pb: 978-0-415-43273-3: £10.99

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2ND EDITION

Planning Creative Literacy Lessons

Two Children Tell

Unlocking Literacy

Andrew Lambirth

Virginia Lowe, Monash University, Australia

A Guide for Teachers

This book includes:

Stories, Pictures and Reality follows two children as they work out the reality status of stories and pictures, with a daily parent-observer record from the birth of the first child until the second is eight, a span of eleven years in all. In analysis this longitudinal study shows that children have more insight and understanding than they are often given credit for and that they approach subjects that puzzle the most sophisticated of thinkers with an elegant simplicity beyond the expectations of conventional psychologists and children’s literature commentators.

Robert Fisher and Mary Williams

• clear and practical ways to plan units of work that embrace reading, writing, speaking and listening, in exciting and active ways

Routledge 2006: 234x156: 208pp Pb: 978-0-415-39724-7: £22.99

The New NASEN A-Z of Reading Resources Suzanne Baker and Lorraine Petersen Series: David Fulton / NASEN The New NASEN A-Z of Reading Resources is a graded list of all current reading schemes complete with guidance on the books’ suitability for readers at different levels of experience and competence.

Series: Unlocking Series An edited collection describing key issues in supporting literacy development, this book helps to ’unlock’ the mysteries behind helping children learn to read, write, speak and listen. It explores ways to help children develop their skills in literacy, thinking and learning, and shows how literacy teaching can be used creatively and imaginatively with children of all ages and abilities. Interweaving pedagogy with theory and practical suggestions, this book is firmly based in classroom and academic research to support both trainee and practising teacher in the realities of teaching and learning in literacy. A David Fulton Book 2006: 246x189 Pb: 978-1-84312-386-6: £18.99

• examples of effective practice using children’s work that highlight the effects of creative planning • suggestions for texts and resources that can be included in half-termly and termly planning. Written by a team of leading educationalists and teacher educators in the primary literacy field, this edited collection is a must-have for primary teachers wishing to inject creativity into the planning of their literacy lessons. A David Fulton Book 2005: 176pp Pb: 978-1-84312-280-7: £18.99

3RD EDITION

Language Knowledge for Primary Teachers

Teaching Speaking and Listening in the Primary School

Angela Wilson

Elizabeth Grugeon, Lorraine Hubbard, Carol Smith and Lyn Dawes

A David Fulton Book

This best-selling introductory text updates teachers on national developments and best practice in speaking and listening in the classroom through:

2005: 246x189: 224pp Pb: 978-1-84312-207-4: £17.99

Language Knowledge for Secondary Teachers

• speaking and listening issues: a review

Alison Ross and Philippa Hunt

• story-telling and drama

Specifically organized around the National Curriculum, this book includes: A David Fulton Book 2006: 276x219: 144pp Pb: 978-1-84312-441-2: £21.99

Unlocking Speaking and Listening Series: Unlocking Series

The contributors offer practical advice on teaching speaking and listening creatively from the Foundation Stage through Key Stages One and Two. It also covers significant inter-related areas:

• oral and popular culture and media

• all the grammar knowledge that a secondary teacher needs

• planning for talk across the curriculum

• numerous grammar activities for use in the classroom

A David Fulton Book

• contemporary language examples to which new teachers can relate.

Pamela Hodson and Deborah Jones This book aims to address a recognized need by tackling key issues surrounding speaking and listening with rigour, depth and a strong focus on research.

• the impact of ICT: software, email, internet, computer games. 2005: 246x189: 208pp Pb: 978-1-84312-255-5: £18.99

Grammar Survival

A David Fulton Book

A Teacher’s Toolkit

2006: 246x174: 200pp Pb: 978-1-84312-358-3: £19.99

Geoff Barton This book is for anyone who finds teaching grammar an uphill struggle. Focusing on what teachers need to know for the classroom, this book provides the essential knowledge to teach grammar effectively.

Literacy and ICT in the Primary School

A David Fulton Book

A Creative Approach to English

2005: 276x219: 96pp Pb: 978-1-84312-343-9: £14.99

Andrew Rudd and Alison Tyldesley

• gifted and talented pupils

Stimulating and free of jargon, this book provides many practical examples to show teachers where, when and how ICT can be used effectively within literacy teaching. It provides advice on:

• SEN.

• teaching creatively

A David Fulton Book

• using ICT in the Foundation Stage

2005: 276x219: 160pp Pb: 978-1-84312-205-0: £22.99

• drama and storytelling • ICT • EAL

2006: 246x174: 176pp Pb: 978-1-84312-392-7: £18.00

ENGLISH AND LITERACY

Stories, Pictures and Reality

Ways into Literature Stories, Plays and Poems for Pupils with SEN Nicola Grove

• making the most of your resources • planning and assessment. A David Fulton Book 2006: 246x174: 160pp Pb: 978-1-84312-374-3: £16.99

E-mail: education@routledge.com

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ENGLISH AND LITERACY

A David Fulton Series

Writing Models

Literacy Play for the Early Years Book 1

Pie Corbett

Learning Through Fiction

Teachers who want to cut lesson planning time should welcome this series. Writing Models aims to help teachers cover every sort of writing type they need including visual and multimodal texts; fine tune lessons by following key teaching points for each model; and deliver the new literacy units to pupils of varying ability using different versions of the same model.

Collette Drifte A David Fulton Book 2003: 276x219: 80pp Pb: 978-1-85346-956-5: £13.99

Literacy Play for the Early Years Book 2 Learning Through Non Fiction

Writing Models Year 3

Writing Models Year 5

Pie Corbett

A David Fulton Book

2005: 276x219: 96pp Pb: 978-1-84312-094-0: £13.99

2005: 276x219: 96pp Pb: 978-1-84312-096-4: £13.99

Writing Models Year 4

Writing Models Year 6

Pie Corbett

2005: 276x219: 96pp Pb: 978-1-84312-097-1: £13.99

A David Fulton Book

Collette Drifte A David Fulton Book 2003: 276x219: 80pp Pb: 978-1-85346-957-2: £13.99

Literacy Play for the Early Years Book 3 Learning Through Poetry Collette Drifte A David Fulton Book

2005: 276x219: 96pp Pb: 978-1-84312-095-7: £13.99

2003: 276x219: 80pp Pb: 978-1-85346-958-9: £13.99

2ND EDITION

Creativity and Writing

The Literate Classroom

Developing Voice and Verve in the Classroom

Edited by Prue Goodwin

Kathy Goouch, Teresa Grainger and Andrew Lambirth

A David Fulton Book 2005: 246x174: 176pp Pb: 978-1-84312-318-7: £17.99

Literacy Play for the Early Years Book 4 Learning Through Phonics Collette Drifte A David Fulton Book 2003: 276x219: 80pp Pb: 978-1-85346-959-6: £15.99

Routledge 2005: 234x156: 224pp Pb: 978-0-415-32885-2: £21.99

Teaching S Character Education through Literature Awakening the Moral Imagination in Secondary Classrooms Karen Bohlin, Boston University, USA Routledge 2005: 234x156: 224pp Pb: 978-0-415-32202-7: £22.99

A David Fulton Series

The Writing Classroom

Word Power

Aspects of Writing and the Primary Child 3-11 Janet Evans

Activities for Years 3 and 4

A David Fulton Book

Terry Saunders

2000: 246x189: 192pp Pb: 978-1-85346-721-9: £19.99

A David Fulton Book 2005: 276x219: 80pp Pb: 978-1-84312-141-1: £13.99

Young Readers and their Books Suggestions and Strategies for Using Texts in the Literacy Hour Gervase Phinn

Word Power

A David Fulton Book

Literacy Moves On Using Popular Culture, New Technologies and Critical Literacy in the Primary Classroom

Activities for Years 5 and 6

2000 Pb: 978-1-85346-681-6: £19.99

Terry Saunders A David Fulton Book

Edited by Janet Evans

2005: 276x219: 80pp Pb: 978-1-84312-142-8: £13.99

A David Fulton Book 2004: 130x179: 160pp Pb: 978-1-84312-249-4: £20.99

ORDER NOW!

See Order Form in centre of catalogue

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Fax: +44 (0)20 7017 6699

www.routledge.com/education

Creative Ideas for Writing James Carter A David Fulton Book 2002: 297x210: 112pp Pb: 978-1-85346-805-6: £20.99

Non-Fiction for the Literacy Hour

Talk Box

Page to Stage

Speaking and Listening Activities for Learning at Key Stage 1

Developing Writing, Speaking and Listening Skills in Primary Schools

Lyn Dawes and Claire Sams

James Carter

A David Fulton Book

2004: 276x219: 128pp Pb: 978-1-84312-215-9: £16.99

A David Fulton Book

2004: 297x210: 88pp Pb: 978-1-84312-202-9: £15.99

Classroom Activities for Primary Teachers Edited by Guy Merchant and Huw Thomas

2ND EDITION

A David Fulton Book

Handwriting

2001: 112pp Pb: 978-1-85346-720-2: £19.99

Multisensory Approaches to Assessing and Improving Handwriting Skills

Creativity and Writing Skills Finding a Balance in the Primary Classroom Kay Hiatt and Jonathan Rooke

Sound Practice

ENGLISH AND LITERACY

Just Imagine

Phonological Awareness in the Classroom

Jane Taylor

Lyn Layton and Karen Deeny

A David Fulton Book

2001: 96pp Pb: 978-1-85346-765-3: £20.99

2002: 276x219: 112pp Pb: 978-1-85346-801-8: £19.99

A David Fulton Book 2002: 276x219: 128pp Pb: 978-1-85346-787-5: £18.99

NEW

Teaching Foundation Mathematics

Thirty Three Ways to Help with Numeracy

Improving Primary Mathematics

A Guide for Teachers of Older Students with Learning Difficulties

Brian Sharp

Linking Home and School

This is a practical resource of games and activities for TAs and other adults to use when working with children who have difficulty with numeracy. The book gives a range of games and activities which will keep children motivated to learn basic skills. The activities are designed so that pupils can use a range of different learning styles, and any materials needed are readily available in classrooms, or are provided here to photocopy, and require little or no preparation.

Martin Hughes, Jane Andrews, Pamela Greenhough, Leida Salway, Jan Winter and Wan Ching Yee all at University of Bristol, UK

Nadia Naggar-Smith Series: David Fulton / NASEN 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, with special needs.

Series: Improving Practice This book includes a range of practical activities specifically designed to improve children’s understanding of mathematics by sharing knowledge between children, parents and teachers. Suggestions include:

The activities can be used with individual children, groups or the whole class. The introduction at the head of each activity describes precisely what the activity aims to teach the child, followed by clear, concise instructions on how to play each game.

• making videos to show parents how children learn maths in school

July 2008: 297x210: 192pp Pb: 978-0-415-46896-1: £17.99

Thirty ready-to-use lessons are at your fingertips in this book, complete with tutor’s notes, teaching objectives, detailed lesson plans and photocopiable worksheets, where appropriate.

NUMERACY AND MATHEMATICS

Numeracy and Mathematics

• parents and children taking photos of the 'everyday' maths they use outside school • parents and teachers exchanging information through Home-School folders and diaries. Particular attention is given to the ways of working with parents from a diverse range of family backgrounds reflecting the multi-ethnic nature of many schools today.

Routledge January 2008: 297x210: 192pp Pb: 978-0-415-45164-2: £24.99

The practical approach of the text and the activities included can easily be fitted into the day-to-day running of busy classrooms and crucially provide new ways of improving children's learning of mathematics. Routledge September 2008: 297x210: 112pp Pb: 978-0-415-36393-8: £16.99

E-mail: education@routledge.com

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for more information

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NUMERACY AND MATHEMATICS

Meeting the Needs of Your Most Able Pupils in Mathematics

Primary Mathematics for Teaching Assistants

The Really Useful Maths Book

Sylvia Edwards

A Guide to Interactive Teaching

This easy-to-use and accessible book has been specifically written for teaching assistants. It is packed with practical activities, ideas and strategies to help you to enhance your pupils’ numeracy and mathematics skills and build on your own subject knowledge. This book:

Lynne McClure and Jennifer Piggott Series: The Gifted and Talented Series Meeting the Needs of Your Most Able Pupils in Mathematics provides specific guidance on: • recognising high ability and potential • planning, differentiation, extension and enrichment in Mathematics • teacher questioning skills • support for more able pupils with special educational needs (dyslexia, ADHD, sensory impairment) • homework • recording and assessment • beyond the classroom: visits, competitions, summer schools, masterclasses, links with universities, businesses and other organisations. The book includes comprehensive appendices with linked resources available online that feature: • lesson plans and examples of activities • departmental procedures and action plans

• includes a cross-curricular focus that shows how to stop pupils forgetting fundamental skills when changing subject

Series: The Really Useful Series Routledge 2005: 297x210: 216pp Pb: 978-0-415-25208-9: £18.99

• suggests methods and ideas for assessment

Mathematics in the Primary School

• is written in line with the national strategies

A Sense of Progression

• suggests activities for developing problem solving and thinking skills

A David Fulton Book

• includes a breakdown of mathematical principles.

1999 Pb: 978-1-85346-592-5: £18.99

Use this book whether you’re studying for qualifications or just keen to support your pupils better.

Meeting SEN S in the Curriculum: Maths

A David Fulton Book January 2007: 297x210: 112pp Pb: 978-1-84312-428-3: £16.99

Brian Sharp

• identification strategies

Jumpstart! Numeracy

A David Fulton Book

• guidance on auditing provision for more able pupils.

Maths Activities and Games for Ages 5-14

2004: 276x219: 160pp Pb: 978-1-84312-158-9: £25.99

This book is an essential resource for secondary teachers, subject heads of departments, leading teachers for G&T Education (gifted and talented co-ordinators), SENCos and LA advisers.

John Taylor Series: Jumpstart! These fun sessions will jumpstart pupils’ enthusiasm for mathematical learning. Suitable for all abilities across Key Stages 1, 2 and 3; activities match the strands of the National Numeracy Strategy. The ’jumpstarts’ cover:

A David Fulton Book November 2007: 297x210: 160pp Pb: 978-1-84312-328-6: £25.00

Creative Teaching: Mathematics in the Early Years and Primary Classroom Series: Creative Teaching Creative Teaching is not only for the arts: this unique and stimulating book shows how mathematics and mathematics teaching can be creative, exciting and enjoyable. Offering teachers a dynamic and different perspective on mathematics, it enables them to see and teach in creative ways that will develop their pupil’s mathematical thinking potential. The book: • supports the government’s Primary Strategy ’Excellence and Enjoyment’

Jenny Houssart, Caroline Roaf and Anne Watson A David Fulton Book 2005: 276x219: 160pp Pb: 978-1-84312-362-0: £21.99

• oral games – warm up pupils’ mathematical vocabulary • differentiated games and quizzes • activities for interactive whiteboards, flipcharts PCs • ICT handy hints. A David Fulton Book

Using and Applying Mathematics at Key Stage 1 A Guide to Teaching Problem Solving and Thinking Skills

2004: 210x148: 96pp Pb: 978-1-84312-264-7: £10.99

Elaine Sellers and Sue Lowndes

Maths and ICT in the Primary School

A David Fulton Book 2003: 276x219: 56pp Pb: 978-1-85346-961-9: £15.99

A Creative Approach Richard English Stimulating and free of jargon, this book provides many practical examples to show teachers where, when and how ICT can be used effectively within their maths teaching.

• covers both primary and early years range • includes issues for reflection, discussion points and case studies • addresses new teacher training modules on creativity and maths.

Using and Applying Mathematics at Key Stage 2 A Guide to Teaching Problem Solving and Thinking Skills Elaine Sellars and Sue Lowndes A David Fulton Book 2003: 276x219: 98pp Pb: 978-1-85346-960-2: £15.99

Aimed at primary and early years trainee teachers, NQTs and experienced teachers, this is a timely publication for teachers and schools seeking to broaden their maths curriculum, making it more creative and appealing to young minds. A David Fulton Book

Routledge October 2007: 246x174: 160pp Pb: 978-1-84312-462-7: £17.99

ORDER NOW!

Supporting Mathematical Thinking

• brain bending quizzes get pupils thinking

Mary Briggs and Sue Davis

Tony Brown, University of Bristol, UK and Henry Liebling, University of Bristol, UK

See Order Form in centre of catalogue

2006: 246x174: 136pp Pb: 978-1-84312-377-4: £16.00

+44 (0)1235 400524

Fax: +44 (0)20 7017 6699

www.routledge.com/education

Science and Technology Meeting the Needs of Your Most Able Pupils in Science

Tim Alderman Series: The Gifted and Talented Series

Science Education for Gifted Learners

• planning, differentiation and extension/enrichment • teacher questioning skills

• recording and assessment • beyond the classroom: visits, competitions, summer schools, masterclasses, links with universities, businesses and other organisations. This book includes comprehensive appendices with linked resources available online that feature: • useful contacts and resources • lesson plans • liaison sheets for Teaching Assistants • homework activities • monitoring sheets. This book is an essential resource for secondary teachers, subject heads of departments, Leading Teachers for G&T Education (Gifted and Talented coordinators), SENCos and LA advisers. A David Fulton Book

Brian Clegg, Editor of www.popularscience.co.uk

Science is central to our modern technological society, yet many of the most able pupils who could become the scientists of tomorrow turn away from science as soon as they have a choice in their studies. Science is often seen to be difficult or boring, and fails to engage or challenge those who are most suited to excel in scientific studies.

• recognising high ability and multiple intelligences

• homework

The Teacher’s Guide to Exciting and Painless Primary School Science

Edited by Keith S. Taber, University of Cambridge, UK

Meeting the Needs of Your Most Able Pupils in Science provides specific guidance on:

• support for more able pupils with special educational needs (dyslexia, ADHD, sensory impairment)

Getting Science

Science is rightly a fundamental part of primary school education, but that doesn’t make it easy to teach especially for teachers without a science background. This straight talking book from an experienced science writer and communicator looks at how to make the most of science and give primary school children a good grounding in the topic.

• asking questions in science

Getting Science sets out to engage the sense of wonder. The science in this book is not for the children, but for the adults who have to explain it. Starting with a whirlwind tour of the great milestones of modern science, Getting Science goes on to take each of the main curriculum topics and give it a new twist. It provides the information needed to understand the key topics better and be able to put them across with enthusiasm and energy.

• exploring topical issues

Routledge

• challenging science through talk

April 2007: 246x189: 160pp Pb: 978-0-415-42199-7: £15.99

This book asks what classroom teachers can do to make sure that their science teaching is stimulating and challenging for their students. Topics covered include: • What do we mean by gifted and able children? • gifted children that slip through the net • challenging science through modelling

• after-school enrichment. Set in the wider context of debates about the provision for those labelled ‘gifted’ and ‘exceptionally able’, this book explores the meaning of these categories, and considers what they may imply in such approaches as setting, streaming, acceleration and enrichment. Routledge April 2007: 234x156: 256pp Pb: 978-0-415-39534-2: £18.99

December 2007: 297x210: 160pp Pb: 978-1-84312-277-7: £25.00

Can't find what you’re looking for? Visit our up-to-date website for our complete catalogue at www.routledge.com/education

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SCIENCE AND TECHNOLOGY

NEW

A Practical Guide to Teaching Science in the Secondary School Douglas P. Newton, Durham University, UK

Science 5-11 A Guide for Teachers Edited by Alan Howe, Dan Davies, Kendra McMahon, Lee Towler and Tonie Scott Bringing together two important strands of qualified teacher status (QTS), this uniquely organized book presents the development of effective subject knowledge within the context of teaching. Key conceptual areas of science are linked with appropriate pedagogic knowledge, issues and strategies.

Series: Routledge Teaching Guides This practical and accessible workbook is designed to support student teachers as they develop their basic teaching skills and increase their broader knowledge and understanding for teaching science. Newly qualified and beginning teachers should also find it useful. It contains all the advice, guidance and resources new and student science teachers need to reflect on and develop their teaching practice, helping them to plan lessons across the subject in a variety of teaching situations. Helpful features include: • case studies

This practical and innovative text will be invaluable to trainee and qualified teachers who are keen to develop both their subject knowledge and their ability to teach primary science confidently and effectively. A David Fulton Book

Ann Oliver Series: Creative Teaching The themes in the book encourage teachers to: • teach science with creative curiosity • value the unpredictable and unplanned • thrive on a multiplicity of creative approaches, viewpoints and conditions • be creative with cross-curricular and ICT opportunities. This book will make teaching and learning science fun by putting creativity and enjoyment firmly back onto the primary agenda. A David Fulton Book

2005: 246x174: 248pp Pb: 978-1-84312-319-4: £17.99

2006: 224pp Pb: 978-1-84312-259-3: £17.99

• examples of pupils’ work

3RD EDITION

• examples of existing good practice • a range of tried-and-tested teaching strategies

The Really Useful Science Book

• photocopiable resources and training materials

A Framework of Knowledge for Primary Teachers

• activities in each chapter to help student history teachers analyse their learning and performance

Steve Farrow, formerly of the University of Durham, UK

• web links for further reading on evidence-based practice.

Series: The Really Useful Series

March 2008: 297x210: 120pp Pb: 978-0-415-45364-6: £17.99

Thinking, Learning and Assessment in Science

Using a highly creative approach it explains in detail how assessment, thinking and learning can be integrated in science lessons. More than 30 different assessment techniques are described, with each one illustrated for two different age ranges. Concise teachers’ notes for each technique explain: • what the approach is • how you use it for assessment

Understanding the Science in the QCA Scheme Linda Gillard and Linda Gillard Specifically structured around the QCA schemes of work, this book focuses upon developing the science subject knowledge of the reader up to the standards needed for QTS. It provides: • clear explanations of the major science ’concepts’ a primary teacher needs to teach the National Curriculum effectively

The book is divided into three sections:

Stuart Naylor and Brenda Keogh Everybody seems to be talking about assessment for learning. This book shows how to do it.

Science Knowledge for Primary Teachers

Written for classroom teachers and those in training, this bestselling book has been designed to support and extend teachers’ and students’ own knowledge and understanding of science, and should be of particular use to non-specialists.

Routledge

Active Assessment for Science

Creative Teaching: Science in the Early Years and Primary Classroom

• illustrations of how this knowledge can be applied in everyday teaching and planning

• life and living processes • materials and their properties

• direct links within each chapter to the QCA schemes of work

• physical processes. The book provides comprehensive knowledge for science at Key Stages 1 and 2, and sets the scene for teaching and learning at Key Stage 3. Routledge

• review questions and discussion points to aid understanding and comprehension. A David Fulton Book 2005: 246x189: 208pp Pb: 978-1-84312-188-6: £17.99

2006: 297x210: 240pp Pb: 978-0-415-38593-0: £18.99

• how you can manage it in the classroom

4TH EDITION

Electronic versions of the activities are provided on the accompanying CD.

The Teaching of Science in Primary Schools

A David Fulton Book 2005: 216x138: 144pp Pb: 978-1-84312-145-9: £39.99

SEE ALSO Teaching Problem-Solving and Thinking Skills through Science (page 25)

Creative Science

• how it helps with learning.

ORDER NOW!

See Order Form in centre of catalogue

Achieving the WOW Factor with 5-11 Year Olds Rosemary Feasey

Wynne Harlen OBE and Anne Qualter

A David Fulton Book

Providing an up-to-date discussion of the many aspects of teaching primary science, this best-selling book contains a strong focus on constructivist learning and the role of social interaction in learning. Emphasising the use of process skills to develop children’s understanding through enquiry, the book also promotes the importance of fostering motivation for learning through enjoyment and giving children some control of their activities.

2005: 276x219: 160pp Pb: 978-1-84312-305-7: £19.99

A David Fulton Book

Pat O’Brien A David Fulton Book 2004: 276x219: 144pp Pb: 978-1-84312-037-7: £16.99

2006: 246x189: 304pp Pb: 978-1-84312-132-9: £18.99

+44 (0)1235 400524

Using Science S to Develop Thinking Skills at Key Stage 3

Fax: +44 (0)20 7017 6699

www.routledge.com/education

ICT NEW

The Really Useful Book of ICT in the Early Years Edited by Harriet Price, Cambridgeshire Nursery Centres, UK Series: The Really Useful Series Practitioners and students wishing to expand their understanding of how very young children develop an early awareness of ICT will find this text invaluable. ICT has arguably one of the biggest impacts on every-day 21st century life, so its inclusion in the Birth to Three Matters and Foundation Stage curriculum reflects the need to encourage forward-looking practice in classrooms and nurseries. This book will 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. Full of ideas and new thinking, this book will show how: • to promote independence in children’s use of ICT through resources like digital cameras and role-play toys • to explore the nature of creativity through ICT, using it to support the more traditional areas of art, music, dance and writing • to use ICT to enhance the physical and sensory aspects of outdoor learning experiences • to harness the potential of ICT in reaching children with a variety of different learning needs, particularly those with profound and multiple learning difficulties, or autistic spectrum disorders • to value children’s home experiences of ICT and build on what they already know, and how to involve parents more in developing their child’s ICT capability. ICT is not a separate subject, but can underpin all areas of learning for young children, so this book will help practitioners to delight, motivate and encourage their pupils to learn using ICT across all of the Foundation stage curriculum in a variety of very different and often inventive contexts.

The Digital Classroom

E-schooling

Harnessing Technology for the Future

Global Messages from a Small Island

Peter John and Steve Wheeler both at University of Plymouth, UK

Roger Austin and John Anderson

Based on a major research project (the InterActive Project), this book explores and illustrates how digital technologies can transform learning across the curriculum. Using a wide range of educational settings – primary, secondary, school and home – it will help practitioners think about, plan and execute effective learning in their classrooms and beyond. It will show teachers how they can ’harness technology for the future’ by covering important topics such as: • personalised learning • using ICT for pupils with special needs

The book sets analyzes and suggests answers to two key questions: • can the intervention of government and the forging of strategic alliances with providers of education and of technology bring about systemic change? • without radical reform of curriculum, assessment and learning are computers any more than a frill?

• personal use of ICT and home-school links • designing ’digital’ classrooms. By weaving ’evidence based practice’ into each chapter, the book will provide extensive guidance, practical advice and insights into working in the ’digital classroom’ for all primary and secondary school teachers. A David Fulton Book

E-schooling: Global Messages from a Small Island looks at how an entire school system is starting to transform learning through ICT. It is based on an evaluation of ICT work in a wide range of schools in Northern Ireland and asks what it takes to change learning through technology in what we call ’e-schooling’.

This book puts the spotlight on the costs and benefits of e-schooling and asks some hard-hitting questions of those involved in educating young people in schools at the start of the twenty-first century. A David Fulton Book August 2007: 246x174: 208pp Pb: 978-1-84312-380-4: £18.99

December 2007: 246x174: 160pp Pb: 978-1-84312-445-0: £17.00

NEW

Harnessing Technology for Every Child matters and Personalised Learning John Galloway Education is changing in many ways. New schools are being built, there are more adults in classrooms filling myriad roles, and there are changes to the testing and assessment regime. Underpinning these transformations are three core policies: ’Every Child Matters’, ’Personalised Learning’, and ’Harnessing Technology.’

Routledge August 2008 Pb: 978-0-415-43418-8: £18.99

These policies combined are at the heart of changes to what is learnt in schools, how it is learnt and the means by which it is learnt. This book considers these policies and their interlinked relationship. How to achieve the five outcomes of the ’Every Child Matters’ agenda requires an approach that is pupil centred, with developments in new technologies making it possible to not only understand each individual more precisely, but also to teach them both well-established and completely new curriculum areas, in ways that are more effective. Having considered the background of these core themes the book outlines the ways in which technology allows us to assess, track and monitor pupil progress and use this information to better support both their learning and their broader needs. The ’ContactPoint’ web-based information sharing system will allow practitioners to ensure pupils are receiving the support they need. Through innovations such as learning platforms and e-portfolios, schools will be able to offer content appropriate to pupil’s personal goals, in a range of formats, access to which is not confined to rigid strictures of time and place. Alongside this consideration will be given to the modes of assessment possible within such a system, and how this information can be used to both determine their achievements and to inform further learning tasks. Finally consideration is given to the barriers to the success of these policies, the issues that impinge upon them, and questions asked about the capacity of the necessary drivers to bring about long-term, systemic, change. Routledge September 2008: 246x174: 210pp Pb: 978-0-415-45871-9: £19.99

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ICT

A Practical Guide to Teaching ICT in the Secondary School

A David Fulton Series

Steve Kennewell, University of Swansea, UK Series: Routledge Teaching Guides This practical and accessible workbook is designed to support student and newly qualified teachers as they develop their basic teaching skills. It draws on the best available research concerning student-teachers’ needs and approaches to learning and focuses on the key pedagogical issues which arise during the school experience, including:

Teaching ICT through the Primary Curriculum

This series consists of a core text that provides an overview of primary ICT teaching and five books on teaching ICT in the core subjects. This series is a one-stop resource which defines progression in primary ICT and gives accessible guidance on how to teach ICT effectively and successfully in subject contexts. The books all include: • fact cards that support each project and clearly outline its benefits in relation to teaching and learning • examples of how activities work in ’real’ classrooms • links to research, inspection evidence and background reading to support each project • adaptable planning examples and practical ideas provided on an accompanying CD Rom.

• managing the class and learning environment • developing pupils’ understanding of concepts including challenging misconceptions • different ways of explaining aspects of the subject which pupils find problematic. It provides a wealth of practical activities and materials. The book has been designed to be written in directly, and so provide a useful record of progress. Case studies are also included, as are examples of existing good practice and a range of tried-and-tested strategies.

Progression in Primary ICT

Learning ICT with English

Richard Bennett, Andrew Hamill and Tony Pickford

Richard Bennett 2006: 297x210: 148pp Pb: 978-1-84312-309-5: £20.99

2006: 248 x 174mm: 128pp Pb: 978-1-84312-308-8: £17.99

Routledge March 2007: 297x210: 152pp Pb: 978-0-415-40299-6: £17.99

Jumpstart! ICT

Learning ICT in the Humanities

Learning ICT with Science

ICT Activities and Games for Ages 7-14

Tony Pickford

Andrew Hamill

2006: 297x210: 116pp Pb: 978-1-84312-312-5: £20.99

2006: 297x210: 128pp Pb: 978-1-84312-311-8: £20.99

Learning ICT in the Arts

Learning ICT with Maths

Andrew Hamill

Richard Bennett

2006: 297x210: 124pp Pb: 978-1-84312-313-2: £20.99

2006: 297x210: 144pp Pb: 978-1-84312-310-1: £20.99

John Taylor Series: Jumpstart! John Taylor jumpstarts pupil and teacher enthusiasm for ICT learning with this refreshing range of simple to use activities, games and creative lesson starters. Encouraging and developing creative uses of basic ICT software, Jumpstart ICT widens teachers’ horizons, bringing ICT to the fore as an exciting resource and classroom tool. A David Fulton Book 2006: 210x148: 112pp Pb: 978-1-84312-465-8: £10.99

To Order For simple and secure online ordering, please visit: www.routledge.com/education or use the order form in this catalogue.

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The Young Person’s Guide to the Internet

Identifying and Overcoming Barriers Helena Gillespie

The Essential Website Reference Book for Young People, Parents and Teachers

Series: Unlocking Series

Kate Hawthorne and Daniela Sheppard

A David Fulton Book

Routledge

2005: 276x219: 128pp Pb: 978-1-84312-235-7: £20.99

By clearly identifying the barriers that can still exist to the successful integration of ICT in schools this book aims to suggest ways in which these barriers may be overcome. Current and past policy and practice is examined and where barriers are identified, the book: • provides suggested strategies for the removal of these barriers

How to Use an Interactive Whiteboard Really Effectively in Your Primary Classroom

ICT

Unlocking Learning and Teaching with ICT

Jenny Gage

2005: 246x174: 224pp Pb: 978-0-415-34505-7: £17.99

Franc Potter and Carol Darbyshire

How to Use an Interactive Whiteboard Really Effectively in your Secondary Classroom

A David Fulton Book

Jenny Gage

2005: 246x189: 200pp Pb: 978-1-84312-133-6: £18.99

2005: 276x219: 128pp Pb: 978-1-84312-262-3: £20.99

Understanding and Teaching the ICT National Curriculum

• recommends how to avoid the obstacles in the first place • includes action points and ideas to provide ways forward • uses case studies and vignettes to focus on the positive benefits of ICT. Optimistic and forward-looking, the book also explores how ICT, when effectively used, can help children learn and achieve to the best of their abilities. It is relevant for trainee and practising teachers, ICT co-ordinators and school managers in all key stages. A David Fulton Book 2006: 246x174: 143pp Pb: 978-1-84312-376-7: £18.00

Meeting the Needs of Your Most Able Pupils in Religious Education Dilwyn Hunt

Series: The Gifted and Talented Series Meeting the Needs of Your Most Able Pupils in Religious Education provides specific guidance on: • recognising high ability and multiple intelligences • planning, differentiation and extension/enrichment in RE • teacher questioning skills • support for more able pupils with special educational needs (dyslexia, ADHD, sensory impairment)

Meeting SEN in the Curriculum: Religious Education

Dilwyn Hunt and Elisabeth Barratt-Hacking This book includes: The case for letting pupils with special needs engage with the 'big issues'; How to use classroom displays to reiterate and encourage learning; Organising and coordinating visits and expeditions. A David Fulton Book 2004: 276x219: 160pp Pb: 978-1-84312-167-1: £26.99

• homework

• recording and assessment • beyond the classroom: Visits, summer schools, masterclasses, links with universities, businesses and other organisations. This book includes comprehensive appendices with linked resources available online that feature: useful contacts and resources; lesson plans; liaison sheets for Teaching Assistants; homework activities; monitoring sheets.

HISTORY, GEOGRAPHY AND RELIGIOUS EDUCATION

History, Geography and Religious Education

A David Fulton Book December 2007: 297x210: 144pp Pb: 978-1-84312-278-4: £25.99

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HISTORY, GEOGRAPHY AND RELIGIOUS EDUCATION

2ND EDITION

Teaching Religious Education 4-11

Creative Teaching: History in the Primary Classroom

Derek Bastide, University of Brighton, UK

Rosie Turner-Bisset

This second edition is an accessible, practical guide for primary teachers. It covers the teaching of religious education at the Foundation Stage, Key Stage 1 and Key Stage 2. Taking account of the changes to RE over the last decade, it maps out and considers the implications for teachers of:

Designed specifically for teachers with little subject knowledge or experience in history, this book provides trainees with the confidence they need to teach primary history. Based on Curriculum 2000, the book provides valuable step-by-step guidance on how to create, plan, develop, organize and assess high-quality teaching activities in primary history. This book: is full of teaching approaches, practical ideas, teaching activities, real-life case studies and vignettes of good teaching practice; covers both conventional and modern approaches such as drama, role-play, story telling, music and dance; and explains how each approach can be adapted to suit all primary ages and abilities. Children with a range of learning needs and styles respond with enthusiasm to a wide variety of teaching approaches - and this book provides trainee teachers with that repertoire and variety.

• changes that have taken place over the last few years with regard to changing aims and objectives in the subject • the legal framework • the broadening understanding of the notion of religion • concern for spiritual development • emergence of citizenship as an additional component of the curriculum • introduction of formal guidelines to the content of RE • teaching Christianity and other world faiths • tackling important topics and contemporary issues • planning RE across the primary school • planning a unit of work • using different teaching approaches The book is full of practical examples and also contains a useful resources section. In addition there is a chapter on key religions, which looks at Buddhism, Christianity, Hinduism, Islam, Judaism and Sikhism. Routledge 2006: 297x210: 192pp Pb: 978-0-415-28781-4: £19.99

Meeting the Needs of Your Most Able Pupils in History

2005: 246x189: 200pp Pb: 978-1-84312-115-2: £17.99

A Practical Guide to Teaching History in the Secondary School

This practical workbook contains all the advice, guidance and resources new and student history teachers need to reflect on and develop their teaching practice, helping them to plan lessons across the subject in a variety of teaching situations.

Series: The Gifted and Talented Series Meeting the Needs of Your Most Able Pupils in History provides specific guidance on: • recognising high ability and potential • planning, differentiation, extension and enrichment in Mathematicss • teacher questioning skills • support for more able pupils with special educational needs (dyslexia, ADHD, sensory impairment)

Routledge 2002: 246x174: 208pp Pb: 978-0-415-25349-9: £22.99

Meeting SEN in the Curriculum: History

Richard Harris and Ian Luff A David Fulton Book

Using History to Develop Thinking Skills at Key Stage 2 Belle Wallace 2003: 276x219: 112pp Pb: 978-1-85346-928-2: £16.99

Meeting the Needs of Your Most Able Pupils in Geography

Jane Ferretti, University of Sheffield, UK Series: The Gifted and Talented Series Meeting the Needs of Your Most Able Pupils in Geography provides specific guidance on: • planning challenge, differentiation and enrichment in geography

2006: 297x210: 120pp Pb: 978-0-415-37024-0: £17.99

• recording and assessment

A Guide for Teachers

• beyond the classroom: visits, competitions, summer schools, masterclasses, links with universities, businesses and other organisations.

Hilary Cooper

• using questioning to challenge the more able • support for more able pupils with learning difficulties ’The most comprehensive coverage of the issues facing primary history teachers of all the available texts.’ – Teacher Trainer on The Teaching of History in Primary Schools

The book includes comprehensive appendices with linked resources available online that feature: • lesson plans and examples of activities • high ability checklist

November 2007: 297x210: 160pp Pb: 978-1-84312-287-6: £25.00

This user-friendly handbook for secondary history teachers, containing forty classroom activities, emphasises student-centred learning, and encourages teachers to approach their teaching in an imaginative and innovative way.

• recognising high ability

• homework

• guidance on auditing provision for more able pupils.

Peter Davies, Rhys Davies and Derek Lynch

Routledge

History 3-11

• information on coaching

A David Fulton Book

Series: Routledge Teaching Guides

Steve Barnes

A David Fulton Book

Edited by Martin Hunt, Manchester Metropolitan University, UK

40 Classroom Activities for Teachers and Pupils

2004: 276x219: 160pp Pb: 978-1-84312-163-3: £26.99

A David Fulton Book

• monitoring and assessing progress.

Enlivening Secondary History

’The essential reference book of the profession for the teaching of History in primary schools.’ – Teacher trainer on The Teaching of History in Primary Schools A David Fulton Book

• beyond the classroom: visits, residentials, competitions, summer schools, masterclasses, links with other institutions. The book includes comprehensive appendices with linked resources available online that feature: • useful contacts and resources • lesson and homework ideas • audit and record keeping frameworks. For secondary teachers, subject heads of departments, Leading Teachers for G&T Education (Gifted and Talented co-ordinators), SENCos and Childrens’ Services advisers. December 2007: 297x210: 136pp Pb: 978-1-84312-335-4: £25.00

2006: 246x174: 232pp Pb: 978-1-84312-459-7: £17.99

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Key Principles and Effective Practice Edited by David Hicks, Bath Spa University, UK and Cathie Holden, Exeter University, UK Teaching the Global Dimension specifically responds to concerns such as inequality, justice, environment and conflict in chapters written by leading educationalists in the field. It explores both the theory and practice of ‘global education’ today and provides: • a framework for understanding global issues • a model identifying the key elements of good practice • insight into young people’s concerns for the world and the future • tried and tested strategies for handling controversial global issues more confidently in the classroom • key concepts for planning appropriate learning experiences • a range of case studies which demonstrate the different ways in which a global dimension can be developed. Inspiring, thought-provoking and highly practical, this book shows how teachers at any stage in their career can effectively and successfully bring a global dimension to the taught curriculum.

Learning and Teaching with Maps

Geography 3-11 CD

A Guide for Teachers

Patrick Wiegand, University of Leeds, UK

Hilary Cooper, Simon Asquith and Chris Rowley

A comprehensive and authoritative account of how primary school children and teachers can use maps to enhance learning and deepen understanding of this essential skill. It includes all aspects of map use, such as reading and interpreting maps and using maps to find the way, covering maps of all scales, including globes and atlases. The text is extensively illustrated with examples, including maps made by children themselves using conventional materials as well as computer software.

The advent of the National Primary Strategy has produced a welcome reminder to teachers of the importance of geography within the primary curriculum. This book aims to encourage this renewed awareness and to support teachers in teaching primary geography in different and exciting ways. It will show that children have an entitlement to learn about geography and this can be achieved in a lively, creative fashion uplifting for both teachers and children. It covers:

Routledge

• planning for and assessing progression in learning

2006: 246x174: 176pp Pb: 978-0-415-31210-3: £22.99

• inclusion

Meeting SEN in the Curriculum: Geography

• ICT and drama • indoors, outdoors and beyond. CD

Diane Swift A David Fulton Book 2005: 160pp Pb: 978-1-84312-162-6: £26.99

Written in association with the Geographical Association, this book will help both trainee and experienced teachers to integrate geography as an essential part of the primary curriculum. A David Fulton Book 2006: 246x174: 200pp Pb: 978-1-84312-421-4: £17.99

Routledge

HISTORY, GEOGRAPHY AND RELIGIOUS EDUCATION

Teaching the Global Dimension

April 2007: 234x156: 232pp Pb: 978-0-415-40449-5: £19.99

Visit www.routledge.com/education for full table of contents on all titles featured in this catalogue

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Citizenship & Pastoral Care Little Books of Life Skills In our rapidly changing world, education is becoming less and less about imparting knowledge than it is about empowerment. We now want to make sure our children get the skills they need, not only to engage with and take responsibility for their own learning, but to successfully take part in a range of experiences throughout their lives. The strategies and activities in the Little Books of Life Skills will help children see themselves as champions of their own world, a critical step in meeting the outcomes of the Every Child Matters agenda. Each title in the series will help children get the skills they need to enjoy and achieve – in school and beyond. The books suggest ways to organise the classroom, provides teaching strategies and pupil activities and give notes on assessment and record-keeping. They are complemented by several pages of proformas, which can be copied or amended for use in the classroom.

Helping your Pupils to Work Cooperatively

Helping your Pupils to Think for Themselves

Kath Murdoch, University of Melbourne, Australia and Jeni Wilson, University of Melbourne, Australia

Jeni Wilson, University of Melbourne, Australia and Kath Murdoch, University of Melbourne, Australia

The classroom is one of the few places where pupils are regularly required to share, wait, take turns, compromise and work in pairs or groups. And when they are involved in the same project or task, not only are they expected to get along with others, but to get along well – well enough to communicate effectively and work together towards a shared goal or group product.

Possibly the biggest challenge teachers face in the classroom is getting their pupils to think for themselves. When children learn to think independently, they are able to take control of their own learning. What’s more, they become good at dealing with the many problems that life will inevitably throw their way – not only good at solving these problems, but at choosing the kind of thinking strategies that will help solve them.

It can be a challenging way to work for some pupils, but when it is done well, it can be very rewarding. When people are working together effectively, they are aware of each person’s roles and responsibilities, feel valued and respected, use a range of skills and strategies and understand the various processes and protocols required. And once the goal is reached, there is the opportunity to celebrate and share the accomplishment. Helping your pupils to work cooperatively clearly sets out the features of cooperative working and explains how it can enhance the many skills needed for effective social interaction, healthy relationships and active citizenship. Focusing on how the teacher’s role is critical to the success of cooperative working, this book shows teachers how they can develop a repertoire of strategies to help their pupils work cooperatively. Explicit instruction, modelling, feedback, intervention and strategic task selection are all described in detail and supported by examples.

Helping your pupils to think for themselves defines the various types of thinking (critical, creative, reflective) and discusses in detail the most crucial type of thinking for student progress – metacognition, which invoves self-assessment, active decision making and personal goal setting. Focusing on how to choose and use a particular type of thinking or strategy for a particular purpose, this book shows teachers how they can do a audit of their pupils’ thinking skills and identify their pupils’ thinking preferences and dispositions, to foster a thinking culture in their classrooms and ensure that all their pupils become skilled and independent thinkers. A David Fulton Book November 2007: 210x148: 72pp Pb: 978-0-415-44730-0: £9.99

A David Fulton Book November 2007: 210x148: 72pp Pb: 978-0-415-44731-7: £9.99

Interested in buying multiple copies? Contact our Special Sales team at cis@tandf.co.uk

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Jen Allen, Michele Murray and Kelli Simmons For many children, school life is hard. They may have a learning difficulty or problems at home. They may feel left out or have trouble making friends. Other children may be stealing from them or bullying them. However, the good news is that children can form a protective understanding of themselves that can help them withstand life’s adversities. When they are able to see and draw on their own beliefs, skills and support systems in a positive way, they develop self-esteem and an optimistic outlook – the foundations of resilience. Helping your pupils to be resilient clearly explains what reslience and self-esteem are and how they can foster a child’s emotional well-being. Focusing on the whole school environment, this book shows teachers how they can help develop resilience through support of their pupils’ understandings and the school’s prevention and intervention strategies. A David Fulton Book November 2007: 210x148: 72pp Pb: 978-0-415-44728-7: £9.99

Helping Your Pupils to Communicate Effectively and Manage Conflict

Helping Your Pupils to Ask Questions

Lynette Longaretti and Robyn English

Sally Godinho and Jeni Wilson, University of Melbourne, Australia

‘Why can’t you just get along?’ This is a question children are commonly asked. But they will usually have a very ‘good’ reason for their conflict – ‘Because he’s always telling me what to do!’; ‘She stole my lunch!’. The fact is that any in social situation there is a potential for conflict. What children need are the skills to manage conflict when it does arise.

Who? What? When? Where? Why? How? Asking questions has always been fundamental to making sense of the world. Unless we are able to critically question what we see, hear and read, we can’t solve problems, create solutions, make informed decisions or enact change. And in our information-laden age, it is more important than ever to be able to decide what’s relevant, legitimate and valuable.

Helping your pupils to communicate effectively and manage conflict looks as the basics of effective communication and the essential skills for forming and sustaining productive relationships. Focusing on promoting a culture of fairness, respect, inclusiveness and cooperation in the classroom, this book shows teachers how they can help their pupils understand things from another’s point of view and foster empathy, by learning specific skills (such as describing behaviours, checking one’s perceptions, summarising ideas and feelings and giving and receiving feedback) and practicing specific activities (such as role play, structured controversy, problem-solving, simulation, discussion and reflection).

Helping Your Pupils to Ask Questions describes in-detail how questions can generate various levels of cognition, from remembering, understanding and applying to analysing, creating and evaluating. Focusing on the many different kinds of questions and ways that teachers themselves can model good questioning, this book shows teachers how they can help their pupils develop questioning skills through encouragement and a wide variety of targeted approaches.

CITIZENSHIP AND PASTORAL CARE

Helping Your Pupils to be Resilient

A David Fulton Book November 2007: 210x148: 72pp Pb: 978-0-415-44727-0: £9.99

A David Fulton Book November 2007: 210x148: 72pp Pb: 978-0-415-44729-4: £9.99

NEW

Activity Assemblies to Promote Peace 50 Ideas for Multi-Faith Assemblies for 5-11 Years Elizabeth Peirce, Freelance writer and former primary schools advisor, UK 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 fifty primary assemblies, easy to use in an assembly or for preparation. A great resource to dip into for one-off assemblies or follow as a programme of themed assemblies for a term, it is helpfully split into topic areas on peace which include:

Using Circle Time for PHSE and Citizenship

First Steps to Emotional Literacy

A Year’s Plan for Key Stage 2 Teachers

A Programme for Children in the FS & KS1 and for Older Children who have Language and/or Social Communication Difficulties

Daphne Gutteridge and Vivien Smith both at University of Lancashire, UK 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. Based on the extensive teaching experience of Daphne Gutteridge and Viv Smith, the user-friendly lesson plans enable the teacher to confidently tackle areas including • developing self confidence

• cooperation

• assembly plays

• preparing to play an active role as citizens

• children’s writing

• environment

• developing a safe, healthy lifestyle

• places and challenges

• stories.

• respecting the differences between people.

Each assembly starts with a drama, story or interactive activity, followed by a prayer and ‘reflection’ and a hymn or a song. There are suggestions for questions and ideas for developing the theme which include using masks and puppets, as well as stories from six major world religions: Christianity, Buddhism, Hinduism, Islam, Judaism and Sikhism. Routledge

December 2007: 297x210: 88pp Pb: 978-0-415-44592-4: £15.99

Kate Ripley Kate Ripley’s work in the topical area of Emotional Literacy has shown that children must first learn to discriminate and label their own emotions before they can focus on understanding other people’s. This comprehensive programme is designed to assist early years practitioners help children to achieve these first important steps, the pack consists of: • theoretical rationale – long and short version • how the programme fits within the current legislative framework • baseline assessment details • pratical strategies to support the programme • evaluation from pilot study

Each lesson is linked to the Every Child Matters outcomes and the SEAL initiative (Social and Emotional Aspects of Learning) Opportunities for assessment and follow-up work are clearly built into each lesson and pupils are encouraged to review their own learning. A David Fulton Book

• bibliography and recommended materials. In addition to the book there is a CD-ROM containing a twenty minute video film showing behaviour to be addressed and intervention in action, a demonstration in powerpoint to show to colleagues and stories to use for baseline assessment. A David Fulton Book July 2007: 297x210: 88pp Pb: 978-1-84312-415-3: £26.99

June 2008: 246x174: 160pp Pb: 978-0-415-46682-0: £22.99

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CITIZENSHIP AND PASTORAL CARE

A Practical Guide to Teaching Citizenship in the Secondary School

Edited by Liam Gearon, Roehampton University, UK

Dramatherapy Raising Children’s Self-Esteem and Developing Emotional Stability Penny McFarlane Providing a new and proven way forward for practitioners who want to help children, but who do not have recourse to a qualified therapist, this book covers:

Series: Routledge Teaching Guides Ideal for students and NQTs, this practical and accessible workbook is designed to develop basic teaching skills, and increase teachers’ knowledge and understanding of teaching citizenship. Filled with practical activities and materials to encourage users to analyse their own learning and performance and underpinned with research findings, this personal workbook can be written in directly to provide a useful record of progress. It also includes case studies, examples of current good practice and a range of tried-and-tested strategies for inspiration and guidance. Routledge

• tried and tested practical activities to use with children • simple explanations of how and why dramatherapy works

Developing Pupils Social Communication Skills Practical Resources Penny Barratt, Julie Border, Helen Joy, Alison Parkinson, Mo Potter and George Thomas A David Fulton Book 2000: 112pp Pb: 978-1-85346-728-8: £18.99

Quality Circle Time in the Secondary School

A Handbook of Good Practice A David Fulton Book

• informative case studies that show activities being used in practice

1999 Pb: 978-1-85346-616-8: £21.99

• a useful list of further reading, centres for training and qualifications.

Sex and Relationships Education

A David Fulton Book

A Step-by-Step Guide for Teachers

2006: 276x219: 140pp Pb: 978-1-84312-265-4: £21.99

Simon Blake A David Fulton Book

2006: 297x210: 128pp Pb: 978-0-415-36741-7: £17.99

Stories For Circle Time and Assembly

Getting to Know Me John Taylor

2002: 276x219: 136pp Pb: 978-1-85346-834-6: £21.99

Nurturing Emotional Literacy

Developing Literacy Skills and Classroom Values

A Practical Guide for Teachers, Parents and those in the Caring Professions

• self-image

Mal Leicester, University of Nottingham, UK

Peter Sharp

• self esteem

Routledge

• social skills

2005: 246x174: 176pp Pb: 978-0-415-35535-3: £22.99

The lessons in Getting to Know Me covers:

• anger management • handling and resolving conflict.

A David Fulton Book 2001: 144pp Pb: 978-1-85346-678-6: £22.99

Meeting S CD SEN in the Curriculum: Citizenship

For all teachers in mainstream schools and pupil referral units, particularly SENCos, pastoral staff, behaviour management personnel, mentors and LSAs, and teachers of personal, social and health education. A David Fulton Book 2006: 276x219: 104pp Pb: 978-1-84312-414-6: £16.99

The Emotional Literacy Handbook A Guide for Schools

Alan Combes

James Park, Alice Haddon and Harriet Goodman

A David Fulton Book

2004: 276x219: 160pp Pb: 978-1-84312-169-5: £26.99

2004: 246x174: 152pp Pb: 978-1-84312-060-5: £22.99

Practical Resources for Teaching Citizenship in Secondary Classrooms

Ruth Tudor A David Fulton Book 2002: 276x219: 152pp Pb: 978-1-85346-840-7: £18.99

Interested in submitting a book proposal? Visit www.routledge.com/proposal.asp for more information

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Drama S

NEW

Young at Art Classroom Playbuilding in Practice Christine Hatton and Sarah Lovesy Young at Art is a practical guide to playbuilding for secondary and middle school drama teachers and their students. It is focused entirely on practice and covers many important classroom issues such as different types of playbuilding projects, teaching issues ’on the floor’, teaching strategies, assessment and evaluation. It explores practical teaching strategies for implementation in the classroom and provides detailed guidance for teachers as they facilitate different types of playbuilding projects for learners with differing levels of experience. Routledge August 2008: 246x174: 160pp Pb: 978-0-415-45478-0: £17.99

Drama 3-5

2ND EDITION

A Practical Guide to Teaching Drama to Children in the Foundation Stage

Beginning Drama 4-11

Debbie Chalmers

A David Fulton Book

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

2001: 144pp Pb: 978-1-85346-702-8: £18.99

Joe Winston and Tandy Miles

As Drama becomes a very popular way of encouraging creative learning in the early years, this highly practical book shows early years practitioners how to teach drama and stagework to children from 3-5 years. Full of suggestions, actitivies and sample session plans that are set alongside intended ‘learning objectives’ of the Foundation Stage, the book prepares practitioners to lead and develop dramatic work with confidence and enthusiasm, whilst ensuring they understand the theory and the value behind each activity.

2ND EDITION

Beginning Drama 11-14 Jonothan Neelands A David Fulton Book 2004: 234x156: 112pp Pb: 978-1-84312-086-5: £16.99

Routledge March 2007: 216x138: 128pp Pb: 978-0-415-42169-0: £14.99

Exploring Emotions and Building Resilience

Improve your Primary School Through Drama

It can be hard to get children to talk about their feelings…

Rachel Dickinson and Jonothan Neelands The book illustrates a wide range of strategies that show how drama can help with:

Empowering Your Pupils Through Role-play reveals the power of role-play in creating a safe space for students to explore emotions and build resilience through performance, discussion and the sharing of ideas, whilst enabling teachers to meet curriculum outcomes. Designed to enhance personal development, the practical activities help students become effective communicators and active investigators. Working independently of the teacher, students collaborate with their classmates to build trust, and can be actively involved in group activities, or take part as observers and commentators.

• behaviour • inclusion and multicultural issues • improving the whole school ethos • involving parents and governors. This user-friendly and comprehensive text is the perfect support tool for teachers and managers ready to improve their school regardless of whether they’re approaching drama for the first time or are already passionate about it. A David Fulton Book 2006: 144pp Pb: 978-1-84312-306-4: £18.99

• performing • writing

Drama Lessons for Five to Eleven Year-Olds

• directing

Judith Ackroyd and Jo Boulton

• designing

Bringing Books to Life Through Drama in the Early Years Kay Hiatt A David Fulton Book

Practical Creativity at Key Stages 1 & 2 40 Inspiring Lessons in Drama, Dance, Art and Literacy Routledge

Jane Bower 2005: 297x210: 112pp Pb: 978-0-415-34285-8: £18.99

Teaching S Classroom Drama and Theatre Practical Projects for Secondary Schools Martin Lewis and John Rainer

Children know and understand about values by experiencing them, and throughout this book, there are opportunities for teachers to involve their pupils in:

• drawing

Drama Play

2006: 276x219: 96pp Pb: 978-1-84312-178-7: £15.99

Empowering Your Pupils Through Role-Play Rosanna Morales

Routledge 2005: 297x210: 192pp Pb: 978-0-415-31908-9: £39.99

2001: 128pp Pb: 978-1-85346-739-4: £18.99

• building. Teachers of children aged 4-11 with an interest in Personal, Social and Health Education will find this a practical and inspirational text. Routledge November 2007: 297x210: 128pp Pb: 978-0-415-44708-9: £18.99

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Art, Design and Technology A Practical Guide to Teaching Design and Technology in the Secondary School

Edited by Gwyneth Owen-Jackson, The Open University, UK

Meeting the Needs of Your Most Able Pupils in Art

Designed to be used by student teachers, NQTs and beginning teachers, this workbook covers each main specialist area of Design Technology: electronics and communications technology (ECT), food technology, materials technology and textiles technology. Topics covered include: • design and technology in the school curriculum • the importance of health and safety • the use of ICT in the teaching of design and technology • planning lessons • managing the classroom • assessment issues • the integration of literacy, numeracy, citizenship and sustainability into design and technology • your own professional development. Routledge

Meeting SEN in the Curriculum

Art

Kim Earle

Kim Earle and Gill Curry

Series: The Gifted and Talented Series

Series: Routledge Teaching Guides Containing a wealth of practical activities and materials that provide excellent opportunities to analyse learning and performance within Design and Technology, this book also includes case studies and examples of existing good practice and a range of tried-and-tested strategies. Specially designed to be written in directly it provides a useful record of progress and is accompanied by a supporting website.

This book includes: Exciting art projects that will engage and challenge pupils; making sure that space and materials are accessible to all; Advice on how to resolve behavioural issues.

Meeting the Needs of Your Most Able Pupils in Art provides specific guidance on: • recognising high ability and multiple intelligences • planning, differentiation and extension/enrichment in Art

A David Fulton Book 2005: 276x219: 160pp Pb: 978-1-84312-161-9: £25.00

• teacher questioning skills • support for more able pupils with learning difficulties • homework • recording and assessment • beyond the classroom: visits, residentials, competitions, summer schools, masterclasses, links with other institutions. The book features comprehensive appendices and an accompanying CD with: • lesson plans • liaison sheets for Teaching Assistants

A David Fulton Book 2002: 276x219: 144pp Pb: 978-1-85346-836-0: £16.99

A David Fulton Book

• homework activities

1999 Pb: 978-1-85346-598-7: £19.99

• monitoring sheets. For secondary teachers, subject heads of departments, Gifted and Talented co-ordinators, SENCos and LEA advisers. 2006: 297x210: 136pp Pb: 978-1-84312-331-6: £26.00

Fred Sedgwick

Teaching Art & Design in the Primary School

• useful contacts and resources

A David Fulton Book

Enabling Children’s Learning Through Drawing

Art in the Early Years Kristen Ali Eglinton Pb: 978-0-415-29846-9: £21.99

May 2007: 297x210: 144pp Pb: 978-0-415-42369-4: £17.99

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Modern Foreign Languages S

NEW

Meeting the Needs of Your Most Able Pupils in Modern Foreign Languages Gretchen Ingram, Former Head of Department in various UK comprehensive schools

A Practical Guide to Teaching Modern Foreign Languages in the Secondary School

• support for more able students with learning difficulties (ADHD, dyslexia, sensory impairment)

Modern Foreign Languages 5-11 A Guide for Teachers Jane Jones and Simon Coffey

Norbert Pachler, Institute of Education, University of London, UK and Ana Redondo, Kent University Ecology Research Group, UK

Written to support busy schools and teachers in planning, teaching and delivering the new primary MFL entitlement for all KS2 pupils, this book brings together a wide range of key pedagogical issues into one user-friendly handbook:

Series: Routledge Teaching Guides

Series: The Gifted and Talented Series Meeting the Needs of Your Most Able Pupils in Modern Foreign Languages covers the areas that all MFL teachers need to be aware of: recent government legislation, national initiatives and departmental policy. The book provides subject specific guidance, illustrated with case studies on the following areas:

This practical guide offers valuable support for student-teachers and teachers in their early professional development. Divided into three sections it covers: • key pedagogical issues and planning • developing key skills, knowledge and understanding • broadening your perspective. Routledge 2006: 297x210: 152pp Pb: 978-0-415-39328-7: £17.99

• teaching approaches and resource ideas • using new technologies • getting assessment right • progressing to the secondary school. A David Fulton Book 2006: 246x174: 176pp Pb: 978-1-84312-390-3: £17.99

• multiple intelligences and learning styles

Meeting Special Needs in Modern Foreign Languages

• classroom provision

Sally McKeown

• planning differentiation, extension and enrichment

A David Fulton Book

• teacher questioning skills

2004: 276x219: 160pp Pb: 978-1-84312-165-7: £26.99

• recognising high potential or ability

• homework • recording and assessment • beyond the classroom: visits, residentials, competitions, summer schools, masterclasses, links with universities, businesses and other organizations. For secondary teachers, subject heads of departments, Gifted and Talented co ordinators, SENCos and LEA advisers. A David Fulton Book January 2008: 297x210: 160pp Pb: 978-1-84312-332-3: £25.00

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Thinking Skills and Problem Solving NEW

NEW

Thinking Lessons for Thinking Classrooms

2ND EDITION

Tricky Thinking Problems

Children as Philosophers

Tools for Teachers

Learning Through Enquiry and Dialogue in the Primary Classroom

Advanced Activities in Applied Thinking Skills for Ages 6-11

Carol McGuinness, Carol Curry, Angela Eakin and Noel Sheehy all at Queens University, Belfast, UK

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

Series: Improving Practice Thinking Lessons for Thinking Classrooms will help primary schools looking for ways to promote children’s thinking. Focusing on skills such as: information processing, reasoning, enquiry, being creative, evaluating, problem-solving, decision-making and working with others, the book shows teachers how to design and teach thinking lessons across the curriculum. This practical handbook is divided into 3 parts: • What is thinking? • How can thinking lessons be designed? • How are they best taught? It guides teachers on how to get started and provides plenty of examples of case studies from classroom teachers who have already used the methodology. A brief theoretical framework is also provided for teachers to interpret and to advance their current practice. The book is based on a project called Activating Children’s Thinking Skills. All the activities have been tried and tested in busy primary schools. For those teachers who are ready to advance their practice, it explores issues related to planning schemes of work, progression in developing thinking skills, observing and assessing thinking, as well as advice related to how teachers can share their practice.

John Langrehr, Freelance Education Consultant, Australia and Jan Langrehr, Freelance Children’s Writer, Australia Classroom questions have traditionally focussed on testing the recall, understanding and application of content and methods. Research suggests that pupils require activities that encourage them to think flexibly about possibilities and to make independent judgements about information.

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. This fascinating book is an invaluable resource for all teachers and trainees seeking a thoughtful and contextualised introduction to the theory and practice of philosophical enquiry with children, including: • expanded discussion on children’s voice and participation at school • the theory and practice of dialogical approaches to teaching and learning • new evidence of the educational impact of philosophy with children in the classroom • what should inform the professional choice of resources for teaching philosophy • wider international debates about learning styles, skills and intelligence. New reports are presented from children, teachers, from the fields of Gifted and Talented and Special Needs Education and from international research carried out over the last five years.

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. Pupils will enjoy developing their range of different thinking skills as they complete the resources based on topics such as animals, weather, communications and food. Rather than being told which particular thinking skill to use, the questions are designed to encourage pupils to pick and choose a range of skills and apply them creatively. The resources are fully photocopiable and are suitable for 7-11 year olds. A David Fulton Book May 2008: A4: 68pp Pb: 978-0-415-46591-5: £13.99

Routledge May 2008: 216x138: 168pp Pb: 978-0-415-44681-5: £22.99

Routledge December 2008: 297x210: 144pp Pb: 978-0-415-45454-4: £19.99

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Fax: +44 (0)20 7017 6699

www.routledge.com/education

Learn to Think Basic exercises in the core thinking skills for ages 6-11

Philosophy in the Classroom

Think About It!

Improving your Pupils’ Thinking Skills and Motivating Them to Learn

Thinking Skills Activities for Years 3 and 4

Ron Shaw, Freelance Educational Consultant

A David Fulton Book

Ever had difficulty inspiring your children to consider and discuss philosophical concepts?

John Langrehr Classroom questions have traditionally focussed on testing the recall, understanding and application of content and methods. Research suggests that pupils require activities that encourage them to think flexibly about possibilities and to make independent judgements about information. 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 Predicting, categorisation, ordering, generalising, problem solving, summarising, analysis, making distinctions, decision making, cause and evidence are among the skills developed. This book introduces the basic core thinking processes used to connect and make sense of information through a range of skill based sections which provide the basis of a thinking skills programme for pupils. It is complete with introductory notes and examples, pupil work sheets, suggested answers and further useful questions. The resources are fully photocopiable and are suitable for 6 -11 year olds.

Thinking Skills and Problem-Solving - An Inclusive Approach

This highly practical and engaging classroom companion:

2004: 276x219: 160pp Pb: 978-1-84312-107-7: £18.99

• prompts students to consider serious moral issues in an imaginative and stimulating way • uses Aesop’s fables as a springboard to pose challenging questions about the issues raised • provides fifteen key themes including happiness, wisdom, self-reliance and judging others as the basis for classroom discussion • uses powerful and creative drawings to illustrate activities and photocopiable resources. Philosophy in the Classroom is an invaluable resource for any primary school teacher wanting to engage their students in meaningful philosophical reflection and discussion. Routledge

May 2008: A4:96pp Pb: 978-0-415-46598-0: £15.99

November 2007: 297x210: 72pp Pb: 978-0-415-44710-2: £17.99

Teaching Problem-Solving and Thinking Skills through Science

• fair-testing

Key themes covered include: • different views of and approaches to critical thinking with an emphasis on a practical basis that can be translated into use in the classroom • links between learning, thinking and writing • the place of critical thinking alongside other academic activities such as reflective learning and argument • critical thinking and assessment, class environments, staff knowledge and development, writing tasks and oral tasks. Teachers in all disciplines in post-compulsory education will find this approach to defining and improving students’ critical thinking skills invaluable.

• surveying

September 2007: 234x156: 248pp Pb: 978-0-415-41179-0: £24.99

Paula Iley A David Fulton Book 2005: 276x219: 128pp Pb: 978-1-84312-282-1: £17.99

Using Literacy to Develop Thinking Skills with Children Aged 7-11 These creative off-the-shelf activities will spark children’s thinking skills through speaking, listening, reading and writing. Busy teachers wanting to shake up their lessons will find them indispensable. Includes:

• designing

Thinking it Through

• testing and adapting an artefact

Developing Thinking and Language Skills Through Drama Activities Gill Thompson and Huw Evans A David Fulton Book

• problem-solving: creative and critical thinking; emotional thinking; questioning skills and plan-do-review formats • clear explanation of underpinning theory • advice on differentiating activities • links to the National Literacy Strategy Framework. A David Fulton Book 2006: 276x219: 128pp Pb: 978-1-84312-283-8: £17.99

Teaching Thinking Skills Across the Early Years A Practical Approach for Children Aged 4 to 7 Edited by Belle Wallace A David Fulton Book 2002: 276x219: 178pp Pb: 978-1-85346-842-1: £19.99

Teaching Thinking Skills Across the Primary Curriculum

• investigations over time

The book contains learning objectives for each activity, step by step guidelines for carrying out each problem-solving activity, basic equipment that’s needed, examples of learner’s work and guidelines for assessment.

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

In this book, Jenny Moon explores and clarifies critical thinking and provides practical guidance for improving student learning and supporting the teaching process.

Routledge

• open-ended exploration.

A David Fulton Book

Jenny Moon, University of Bournemouth, UK

• pattern-seeking • classifying and identifying

Belle Wallace, June Maker and Diana Cave

An Exploration of Theory and Practice

Belle Wallace, Andrew Berry and Diana Cave

The scientific curriculum requirements are extended with exciting and inspiring problem-solving activities that use scientific skills, for example:

A Practical Guide for Teachers in Primary Schools

Paula Iley

Critical Thinking

Exciting Cross-Curricular Challenges for Foundation Phase, Key Stage One and Key Stage Two This practical resource book presents ways in which teachers can help to develop children’s problem-solving and thinking skills through a range of science topics. The book contains classroom-based activities which have been trialled and evaluated by teachers and children. Most importantly, the contributors also show how the skills developed through rigorous scientific investigations can be used across all areas of the curriculum.

2005: 276x219: 128pp Pb: 978-1-84312-234-0: £15.99

Philosophy in the Classroom helps teachers tap in to children’s natural wonder and curiosity. The practical lesson plans, built around Aesop’s fables, encourage children to formulate and express their own points of view, enabling you to lead rich and rewarding philosophical discussions in the primary classroom.

A David Fulton Book

NEW

Jacquie Buttriss and Ann Callander

THINKING SKILLS AND PROBLEM SOLVING

NEW

A Practical Approach for All Abilities Edited by Belle Wallace A David Fulton Book 2001: 128pp Pb: 978-1-85346-766-0: £19.99

2004: 276x219: 112pp Pb: 978-1-84312-190-9: £21.99

August 2008: 297x210: 144pp Pb: 978-0-415-45035-5: £18.00

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Physical Education and Sport NEW

Creative Approaches to Physical Education Helping Children Achieve their True Potential Edited by Jim Lavin, Saint Martin’s College, Lancaster, UK

Meeting the Needs of CD Your Most Able Pupils in Physical Education & Sport Dave Morley and Richard Bailey Series: The Gifted and Talented Series

• inspires us to look afresh at how we can exploit the learning potential of the outdoors • gives innovative suggestions for the use of ICT in PE teaching to encourage independent, personalised leaning Childhood obesity is a growing concern and there are worries that young people have few purposeful leisure interests. 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.

• support for more able pupils with learning difficulties • homework, recording and assessment • beyond the classroom: visits, residentials, competitions, summer schools, masterclasses, links with other institutions. The book features comprehensive appendices and an accompanying CD with: useful contacts and resources, lesson plans, liaison sheets for teaching assistants, homework activities and monitoring sheets. For secondary teachers, subject heads of departments, Gifted and Talented co-ordinators, SENCos and LEA advisers. A David Fulton Book

2003: 276x219: 128pp Pb: 978-1-85346-951-0: £18.99

This accessible guide to teaching PE within the 3–11 age range will allow all non-specialist primary teachers to approach the subject with confidence, encouraging a better understanding of its role within schools and the special contribution it can make to children’s lives. Written for all early years and primary students on teacher education courses, this book is also relevant for teachers, HLTAs and other non-PE specialists working with children up to the age of 11. A David Fulton Book October 2007: 246x174: 240pp Pb: 978-1-84312-456-6: £16.99

2006: 297x210: 160pp Pb: 978-1-84312-334-7: £25.99

TEXTBOOK

A Practical Guide to Teaching Physical Education in the Secondary School

Susan Capel, Brunel University, UK, Peter Breckon, Brunel University, UK and Jean O’Neill, University of Brighton, UK

Primary School Gymnastics

A David Fulton Book

Physical education plays a vital role in children’s development, health and well-being, and is an increasingly important part of the government’s strategy for healthy schools. The role and profile of physical education at primary level continues to grow as awareness of the need to encourage an active lifestyle at an early age increases.

• teacher questioning skills

April 2008: 246x174: 152pp Pb: 978-0-415-44588-7: £17.99

Lawry Price

Jonathan Doherty, Leeds Metropolitan University, UK

• planning, differentiation and extension/enrichment

Routledge

Teaching Movement Action Successfully

A Guide for Teachers

• recognising high ability and multiple intelligences

Ideal for non-specialist and specialist PE teachers and trainee teachers alike, this book:

• covers the key areas of physical education such as games, dance and gymnastics

Physical Education and Development 3–11

Meeting the Needs if Your Most Able Pupils in Physical Education & Sport provides specific guidance on:

Creative Approaches to Physical Education provides guidance on how to develop innovative new approaches to the delivery of each area of the National Curriculum for PE at Key Stages 2 and 3.

• explores the PE curriculum in a much wider sense than traditional approaches allow

Series: Routledge Teaching Guides This book provides a range of practical activities designed to support physical education teachers’ learning. The activities include case studies, examples of pupils’ work, examples of existing good practice, and a range of tried-and-tested teaching strategies. The book also includes helpful photocopiable resources and training materials. Activities in each chapter provide a toolkit to help student physical education teachers to analyse their learning and performance. Routledge 2006: 297x210: 176pp Pb: 978-0-415-36111-8: £17.99

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Early Years and Childcare Play and Learning NEW

Healthy, Active and Outside!

Running an Outdoors Programme in the Early Years Janice Filer, LEA Officier and Behaviour Support Teacher ’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 It is widely acknowledged that children today do not get outdoors often enough and there are serious concerns about children’s activity levels and rising associated behavioural, mental and health problems. This book is a guidebook to setting up an outdoor physical activity programme in any early years setting. The book focuses on how getting outdoors and taking part in physical activities will provide children with positive fun experiences to enhance their general learning and development. The programme can be adapted to suit any timescale - from a whole term to one or two days. Key features include showing practitioners: • how to make the most of their outdoor area for all children • step by step explanations to the outdoor activities • how to engage participants (including parents) • how to set up and plan activities • ideas for group and individual assessment • how to carry out risk assessments • how an outdoors programme can change children’s lives for the better.

A David Fulton Book | January 2008 | 297x210 | 192pp | Pb: 978-0-415-43652-6: £17.99

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Playing Outside

2ND EDITION

Encouraging Creative Play and Learning in Natural Environments

Activities, Ideas and Inspiration for the Early Years

Outdoor Play in the Early Years

Helen Bilton

Management and Innovation

Ruth Wilson, Bellevue Community College, Washington, USA From adding richness and variety to learning, to redesigning a playground, this highly accessible text will provide early years practitioners with a wealth of ideas on how to foster creative play and learning in the outdoor environment with a focus on interacting with the natural world. Nature and Young Children contains many simple ideas on the type of materials that can be added to encourage observation, exploration and dramatic play, as well as guidance on what early years practitioners can do to help children meet early development and academic goals through outdoor learning activities.

To help promote physical activity and healthy children this book provides: • clear and detailed guidance on all aspects of outdoor play • practical activities that cover all aspects of learning • photographs illustrating good practice and apparatus • links between Early Learning Goals and outdoor play • help and advice on suppliers of apparatus. A David Fulton Book 2005: 276x219: 112pp Pb: 978-1-84312-067-4: £16.99

Learning Outdoors

Relating to every-day early years settings throughout, the author of this inspirational text addresses topics such as:

Improving the Quality of Young Children’s Play Outdoors

• gardening with young children

Helen Bilton, Karen James, Ann Wilson and Maggie Woonton

• choosing plants for safety, variety and active learning

It is now officially acknowledged that outdoor play is extremely important for young children’s development and that a few old bikes and a climbing frame just will not do. This book shows how to develop an outdoor learning environment properly for young children and how adult supporters should behave in this space.

• making outdoor activities and play spaces accessible for children with disabilities • involving parents in appreciating and developing the outdoor space and outdoor activities • dealing with fears, safety and comfort issues. Presented in an effective way to develop environmentally responsible attitudes, values and behaviours, Nature and Young Children is recommended for all early years practitioners and students. Routledge August 2007: 234x156: 112pp Pb: 978-0-415-42872-9: £16.99

Creating a Space to Grow The Process of Developing your Outdoor Learning Environment Gail Ryder-Richardson This book is for all Early Years Practitioners who want to make changes to an outdoor play area, but are not sure where to start. With strategies and activities for enhancing outdoor play, this practical guide enables practitioners to recognise the true value that outdoor spaces can have on a child’s educational development.

This book offers examples of good outdoor practice in a range of early years settings. Both practical and theoretical aspects of learning outdoors are covered, tracking a shared enthusiasm for outdoor play amongst practitioners, children and parents. The book shows how the authors set about solving common problems encountered in the outdoor area, and, using photographs, plans and written observations, the book shows how stimulating outdoor learning environments can be created. A David Fulton Book

Helen Bilton This book offers a thorough investigation of the outdoor area and outdoor play in any early years setting. It stimulates and challenges practitioners to develop a truly effective teaching and learning environment by providing detailed guidance and discussion on organising, managing and resourcing this environment. It is written for all practitioners working in Early Years settings, those taking relevant initial teacher education and professional development courses as well those pursuing vocational and diploma courses. Governing bodies and Headteachers would find this a useful text, especially as they introduce and develop their outdoor areas. This second edition includes advice on how to provide outdoor play in infant settings and offers examples from teachers working in this field. Links are made between the Foundation Stage principles for early years education and the guiding principles for outdoor play and provision. The author discusses the structure of the day and how to include literacy and numeracy. Personal, social and emotional development, movement and thinking, bikes, fixed equipment and play scenarios are all discussed in detail. Further additions include a resource and equipment list, examples of assessment, running records, planning and a suggested outdoor area layout.

EARLY YEARS AND CHILDCARE – Play and Learning

Nature and Young Children

A David Fulton Book 2002: 234x156: 132pp Pb: 978-1-85346-952-7: £16.99

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2005: 276x219: 144pp Pb: 978-1-84312-350-7: £17.99

A David Fulton Book 2006: 297x210: 104pp Pb: 978-1-84312-304-0: £17.99

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EARLY YEARS AND CHILDCARE – Play and Learning

The Nursery World/Routledge Essential Guides for Early Years Practitioners

Essential Nursery Management

Drama 3-5

A Practitioner’s Guide

A Practical Guide to Teaching Drama to Children in the Foundation Stage

Susan Hay, Freelance Education Consultant, London, UK Written by a highly acclaimed expert in the field, this practical and accessible book addresses all the critical aspects of effective nursery management.

Debbie Chalmers

• What do employers want for their workforces?

Thinking and Learning About Maths in the Early Years

• What rights do children have?

Routledge

• How can child care providers work together for the benefit of children and families?

March 2007: 216x138: 128pp Pb: 978-0-415-42169-0: £14.99

Linda Pound, Education Consultant, UK

This book will be invaluable to anyone wishing to fully engage with the demanding role of managing any early years settings, whether as part of studying at GNVQ or Foundation degree level or in day-to-day practice.

Playing and Learning Outdoors

The books in this exciting series have been written to closely mirror major modules in the GNVQ in Childcare (levels 1 & 2). Packed full of illustrations, practical ideas, support and advice, this series addresses the key issues arising from working in today’s nursery and school environments. Benefit from the experiences of our highly qualified authors to help you captivate and inspire the children in the early years of their education.

Supported by real-life casestudies, examples of policies, procedures and rotas that can be adapted by the reader, Essential Nursery Management takes a close look at the political and social context in which child care services are provided today and asks: • What do parents expect?

NEW

How can early years practitioners help young children to become not only numerate but aspiring mathematicians who love numbers, shapes and mathematical comparisons? The introduction of the Foundation Stage has led to practitioners seeking ways to teach maths which are more in line with the creative and playful ways young children learn other subjects. Linda Pound draws on current thinking about children’s mathematical development to show how you can encourage and enhance the numeracy skills of any child in the early years by linking maths to every-day life situations and making it a playful and enjoyable cross-curricular activity. This highly practical and engaging text includes chapters on: • why maths is often seen as ’hard’ and what practitioners can do to help young children be more successful • exploring shapes, space, measures and patterns • how to make maths more fun and playful, using games, humour, stories and rhymes • using music and dance to enhance mathematical understanding • encouraging children to see the connection between maths and everyday experiences through, for example sorting, matching and guessing • creating an environment for mathematical development, indoors and out. This user-friendly text, packed full of ideas, is essential reading for practitioners in any early years setting. Students on Early Education courses will also find much here to inspire them.

Routledge

Making Provision for High Quality Experiences in the Outdoor Environment

September 2007: 216x138: 216pp Pb: 978-0-415-43072-2: £16.99

Jan White, Independent Education Consultant, Sheffield, UK In a world where it is perceived that children can no longer ‘play out’ freely and safely Playing and Learning Outdoors shows early years practitioners how to pay more attention to making the most of the outdoors for the enjoyment, health and education of children from three to five years.

Supporting Multilingual Learners in the Early Years Many Languages - Many Children Sandra Smidt, Independent Education Consultant, UK Are children who are exposed to more than one language from birth at an advantage or a disadvantage when starting school? Supporting Multilingual Learners in the Early Years examines the theoretical, ideological and practical issues involved in the education of children speaking two or more languages coming to settings which are predominantly monolingual. The book examines current research and thinking about the advantages and disadvantages of being multilingual. Written in a highly accessible tone, this book offers practitioners a mix of practical case studies and examples in which theory are embedded and its importance explained. Students of early childhood education will also appreciate the author’s carefully structured approach to the topic, as she includes summary boxes, glossaries and points for reflection in each chapter.

This book includes practical advice on: • movement and physical play • playing with sand, natural materials and water • plants, living things and growing • construction, creative and imaginative play. Filled with advice and support, this lively, inspiring and accessible book will help practitioners to develop a truly practical and enjoyable approach to learning through play outdoors. Routledge December 2007: 216x138: 152pp Pb: 978-0-415-41211-7: £13.99

Routledge November 2007: 216x138: 160pp Pb: 978-0-415-43801-8: £14.99

Routledge March 2008: 216x138: 128pp Pb: 978-0-415-43236-8: £14.99

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Questions Practitioners Frequently Ask

Observing, Assessing and Planning for Children in the Early Years

Christine MacIntyre, Independent Early Years Consultant, UK

Sandra Smidt, Independent Education Consultant, UK

This highly practical and accessible book is full of case studies and helpful advice on how to enhance our understanding of very young children. The author addresses key questions such as: • Is it nature or nurture that makes children who they are? • How can I develop the best possible skills to interact with children? • What can I do to help a child make a friend? • How can I build sound relationships with parents, especially at times of conflict? • Is this child’s difficulty being met by the nursery, or do we need expert help? Examples in this book are taken from a variety of real-life nursery practices and the case studies provide interesting and thought-provoking scenarios. Routledge

NEW

Music 3-5 Susan Young, School of Education and Lifelong Learning, University of Exeter, UK

This introductory text shows how, by observing children knowledgeably, practitioners can plan for and assess the young children in their care much more effectively. Observation as a ’tool for learning’ has long been considered to be one of the most beneficial ways of teaching the very young, and this book introduces the work of people who have become famous for their skills as observers, exploring the theories behind their work and how this can be related to the day-to-day nursery environment. Routledge 2005: 216x138: 128pp Pb: 978-0-415-33974-2: £15.99

• fostering creativity through music

Jenny Mosley, Jenny Mosley Consultancies Ltd, UK This highly practical book will explain how to put the principles for early years education into practice through well-structured and purposeful circle time lesson plans. Jenny Mosley, the UK’s leading expert on circle time, provides accessible guidance on:

Identifying Additional Learning Needs in the Early Years Listening to the Children Christine Macintyre, Independent Early Years Consultant, UK I know there is something wrong, but what? How do I know if outside help for this child is needed? How do I tell parents that their child could have a learning difficulty? These are questions that most nursery workers, at some point in their careers, will have to face. Based on the lives of real children and typical situations in early years settings, early years practitioners will find this book invaluable in helping them care for and educate young children with additional learning difficulties. Attention Deficit Disorder, dyspraxia, dyslexia and autism are some of the difficulties explained in depth, with detailed suggestions to help support children with these special needs.

This introductory and highly practical book offers an up-to-date approach which starts by exploring what young children can do musically. Susan Young describes and discusses a range of ways for children to fully participate in music, both adult and child-led and offers practical advice, information and approaches for: • building on children’s own musicality

Circle Time for Young Children

March 2007: 216x138: 144pp Pb: 978-0-415-41288-9: £14.99

The role that music plays in young children’s development is remarkable. Children today are surrounded in their everyday lives by more music, richer and more varied than ever before. So what kinds of musical experiences should we provide for these children in early childhood settings?

• incorporating the curriculum for personal, social and emotional development

• supporting communication through music • leading and developing group work in music • extending the opportunities for music in your setting, through resources, new technologies and visiting artist projects. Early years practitioners and students will find this a valuable introduction to music with young children, offering a wide range of accessible ideas for how to develop children’s own musicality. Existing practitioners in music will also find much here to inspire them.

EARLY YEARS AND CHILDCARE – Play and Learning

Understanding Children’s Development in the Early Years

Routledge July 2008: 234x156: 128pp Pb: 978-0-415-43057-9: £14.99

• enabling children to understand universal moral skills • developing young children’s emotional intelligence • helping children to practise problem-solving skills. Routledge 2005: 216x138 Pb: 978-0-415-34289-6: £16.99

Helping with Behaviour Establishing the Positive and Addressing the Difficult in the Early Years Sue Roffey, University of Western Sydney, Australia With limited material available for practitioners in this area, Sue Roffey explains the features of an ’emotionally literate’ environment in order to meet the needs of more vulnerable children, and looks at how to respond effectively when children are distressed and hard to manage.

Routledge 2005: 216x138: 160pp Pb: 978-0-415-36215-3: £15.99

Routledge 2005: 216x138: 168pp Pb: 978-0-415-34291-9: £15.99

E-mail: education@routledge.com

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EARLY YEARS AND CHILDCARE – Play and Learning

A David Fulton Series

Exploring Play

Ready, Steady, Play!

Series Editor: Sandy Green

This exciting topic-based series offers early years practitioners collections of activities based on familiar themes. The activities can be easily implemented and readily incorporated into curriculum planning through links made to the Foundation Stage curriculum.

Each book in the Ready, Steady, Play! series includes guidance on: • preparing the children and the play space

Each book includes: • activities that can be used on their own or as part of a themed program

• what equipment and materials are needed

• ideas for enjoying an all round curriculum approach

• adult: child ratios

• guidance on expanding existing ideas and resources

• developing language and vocabulary

• linked ideas to be carried out at home.

• extending learning.

This series can be used alone or in conjunction with the Ready Steady Play! series.

Simple but excellent ideas for creative play experiences for all early years practitioners and students on early years courses. Parents looking for ideas will also find inspiration here.

• planning and carrying out the activity

Flight

Water

Sue Sheppy

Carolyn Hewitson

Series: Exploring Play

A David Fulton Book

2005: 276x219: 96pp Pb: 978-1-84312-288-3: £14.99

2006: 96pp Pb: 978-1-84312-344-6: £14.99

This series can be used alone or in conjunction with the Exploring Play series.

Books, Stories and Puppets Green Sandy Series: Ready, Steady, Play!

Ourselves

The Sea

Helen Shelbourne

Sue Sheppy

Series: Exploring Play

A David Fulton Book

2006: 276x219: 96pp Pb: 978-1-84312-290-6: £14.99

2006: 96pp Pb: 978-1-84312-289-0: £14.99

A David Fulton Book 2006: 104pp Pb: 978-1-84312-148-0: £15.99

Creativity Sandy Green Series: Ready, Steady, Play! A David Fulton Book

Woodland Creatures

Bears

Helen Shelbourne

Series: Exploring Play

A David Fulton Book

2006: 297x210: 96pp Pb: 978-1-84312-294-4: £14.99

Helen Shelbourne

2005: 276x219: 96pp Pb: 978-1-84312-291-3: £14.99

2005: 276x219: 80pp Pb: 978-1-84312-076-6: £15.99

Festivals Carolyn Hewitson Series: Ready, Steady, Play! A David Fulton Book 2006: 276x219: 80pp Pb: 978-1-84312-101-5: £15.99

Displays and Interest Tables Jayne Olpin Series: Ready, Steady, Play! A David Fulton Book 2005: 276x219: 80pp Pb: 978-1-84312-267-8: £15.99

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Early Years Stories for the Foundation Stage

Sound Beginnings

Julie Durno Series: Ready, Steady, Play!

Ideas and Inspiration for Active Learning

Pamela May, Erica Ashford and Gillian Bottle

A David Fulton Book

Mal Leicester, University of Nottingham, UK

2006: 276x219: 80pp Pb: 978-1-84312-276-0: £15.99

Learning and Development in the Early Years

’This book is particularly strong on links to personal, social and emotional development. For each story, links are drawn with associated values, emotions and relationships. This is an original and useful resource, strong on theory, well laid out and highly practical.’ – The Teacher

Food and Cooking Sandy Green Series: Ready, Steady, Play! A David Fulton Book

Routledge

2006: 276x219: 80pp Pb: 978-1-84312-100-8: £15.99

2006: 246x174 Pb: 978-0-415-37603-7: £23.99

’[This book is] very useful not only for personal study, but also as a tool to support teams to develop their overall approach to supporting young children’s learning and development.’ – Early Years Update

A David Fulton Book 2006: 246x174: 176pp Pb: 978-1-84312-422-1: £17.99

2ND EDITION

The Treasure Basket and Heuristic Play

Planning Children’s Play and Learning in the Foundation Stage

Anita Hughes

How to Meet the Introduction Standards

Developing Play for the Under 3s Nature, Living and Growing

Jane Drake

This book provides:

Harper Sue

• a new approach to understanding and providing for the play and learning for the under 3s

Series: Ready, Steady, Play! A David Fulton Book 2005: 297x210: 96pp Pb: 978-1-84312-114-5: £15.99

’Pleased to see a second edition of Jane Drake’s popular book - I’m sure this will be equally popular with the students!’ – Elizabeth Newman, University of the West of England, UK

• accessible explanations about what babies do and how this links with later conceptual thinking

Play using Natural Materials

• very practical ideas and activities for use in the nursery or at home.

Alison Howe Series: Ready, Steady, Play!

A David Fulton Book

2006: 112pp Pb: 978-1-84312-429-0: £13.99

EARLY YEARS AND CHILDCARE – Play and Learning

Music and Singing

’An excellent and accessible book with a lot of useful ideas. Provides cross-curricular learning in the Foundation Stage.’ – Kate Wilkinson, University of Chester, UK A David Fulton Book

2006: 276x219: 80pp Pb: 978-1-84312-099-5: £15.99

2005: 246x174: 224pp Pb: 978-1-84312-151-0: £17.99

Role Play Sandy Green Series: Ready, Steady, Play! A David Fulton Book 2005: 88pp Pb: 978-1-84312-147-3: £15.99

Construction Lorna Boyd Series edited by Green Sandy Series: Ready, Steady, Play! A David Fulton Book 2006: 276x219: 80pp Pb: 978-1-84312-098-8: £15.99

Ready, Steady, Play! 10 pack Series: Ready, Steady, Play! A David Fulton Book 2006 Pb: 978-0-415-44520-7: £99.99

SEE ALSO The Really Useful Book of ICT in the Early Years (page 13)

E-mail: education@routledge.com

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EARLY YEARS AND CHILDCARE – Health and Development

Health and Development A David Fulton Series From Birth to Three Series Edited by Sandy Green, Ann Roberts and Avril Harpley This handy series of books links directly to the Government’s Birth to Three Matters Framework (DfES 2002). It provides information and ideas for you to read and digest at your own pace, then implement or share with your team.

Helping Children to be Competent Learners

A David Fulton Series

How to Avoid Illness and Infection Lynn Parker How to Avoid Illness and Infection gives practical advice is offered on issues such as:

Health and Safety for Early Years Settings If you work in Early Years settings it is essential that you are well informed and aware of health and safety issues and procedures that you may face on a day-to-day basis. This series of books provide clear, concise and practical information about health and safety, whilst fully translating the legislative documentation that surrounds it to ensure that you meet OFSTED requirements, and that you are fulfilling your obligation in keeping the children under your care safe.

• common childhood infections and the exclusion periods relating to them • routine medications records, policies and permissions • protective clothing • vaccination. A David Fulton Book 2006: 297x210: 128pp Pb: 978-1-84312-299-9: £16.99

Ann Roberts and Avril Harpley Helping Children to be Competent Learners covers: • making connections • being imaginative • being creative • representing.

How to Keep Young Children Safe Lynn Parker How to Keep Young Children Safe gives practical advice on issues such as:

A David Fulton Book

How to do a Health and Safety Audit Lynn Parker How to do a Health and Safety Audit gives practical advice is offered on issues such as:

• the most common types of accidents and how to prevent them

June 2007: 246x174: 104pp Pb: 978-1-84312-450-4: £9.99

• health and safety legislation

Helping Children to be Skilful Communicators

• safety with pets and animals

• developing a safety culture

• water safety and garden safety

Ann Roberts and Avril Harpley

• first aid for staff and children

• how to write policies and procedures (including policy templates)

Helping Children to be Skilful Communicators covers: • being together • finding a voice • listening and responding • making meaning.

• specific audits for different areas of health and safety provision.

• play and equipment. A David Fulton Book 2006: 297x210: 96pp Pb: 978-1-84312-301-9: £16.99

A David Fulton Book 2006: 297x210: 88pp Pb: 978-1-84312-303-3: £16.99

A David Fulton Book 2006: 248x174 Pb: 978-1-84312-449-8: £9.99

Helping Children to be Strong

Feeding the Under 5s

Ann Roberts and Avril Harpley

Allan Dyson and Lucy Meredith As a key issue that needs to be tackled early, starting with the under fives, this book offers:

Helping Children to be Strong covers: • me, myself and I • being acknowledged and affirmed • developing self-assurance • a sense of belonging.

• advice and recipe ideas for feeding young children properly • ways to improve young children’s understanding of food and nutrition • contemporary evidence and policies recommended by expert advisory bodies • underlying reasons behind nutritional guidelines and food safety advice, and practical ways to implement them.

A David Fulton Book June 2007: 246x174: 96pp Pb: 978-1-84312-451-1: £9.99

The authors present all of this in plain English without assuming any prior knowledge of nutrition, food safety or health issues.

Helping Children to Stay Healthy

A David Fulton Book

Ann Roberts and Avril Harpley

2006: 276x219: 96pp Pb: 978-1-84312-388-0: £17.99

Helping Children to Stay Healthy covers: • emotional well-being • growing and developing • keeping safe • healthy choices. A David Fulton Book 2006: 248x174mm: 80pp Pb: 978-1-84312-448-1: £9.99

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Key Persons in the Nursery

The New Early Years Professional

Building Relationships for Quality Provision

Dilemmas and Debates

The Developing Child in the 21st Century

Elinor Goldschmeid, Peter Elfer and Dorothy Selleck

Edited by Angela D. Nurse

A Global Perspective on Child Development

Celebrating the spirit and need for increased multidisciplinary working and cooperation in the care and education of children, this book addresses the emergence of a new type of early years professional. It will support the reader in understanding the background and context to the current situation of change and excitement as well as help them reflect on the challenges and possibilities of future Early Years and interagency working. It covers key issues such as:

Sandra Smidt, Independent Education Consultant, UK

The Key Persons approach is a corner stone of good practice in the nursery. This book gets to grips with what it is, the theory behind it and the practicalities of implementation. The authors guide the reader through: making the Key Persons approach work in nurseries using the book’s realistic strategies; tackling problems and building on strengths using the book’s review criteria; and lightening the study load by using the book’s clear explanation of policy and debate. A David Fulton Book 2005: 234x156: 180pp Pb: 978-1-84312-079-7: £15.99

Taking a child-centred view of education and learning, this multidisciplinary exploration of childhood shows how children make sense of the world through everything they come into contact with, and all their interactions. The book takes a broad assessment of all children’s roles and experiences and covers a diverse range of topics. Routledge

• families, children and culture

2006: 246x174: 160pp Pb: 978-0-415-38570-1: £16.99

• health and well-being • safeguarding children • leadership and management.

An Encounter with Reggio Emilia

A David Fulton Book

Essential Skills for Managers of Child-Centred Settings

February 2007: 246x174 Pb: 978-1-84312-423-8: £17.99

Children’s Early Learning made Visible

Emma Isles-Buck and Shelly Newstead

3RD EDITION

Linda Kinney, Pat Wharton, both at Stirling Council, UK

Focusing on how managers should behave in order to ensure that they and their team members are providing an excellent service to all children in their care, this book provides a balance of accessible theory and practical application for a wide range of settings. It offers step-by-step guidance on: becoming a manger; linking theory to practice developing personal skills in managing people and services; and becoming more confident and effective.

A Guide to Early Years Practice

A David Fulton Book 2005: 234x156: 160pp Pb: 978-1-84312-034-6: £16.99

Planning and Using Time in the Foundation Stage Jill Williams and Karen McInnes A David Fulton Book 2005: 160pp Pb: 978-1-84312-279-1: £17.99

Sandra Smidt, Independent Education Consultant, UK This is a practical, accessible guide to early years practice. The author examines current theories about how children learn best and focuses on how we can support and extend the learning of young children. This fully revised edition discusses Birth to Three Matters, the new Childcare Bill and the development of children’s centres, and has additional focus on the Foundation Stage Profile.

This unique, accessible and inspiring book is based upon a documentary approach successfully implemented by Stirling Council in Scotland, whose pre-school educators experienced dramatic improvements in their understandings about young children, how they learn and the potential unleashed in successfully engaging families in the learning process.

Packed full with case studies, the book offers:

This approach, which is based on careful listening to children and observation of their interests and concerns, centres around recording and commentating on children’s learning through photos, wall displays, videos and a variety of different media. The authors, both experienced educators include chapters here on:

• practical advice on how to successfully involve parents as equal partners in the education of their children

• why early years’ educators should use documentation as a means to enhance young children’s learning

• guidance to ensure that the activities and support offered to young children will promote learning across a broad and balanced Early Years curriculum

• the values, principles and theories that underlie the ’Reggio’ approach

• a focus on special needs, multiculturalism and multilingualism, play and culture, and the importance of interactions with adults and with peers. Essential reading for students on Early Years courses, this book is also invaluable for practitioners, who can use this text as the starting point for developing their own methods within the frameworks of statutory documents relating to Early Years education.

EARLY YEARS AND CHILDCARE – Management and Staff Development

Management and Staff Development

• how to implement documentations into any early years setting, with real-life case studies and hints for avoiding common pitfalls • how to involve, inspire and enthuse families and the wider community Routledge November 2007: 297x210: 96pp Pb: 978-0-415-43421-8: £22.50

Routledge February 2007: 234x156: 200pp Pb: 978-0-415-41604-7: £17.99

E-mail: education@routledge.com

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EARLY YEARS AND CHILDCARE – Management and Staff Development

Understanding the Reggio Approach

A David Fulton Series

Early Years Education in Practice Pat Brunton and Linda Thornton

Early Years Philosophy Series

A much-needed source of information for those wishing to extend and consolidate their understanding of the Reggio Approach and philosophy, this book:

Bringing the Reggio Approach to your Early Years Practice

Bringing the Montessori Approach to your Early Years Practice

Linda Thornton and Pat Brunton

Barbara Isaacs

• provides an overview of the historical and social background of the Reggio Approach • encourages practitioners to look at their individual settings and existing practice in relation to the Approach • focuses upon key ideas that practitioners can consider when reviewing and redesigning their practice • includes sections entitled ’Things to Think About’ that can serve as an agenda for training sessions

Bringing the Reggio Approach to your Early Years Practice includes:

Bringing the Montessori Approach to your Early Years Practice includes:

• an explanation of how the approach works in its original Italian home town, Reggio Emilia

• details about the Montessori approach

• can be used as a training framework for those undertaking Continuing Professional Development.

• examples of how Reggio has been included in UK settings

A David Fulton Book

• suggestions for activities

2006: 96pp Pb: 978-1-84312-241-8: £17.99

• advice on planning for the Reggio approach.

• examples from specialist Montessori schools and nurseries • examples of non-specialist settings implementing Montessori principles for the benefit of the children • practical activities

A David Fulton Book

• advice on planning and assessment methods.

May 2007: 234x156: 104pp Pb: 978-1-84312-430-6: £9.99

A David Fulton Book March 2007: 234x156: 96pp Pb: 978-1-84312-432-0: £9.99

Bringing the High Scope Approach to your Early Years Practice Nicky Holt Bringing the High Scope Approach to your Early Years Practice includes:

Bringing the Steiner Waldorf Approach to your Early Years Practice Janni Nicol

• details about the High/Scope Wheel of Learning

Bringing the Steiner Waldorf Approach to your Early Years Practice includes:

• an explanation of Active Learning, including materials, manipulation, choice, language and support

• an overview of Child Development from a Steiner perspective • an explanation of Movement Based Learning, Imitation and example, reverence, protection of the senses and much more

• plan-Do-Review activities • planning and assessment methods. A David Fulton Book

• ideas for activities, crafts, truly creative play Singing, Music and Movement, Storytelling and Puppetry; the outdoors, festivals and seasons

February 2007: 234x156 Pb: 978-1-84312-431-3: £9.99

• advice on Parent and Child Groups, Parenting, and Working with Parents. A David Fulton Book March 2007: 234x156 Pb: 978-1-84312-433-7: £9.99

Can't find what you’re looking for? Visit our up-to-date website for our complete catalogue at www.routledge.com/education

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A Framework for Good Practice

Tried and Tested Series NEW

Managing Extreme Behaviours in the Early Years Angela Glenn, Alicia Helps and Jacquie Cousins Series: Tried and Tested Increasing numbers of children attending pre school provision have led to increasing referrals to the advisory services re behavioural issues. Children appear to be having difficulty conforming to social expectations in educational settings and are presenting us with more extreme behaviours including . In spite of much advice already available in the form of written material, books and TV programmes there appears to be an increase in behaviours reported and in practitioners searching for managing strategies. The suggested strategies are based upon long, varied experiences in real life situations and have a grounding in practice, be manageable, realistic and relevant to educational settings. They cover the following behaviours: • biting • hitting • running away • sexualised behaviour • refusal to talk • uncooperative behaviour • aggressive behaviour. Managing Extreme Behaviours in the Early Years, the fifth of the Tried and Tested Strategies series, is a ready-to-hand and easy to read guide to those dealing with problem behaviour and who do not always have the time to search for solutions. A David Fulton Book December 2008: 297x210: 96pp Pb: 978-0-415-46709-4: £15.99

Play and Learning in the Early Years An Inclusive Approach

Jason Swale, Senior Early Years Area Inclusion Co-ordinator in Tower Hamlets Educational Service, UK

Ready to Read and Write in the Early Years

Designed to appeal to and be accessible for all early years practitioners, this book includes strategies and advice on:

Meeting Individual Needs Angela Glenn, Jacquie Cousins and Alicia Helps

• how to structure learning environments to encourage positive behaviour

Series: Tried and Tested A David Fulton Book

• providing equality of opportunity, and responding to individual needs

2005: 297x210: 96pp Pb: 978-1-84312-337-8: £15.99

• teaching emotional literacy • working in partnership with parents • positive strategies for working with children with autism, ADHD, or withdrawn or distressed children. Supported by extensive case studies, photocopiable material and pro formas, this book will be essential reading for early years workers in a wide variety of settings, as well as students studying childcare at NVQ or degree level.

Removing Barriers to Learning in the Early Years

Routledge

Angela Glenn, Jaquie Cousins and Alicia Helps

Developing Early Years Practice

Series: Tried and Tested

A David Fulton Book

2005: 220pp Pb: 978-1-84312-317-0: £17.99

2006: 297x210: 104pp Pb: 978-0-415-37312-8: £19.99

Linda Miller, Carrie Cable and Jane Devereux

2005: 276x219: 88pp Pb: 978-1-84312-338-5: £16.99

Behaviour in the Early Years

SEE ALSO

What Can Teachers Do? G. Kewley

Setting the Scene for Positive Behaviour in the Early Years (page 37)

A David Fulton Book 2005: 276x219: 160pp Pb: 978-1-84312-346-0: £18.99

E-mail: education@routledge.com

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BEHAVIOUR MANAGEMENT

Improving Behaviour and Raising Self-Esteem in the Classroom

Challenging Behaviour

A Practical Guide to Using Transactional Analysis

1998 Pb: 978-1-85346-451-5: £21.99

Giles Barrow, Emma Bradshaw and Trudi Newton

Strategies for Behaviour Management and Talk-Based Tasks

Dave Hewett A David Fulton Book

Valerie Coultas, Kingston University, UK Packed with real examples of successful talk based lessons with children of all abilities and needs, this book will show teachers how they can succeed in overcoming problems of disruption and engage even the most difficult pupils in real learning through talk.

2ND EDITION

Adolescent Problems

A David Fulton Book

Doula Nicolson and Harry Ayers

2001: 160pp Pb: 978-1-85346-775-2: £19.99

A David Fulton Book 2004: 276x219: 144pp Pb: 978-1-84312-140-4: £20.99

Behaviour Management in the Classroom A Transactional Analysis Approach

How to Stop Bullying in Your School

Sandra Newell and David Jeffery

George Varnava

A David Fulton Book

2002: 276x219: 112pp Pb: 978-1-85346-938-1: £20.99

2002: 246x174: 160pp Pb: 978-1-85346-826-1: £16.99

GIFTED AND TALENTED

Constructive Talk in Challenging Classrooms

Principles and Practices

2006: 216x138: 176pp Pb: 978-0-415-40343-6: £21.99

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

A David Fulton Series The Gifted and Talented Series

Steve Barnes

A David Fulton Book November 2007: 297x210: 160pp Pb: 978-1-84312-287-6: £25.99

The Gifted and Talented Series provides specific guidance on: • recognising high ability and multiple intelligences

Meeting the Needs of Your Most Able Pupils in Geography

• teacher questioning skills • support for more able pupils with special educational needs

Jane Ferretti

• homework

December 2007: 297x210: 136pp Pb: 978-1-84312-335-4: £25.99

• recording and assessment • beyond the classroom: visits, competitions, summer schools, masterclasses, links with universities, businesses and other organisations.

Meeting the Needs of Your Most Able Pupils in Religious Education

These books include comprehensive appendices with linked resources available online or on CD that feature lesson plans, identification strategies and much more.

Dilwyn Hunt A David Fulton Book December 2007: 297x210: 144pp Pb: 978-1-84312-278-4: £25.99

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Lynne McClure and Jennifer Piggott A David Fulton Book November 2007: 297x210: 160pp Pb: 978-1-84312-328-6: £25.99

• planning differentiation, extension and enrichment

Meeting the Needs of Your Most Able Pupils in Mathematics

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Meeting the Needs of Your Most Able Pupils in Science Tim Alderman A David Fulton Book December 2007: 297x210: 160pp Pb: 978-1-84312-277-7: £25.99

Meeting the CD Needs of Your Most Able Pupils in Art Kim Earle A David Fulton Book 2006: 297x210: 136pp Pb: 978-1-84312-331-6: £26.99

www.routledge.com/education

Meeting the Needs of Your Most Able Pupils in Modern Foreign Languages

Gifted and Talented Children 4-11 Understanding and Supporting their Development Can you recognise and tell the difference between gifted and talented children? Do you know how to provide the support they need?

A David Fulton Book January 2008: 297x210: 160pp Pb: 978-1-84312-332-3: £25.99

Dave Morley and Richard Bailey A David Fulton Book 2006: 297x210: 160pp Pb: 978-1-84312-334-7: £25.99

Meeting the CD Needs of Your Most Able Pupils in Music Jonathan Savage A David Fulton Book 2006: 297x210: 176pp Pb: 978-1-84312-347-7: £25.99

Meeting the CD Needs of Your Most Able Pupils in Design and Technology

Responding directly to current thinking in education, this book raises practitioners’ expectations, and shows you how to identify children in your class as gifted and talented. Christine MacIntyre addresses the nature/nurture debate in relation to gifted and talented children, and discusses related topics such as the norms of development and domains of learning. Essential reading for all primary teachers and teaching assistants, this fascinating book is full of practical suggestions enabling you to:

2006: 297x210: 192pp Pb: 978-1-84312-330-9: £25.99

Meeting the CD Needs of Your Most Able Pupils in English Erika Glew and Glen Goodhew A David Fulton Book 2006: 297x210: 192pp Pb: 978-1-84312-261-6: £25.99

Edited by Chris Smith, University of Glasgow, UK Routledge 2005: 234x156: 240pp Pb: 978-0-415-36110-1: £23.99

2ND EDITION

Teaching Mathematically Able Children Roy Kennard A David Fulton Book 2001: 112pp Pb: 978-1-85346-798-1: £20.99

2ND EDITION

• recognise the innate nature of giftedness

Educating the Gifted and Talented

• provide the teaching required for talent to emerge

Resource Issues and Processes for Teachers

• understand the experiences of gifted and talented children

Catherine Clark and Ralph Callow

• develop activities to challenge and encourage your gifted and talented children to widen their repertoire of skills and abilities.

2002: 234x156: 156pp Pb: 978-1-85346-873-5: £20.99

A chapter on neurological development is included to confront questions such as ’What is it that enables children to do well?’, and even ’Is there a gene for genius?’ Contrasting and conflicting answers are shared and debated.

2ND EDITION

A David Fulton Book

Finally, the issue of gifted and talented children with a learning difference/disability is raised and examples are given of how this ASD (asynchronous development) can hinder the recognition of gifts and talents in these children. Routledge

Exceptionally Gifted Children Miraca Gross Routledge 2003: 246x174: 320pp Pb: 978-0-415-31491-6: £26.99

Teaching Gifted Children 4-7 A Guide for Teachers

April 2008: 234x156: 240pp Pb: 978-0-415-46492-5: £18.99

Valsa Koshy

Louise Davies A David Fulton Book

Making Inclusion Work for More Able Learners

Christine MacIntyre

Gretchen Ingram

Meeting the CD Needs of Your Most Able Pupils in Physical Education & Sport

Including the Gifted and Talented

NEW

GIFTED AND TALENTED

NEW

A David Fulton Book

Diversity in Gifted Education International Perspectives on Global Issues Edited by Gillian Eriksson and Belle Wallace This book brings together experts from around the world to share expertise and best practice to form an eclectic collection of the best approaches for teaching gifted and talented children from different cultures. Details of websites and associations which offer support and advice are provided, making this book an invaluable resource for academics, researchers, teachers and parents of gifted and talented children. Routledge 2006: 234x156: 352pp Pb: 978-0-415-36106-4: £24.99

2002: 276x219: 122pp Pb: 978-1-85346-877-3: £20.99

Teaching Mathematics to Able Children Valsa Koshy A David Fulton Book 2001: 144pp Pb: 978-1-85346-687-8: £20.99

Gifted and Talented Children with Special Educational Needs Double Exceptionality Diane Montgomery A David Fulton Book 2003: 276x219: 192pp Pb: 978-1-85346-954-1: £18.99

SEE ALSO Science Education for Gifted Learners (page 11)

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GIFTED AND TALENTED

Gifted and Talented Education from A-Z

Recognising and Supporting Able Children in Primary Schools

Ann Buttriss and Jacquie Callander

A David Fulton Book

Series: David Fulton / Nasen A David Fulton Book 2004: 216x138: 128pp Pb: 978-1-84312-256-2: £13.99

Hilary Lee-Corbin and Pam Denicolo 1998 Pb: 978-1-85346-555-0: £20.99

English, Math, Science, ICT Edited by Eyre Deborah and Lynne McClure

2ND EDITION

Gifted Education

A David Fulton Book

Identification and Provision

2001: 160pp Pb: 978-1-85346-771-4: £19.99

David George

Curriculum Provision for the Gifted and Talented in the Secondary School

Curriculum Provision for the Gifted and Talented in the Primary School

A David Fulton Book

Discovering and Developing Talent in Schools

2003: 276x219: 120pp Pb: 978-1-85346-972-5: £20.99

Gifted and Talented Learners

Edited by Deborah Eyre and Hilary Lowe

An Inclusive Approach Bette Gray-Fow

Creating a Policy for Inclusion

A David Fulton Book

A David Fulton Book 2004: 160pp Pb: 978-1-84312-669-0: £18.99

Barry Hymer and Deborah Michel

2002: 246x174: 224pp Pb: 978-1-85346-772-1: £22.99

A David Fulton Book

SCHOOL LEADERSHIP AND EDUCATIONAL MANAGEMENT

2002: 276x219: 128pp Pb: 978-1-85346-955-8: £18.99

School Leadership and Educational Management NEW

NEW

School Leadership - Heads on the Block?

FAQs on School Inspection

Pat Thomson, University of Nottingham, UK

Elizabeth Holmes, Professional Writer on Education, UK

Practical Advice and Working Solutions

It seems it is increasingly difficult to fill ’the top job’. Research suggests that while the ’supply problem’ is currently most acute in particular kinds of schools and locations, the impending retirement of significant numbers of serving heads will make such difficulties more widespread.

School inspections can spread fear and panic throughout even the best-run school but this practical book will help to take the fear out of the situation by providing proven advice to ensure a successful inspection.

This book considers the reasons why the job of the head is becoming increasingly unattractive and difficult and points to some directions for change.

Ideal for all teachers whether newly qualified or with decades of experience, the book guides readers calmly through the pre- and post-inspection stages as well as giving valuable insights into what can happen during the actual inspection itself. While covering recent legislative changes and the evaluation schedule, the book also gives advice on coping with the personal side of inspection by outlining the teacher/inspector relationship and giving advice on coping with the stress of inspection.

December 2008: 234x156: 176pp Pb: 978-0-415-43075-3: £22.99

Complete with a self-evaluation guide to help teachers assess their own effectiveness this book will allow teachers to play an active and influential role in school inspection. Routledge August 2008: 234x156: 192pp Pb: 978-0-415-33499-0: £19.99

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Setting Up and Running a Peer Listening Scheme

NEW

A Guide to School Attendance Ben Whitney Improving school attendance remains a contentious topic and is a high priority for the DCSF, local authorities and schools. Thousands of sessions are missed every day; a waste of money, resources and, most of all, of opportunity. A school’s practice is now subject to scrutiny as never before, with targets and standard procedures required. Ben Whitney draws together twenty years of education welfare experience to provide a wealth of ideas to benefit any school. The book provides: • summaries of the legal requirements • extended case studies • Question and Answer sections • group work activities • model policies and procedures. 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. A David Fulton Book June 2008: 234x156: 144pp Pb: 978-0-415-46585-4: £22.99

Connecting Leadership and Learning

Kathy Salter

Principles for Practice John MacBeath, University of Cambridge, UK, David Frost, University of Cambridge, UK, Sue Swaffield, University of Cambridge, UK, Joanne Waterhouse, University of Cambridge, UK and Neil Dempster, Griffith University, Australia Connecting Leadership and Learning returns us to some fundamental questions about the purpose of schools, the nature of learning and the qualities of leadership that make schools authentic places of learning: • What kinds of contexts can be described as contexts for learning? • To what extent do schools, staffrooms and classrooms meet those criteria?

Many children and young people in our schools are in need of someone to talk to. They have problems at home, difficulties with school work, or find that, for whatever reason, they just don’t ‘fit in’. A sympathetic listener who can offer some support can make all the difference. There isn’t a school in the land that wouldn’t benefit from a well-run peer listening scheme – here is the ‘how to do it’ guidance that will help busy practitioners to put in place something that really works. A David Fulton Book

• How important is leadership in creating environments in which children, teachers, support staff and parents see themselves as learners?

September 2007: 297x210: 144pp Pb: 978-0-415-43768-4: £19.99

Based on rigorous research and grounded in practice, this book aims to challenge the reader with big ideas about learning and leadership, and to break new ground in thinking about where leadership and learning meet so that practitioners can see how it works in school and classroom practice. It should be of interest to all school leaders and those aspiring to the role.

Inspirational – and Cautionary – Tales for Would-be School Leaders Gerald Haigh, Freelance Education Journalist, UK Based upon Gerald Haigh’s acclaimed weekly column in the Times Educational Supplement, this book is a lively and refreshing look at what it takes to get on in teaching.

Routledge April 2008: 234x156: 192pp Pb: 978-0-415-45295-3: £22.99

Topics covered include:

NEW

Unlocking Assessment Sue Swaffield, University of Cambridge, UK Series: Unlocking Series Assessment is inextricably linked with learning and teaching, and its profile in British schools has never been higher. Recently the value and importance of formative assessment in supporting learning and teaching has also become widely recognised. Although assessment is a prime concern of anyone involved in education it remains a highly complex field where much controversy and misunderstanding abounds. This book explores the values, principles, research and theories that underpin our understanding and practice of assessment. It also provides practical suggestions and examples, and addresses some key points about the future development of assessment. The book makes accessible complex but crucial ideas and issues, so that teachers can be more confident and proactive in shaping assessment in their classrooms, in ways that support learning and avoid unintentional harmful consequences. A David Fulton Book April 2008: 246x174: 176pp Pb: 978-0-415-45313-4: £17.99

• the recruitment game and building your career

Leading and Developing School-based Networks Mark Hadfield and Christopher Chapman, University of Manchester, UK Schools have a well-established history of working together, but the persistence of challenges, such as under achievement and disengagement with learning, and the apparent failure of mass improvement programmes to overcome them, has renewed interest in generating context-specific solutions through localised networks and collaboratives. As networking and collaboration have become more mainstream activities they have raised new leadership challenges for existing school leaders and prompted discussion about whether new types of leaders and leadership are required.

SCHOOL LEADERSHIP AND EDUCATIONAL MANAGEMENT

NEW

• dealing with people, making mistakes and learning • lessons from Heroes and Gurus – from Tom Peters and Peter Drucker to Lawrence of Arabia • supporting colleagues • getting a life beyond school. Over recent years Haigh’s columns - Second Half, for experienced teachers, and Leading Questions, specifically for teachers in leadership positions - have developed a loyal following from readers. This book will delight and engage all who wish to move onwards and upwards in teaching. Routledge December 2007: 216x138: 160pp Pb: 978-0-415-43792-9: £15.99

Based around the lifecycle of a network, Leading and Developing School-based Networks takes the reader from the initial inception of a network to considering how to make it sustainable and capable of meeting the future challenges faced by schools and their communities. The book explores a series of important issues facing school leaders as they grapple what has been termed ‘the collaborative reform agenda’. This book will be of interest to school leaders and those researching school leadership. Routledge August 2008: 234x156: 192pp Pb: 978-0-415-46465-9: £22.99

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SCHOOL LEADERSHIP AND EDUCATIONAL MANAGEMENT

NEW

Distributed School Leadership Developing Tomorrow’s Leaders Alma Harris, University of Warwick, UK Series: Leading School Transformation Tomorrow’s schools will need new forms of leadership. The old hierarchical models of leadership simply do not fit any longer. We need to develop new leaders at all levels of the system if we are serious about sustaining improvement and change. This book is about developing young leaders in schools. It argues that we need to generate broad-based distributed leadership within, between and across schools to be certain of lasting change and improvement. Its main aims are to: • provide a rationale for more widely distributed forms of leadership in schools • offer new ways of thinking about distributed leadership practice • provide practical illustrations and examples of distributed leadership • give concrete ways of developing lateral leadership capacity within, between and across schools. The book focuses on the why, how and what of distributed leadership by offering a practical insight into what it looks like in schools. It argues that our new system leaders are already in schools and that the main challenge is to develop them and maximise their collective capacity to make a difference. The book also considers the leadership of networks and the new forms of partnership schools are engaged in and looks at how lateral capacity is built and the part distributed leadership plays in generating leadership capacity between schools. This book will be essential reading for Head Teachers and the Senior Management Team. Routledge July 2008: 216x138: 160pp Pb: 978-0-415-41958-1: £17.99

Raising the Stakes

Making Minds

From Improvement to Transformation in the Reform of Schools

What’s Wrong with Education - and What Should We Do About It?

Brian J. Caldwell, University of Melbourne, Australia and Jim Spinks, Education Consultant, Australia

Paul Kelley, Monskeaton Community High School, Whitley Bay, UK ’Making Minds is a controversial critique of our education systems. The author is a school leader ‘at the forefront of scientific and technological advancement in schools’ who, as an American, ‘felt comfortable taking on the British establishment’ – The Times Educational Supplement

Series: Leading School Transformation ’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. Brilliantly and specifically insightful and action oriented.’ – Michael Fullan, Ontario Institute for Studies in Education Raising the Stakes provides an understanding of the breadth of resources that are needed in order to provide a quality education to all students so that every individual, organisation and institution can become a stakeholder in the enterprise. This comprehensive book draws on best practice in several countries to show how resources can be allocated to help achieve high expectations for all schools. The book demonstrates how schools can move from satisfaction with improvement to accepting the challenge to transform, identifying and exploring the need to align four kinds of resources: • Intellectual capital, that is, the knowledge and skill of talented professionals • Social capital, being support in the form of cash, expertise and advocacy drawn from a range of individuals, organisations, agencies and institutions in the broader community

This book examines the underlying limitations that have been accepted in education over the past two thousand years. The author challenges common assumptions about education through evidence-based, political, ethical, and emotional arguments, as well as examining case studies such as university admissions and the autism ‘epidemic’. Making Minds describes a more productive scientific approach to learning, drawing on recent research findings, particularly in the US and UK. The author illustrates how new research methods, new technologies, and very recent discoveries in neuroscience that will, in the end, allow us to make minds. Routledge July 2007: 234x156: 200pp Pb: 978-0-415-41411-1: £18.99

Working Together in Children’s Services Damien Fitzgerald and Janet Kay, Sheffield Hallam University, UK Working Together in Children’s Services will stimulate students and practitioners’ critical thinking about the issues of multi-agency working. The book provides the reader with a framework for understanding both new and future developments and explores key issues like:

• Financial capital, which must be carefully targeted to ensure that these resources are aligned and focused on priorities for learning • Spiritual capital, which can be viewed in a religious sense or in terms of the culture and values that bring coherence and unity to these endeavours. The authors also outline a Student-Focused Planning Model with particular attention to the deployment of resources to support each student and embracing the notion of personalising learning. Practitioners and researchers reading this book will be inspired to work more closely in networking knowledge about how ‘high quality’ and ‘high equity’ can be achieved. Raising the Stakes is essential reading for those with the responsibility of ensuring that resources are acquired and allocated to achieve the best possible outcomes for students. Routledge

• the notion of ’working together’ and what it means in practice • the benefits and barriers of multi-agency work • current policy and requirements for successful interdisciplinary working • essential skills for inter-professional teamwork. As modules on multi-professional working become increasingly common, the book will provide core reading for all students of Early Childhood Studies, Initial Teacher Education and Foundation Degrees in the Early Years. By showing how to develop successful multi-agency partnerships, it is also highly relevant for teachers and practitioners working across children’s services.

July 2007: 216x138 Pb: 978-0-415-44046-2: £17.99

A David Fulton Book November 2007: 234x156: 152pp Pb: 978-1-84312-467-2: £18.99

Interested in submitting a book proposal? Visit www.routledge.com/proposal.asp for more information

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A David Fulton Series

A Practical Guide Rita Cheminais, School Improvement Adviser for Inclusive Education in Tameside Services for Children and Young People, UK Featuring helpful checklists, models of good practice, templates and photocopiable resources that can be used in development work, this highly practical book will be an invaluable resource for anyone involved with implementing Every Child Matters in extended schools and children’s centres.

No-Nonsense Series Managing Finance, Premises and Health & Safety

Inspection and Accountability

David Miller, John Plant and Paul Scaife

In September 2005 school inspections changed drastically. The onus is now on the school to highlight its own strengths and weaknesses; to document them convincingly and to show action plans for improvement. This book, written by an Ofsted Inspector, shows you exactly what to do, and how best to present your Self-Evaluation. It also tells you how to prepare for the two day inspection so that everything goes as well as possible.

This book covers the most important aspects of these essential issues, such as: • how and when to budget • how to audit your school’s facilities • how to manage, maintain and improve your premises

As well as setting out roles and expectations, this unique book clearly and thoroughly explains how to: • implement and meet the five ECM outcomes for well-being • provide extended services and wraparound care • work in partnership with agencies and private, voluntary and community sector providers • quality-assure and evaluate the impact of provision and care • self-review, monitor and evaluate the ECM outcomes in line with national standards and OFSTED. From leaders and managers, to front-line staff and volunteers, everyone will find this step-by-step handbook packed with useful advice and suggestions for further reading, websites and resources.

• ways to gain extra funding for your premises • what are the main Health and Safety issues, what are the common pitfalls, and what are the policies you really need. A David Fulton Book April 2007: 216x138: 96pp Pb: 978-1-84312-454-2: £9.99

Education plc

• what you really need to know about the school

• how to manage people

Stephen J. Ball, Institute of Education, University of London, UK

• prioritising, time management and stress management.

Routledge

• ’Strategic Vision’ and how to do it without losing your grip on reality • teams and how they work, structures and delegation • coaching, leading by moving your team with you. This will be of great help to anyone wanting to be a more effective leader or taking on a primary school leadership role for the first time.

A David Fulton Book

September 2007: 216x138: 104pp Pb: 978-1-84312-435-1: £9.99

January 2007: 80pp Pb: 978-1-84312-434-4: £9.99

Inclusion Linda Evans, Education Consultant, UK Inclusion is much more than special needs – it’s also about helping the hard to reach, the gifted and talented, those with English as an additional language and much more depending on your area and its social and cultural diversity.

• Is the extent and value of private participation in public education misunderstood?

• Is education policy being spoken by new voices?

• different styles of leadership – identifying your current leadership; standard styles; what is likely to work best for you

It will help you to see what’s important in your headship; what should be done; what must be done.

• Is there a legitimacy for privatisation based on the convergence of interests between business and the ‘third way’ state?

• What is happening here, beyond mere technical changes in the form of public service delivery?

• what leadership actually is

• how should you present yourself as a headteacher

Understanding Private Sector Participation in Public Sector Education

• Why have the technical and political issues of privatisation been considered but ethical issues almost totally neglected?

This book covers the most important aspects of becoming a school leader including:

Gerald Haigh, Freelance Education journalist, UK and Anne Perry, Head of St. Giles Junior School in Warwickshire, UK

July 2007: 297x210: 176pp Pb: 978-1-84312-475-7: £18.99

• How is the selling of private company services linked to the remodelling of schools?

2006: 80pp Pb: 978-1-84312-436-8: £9.99

Steps in Leadership

New and aspiring heads will find that this book covers the immediate basics, such as:

In Education plc, Stephen Ball questions the kind of future we want for education and what role privatisation and the private sector may have in that future. He looks at the ethical and democratic impacts of these changes and raises the following questions:

A David Fulton Book

Making your Way in Headship

A David Fulton Book

Is the privatisation of state education defendable? Did the public sector ever provide a fair education for all learners?

Bill Laar

SCHOOL LEADERSHIP AND EDUCATIONAL MANAGEMENT

Extended Schools and Children’s Centres

Whatever the individual make up of your school, this book will tell you the basic principles that you need in order to both satisfy OfSTED and provide the right opportunities for your pupils. A David Fulton Book March 2007: 216x138: 120pp Pb: 978-1-84312-453-5: £9.99

February 2007: 234x156: 232pp Pb: 978-0-415-39941-8: £22.99

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SCHOOL LEADERSHIP AND EDUCATIONAL MANAGEMENT

2ND EDITION

Surviving and Succeeding in Senior School Management

School Inspection & Self-Evaluation

Getting In and Getting On

Working with the New Relationship

Paul Blum, Head of Islington Green School, London, UK

John Macbeath, University of Cambridge, UK

This lively, practical account explores the vital aspects of the assistant or deputy headteacher’s role, which often means playing piggy-in-the-middle to a variety of school stakeholders, including the headteacher, other senior managers, the teaching staff, parents and local authority advisors, governors and pupils. The author gives practical tips on how to organise yourself well when the pressure to perform multiple tasks simultaneously is high, such as how to lead and manage major strategic changes, do a good presentation to staff on a training day, and give a rogue pupil an effective telling-off. The book also covers how to apply for a senior management job and successfully get through the stringent written selection criteria and complex interview process. This is a highly informative text for any aspiring subject leader or middle manager in the primary or secondary sector. It will also be of interest to existing senior managers who want to reflect on the way they are doing their job already. Routledge 2006: 216x138: 160pp Pb: 978-0-415-39260-0: £22.99

Work-Life Balance A Practical Guide for Teachers Margaret Adams

Written for heads and teachers, this forward-thinking book examines exactly what the relationship between inspection and self-evaluation means for schools and explores some of the underpinning issues, featuring examples of best practice from successful schools.

School Leadership in the 21st Century Professor Brent Davies and Linda Ellison, University of Nottingham, UK Routledge 2005: 234x156: 240pp Pb: 978-0-415-27952-9: £25.99

2ND EDITION

Excellence in Education The Making of Great Schools

It is full of useful advice on topics such as how schools can juggle ongoing self-evaluation with OFSTED’s expectations, how to use web sources to best advantage and what can be learnt from experience to lessen the anxiety in the relationship and make it more of a friendly and formative experience for all parties. Drawing on case studies from primary, secondary and special schools, this all-round overview should be of immediate interest to practitioners while also offering students and aspiring heads and teachers a valuable source of detailed information about the processes of inspection and self-assessment.

Cyril Taylor and Conor Ryan

Routledge

2003: 276x219: 152pp Pb: 978-1-84312-011-7: £22.99

2006: 234x156: 224pp Pb: 978-0-415-39971-5: £22.99

Improving Schools, Developing Inclusion Mel Ainscow, University of Manchester, UK, Tony Booth, Canterbury Christ Church University College, UK and Alan Dyson, University of Manchester, UK Series: Improving Learning

Use this book to re-establish control over your life and to understand the impact of work pressures and issues in your personal life, it will show you how to:

In this book the highly regarded authors focus on:

A David Fulton Book 2005: 276x219: 320pp Pb: 978-1-84312-402-3: £16.99

Special Educational Needs and School Improvement Practical Strategies for Raising Standards Jean Gross and Angela White A David Fulton Book

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• barriers to participation and learning experienced by pupils

• audit your work-life balance to find out which areas are really causing you the most tension

• the practices that can overcome these barriers • the extent to which such practices facilitate improved learning outcomes

• establish what you want out of your work and your life outside work, this is important because your aspirations change

• how such practices can be encouraged and sustained within schools and LEAs.

• allocate time and other resources to ensure that work and life outside work are given the right priorities with reference to your emotional commitment

The book is part of the Improving Learning series, published in partnership with the Teaching and Learning Research Project.

• deal with the expectations of others

Routledge

• cope with specific issues such as: the long-hours culture, dealing with excessive workloads, working in a caring profession as well as being a teacher.

2006: 216x138: 232pp Pb: 978-0-415-37279-4: £21.99

A David Fulton Book 2006: 276x219: 112pp Pb: 978-1-84312-391-0: £12.99

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Inclusion NEW Engaging Pupil Voice to Ensure that Every Child Matters

A Practical Guide Rita Cheminais, School Improvement Adviser for Inclusive Education in Tameside Services for Children and Young People, UK 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. This book will enable you to: • understand the concept and principles of pupil voice • know the rights of children and young people • identify effective strategies to engage and enhance pupil voice and participation in relation to Every Child Matters • develop and build on existing good practice in Every Child Matters by ensuring pupils have opportunities to make a positive contribution • know how to evaluate the impact and outcomes of pupil voice, in effecting positive change for children and young people. This is a resource that features step-by-step advice, photocopiable useful checklists and templates, with suggestions for further activities in relation to engaging, enhancing and empowering pupil voice in order to better inform the Every Child Matters change for children process.

A David Fulton Book | September 2008 | 297x210 | 160pp | Pb: 978-0-415-48654-1: £21.99

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INCLUSION

NEW

Teaching Children English as an Additional Language A Programme for 7-12 Year Olds

Social Inclusion in Schools

Mapping SEN

Improving Outcomes, Raising Standards

Routes through Identification to Intervention

Whitney Ben A David Fulton / NASEN Series This book provides the busy teacher with all the information they need to make social inclusion a reality within schools.

Caroline Scott Here is a typical classroom scenario: out of the 30 children, two-thirds speak a different language at home and only speak English at school. Even though many pupils’ English skills are almost non-existent, teachers are expected to provide the national curriculum for every child in the class. Teaching Children English as an Additional Language solves this problem with a 10-week teaching programme of units and lesson activities for children aged 7–12 (Key Stage 2) new to English. It will help these children learn some very basic English sentences, questions and vocabulary, to get them through regular day-to-day routines more easily. By offering a flexible step-by-step approach this book helps EAL teachers to: identify learners’ individual needs; teach grammar and vocabulary; support teaching through speaking and listening; assess pupils to inform future planning. The programme also contains emergency lessons to support learners in the first three days, cross curricular links, ways of using a home-school learning book and an opportunity for the child to make a booklet about themselves. It fosters the child’s home language, incorporates different learning styles as well as including a wealth of carefully tailored, themed resources. The programme is complete with activities, resources and assessment materials and helpful tips on how to develop a successful EAL department. A David Fulton Book

• attendance and achievement

• approaches and strategies to help you develop personalised support for pupils

• children at risk of missing education. By emphasising the Every Child Matters agenda and the importance of joined-up partnership approaches with other professionals and agencies, this book is essential reading for all practitioners working to support pupils at risk of exclusion. A David Fulton Book

• implement creative and thoughtful learning interventions

• immediate access to straightforward information about a variety of special needs

A David Fulton Book 2006: 64pp Pb: 978-1-84312-460-3: £21.99

English as an Additional Language Key Features of Practice

April 2007: 297x210: 128pp Pb: 978-1-84312-474-0: £18.99

Liz Haslam, Yvonne Wilkin and Edith Kellet English as an Additional Language is packed full of straightforward ideas to help teachers get a grip on good classroom practice and will help teachers:

Supporting Inclusive Practice Gianna Knowles Written to support all teaching and learning staff in developing good inclusive practice, this book provides knowledge and understanding about a range of inclusion issues such as what an inclusive school might look like and practical guidance on supporting the development of such a school. It also explores issues surrounding:

Glynis Hannell, Independent education consultant, Australia

• structure a well planned inclusive environment

• photocopiable record and assessment sheets

This is a must have resource for every school that is serious about inclusion.

• safeguarding and child protection

1001 Teaching Strategies and Activities that Really Work

• quickly and easily identify and record their pupils’ individual learning patterns using the observation charts provided

The book and CD provide: • an analysis tool for mapping individual needs

Success with Inclusion

Success with Inclusion provides over 1000 specific strategies to help identify areas of difficulty or advanced development. Using this book, teachers will be able to:

Mapping SEN provides SENCOs, teachers and teaching assistants with a means of identifying and meeting pupil’s special educational needs. It shows how to observe children and cluster symptoms to create tailored approaches for those who have more than one area of difficulty.

It shows how teachers can aim to reduce inequalities and maximise the learning opportunities available for these vulnerable children, whatever their background or social class. The author addresses key issues such as:

June 2008: 297x210: 160pp Pb: 978-0-415-45231-1: £21.99

Today’s classroom welcomes diversity, where many levels, speeds and styles of learning coexist.

Amanda Kirby, Director, The Dyscovery Centre, Cardiff, UK

By demonstrating how teachers and schools must work together to promote the wider welfare of all children, the book focuses particularly on the welfare of children on the margins of society who need the most protection.

• exclusion and behaviour

• understand language development and its impact upon pupils attainment • use the latest teaching strategies and interventions to help pupils access the curriculum and enjoy all aspects of school life • anticipate problems for later-stage pupils and be ready to support their independence • keep up-to-date withthe DfES English as an Additional Language Strategy and Race Relations Act Amendments.

• ethnicity • gender • English as an Additional Language (EAL) • gifted and talented children

A David Fulton Book 2006: 297x210: 116pp Pb: 978-1-84312-186-2: £19.99

• pre-school provision. Encouraging reflection, discussion and debate throughout, this book is perfectly pitched for all teaching assistants pursuing either Foundation Degree awards or HLTA status. It is also highly relevant for students of Initial Teacher Education and Early Childhood Studies. A David Fulton Book 2006: 246x174: 200pp Pb: 978-1-84312-420-7: £17.99

• create an atmosphere of flexibility and compassion. Author and experienced teacher Glynis Hannell gets down to the nitty gritty with chapters full of practical and creative ideas that will help accommodate not only pupils with difficulties but also those who are advanced. A David Fulton Book October 2007: 297x210: 184pp Pb: 978-0-415-44534-4: £24.99

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The Challenge of the Mainstream for Some SEN Children Edited by Ruth Cigman, Birkbeck, University of London, UK Foreword by Baroness Warnock, Peer and Lead Author of the Warnock Report, UK This highly topical book suggests that distinctions should be made between kinds of special needs and the possibility addressed that some SEN children might be happier and more effective as learners within non-mainstream settings. Baroness Warnock’s call for a government review to investigate these problems raised its media profile, fuelling the debate. This book pulls together contributions from all sides of the argument.

Inclusion and How to Do It

Meeting SEN in Primary Classrooms Sue Briggs A David Fulton Book

INCLUSION

Included or Excluded?

2005: 276x219: 128pp Pb: 978-1-84312-351-4: £21.99

Inclusion

CD How to do it in Secondary Schools

Sue Briggs A David Fulton Book 2005: 276x219: 128pp Pb: 978-1-84312-187-9: £21.99

Routledge 2006: 234x156: 224pp Pb: 978-0-415-40118-0: £23.99

Shortlisted for the NASEN/TES 2007 Book Award

Inclusion in the Early Years Phyllis Jones A David Fulton Book

Partnerships for Inclusive Education A Critical Approach to Collaborative Working

2005: 234x156: 80pp Pb: 978-1-84312-121-3: £16.99

Liz Todd, University of Newcastle Upon Tyne, UK Increased partnership between professionals, particularly through the integration of services, indicates a major opportunity for child and parent participation, but one that seems in danger of being side-stepped. Drawing on substantial research evidence, this book looks at reasons for this situation; what is happening now, what developments and initiatives have been tried and what can be done to develop a culture of participation.

Leadership and SEN Meeting the Challenge in Special and Mainstream Settings Nick Burnett A David Fulton Book 2005: 246x174: 100pp Pb: 978-1-84312-285-2: £21.99

Routledge 2006: 216x138: 200pp Pb: 978-0-415-29845-2: £21.99

How to Create the Inclusive Classroom Removing Barriers to Learning Rita Cheminais A David Fulton Book 2004: 276x219: 80pp Pb: 978-1-84312-240-1: £22.99

Interested in buying multiple copies? Contact our Special Sales team at cis@tandf.co.uk

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INCLUSION

Meeting Special Needs in the Curriculum

Meeting SEN in the Curriculum: English

Meeting SEN in the Curriculum: PE and Sports

Meeting SEN in the Curriculum: History

Tim Hurst

Crispin Andrews

A David Fulton Book

Richard Harris and Ian Luff

2004: 276x219: 160pp Pb: 978-1-84312-157-2: £26.99

2005: 160pp Pb: 978-1-84312-164-0: £26.99

A David Fulton Book

Meeting SEN in the Curriculum: Maths

Meeting SEN in the Curriculum: Art

Brian Sharp

Kim Earle and Gill Curry

Meeting SEN in the Curriculum: Religious Education

A David Fulton Book

2004: 276x219: 160pp Pb: 978-1-84312-158-9: £26.99

2005: 276x219: 160pp Pb: 978-1-84312-161-9: £26.99

2004: 276x219: 160pp Pb: 978-1-84312-163-3: £26.99

Dilwyn Hunt and Elisabeth Barratt-Hacking A David Fulton Book 2004: 276x219: 160pp Pb: 978-1-84312-167-1: £26.99

Meeting SEN in the Curriculum: Science Carol Holden A David Fulton Book 2004: 276x219: 160pp Pb: 978-1-84312-159-6: £26.99

Meeting SEN in the Curriculum: Design & Technology

Meeting SEN in the Curriculum: Citizenship

Louise Davies and Elisabeth Barratt-Hacking

2004: 276x219: 160pp Pb: 978-1-84312-167-1: £26.99

A David Fulton Book 2005: 276x219: 160pp Pb: 978-1-84312-166-4: £26.99

Meeting SEN in the Curriculum: Music

Meeting SEN in the Curriculum: Geography

Victoria Jaquiss and Diane Paterson

Diane Swift

A David Fulton Book

2005: 276x219: 160pp Pb: 978-1-84312-162-6: £26.99

A David Fulton Book

2005: 276x219: 160pp Pb: 978-1-84312-168-8: £26.99

Alan Combes A David Fulton Book

Meeting SEN in the Curriculum: Modern Foreign Languages Sally Mckeown A David Fulton Book 2004: 276x219: 160pp Pb: 978-1-84312-165-7: £26.99

Meeting SEN in the Curriculum: ICT Sally McKeown A David Fulton Book 2006: 276x219: 160pp Pb: 978-1-84312-160-2: £26.99

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Special Needs The SENCO Handbook

NEW

EDITION

Working Within a Whole-School Approach Liz Cowne, Institute of Education, University of London, UK For the past ten years the four editions of The SENCO Handbook have been an invaluable resource for SENCOs and those responsible for developing SEN provision in schools. This latest, fifth edition, provides up-to-date information and advice in relation to three key government publications; Removing Barriers to Achievement: The Governmentâ&#x20AC;&#x2122;s Strategy for SEN (2004), Every Child Matters: Change for Children in Schools (2004) and Disability Discrimination Act (2005). The SENCO Handbook still remains essential reading for all those teachers working in early years, primary, secondary and FE settings. Elizabeth Cowne offers clear and practical guidance to SENCOs so that they can meet the demands made on them by the latest legislation and practice. Prioritising their roles and responsibilities and developing a whole-school approach to meeting special educational needs within an inclusive framework has become an important part of school policy development and one in which SENCOs have a key role to play.

A David Fulton Book | June 2008 | 297x210 | 144pp | Pb: 978-0-415-45367-7: ÂŁ22.50

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SPECIAL NEEDS

NEW

P Levels in Mainstream Settings Meeting the Needs of all Pupils Lorraine Petersen, University College Northampton, UK and Ann Fergusson, University of Northampton, UK

Beating Bureaucracy in Special Educational Needs Jean Gross, University of Bristol, UK Series: David Fulton / Nasen

From 2007 all schools have to be able to incorporate P level data in reporting on pupils’ progress, this book gives ready-made objectives for using in individual education plans and helps teachers to differentiate work, across the curriculum, for pupils within a wide range of ability. The easy to use contents follows the numbered levels and each section includes: • a ’Tips’ box • pupil-speak resources: issues/questions and responses • checklists/planning grids. This useful book provides practical, step-by-step guidance on how to use the P levels in mainstream schools to plan for pupils working below NC Level 1 and effectively meet their learning needs. A David Fulton Book September 2008: 297x210: 112pp Pb: 978-0-415-43791-2: £18.99

Gwasg Pia Cyf, PIA Series: Access and Achievement

Containing practical strategies for reducing the number of individual education plans and review meetings, ‘Beating Bureaucracy’ will help you to use existing systems for target setting, recording and planning – personalised systems that are used for all children as part of everyday teaching practices. The book showcases the work of four schools that have successfully developed ways of planning provision, working with parents, and supporting staff development. Ready-to-use proforma in the book are also available online, and include: • a model policy to give to Ofsted to explain why the school does not use IEPs • an information sheet for parents • curriculum planning formats • strategy sheets that can be highlighted and given to class and subject teachers

• a ’Strategy sheet’

A Guide to Making the School Curriculum Accessible

Are you overwhelmed by the amount of paperwork that SEN generates in your school? Would you like to spend more time actually improving the quality of teaching and learning for pupils with SEN or disabilities? If so, this is an essential book for you.

Series: David Fulton / Nasen This new and practical book with QCA endorsement will be an invaluable resource for SENCOs and other staff to learn how to use the P levels effectively. The P scales help teachers to set appropriate and achievable targets for pupils with special educational needs and also provide a framework of common performance measures for benchmark information, and for the calculation of value-added improvement for pupils working at these levels.

Teaching Pupils with Visual Impairment

• proformas for commonly used interventions that describe the intervention, its target group, its entry and exit criteria, and monitoring and evaluation arrangements. This invaluable resource will help you (in the words of one SENCO) ‘get your life back’. Adopting the new and more effective ways of working presented here will reduce the bureaucratic burden on your school – whilst at the same time improving the impact of your SEN provision on children’s learning and well-being. A David Fulton Book February 2008: 297x210: 160pp Pb: 978-0-415-44114-8: £18.99

The Special School’s Handbook Key Issues for All Michael Farrell, Independent Education Consultant and University of London, UK Series: David Fulton / Nasen Giving an up-to-date picture of the work of special schools, this practical and informative book provides an invaluable and timely companion for anyone teaching or planning to teach in special schools in the United Kingdom. Using case studies of good practice to provide clear suggestions on how special schools may be further developed, the wide-ranging chapters address topics such as:

This is a key practical guide to making learning accessible for primary and secondary school pupils with visual impairment. This user-friendly book shows how, with appropriate support, pupils with visual impairment in mainstream schools can have as rewarding an experience of education as their sighted peers. Covering the curriculum and each subject area in detail, Teaching Pupils with Visual Impairment includes guidance on: • activities within and outside the classroom • making the school’s physical environment accessible • inclusion within the school’s social environment. Teachers and support staff will have immediate access to a wealth of ideas, supported by invaluable resources on the accompanying CD/website, including a complete electronic version of the book in large print, allowing older pupils to take a more active role in the learning process. A David Fulton Book July 2007: 297x210: 176pp Pb: 978-1-84312-395-8: £29.99

Celebrating the Special School Michael Farrell, Independent Education Consultant and University of London, UK This book challenges the assumption that special schools are a second-best educational option for their pupils. It celebrates the success and importance of special schools within England and the support of local education authorities (LEAs) in maintaining them. Full of examples highlighting good practice, including the views of parents, pupils and ex-pupils who have all experienced a positive special school education, the book: • clearly outlines the principles at the heart of the inclusion debate • discusses the tension in schools between raising standards and being inclusive • assesses the future role of special schools • offers an alternative vision of ’optimal education’ for each child.

• adapting the curriculum to give special schools more flexibility • implications of Every Child Matters and multi-professional working

Celebrating the Special School will be of interest to parents of children attending special schools or considering placement, LEA officers, special school staff, staff working in units for pupils with SEN and parents of these children.

• organisational changes in special schools • the changing roles of staff in the modern special school • ways of assessing the progress and achievement of pupils • working with parents. With a no-nonsense, non-academic approach, and with each chapter featuring think points and suggestions for further study, The Special School’s Handbook contains a wealth of invaluable information, resources and advice and is a handy reference book which staff can dip in and out of at their leisure.

A David Fulton Book 2006: 234x156: 112pp Pb: 978-1-84312-407-8: £16.99

A David Fulton Book July 2007: 234x156: 184pp Pb: 978-0-415-41686-3: £24.99

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A Practical Guide

Teaching Physical Education to Children with Special Educational Needs

Rita Cheminais

Philip Vickerman

An A to Z Practical Guide to Learning Difficulties Harry Ayers and Francesca Gray Accessing up-to-date information about general and specific learning difficulties is made easy, with this indispensable reference book. Covering difficulties that relate to children, adolescents and adults, it includes:

Offering practical strategies to include children with SEN fully into physical education, this unique title:

Based on the latest national legislation and developments in education, Every Child Matters is an essential resource for SENCos and senior managers, which will enable them to meet the new and diverse roles emerging for them as schools develop.

• applies the latest research to the practice of inclusion of children with SEN in PE • offers an outline of the statutory responsibilities placed upon teachers and schools to include children with SEN

A David Fulton Book

• crucial legislation to keep practitioners ’in the know’ • useful addresses, telephone numbers and websites It also includes explanations of leaning difficulties including those less than well-known syndromes such as semantic pragmatic difficulties.

2005: 297x210: 104pp Pb: 978-1-84312-406-1: £19.99

• covers a diverse range of issues which teachers needs to address in order to provide high quality learning experiences for children with SEN

A David Fulton Book

Every Child Matters

• includes a series of reflective tasks, further reading and contacts within each chapter.

2006: 240pp Pb: 978-1-84312-266-1: £19.99

A Practical Guide for Teachers

Teaching Physical Education to Children with Special Educational Needs offers an opportunity to explore in depth the complexities of including children with SEN in PE. This is an extensive resource that requires no reference to alternative texts and is essential reading for all people involved in including children with SEN in PE.

Rita Cheminais In this groundbreaking and forward-looking resource, Rita Cheminais clearly explains the impact of the Every Child Matters agenda for teachers working in a range of educational settings. Based on the latest national legislation and developments in education, the book provides an up-to-the-minute guide on how to respond to the exciting challenges and opportunities that lie ahead for teachers as extended schools develop.

Special Needs and Drug Education Richard Ives A David Fulton Book 2005: 276x219: 48pp Pb: 978-1-84312-360-6: £16.99

Routledge

2ND EDITION

2006: 234x156: 160pp Pb: 978-0-415-38950-1: £18.99

Access to Communication

The SEN Handbook for Trainee Teachers, NQTs and Teaching Assistants

Coverage includes:

Wendy Spooner

• an overview of the Every Child Matters Change for Children Programme and its impact on schools and teachers in learning communities

David Fulton / NASEN Series Newly qualified teachers, trainee teachers and teaching assistants receive little training in working with students with special needs – The SEN Handbook acts as a comprehensive guide for them. Features include:

• how to access personalised learning opportunities for a diversity of learners • new roles and responsibilities for teachers working with other paraprofessionals from within schools and from external services • school self-evaluation, quality assurance and monitoring the five Every Child Matters outcomes aligned with the OFSTED inspection framework. This accessible and user-friendly book provides a wealth of practical resources, including photocopiable sheets and positive solution-focused advice, to support busy teachers trying to keep pace with the amount of new legislation regarding the Change for Children Programme.

SPECIAL NEEDS

Every Child Matters: A New Role for SENCOs

A David Fulton Book

• easy to ’dip into’ when needed.

2006: 297x210: 128pp Pb: 978-1-84312-463-4: £15.99

An invaluable resource for newly qualified teachers, teaching assistants and trainee teachers.

Developing the Basics of Communication with People with Severe Learning Difficulties Through Intensive Interaction Melanie Nind and Dave Hewett A David Fulton Book 2005: 234x156: 234pp Pb: 978-1-84312-184-8: £18.99

Early Learning Goals for Children with Special Needs Learning Through Play Collette Drifte 2002: 276x219: 98pp Pb: 978-1-85346-936-7: £19.99

A David Fulton Book 2006: 112pp Pb: 978-1-84312-404-7: £18.00

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SPECIAL NEEDS

New Directions in Special Educational Needs Series Michael Farrell, Independant Educational Consultant and University of London, UK

A David Fulton Series Supporting Children Series

The Effective Teacher’s Guide to Autism and Communication Difficulties Practical Strategies

Supporting Children with Asthma

Supporting Children with Dyslexia

Hull Learning Services

2004: 276x219: 48pp Pb: 978-1-84312-218-0: £11.99

2004: 276x219: 48pp Pb: 978-1-84312-222-7: £11.99

Supporting Children with Autistic Spectrum Disorders

Supporting Children with Epilepsy

Hull Learning Services

2004: 276x219: 64pp Pb: 978-1-84312-223-4: £11.99

Michael Farrell A David Fulton Book 2005: 297x210: 112pp Pb: 978-0-415-36039-5: £16.99

The Effective Teacher’s Guide to Behavioural, Emotional and Social Difficulties

Hull Learning Services

2004: 276x219: 64pp Pb: 978-1-84312-219-7: £11.99

Practical Strategies Routledge 2005: 297x210: 104pp Pb: 978-0-415-36038-8: £17.99

The Effective Teacher’s Guide to Dyslexia and other Specific Learning Difficulties Practical Strategies

Supporting Children with Behaviour Difficulties

Supporting Children with Fragile X Syndrome

Hull Learning Services

2004: 276x219: 64pp Pb: 978-1-84312-228-9: £14.99

2004: 276x219: 64pp Pb: 978-1-84312-226-5: £12.99

Supporting Children with Cerebral Palsy

Supporting Children with Medical Conditions

Hull Learning Services

2004: 276x219: 48pp Pb: 978-1-84312-220-3: £11.99

2004: 276x219: 144pp Pb: 978-1-84312-224-1: £21.99

Supporting Children with Motor Co-ordination Difficulties

Supporting Children with Speech and Language Difficulties

Hull Learning Services

2004: 276x219: 64pp Pb: 978-1-84312-227-2: £14.99

2004: 276x219: 76pp Pb: 978-1-84312-225-8: £11.99

Routledge 2005: 297x210: 96pp Pb: 978-0-415-36040-1: £17.99

The Effective Teacher’s Guide to Moderate, Severe and Profound Learning Difficulties Practical Strategies Routledge 2005: 297x210: 104pp Pb: 978-0-415-36041-8: £17.99

The Effective Teacher’s Guide to Sensory Impairment and Physical Disability Practical Strategies Routledge 2005: 297x210: 104pp Pb: 978-0-415-36042-5: £17.99

Supporting Children with Down’s Syndrome Hull Learning Services 2004: 276x219: 48pp Pb: 978-1-84312-221-0: £11.99

MONEY SAVING PACK All titles in this series for £110.00 2004 | Pb: 978-0-415-44509-2

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Autistic Spectrum Disorders Shortlisted for NASEN TES Academic Book of the Year 2007

Interactive Play for Children with Autism Diana Seach, University College Chichester, UK This is a comprehensive guide to establishing shared play experiences that assist in the development of communication, social understanding and cognition. Easily accessible, and packed full of practical resources, the book defines the importance of play both developmentally and psychologically as having a major influence on the enrichment of meaningful interactions and children’s learning.

Accessing the Curriculum for Pupils with Autistic Spectrum Disorders

Educational Provision for Children with Autism and Asperger Syndrome

Using the TEACCH Programme to Help Inclusion

Meeting Their Needs

Gary Mesibov and Marie Howley

Glenys Jones

A David Fulton Book

2003: 276x219: 128pp Pb: 978-1-85346-795-0: £22.99

2002: 234x156: 144pp Pb: 978-1-85346-669-4: £19.99

Autism in the Early Years

Asperger Syndrome

A Practical Guide

A Practical Guide for Teachers

Val Cumine, Julia Leach and Gill Stevenson

A David Fulton Book

This is a clear and concise guide to effective classroom practice for teachers and support assistants working with children with Asperger Syndrome in mainstream schools and other non-specialist settings.

2000: A4: 112pp Pb: 978-1-85346-599-4: £19.99

Autistic Spectrum Disorders

Diana Seach expertly discusses how play enables children with autism to:

Practical Strategies for Teachers and Other Professionals

• represent their knowledge of the world and their relationships with others • spontaneously explore ways of thinking about themselves and the objects they encounter

Northumberland County Council Communication Support Services, UK

• develop communication and companionship • discover motivating ways to learn • extend their imagination and creative potential. Those who live and work with children who have autism and Asperger Syndrome will find Interactive Play for Children with Autism an invaluable tool when implementing strategies to develop interactive play in educational establishments, care settings and the family home.

The authors outline the underlying impairments and their educational implications, and consider the issues of assessment and diagnosis. They offer practical strategies for effective and realistic classroom intervention, including access to the National Curriculum, and consider the behavioral challenges the child with Asperger Syndrome may pose. 1998: A4: 96pp Pb: 978-1-85346-499-7: £19.99

A David Fulton Book 2005: 276x219: 144pp Pb: 978-1-84312-155-8: £21.99

Managing Asperger Syndrome at College and University

Routledge March 2007: 234x156: 240pp Pb: 978-0-415-33326-9: £19.99

A Resource for Students, Tutors and Support Services Juliet Jamieson and Claire Jamieson A David Fulton Book 2004: 297x210: 120pp Pb: 978-1-84312-183-1: £21.99

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ADHD Winner of the NASEN/TES Academic Book Award 2006

Critical New Perspectives on ADHD

2ND EDITION

Attention Deficit Hyperactivity Disorder What Can Teachers Do? G. Kewley

Edited by Gwynedd Lloyd, University of Edinburgh, UK, Joan Stead, University of Edinburgh, UK and David Cohen, Florida International University, USA Experts from all over the world take a critical, highly international and often controversial perspective on the ADHD phenomenon – a condition that has reached global proportions, significantly affecting the lives of children, parents and teachers worldwide. This book raises a number of concerns often not covered by the material currently available to parents and practitioners. Critical New Perspectives on ADHD unpicks the myths surrounding the development of this phenomenon and leaves no stone unturned in its search for answers. An in-depth exploration into the reasons for the emergence and maintenance of ADHD lead to suggested explanations of the dominance of US psychiatric models and the need for new markets for major pharmaceutical companies, as well as the functions that ADHD diagnoses fulfil in families, classrooms and communities. In a world where moves to educational inclusion are paradoxically paralleled by the ever-increasing use of medication to control children’s behaviour, this book scrutinises current accepted practice and offers alternative perspectives and strategies for teachers and other education professionals. This in an invaluable resource for anyone with a serious interest in ADHD and other behavioural difficulties.

This new edition has been redesigned to be more user-friendly. This book provides a practical guide to the process of 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, behavioral and social problems. The book will help teachers, parents, doctors and other professionals to understand ADHD and 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 describe individuals who behave in different ways and sound, practical strategies are offered to both teachers and parents. A David Fulton Book 2006: 234x156: 160pp Pb: 978-1-84312-346-0: £18.00

2ND EDITION

Attention Deficit Hyperactivity Disorder A Practical Guide for Teachers Paul Cooper and Katherine M. Bilton This is a clear and concise guide to classroom practice for teachers dealing with pupils with attention deficit / hyperactivity disorder.

Routledge 2006: 234x156: 248pp Pb: 978-0-415-36037-1: £23.99

A David Fulton Book 2002: 276x219: 112pp Pb: 978-1-85346-731-8: £23.99

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Dyslexia Managing Dyslexia at University

3RD EDITION

A Resource for Students, Academic and Support Staff

Dyslexia at College

Claire Jamieson, University College London, UK and Ellen Morgan, City University, London, UK

Elizabeth Ann Du Pre, University of Wales, Bangor, UK, Dorothy Gilroy and T.R. Miles, University of Wales, Bangor, UK

It includes: • photocopiable materials • contact and reference details • ways forward for potential problems • information on secondary or associated difficulties.

Overcoming Barriers to Learning Diane Montgomery, Learning Difficulties Research Project, UK

This fully updated third edition contains practical and useful advice that will be invaluable for students with dyslexia, their parents and all of those involved in teaching and supporting them in their studies. Including the latest research into dyslexia, changes in legislation and information technology and the real-life experiences of six former Bangor students, this book will:

A thorough and comprehensive guide for both education professionals and those affected by dyslexia, this book is predominantly a guidebook. It includes lots of practical advice and is based on the authors’ sound knowledge of current theory and practice.

• personal organisation advice

Spelling, Handwriting and Dyslexia

• guide students through the process of applying for university, suggesting strategies for general organisation and for particular aspects of study

A David Fulton Book

• outline how to get the best personally and academically from higher education

October 2007: 297x210: 112pp Pb: 978-1-84312-341-5: £19.99

• give practical advice on setting up and using support facilities (both human and technological)

Dyslexia

• be an accessible text for mainstream lecturers and tutors who need to be aware of the implications of the Disability Discrimination Act.

Surviving and Succeeding at College Sylvia Moody Dyslexia: Surviving and Succeeding at College is a practical and easy-to-read guide for dyslexic and dyspraxic students. Clearly and simply written, in a dyslexia-friendly format, it addresses not just study skills, but also more general aspects of coping with student life. Each chapter includes step-by-step strategies which can be put into practice from the very first day at college. You will learn how to develop effective study skills such as:

New chapters include ’Dyslexia plus’, giving information on dyspraxia, attention disorders, Asperger’s Syndrome, and the more controversial ’dyscalculia’. ‘Out of College and into Work’ gives advice for students on the challenges they face after graduation. Routledge

• problem-based learning, underpinned by plenty of case studies and real life classroom examples. Routledge 2006: 246x174: 224pp Pb: 978-0-415-40925-4: £21.99

Teaching Children with Dyslexia

This teaching companion includes chapters on:

• how to spot dyslexia

Vicki Goodwin and Bonita Thomson

• screening and assessment tests

Written for dyslexic adults or anyone who thinks they might be dyslexic, this bold and imagniative book is deliberately concise. It contains:

• why it does not have to be hell to learn to spell • strategies for success for reluctant writers

• toolboxes of ideas for reading, writing, organisation, etc

• feeling confident in contributing to seminars • memory strategies for study and everyday life

• strategies developed with dyslexic people and a guide to the nature of dyslexia.

• how to organise your time and plan your work.

May 2007: 216x138: 226pp Pb: 978-0-415-43059-3: £13.99

• the definitions of dyslexia and how common spelling errors by dyslexics are made

Philomena Ott, Freelance Trainer and Speaker on Dyslexia

Making Dyslexia Work for You

• how to make your note-taking efficient and useful for essay writing

Routledge

• the strengths and weaknesses of existing schemes for handwriting

A Practical Guide

July 2007: 234x156: 352pp Pb: 978-0-415-40418-1: £23.99

• reading strategies to improve your accuracy and comprehension skills

The book will also be useful to subject tutors who wish to learn about dyslexia, and to dyslexia tutors and co-ordinators who want to give practical advice to their students.

This ground-breaking book argues that spelling and writing need to be given more consideration in teaching and remedial settings especially if dyslexic pupils are to be helped back up to grade level, and other pupils are to make more effective, quicker progress. Helping teachers and student-teachers to understand the valuable contribution spelling and handwriting makes to literacy development in primary and secondary schools, this book shows them how to overcome existing barriers to learning. Chapters cover key topics such as:

• meeting the challenge of dyslexia in adolescence. Routledge 2006: 246x174: 320pp Pb: 978-0-415-32454-0: £34.99

Included with the book is a CD-ROM that: • provides the complete text as PDF files, downloadable resources and links to relevant websites. A David Fulton Book 2006: 234x156: 112pp Pb: 978-1-84312-091-9: £12.00

E-mail: education@routledge.com

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DYSLEXIA

Dyslexia and Inclusion Classroom Approaches for Assessment, Teaching and Learning

British Dyslexia Association Series

Dyslexia A Practical Guide for Teachers and Parents

Gavin Reid Series: David Fulton / NASEN

Barbara Riddick, Judith Wolfe and David Lumsdon

Introduction to Dyslexia

By understanding crucial aspects of dyslexia, teachers can be pro-active and anticipate the type of difficulties that can be experienced. Dylesxia and Inclusion discusses appropriate use of resources, differentiation and learning styles. The book covers:

Lindsay Peer and Gavin Reid

Elke Schneider and Margaret Crombie

Action Plans for Successful Learning

• understanding and identifying dyslexia

A David Fulton Book

Glynis Hannell

2004: 276x219: 128pp Pb: 978-1-85346-966-4: £14.99

A David Fulton Book

• teaching and learning approaches and classroom strategies

A David Fulton Book

2004: 276x219: 112pp Pb: 978-1-85346-780-6: £19.99

2003: 276x219: 80pp Pb: 978-1-85346-964-0: £13.99

Dyslexia and Modern Foreign Languages

2004: 276x219: 128pp Pb: 978-1-84312-214-2: £18.99

• curriculum perspectives and planning for learning

Dyslexia and English

• dyslexia and inclusion.

Elizabeth Turner and Jayne Pughe

Routledge

Dyslexia

A David Fulton Book

2006: 276x219: 128pp Pb: 978-1-84312-361-3: £19.99

2004: 216x138: 104pp Pb: 978-1-85346-967-1: £14.99

Living With Dyslexia

Dyslexia in the Early Years

Dyslexia and Maths

Barbara Riddick

A Practical Guide to Teaching and Learning

A David Fulton Book

Dimitra Hartas, Warwick University, UK

Routledge

Julie Kay and Dorian Yeo

1996: 234x156: 248pp Pb: 978-0-415-12501-7: £24.99

2003: 216x138: 80pp Pb: 978-1-85346-965-7: £14.99

A David Fulton Book

Dyslexia and Design & Technology

2005: 297x210: 112pp Pb: 978-0-415-34500-2: £17.99

Frances Ranaldi

That’s the Way I Think Dyslexia and Dyspraxia Explained David Grant A David Fulton Book 2005: 216x138: 112pp Pb: 978-1-84312-375-0: £13.99

A David Fulton Book

2ND EDITION

2003: 216x138: 88pp Pb: 978-1-84312-015-5: £14.99

Day-to-Day Dyslexia in the Classroom

Dyslexia and Drama

Rody Politt, Joy Pollock and Elisabeth Waller

Helen Eadon A David Fulton Book

Routledge

2005: 216x138: 80pp Pb: 978-1-84312-048-3: £12.99

2004: 234x156: 224pp Pb: 978-0-415-33972-8: £19.99

Dyslexia and Physical Education Madeleine Portwood A David Fulton Book 2004 Pb: 978-1-85346-970-1: £14.99

Maths for the Dyslexic A Practical Guide Anne Henderson A David Fulton Book 1998 Pb: 978-1-85346-534-5: £21.99

Teaching Reading and Spelling to Dyslexic Children Getting to Grips with Words T.R. Miles and Margaret Walton A David Fulton Book 1998 Pb: 978-1-85346-565-9: £21.99

ORDER NOW!

See Order Form in centre of catalogue

+44 (0)1235 400524

Fax: +44 (0)20 7017 6699

www.routledge.com/education

Dyspraxia and Dyscalculia Dyscalculia

Co-ordination Difficulties

Action Plans for Successful Learning in Mathematics

Practical Ways Forward

Glynis Hannell, Independent education consultant, Australia Presenting classroom and special education teachers with an overview of maths disorders, this book explores a range of intervention strategies. Incredibly user-friendly, it is an invaluable resource for teachers, TAs, and parents to ‘dip into’. A David Fulton Book 2005: 297x210: 144pp Pb: 978-1-84312-387-3: £17.99

Dyspraxia A Guide for Teachers and Parents Kate Ripley, Bob Daines and Jenny Barrett A David Fulton Book 1997: 276x219 Pb: 978-1-85346-444-7: £21.99

Michele G. Lee Introduction by Madeleine Portwood A David Fulton Book 2004: 297x210: 136pp Pb: 978-1-84312-258-6: £21.99

Guide to Dyspraxia and Developmental Coordination Disorders Andrew Kirby and Sharon Drew A David Fulton Book 2003: 234x156: 186pp Pb: 978-1-85346-913-8: £19.99

2ND EDITION

Developmental Dyspraxia Identification and Intervention: A Manual for Parents and Professionals Madeleine Portwood 1999: 297x210: 224pp Pb: 978-1-85346-573-4: £21.99

E-mail: education@routledge.com

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Communication and Interaction Winner of the NASEN/TES Book Award for Teaching and Learning 20005

Language for Learning

Developing Speech and Language Skills Phoneme Factory

This book is part of the Phoneme Factory Project undertaken by Granada Learning in partnership with the Speech and Language Therapy Research Unit (SLTRU) in Bristol.

Sue Hayden and Emma Jordan, Worcestershire Primary Care Trust, UK Series: David Fulton / Nasen

It aims to provide guidance for teachers, SENCos, SLTs and parents regarding: • criteria for referral to speech and language therapy • phonological disorders • appropriate intervention approaches that can be used in the classroom and at home. Complementing the book is a CD containing downloadable resources including a picture library for the classroom and the home, as well as checklists and other time-saving documents.

• identify speech and language difficulties

A David Fulton Book

• plan a differentiated curriculum

October 2007: 297x210: 176pp Pb: 978-1-84312-382-8: £22.00

• facilitate the development of skills across meaningful learning experiences

Speech and Language Difficulties in the Early Years Fleur Griffiths

Gwen Lancaster

A Practical Guide for Supporting Pupils with Language and Communication Difficulties across the Curriculum

Winner of the NASEN/TES Book Award for Teaching and Learning, this essential reference handbook provides teachers and practitioners with a practical and realistic framework for supporting pupils with speech and language difficulties in mainstream settings. The book supports inclusive practice by helping readers to:

Communication Counts CD

A David Fulton Book 2002: 176pp Pb: 978-1-85346-797-4: £19.99

Soundaround Developing Phonological Awareness in the Classroom Andrew Burnett and Jackie Wylie A David Fulton Book 2002: 64pp Pb: 978-1-84312-001-8: £16.99

Working with Secondary Students with Language Difficulties Mandy Brent, Florence Gough and Susan Robinson A David Fulton Book 2004: 160pp 978-1-84312-191-6: £22.99

• empower pupils to access the curriculum. Supporting the latest DfES guidance on speaking and listening objectives, Language for Learning comes complete with numerous photocopiable resources, activities and stickers, giving teachers and teaching assistants the confidence to help children with basic speaking and communication difficulties more effectively in the mainstream classroom. It will also be an extremely useful resource for specialist teachers, speech and language therapists and educational psychologists. A David Fulton Book June 2007: 297x210: 136pp Pb: 978-1-84312-468-9: £25.00

SEE ALSO English and Literacy Section Chataway (page 6) Word Play (page 6)

ORDER NOW!

See Order Form in centre of catalogue

+44 (0)1235 400524

Fax: +44 (0)20 7017 6699

www.routledge.com/education

Improving Children’s Language Development This innovative series addresses young children’s language development needs in English, maths and science. Based on the Spirals programme successfully trialled in Plymouth schools, the books link the work done in nursery or school with simple play-based activities to be used at home. A video CD contains explanations and demonstrations of the programme and its implementation, with comments from staff who have used it. The series consists of class books and accompanying "Activities for Home" books. The class book: • employs a kinaesthetic approach, involving movement, singing, speaking and listening • contains pre-planned sessions that can run over two terms or more • has an accompanying video CD providing explanations and demonstrations of the programme – ideal for staff training! The accompanying "Activities for Home" book contains simple play-based activities focused on learning that you can photocopy and send home for parents to use with their children. The activities use everyday objects that are found at home and the books include illustrated prompts to help parents. They can be used to reinforce school-based sessions but can also act as stand alone resources. 2ND EDITION

COMMUNICATION AND INTERACTION

A David Fulton Series

Language Development

Activities for Home

Circle Time Sessions to Improve Communication Skills

Marion Nash and Jackie Lowe

Marion Nash, Jackie Lowe and Tracey Palmer

2005: 276x219: 144pp Pb: 978-1-84312-170-1: £17.99

A David Fulton Book

A David Fulton Book 2004: 297x210: 144pp Pb: 978-1-84312-156-5: £19.99

Language Development for Maths

Language Development for Maths CD

Activities for Home

Circle Time Sessions to Improve Language Skills

Marion Nash and Jackie Lowe

A David Fulton Book

2006: 276x219: 144pp Pb: 978-1-84312-172-5: £16.99

2006: 276x219: 144pp Pb: 978-1-84312-171-8: £22.00

Language Development for Science

Circle Time Sessions to Improve Language Skills

Activities for Home

Marion Nash and Jackie Lowe

A David Fulton Book

2006: 276x219: 144pp Pb: 978-1-84312-173-2: £21.00

2006: 276x219: 144pp Pb: 978-1-84312-174-9: £16.99

Money Saving Packs Spirals Series

Spirals Series Circle

Spirals Series Pack

3 Activities for Home Books

3 Circle Time Books

All Six Titles

Jackie lowe and Marion Nash

2005: 297x210 Pb: 978-1-84312-413-9: £49.99

2005: 297x210 Pb: 978-0-415-44510-8: £95.00

2005: 297x210 Pb: 978-1-84312-412-2: £39.99

E-mail: education@routledge.com

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Work Smarter, Not Harder with Routledge Study Guides NEW

Passing Your Weak Subjects You are Much Better than You Think! Richard Palmer Do you have a weak subject you just have to pass? Ideal for students of any subject, this highly accessible and practical study guide gives you quick and easy strategies to help you make decisive progress in the subjects you find difficult or uninteresting, leaving you free to concentrate on the subjects you love.

POCKET EDITION

The Basics of Essay Writing Nigel Warburton Nigel Warburton, bestselling author and experienced lecturer, provides all the guidance and advice you need to dramatically improve your essay-writing skills. The book opens with a discussion of why it is so important to write a good essay, and proceeds through a step-by-step exploration of exactly what you should consider to improve your essays and marks. You will find help on how to: • focus on answering the question asked

Richard Palmer draws on his extensive experience of secondary school teaching to:

• research and plan your essay

• give proven subject-specific advice that will help students from 15-19

• improve your writing style and tone.

• show you how to understand more about a topic through both online and traditional study • help you get to grips with topics you find difficult without cramming you with random facts • provide top tips for the essentials to learn and understand on a subject-by-subject basis. The book is organised to take you through the learning process from ‘Facing it’ through to ‘Enjoying it’ – yes, that’s right! The author’s light-hearted yet authoritative style makes this book really easy to read and his simple and practical advice will enable you to become a confident learner in no time at all.

• build and sustain an argument Written in the author’s accomplished, student-friendly style, The Basics of Essay Writing is packed full of good advice and practical exercises. Students of all ages and in every subject area will find it an easy-to-use and indispensable aid to their studies. June 2007: 128pp: Pb: 978-0-415-43404-1: £8.99

Getting Straight 'A's A Student's Guide to Success Richard Palmer

A Creativity Toolkit to Get Your Studies Out of a Rut

Packed full of invaluable and practical advice, tips, quizzes and self-assessment exercises for fifteen to eighteen year olds, this guide, written with the keenest and most ambitious students in mind, will help you to maximise your academic potential and achieve the results you need. Written by an acknowledged expert in the field, this study guide will help you to:

Brian Clegg

• assess your own strengths and weaknesses

Are you stuck in a rut? Short of inspiration? Looking for a study guide that’s a break from the norm?

• make the best use of available resources

This innovative book will give you the tools and techniques you need to work a bit of creative magic into every aspect of your studying.

• develop essay-writing and note-taking skills

Clegg’s easy-to-read, entertaining book will show you:

Considered a natural companion to the author's highly successful Brain Train, this book maximises academic potential both in coursework and exams amongst GCSE and AS/A-level students, effectively, simply, and without exhausting and counter-productive effort.

July 2008: 160pp: Pb: 978-0-415-40471-6: £16.99

Studying Creatively

• what the whole creativity business is about • why you need to bother with it • clever methods to stimulate your brain into action • how to come up with a mass of ideas at a moment’s notice. Mind stretches and mental workouts will enable you to take effective notes and to absorb and structure information in a way that can easily be recalled. Studying Creatively, the study guide with a difference, will show you how to change your environment to make creative study more effective, it will help you work on your presentation skills - there’s no point having great ideas if you can’t put them across. Good ideas are essential for any student who wants to do well. This invaluable guide, suitable for students from ages fifteen to twenty-one, empowers you with the tools you need to work creatively. July 2007: 156pp: Pb: 978-0-415-42815-6: £13.99

• effectively manage your time and prioritise your workload • excel in exams and coursework.

2005: 184pp: Pb: 978-0-415-35623-7: £14.99

3RD EDITION

Students Must Write A Guide to Better Writing in Coursework and Examinations Robert Barrass The third edition of this well-respected guide will help students of all subjects to write more clearly and more effectively, with valuable advice on how to: • make good notes • find information, cite sources and list references • write better coursework assignments • achieve higher grades in tests and examinations • prepare a well-organised dissertation, long essay, term paper, project report or thesis • write effective letters and applications.

www.routledge.com/education

Written by an esteemed author with many years of experience of helping students improve key writing skills, this text also includes straightforward guidance on word choice and the new challenges and opportunities afforded by the use of computers. Exercises are also provided for students to put the theories into practice, either individually or in group work. 2005: 232pp: Pb: 978-0-415-35826-2: £15.99

A to Z Practical Guide to Learning Difficulties, An . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .67 Access and Achievement Series . . . . . . . . . . . .66 Access to Communication . . . . . . . . . . . . . . . .67 Accessing the Curriculum for Pupils with Autistic Spectrum Disorders . . . . . . . . . . . .69 Ackroyd, Judith . . . . . . . . . . . . . . . . . . . . . . .21 Action Research for Teachers . . . . . . . . . . . . . .46 Active Assessment for Science . . . . . . . . . . . . .12 Active Assessment in English . . . . . . . . . . . . . . .5 Activities for Successful Spelling . . . . . . . . . . . . .4 Activity Assemblies to Promote Peace . . . . . . . .19 Adams, Margaret . . . . . . . . . . . . . . . . . . . . .60 Adolescent Problems . . . . . . . . . . . . . . . . . . . .54 Ainscow, Mel . . . . . . . . . . . . . . . . . . . . . . . .60 Alderman, Tim . . . . . . . . . . . . . . . . . . . .11, 54 Allen, Jen . . . . . . . . . . . . . . . . . . . . . . . . . . .19 Anderson, John . . . . . . . . . . . . . . . . . . . . . . .13 Andrews, Crispin . . . . . . . . . . . . . . . . . . . . .64 Andrews, Jane . . . . . . . . . . . . . . . . . . . . . . .5, 9 Anger Management . . . . . . . . . . . . . . . . . . . .53 Armstrong, Felicity . . . . . . . . . . . . . . . . . . . .40 Arnold, Christopher . . . . . . . . . . . . . . . . . . .50 Art in the Early Years . . . . . . . . . . . . . . . . . . . .22 Art of Peaceful Teaching in the Primary School, The . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .53 Art of Positive Communication, The . . . . . . . . .53 Ashford, Erica . . . . . . . . . . . . . . . . . . . . . . . .33 Asperger Syndrome . . . . . . . . . . . . . . . . . . . . .69 Asquith, Simon . . . . . . . . . . . . . . . . . . . . . . .17 Assessing Children’s Learning . . . . . . . . . . . . . .50 Attention Deficit Hyperactivity Disorder . . .53, 70 Austin, Roger . . . . . . . . . . . . . . . . . . . . . . . .13 Autism in the Early Years . . . . . . . . . . . . . . . . .69 Autistic Spectrum Disorders . . . . . . . . . . . . . . .69 Ayers, Harry . . . . . . . . . . . . . . . . . . . . . .54, 67

B Bailey, Richard . . . . . . . . . . . . . . . . . . . .26, 55 Baines, Ed . . . . . . . . . . . . . . . . . . . . . . . . . .48 Baker, Suzanne . . . . . . . . . . . . . . . . . . . . . . . .7 Ball, Stephen J. . . . . . . . . . . . . . . . . . . . . . .59 Banks, Frank . . . . . . . . . . . . . . . . . . . . . . . . .46 Barnes, Steve . . . . . . . . . . . . . . . . . . . . .16, 54 Barratt, Penny . . . . . . . . . . . . . . . . . . . . . . . .20 Barratt-Hacking, Elisabeth . . . . . . . . . . . .15, 64 Barrett, Jenny . . . . . . . . . . . . . . . . . . . . . . . .73 Barrow, Giles . . . . . . . . . . . . . . . . . . . . . . . . .54 Barton, Geoff . . . . . . . . . . . . . . . . . . . . . . . . .7 Bastide, Derek . . . . . . . . . . . . . . . . . . . . . . . .16 Battersby, Jeff . . . . . . . . . . . . . . . . . . . . . . . .44 Bears . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .32 Beating Bureaucracy in Special Educational Needs . . . . . . . . . . . . . . . . . . . . . . . . . . . .66 Becoming a Secondary School Teacher . . . . . . .44 Becoming a Secondary School Teacher Series . .44 Bedford, Dorothy . . . . . . . . . . . . . . . . . . . . .46 Beginning Drama 11-14 . . . . . . . . . . . . . . . . .21 Beginning Drama 4-11 . . . . . . . . . . . . . . . . . .21 Behaviour for Learning . . . . . . . . . . . . . . . . . . .52 Behaviour in the Early Years . . . . . . . . . . .37, 53 Behaviour Management in the Classroom . . . .54 Behaviour Problems in the Early Years . . . . . . .53 Ben, Whitney . . . . . . . . . . . . . . . . . . . . . . . .62 Bennett, Richard . . . . . . . . . . . . . . . . . . . . . .14 Bentham, Susan . . . . . . . . . . . . . . . . . .39, 42 Berdondini, Lucia . . . . . . . . . . . . . . . . . . . . .48 Berry, Andrew . . . . . . . . . . . . . . . . . . . . . . . .25 Better Behaviour . . . . . . . . . . . . . . . . . . . . . . .53 Bilton, Helen . . . . . . . . . . . . . . . . . . . . . . . . .29 Bilton, Katherine M. . . . . . . . . . . . . . . . . . .70 Black, Paul . . . . . . . . . . . . . . . . . . . . . . . . . .49 Blake, Simon . . . . . . . . . . . . . . . . . . . . . . . . .20 Blatchford, Peter . . . . . . . . . . . . . . . . . . . . . .48 Bleach, Kevan . . . . . . . . . . . . . . . . . . . . . . . .44 Blum, Paul . . . . . . . . . . . . . . . . . . . . . . .49, 60 Bohlin, Karen . . . . . . . . . . . . . . . . . . . . . . . . .8 Books, Stories and Puppets . . . . . . . . . . . . . . .32 Booth, Tony . . . . . . . . . . . . . . . . . . . . . . . . .60 Border, Julie . . . . . . . . . . . . . . . . . . . . . . . . .20 Bottle, Gillian . . . . . . . . . . . . . . . . . . . . . . . .33 Boulton, Jo . . . . . . . . . . . . . . . . . . . . . . . . . .21 Bower, Jane . . . . . . . . . . . . . . . . . . . . . . . . .21

Bowkett, Stephen . . . . . . . . . . . . . . . . .3, 6, 47 Bowkett, Steve . . . . . . . . . . . . . . . . . . . . . . .27 Boyd, Lorna . . . . . . . . . . . . . . . . . . . . . . . . .33 Bradshaw, Emma . . . . . . . . . . . . . . . . . . . . .54 Breckon, Peter . . . . . . . . . . . . . . . . . . . . . . .26 Brent, Mandy . . . . . . . . . . . . . . . . . . . . . . . .74 Briggs, Mary . . . . . . . . . . . . . . . . . . . . . . . . .10 Briggs, Sue . . . . . . . . . . . . . . . . . . . . . . . . . .63 1001 Brilliant Writing Ideas . . . . . . . . . . . . . . . .4 Bringing the High Scope Approach to your Early Years Practice . . . . . . . . . . . . . . . . . . .36 Bringing the Montessori Approach to your Early Years Practice . . . . . . . . . . . . . . . . . . .36 Bringing the Reggio Approach to your Early Years Practice . . . . . . . . . . . . . . . . . . . . . . .36 Bringing the Steiner Waldorf Approach to your Early Years Practice . . . . . . . . . . . . . . . . . . .36 British Dyslexia Association Series . . . . . . . . . .72 Brown, Tony . . . . . . . . . . . . . . . . . . . . . . . . .10 Brunton, Pat . . . . . . . . . . . . . . . . . . . . . . . . .36 Bryans, Trevor . . . . . . . . . . . . . . . . . . . . . . . . .6 Bubb, Sara . . . . . . . . . . . . . . . . . . . . . . . . . .44 Burnett, Andrew . . . . . . . . . . . . . . . . . . . .6, 74 Burnett, Nick . . . . . . . . . . . . . . . . . . . . . . . .63 Buttriss, Ann . . . . . . . . . . . . . . . . . . . . . . . . .56 Buttriss, Jacquie . . . . . . . . . . . . . . . . . . . . . .25

C Cable, Carrie . . . . . . . . . . . . . . . . . . . . . . . . .37 Caldwell, Brian J. . . . . . . . . . . . . . . . . . . . . .58 Callander, Ann . . . . . . . . . . . . . . . . . . . . . . .25 Callander, Jacquie . . . . . . . . . . . . . . . . . . . . .56 Callow, Ralph . . . . . . . . . . . . . . . . . . . . . . . . . . Capel, Susan . . . . . . . . . . . . . . . . . . .26, 40, 44 Career Counselling . . . . . . . . . . . . . . . . . . . . .50 Carmichael, Patrick . . . . . . . . . . . . . . . . . . . .49 Carter, James . . . . . . . . . . . . . . . . . . . . . . . . .9 Cave, Diana . . . . . . . . . . . . . . . . . . . . . . . . .25 Celebrating the Special School . . . . . . . . . . . . .66 Challenging Behaviour . . . . . . . . . . . . . . . . . . .54 Chalmers, Debbie . . . . . . . . . . . . . . . . . .21, 30 Chapman, Christopher . . . . . . . . . . . . . . . . .57 Chataway . . . . . . . . . . . . . . . . . . . . . . . . . . . . .6 Cheminais, Rita . . . . . . . . . .38, 59, 61, 63, 67 Children as Philosophers . . . . . . . . . . . . . . . . .24 Children’s Thoughts and Feelings . . . . . . . . . . .53 Choosing and Using Fiction and Non-Fiction 3-11 . . . . . . . . . . . . . . . . . . . . .2 Chowne, Anne . . . . . . . . . . . . . . . . . . . . . . .48 Cigman, Ruth . . . . . . . . . . . . . . . . . . . . . . . .63 Circle Time for Young Children . . . . . . . . . . . . .31 Clark, Catherine . . . . . . . . . . . . . . . . . . . . . . . . Classroom Karma . . . . . . . . . . . . . . . . . . . . . .49 Clegg, Brian . . . . . . . . . . . . . . . . . . . . . . . . .11 Coffey, Simon . . . . . . . . . . . . . . . . . . . . . . . .23 Cohen, David . . . . . . . . . . . . . . . . . . . . . . . .70 Cole, Mike . . . . . . . . . . . . . . . . . . . . . . . . . .46 Combes, Alan . . . . . . . . . . . . . . . . . . . . .20, 64 Communication Counts . . . . . . . . . . . . . . . . . .74 Complete Classroom, The . . . . . . . . . . . . . . . .49 Confident Classroom Leadership . . . . . . . . . . .50 Connecting Leadership and Learning . . . . . . . .57 Conner, Colin . . . . . . . . . . . . . . . . . . . . . . . .49 Construction . . . . . . . . . . . . . . . . . . . . . . . . . .33 Constructive Talk in Challenging Classrooms . . . . . . . . . . . . . . . . . . . . .48, 54 Cooper, Hilary . . . . . . . . . . . . . . . . . . . .16, 17 Cooper, Paul . . . . . . . . . . . . . . . . . . . . . . . . .70 Co-ordination Difficulties . . . . . . . . . . . . . . . . .73 Corbett, Pie . . . . . . . . . . . . . . . . . . .2, 6, 8, 27 Coultas, Valerie . . . . . . . . . . . . . . . . . . . .48, 54 Countdown to Creative Writing . . . . . . . . . . . . .3 Cousins, Jacquie . . . . . . . . . . . . . . . . . . . . . .37 Cowne, Liz . . . . . . . . . . . . . . . . . . . . . . . . . .65 Craig, Pam . . . . . . . . . . . . . . . . . . . . . . . . . .47 Creating a Learner-centred Primary Classroom . . . . . . . . . . . . . . . . . . . . . . . . .48 Creating a Space to Grow . . . . . . . . . . . . . . . .29 Creating Leaders in the Classroom . . . . . . . . . .49 Creating Winning Classrooms . . . . . . . . . . . . .50 Creating Writers in the Primary Classroom . . . . .2 Creative Approaches to Physical Education . . . .26 Creative Approaches to Poetry for the Primary Framework for Literacy . . . . . . . . . . . . . . . . .2 Creative Science . . . . . . . . . . . . . . . . . . . . . . .12 Creative Teaching Series . . . . . . . . . . . . . .10, 12

Creative Teaching: History in the Primary Classroom . . . . . . . . . . . . . . . . . . . . . . . . .16 Creative Teaching: Mathematics in the Early Years and Primary Classroom . . . . . . . . . . .10 Creative Teaching: Science in the Early Years and Primary Classroom . . . . . . . . . . . . . . .12 Creativity . . . . . . . . . . . . . . . . . . . . . . . . . . . . .32 Creativity and Writing . . . . . . . . . . . . . . . . . . . .8 Creativity and Writing Skills . . . . . . . . . . . . . . . .9 Critical New Perspectives on ADHD . . . . . . . . .70 Critical Thinking . . . . . . . . . . . . . . . . . . . . . . .25 Crombie, Margaret . . . . . . . . . . . . . . . . . . . .72 Cumine, Val . . . . . . . . . . . . . . . . . . . . . . . . .69 Curriculum Provision for the Gifted and Talented in the Primary School . . . . . . . . . .56 Curriculum Provision for the Gifted and Talented in the Secondary School . . . . . . . .56 Curry, Carol . . . . . . . . . . . . . . . . . . . . . . . . .24 Curry, Gill . . . . . . . . . . . . . . . . . . . . . . . .22, 64 Cyber-Bullying . . . . . . . . . . . . . . . . . . . . . . . .51 Cyf, Gwasg Pia . . . . . . . . . . . . . . . . . . . . . .66

D Dabell, John . . . . . . . . . . . . . . . . . . . . . . . . . .5 Daines, Bob . . . . . . . . . . . . . . . . . . . . . . . . .73 Darbyshire, Carol . . . . . . . . . . . . . . . . . . . . .15 David Fulton / NASEN Series . . . . . . . . . . . . . . . . . . . . . . .7, 9, 44, 52, 56, 66, 62, 67, 72, 74 Davies, Brent . . . . . . . . . . . . . . . . . . . . . . . .60 Davies, Dan . . . . . . . . . . . . . . . . . . . . . . . . .12 Davies, Louise . . . . . . . . . . . . . . . . . . . . .55, 64 Davies, Peter . . . . . . . . . . . . . . . . . . . . . . . . .16 Davies, Rhys . . . . . . . . . . . . . . . . . . . . . . . . .16 Davis, Sue . . . . . . . . . . . . . . . . . . . . . . . . . . .10 Dawes, Lyn . . . . . . . . . . . . . . . . . . . . . . .3, 7, 9 Day-to-Day Dyslexia in the Classroom . . . . . . .72 Dean, Joan . . . . . . . . . . . . . . . . . . . . . . .42, 50 Deborah, Eyre . . . . . . . . . . . . . . . . . . . . . . . .56 Deeny, Karen . . . . . . . . . . . . . . . . . . . . . . . . .9 Dempster, Neil . . . . . . . . . . . . . . . . . . . . . . .57 Denicolo, Pam . . . . . . . . . . . . . . . . . . . . . . .56 Derrington, Chris . . . . . . . . . . . . . . . . . . . . .52 Descriptosaurus . . . . . . . . . . . . . . . . . . . . . . . .1 Developing Child in the 21st Century, The . . . .35 Developing Early Years Practice . . . . . . . . . . . .37 Developing Play for the Under 3s . . . . . . . . . . .33 Developing Pupils Social Communication Skills . . . . . . . . . . . . . . . . . . . . . . . . . . . . .20 Developing Speech and Language Skills . . . . . .74 Developmental Dyspraxia . . . . . . . . . . . . . . . .73 Devereux, Jane . . . . . . . . . . . . . . . . . . . . . . .37 Dickinson, Rachel . . . . . . . . . . . . . . . . . . . . .21 Digital Classroom, The . . . . . . . . . . . . . . . . . .13 Discovering and Developing Talent in Schools . . . . . . . . . . . . . . . . . . . . . . . . . . .56 Displays and Interest Tables . . . . . . . . . . . . . .32 Distributed School Leadership . . . . . . . . . . . . .58 Diversity in Gifted Education . . . . . . . . . . . . . .55 Docking, Jim . . . . . . . . . . . . . . . . . . . . . . . . .53 Doherty, Jonathan . . . . . . . . . . . . . . . . . . . .26 Drake, Jane . . . . . . . . . . . . . . . . . . . . . . . . . .33 Drama 3-5 . . . . . . . . . . . . . . . . . . . . . . . .21, 30 Drama Lessons for Five to Eleven Year-Olds . . .21 Drama Play . . . . . . . . . . . . . . . . . . . . . . . . . . .21 Dramatherapy . . . . . . . . . . . . . . . . . . . . . . . . .20 Drew, Sharon . . . . . . . . . . . . . . . . . . . . . . . .73 Drifte, Collette . . . . . . . . . . . . . . . . . . . . .8, 67 Drummond, Mary Jane . . . . . . . . . . . . . . . .50 Du Pre, Elizabeth Ann . . . . . . . . . . . . . . . . .71 Dudley, Peter . . . . . . . . . . . . . . . . . . . . . . . .49 Duncan, Diane . . . . . . . . . . . . . . . . . . . . . . . .3 Dupree, Jane . . . . . . . . . . . . . . . . . . . . . . . . .42 Durno, Julie . . . . . . . . . . . . . . . . . . . . . . . . .33 Dyscalculia . . . . . . . . . . . . . . . . . . . . . . . . . . .73 Dyslexia . . . . . . . . . . . . . . . . . . . . . . . . . .71, 72 Dyslexia and Design and Technology . . . . . . . .72 Dyslexia and Drama . . . . . . . . . . . . . . . . . . . .72 Dyslexia and English . . . . . . . . . . . . . . . . . . . .72 Dyslexia and Inclusion . . . . . . . . . . . . . . . . . . .72 Dyslexia and Maths . . . . . . . . . . . . . . . . . . . . .72 Dyslexia and Modern Foreign Languages . . . . .72 Dyslexia and Physical Education . . . . . . . . . . .72 Dyslexia at College . . . . . . . . . . . . . . . . . . . . .71 Dyslexia in the Early Years . . . . . . . . . . . . . . . .72 Dyson, Allan . . . . . . . . . . . . . . . . . . . . . .34, 60 Dyspraxia . . . . . . . . . . . . . . . . . . . . . . . . . . . .73

E Eadon, Helen . . . . . . . . . . . . . . . . . . . . . . . .72 Eakin, Angela . . . . . . . . . . . . . . . . . . . . . . . .24 Earle, Kim . . . . . . . . . . . . . . . . . . . . .22, 54, 64 Early Learning Goals for Children with Special Needs . . . . . . . . . . . . . . . . . . . . . . . . . . . .67 Early Professional Development for Teachers . .46 Early Years Philosophy Series . . . . . . . . . . . . . .36 Early Years Stories for the Foundation Stage . . .33 Educating the Gifted and Talented . . . . . . . . . .55 Education plc . . . . . . . . . . . . . . . . . . . . . . . . . .59 Educational Provision for Children with Autism and Asperger Syndrome . . . . . . . . . . . . . . .69 Edwards, Sylvia . . . . . . . . . . . . . . . . .10, 41, 42 Effective Teacher’s Guide to Autism and Communication Difficulties, The . . . . . . . . .68 Effective Teacher’s Guide to Behavioural, Emotional and Social Difficulties, The . . . . .68 Effective Teacher’s Guide to Dyslexia and other Specific Learning Difficulties, The . . . . . . . .68 Effective Teacher’s Guide to Moderate, Severe and Profound Learning Difficulties, The . . . .68 Effective Teacher’s Guide to Sensory Impairment and Physical Disability, The . . . . . . . . . . . .68 Eglinton, Kristen Ali . . . . . . . . . . . . . . . . . . .22 Eke, Richard . . . . . . . . . . . . . . . . . . . . . . . . . .2 Elfer, Peter . . . . . . . . . . . . . . . . . . . . . . . . . .35 Ellis, Simon . . . . . . . . . . . . . . . . . . . . . . . . . .52 Ellison, Linda . . . . . . . . . . . . . . . . . . . . . . . . .60 Emotional Literacy Handbook, The . . . . . . . . . .20 Empowering Your Pupils Through Role-Play . . .21 Enabling Children’s Learning Through Drawing . . . . . . . . . . . . . . . . . . . . . . . . . . .22 Encounter with Reggio Emilia, An . . . . . . . . . . .35 Engaging Pupil Voice to Ensure that Every Child Matters . . . . . . . . . . . . . . . . . . . . . . .61 English 3–11 . . . . . . . . . . . . . . . . . . . . . . . . . . .4 English as an Additional Language . . . . . . . . .62 English, Eve . . . . . . . . . . . . . . . . . . . . . . . . .49 English, Richard . . . . . . . . . . . . . . . . . . . . . .10 English, Robyn . . . . . . . . . . . . . . . . . . . . . . .19 Enlivening Secondary History . . . . . . . . . . . . . .16 Eriksson, Gillian . . . . . . . . . . . . . . . . . . . . . . .55 E-schooling . . . . . . . . . . . . . . . . . . . . . . . . . . .13 Essential Creativity in the Classroom . . . . . . . .48 Essential Guide for Competent Teaching Assistants, The . . . . . . . . . . . . . . . . . . . . . .39 Essential Guide for Experienced Teaching Assistants, The . . . . . . . . . . . . . . . . . . . . . .39 Essential Motivation in the Classroom . . . . . . .49 Essential Nursery Management . . . . . . . . . . . .30 Essential Skills for Managers of Child-Centred Settings . . . . . . . . . . . . . . . . . . . . . . . . . . .35 Essential Speaking and Listening, The . . . . . . . .3 Evans, Huw . . . . . . . . . . . . . . . . . . . . . . . . . .25 Evans, Janet . . . . . . . . . . . . . . . . . . . . . . . . . .8 Evans, Linda . . . . . . . . . . . . . . . . . . . . . . . . .59 Every Child Matters . . . . . . . . . . . . . . . . .38, 67 Every Child Matters: A New Role for SENCOs . .67 Excellence in Education . . . . . . . . . . . . . . . . . .60 Exceptionally Gifted Children . . . . . . . . . . . . . .55 Exploring Play . . . . . . . . . . . . . . . . . . . . . . . . .33 Exploring Play Series . . . . . . . . . . . . . . . . . . . .32 Extended Schools and Children’s Centres . . . . .59 Eyre, Deborah . . . . . . . . . . . . . . . . . . . . . . . .56

INDEX

F FAQs for NQTs . . . . . . . . . . . . . . . . . . . . . . . .44 FAQs for TAs . . . . . . . . . . . . . . . . . . . . . . . . . .40 FAQs on School Inspection . . . . . . . . . . . . . . . .56 Farrell, Michael . . . . . . . . . . . . . . . . . . . .66, 68 Farrow, Steve . . . . . . . . . . . . . . . . . . . . . . . .12 Feasey, Rosemary . . . . . . . . . . . . . . . . . .12, 41 Feeding the Under 5s . . . . . . . . . . . . . . . . . . .34 Feiler, Anthony . . . . . . . . . . . . . . . . . . . . . . . .5 Fergusson, Ann . . . . . . . . . . . . . . . . . . . . . . .66 Ferretti, Jane . . . . . . . . . . . . . . . . . . . . . .16, 54 Festivals . . . . . . . . . . . . . . . . . . . . . . . . . . . . .32 Filer, Janice . . . . . . . . . . . . . . . . . . . . . . . . . .28 First Steps to Emotional Literacy . . . . . . . . . . . .19 Fisher, Robert . . . . . . . . . . . . . . . . . . . . . . . . .7 Fitzgerald, Damien . . . . . . . . . . . . . . . . . . . .58 Fleming, Peter . . . . . . . . . . . . . . . . . . . . . . .44 Flight . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .32 Foale, Jan . . . . . . . . . . . . . . . . . . . . . . . . . . . .2

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INDEX

Food and Cooking . . . . . . . . . . . . . . . . . . . . . .33 Foundations of Primary Teaching . . . . . . . . . . .49 Fox, Alison . . . . . . . . . . . . . . . . . . . . . . . . . .49 Fox, Glenys . . . . . . . . . . . . . . . . . . . . . . . . . .41 From Birth to Three Series . . . . . . . . . . . . . . . .34 Frost, David . . . . . . . . . . . . . . . . . . . . . .49, 57

G Gage, Jenny . . . . . . . . . . . . . . . . . . . . . . . . .15 Galloway, John . . . . . . . . . . . . . . . . . . . .13, 40 Gearon, Liam . . . . . . . . . . . . . . . . . . . . . . . .20 Geography 3-11 . . . . . . . . . . . . . . . . . . . . . . .17 George, David . . . . . . . . . . . . . . . . . . . . . . .56 Get Their Attention! . . . . . . . . . . . . . . . . . . . . .50 Getting Science . . . . . . . . . . . . . . . . . . . . . . . .11 Getting to Know Me . . . . . . . . . . . . . . . . . . . .20 Gifted and Talented Children 4-11 . . . . . . . . . .55 Gifted and Talented Children with Special Educational Needs . . . . . . . . . . . . . . . . . . .55 Gifted and Talented Education from A-Z . . . . .56 Gifted and Talented Learners . . . . . . . . . . . . . .56 Gifted and Talented Series, The . . . . . . . . . . . . . . . . . . . . . .10, 11, 15, 16, 22, 23, 26, 54, 55 Gifted Education . . . . . . . . . . . . . . . . . . . . . . .56 Gilbert, Ian . . . . . . . . . . . . . . . . . . . . . . . . . .49 Gillard, Linda . . . . . . . . . . . . . . . . . . . . . . . .12 Gillespie, Helena . . . . . . . . . . . . . . . . . . . . . .15 Gilroy, Dorothy . . . . . . . . . . . . . . . . . . . . . . .71 Glen, Angela . . . . . . . . . . . . . . . . . . . . . . . . .53 Glenn, Angela . . . . . . . . . . . . . . . . . . . . . . . .37 Glew, Erika . . . . . . . . . . . . . . . . . . . . . . . . . .55 Goddard, Hilary . . . . . . . . . . . . . . . . . . . . . .52 Godinho, Sally . . . . . . . . . . . . . . . . . . . . . . .19 Goldschmeid, Elinor . . . . . . . . . . . . . . . . . . .35 Goodhew, Glen . . . . . . . . . . . . . . . . . . . . . .55 Goodman, Harriet . . . . . . . . . . . . . . . . . . . . .20 Goodwin, Prue . . . . . . . . . . . . . . . . . . . . . . . .8 Goodwin, Vicki . . . . . . . . . . . . . . . . . . . . . . .71 Goouch, Kathy . . . . . . . . . . . . . . . . . . . . . . . .8 Gordon, John . . . . . . . . . . . . . . . . . . . . . . . .44 Gough, Florence . . . . . . . . . . . . . . . . . . . . . .74 Graham, Judith . . . . . . . . . . . . . . . . . . . . . . . .5 Grainger, Teresa . . . . . . . . . . . . . . . . . . . . . . .8 Grammar Survival . . . . . . . . . . . . . . . . . . . . . . .7 Grant, David . . . . . . . . . . . . . . . . . . . . . . . . .72 Gray, Francesca . . . . . . . . . . . . . . . . . . . . . . .67 Gray-Fow, Bette . . . . . . . . . . . . . . . . . . . . . .56 Green, Sandy . . . . . . . . . . . . . . . . . .32, 33, 34 Greenhough, Pamela . . . . . . . . . . . . . . . . .5, 9 Griffiths, Fleur . . . . . . . . . . . . . . . . . . . . . . . .74 Gross, Jean . . . . . . . . . . . . . . . . . . . . . . .60, 66 Gross, Miraca . . . . . . . . . . . . . . . . . . . . . . . .55 Grove, Nicola . . . . . . . . . . . . . . . . . . . . . . . . .7 Grugeon, Elizabeth . . . . . . . . . . . . . . . . . . . . .7 Guide to Dyspraxia and Developmental Coordination Disorders . . . . . . . . . . . . . . . .73 Guide to Early Years Practice, A . . . . . . . . . . . .35 Guide to School Attendance, A . . . . . . . . . . . .57 Gutteridge, Daphne . . . . . . . . . . . . . . . . . . .19

H Haddon, Alice . . . . . . . . . . . . . . . . . . . . . . . .20 Hadfield, Mark . . . . . . . . . . . . . . . . . . . . . . .57 Haigh, Gerald . . . . . . . . . . . . . . . . . . . . .57, 59 Hamill, Andrew . . . . . . . . . . . . . . . . . . . . . . .14 Hammersley-Fletcher, Linda . . . . . . . . . . . . .41 Hammond, Michael . . . . . . . . . . . . . . . . . . .44 Hampton, Geoff . . . . . . . . . . . . . . . . . . . . . .46 Handbook for Learning Support Assistants, A . .41 Handbook for Lunchtime Supervisors and their Managers, A . . . . . . . . . . . . . . . . . . .41 Handwriting . . . . . . . . . . . . . . . . . . . . . . . . . . .9 Hannell, Glynis . . . . . . . . . . . . . . . . .62, 72, 73 Harlen, Wynne . . . . . . . . . . . . . . . . . . . . . . .12 Harnessing Technology for Every Child Matters and Personalised Learning . . . . . . . . . . . . .13 Harnett, Penelope . . . . . . . . . . . . . . . . . . . .45 Harpley, Avril . . . . . . . . . . . . . . . . . . . . . . . .34 Harris, Alma . . . . . . . . . . . . . . . . . . . . . . . . .58 Harris, Richard . . . . . . . . . . . . . . . . . . . .16, 64 Hartas, Dimitra . . . . . . . . . . . . . . . . . . . . . . .72 Haslam, Liz . . . . . . . . . . . . . . . . . . . . . . . . . .62 Hastings, Steven . . . . . . . . . . . . . . . . . . . . .49 Hatton, Christine . . . . . . . . . . . . . . . . . . . . .21

ORDER NOW!

See Order Form in centre of catalogue

Hawthorne, Kate . . . . . . . . . . . . . . . . . . . . . .15 Hay, Susan . . . . . . . . . . . . . . . . . . . . . . . . . .30 Hayden, Sue . . . . . . . . . . . . . . . . . . . . . . . . .74 Haydn, Terry . . . . . . . . . . . . . . . . . . . . . . . . .53 Hayes, Claire . . . . . . . . . . . . . . . . . . . . . . . . .46 Hayes, Denis . . . . . . . . . . . . . . . . . . . . . .44, 49 Haynes, Joanna . . . . . . . . . . . . . . . . . . . . . . .24 Headington, Rita . . . . . . . . . . . . . . . . . . . . . .50 Health and Safety for Early Years Settings Series . . . . . . . . . . . . . . . . . . . . . . . . . . . . .34 Healthy, Active and Outside! . . . . . . . . . . . . . .28 Heilbronn, Ruth . . . . . . . . . . . . . . . . . . . . . .44 Help Students Improve Their Study Skills . . . . .42 Helping Children to be Competent Learners . . .34 Helping Children to be Skilful Communicators .34 Helping Children to be Strong . . . . . . . . . . . . .34 Helping Children to Stay Healthy . . . . . . . . . . .34 Helping Hands Series . . . . . . . . . . . . . . . . . . . .42 Helping with Behaviour . . . . . . . . . . . . . . . . . .31 Helping Your Pupils to Ask Questions . . . . . . . .19 Helping Your Pupils to be Resilient . . . . . . . . . .19 Helping Your Pupils to Communicate Effectively and Manage Conflict . . . . . . . . . . . . . . . . .19 Helping your Pupils to Think for Themselves . . .18 Helping your Pupils to Work Cooperatively . . . .18 Helps, Alicia . . . . . . . . . . . . . . . . . . . . . . . . .37 Henderson, Anne . . . . . . . . . . . . . . . . . . . . .72 Hewett, Dave . . . . . . . . . . . . . . . . . . . . .54, 67 Hewitson, Carolyn . . . . . . . . . . . . . . . . . . . .32 Hiatt, Kay . . . . . . . . . . . . . . . . . . . . . . . . .9, 21 Hickey, Raewyn . . . . . . . . . . . . . . . . . . . . . . . .2 Hicks, David . . . . . . . . . . . . . . . . . . . . . . . . .17 History 3-11 . . . . . . . . . . . . . . . . . . . . . . . . . .16 Hodson, Pamela . . . . . . . . . . . . . . . . . . . . . . .7 Holden, Carol . . . . . . . . . . . . . . . . . . . . . . . .64 Holden, Cathie . . . . . . . . . . . . . . . . . . . . . . .17 Holmes, Elizabeth . . . . . . . .40, 43, 44, 46, 56 Holt, Nicky . . . . . . . . . . . . . . . . . . . . . . . . . .36 Honour, Leslie . . . . . . . . . . . . . . . . . . . . . . . .49 Hook, Peter . . . . . . . . . . . . . . . . . . . . . .46, 50 Houssart, Jenny . . . . . . . . . . . . . . . . . . . . . . .10 How to Avoid Illness and Infection . . . . . . . . . .34 How to be a Brilliant English Teacher . . . . . . . . .5 How to be a Brilliant Trainee Teacher . . . . . . . .44 How to Create the Inclusive Classroom . . . . . .63 How to do a Health and Safety Audit . . . . . . .34 How to Keep Young Children Safe . . . . . . . . . .34 How to Manage Spelling Successfully . . . . . . . . .4 How to Stop Bullying in Your School . . . . . . . .54 How to Use an Interactive Whiteboard Really Effectively in Your Primary Classroom . . . . .15 How to Use an Interactive Whiteboard Really Effectively in your Secondary Classroom . . .15 Howe, Alan . . . . . . . . . . . . . . . . . . . . . . . . . .12 Howe, Alison . . . . . . . . . . . . . . . . . . . . . . . .33 Howell, Jo . . . . . . . . . . . . . . . . . . . . . . . . . . . .2 Howley, Marie . . . . . . . . . . . . . . . . . . . . . . .69 Howson, John . . . . . . . . . . . . . . . . . . . . . . . .46 Hubbard, Lorraine . . . . . . . . . . . . . . . . . . . . .7 Hughes, Anita . . . . . . . . . . . . . . . . . . . . . . . .33 Hughes, Martin . . . . . . . . . . . . . . . . . . . . .5, 9 Hughes, Pat . . . . . . . . . . . . . . . . . . . . . . . . .45 Hull Learning Services . . . . . . . . . . . . . . . . . . .68 Hunt, Dilwyn . . . . . . . . . . . . . . . . . .15, 54, 64 Hunt, Martin . . . . . . . . . . . . . . . . . . . . . . . . .16 Hunt, Philippa . . . . . . . . . . . . . . . . . . . . . . . . .7 Hurst, Tim . . . . . . . . . . . . . . . . . . . . . . . . . .64 Hutchins, Roger . . . . . . . . . . . . . . . . . . .39, 42 Hutchinson, Nicky . . . . . . . . . . . . . . . . . . . .53 Huxford, Laura . . . . . . . . . . . . . . . . . . . . . . . .5 Hymer, Barry . . . . . . . . . . . . . . . . . . . . . . . .56

I ICT for Teaching Assistants . . . . . . . . . . . . . . .40 Identifying Additional Learning Needs in the Early Years . . . . . . . . . . . . . . . . . . . . . . . . .31 Iley, Paula . . . . . . . . . . . . . . . . . . . . . . . . . . .25 Improve your Primary School Through Drama .21 Improving Behaviour and Raising Self-Esteem in the Classroom . . . . . . . . . . . . . . . . . . . .54 Improving Children’s Language Development Series . . . . . . . . . . . . . . . . . . . . . . . . . . . . .75 Improving Learning Series . . . . . . . . . . . . . . . .60 Improving Practice Series . . . . . . .59, 24, 48, 49 Improving Primary Literacy . . . . . . . . . . . . . . . .5 Improving Primary Mathematics . . . . . . . . . . . .9

+44 (0)1235 400524

Improving Schools, Developing Inclusion . . . . .60 Imray, Peter . . . . . . . . . . . . . . . . . . . . . . . . .52 Included or Excluded? . . . . . . . . . . . . . . . . . . .63 Including the Gifted and Talented . . . . . . . . . .55 Inclusion . . . . . . . . . . . . . . . . . . . . . . . . . .59, 63 Inclusion and How to Do It . . . . . . . . . . . . . . .63 Inclusion in the Early Years . . . . . . . . . . . . . . .63 Ingram, Gretchen . . . . . . . . . . . . . . . . . .23, 55 Inspection and Accountability . . . . . . . . . . . . .59 Inspirational – and Cautionary – Tales for Would-be School Leaders . . . . . . . . . . . . . .57 Interactive Play for Children with Autism . . . . .69 Intervening Early . . . . . . . . . . . . . . . . . . . . . . .53 Introduction to Classroom Observation, An . . .50 Introduction to Dyslexia . . . . . . . . . . . . . . . . . .72 Isaacs, Barbara . . . . . . . . . . . . . . . . . . . . . . .36 Isles-Buck, Emma . . . . . . . . . . . . . . . . . . . . .35 Ives, Richard . . . . . . . . . . . . . . . . . . . . . . . . .67

J James, Karen . . . . . . . . . . . . . . . . . . . . . . . . .29 James, Mary . . . . . . . . . . . . . . . . . . . . . . . . .49 Jamieson, Claire . . . . . . . . . . . . . . . . . . .69, 71 Jamieson, Juliet . . . . . . . . . . . . . . . . . . . . . . .69 Jaquiss, Victoria . . . . . . . . . . . . . . . . . . . . . . .64 Jeffery, David . . . . . . . . . . . . . . . . . . . . . . . .54 John, Peter . . . . . . . . . . . . . . . . . . . . . . . . . .13 Johnson, David . . . . . . . . . . . . . . . . . . . . . . . .5 Jolliffe, Wendy . . . . . . . . . . . . . . . . . . . . . . . . .4 Jones, Deborah . . . . . . . . . . . . . . . . . . . . . . . .7 Jones, Glenys . . . . . . . . . . . . . . . . . . . . . . . .69 Jones, Jane . . . . . . . . . . . . . . . . . . . . . . . . . .23 Jones, Phyllis . . . . . . . . . . . . . . . . . . . . . . . . .63 Jordan, Emma . . . . . . . . . . . . . . . . . . . . . . . .74 Joy, Helen . . . . . . . . . . . . . . . . . . . . . . . . . . .20 Jumpstart! Creativity . . . . . . . . . . . . . . .6, 27, 47 Jumpstart! ICT . . . . . . . . . . . . . . . . . . . . . .14, 27 Jumpstart! Literacy . . . . . . . . . . . . . . . . . . .6, 27 Jumpstart! Numeracy . . . . . . . . . . . . . . . .10, 27 Jumpstart! Poetry . . . . . . . . . . . . . . . . . . . .2, 27 Jumpstart! Series . . . . . . . . .2, 6, 10, 14, 27, 47 Jumpstart! Storymaking . . . . . . . . . . . . . . . .2, 27 Just Imagine . . . . . . . . . . . . . . . . . . . . . . . . . . .9

K Kay, Janet . . . . . . . . . . . . . . . . . . . . . . . . . . .58 Kay, Julie . . . . . . . . . . . . . . . . . . . . . . . . . . . .72 Kellet, Edith . . . . . . . . . . . . . . . . . . . . . . . . .62 Kelley, Paul . . . . . . . . . . . . . . . . . . . . . . . . . .58 Kelly, Alison . . . . . . . . . . . . . . . . . . . . . . . . . .5 Kennard, Roy . . . . . . . . . . . . . . . . . . . . . . . .55 Kennedy, Harry . . . . . . . . . . . . . . . . . . . . . . .50 Kennewell, Steve . . . . . . . . . . . . . . . . . . . . .14 Keogh, Brenda . . . . . . . . . . . . . . . . . . . . .5, 12 Kewley, G. . . . . . . . . . . . . . . . . . . . . . . .53, 70 Key Issues for Teaching Assistants . . . . . . . . . .40 Key Persons in the Nursery . . . . . . . . . . . . . . .35 Kinney, Linda . . . . . . . . . . . . . . . . . . . . . . . .35 Kirby, Amanda . . . . . . . . . . . . . . . . . . . . . . .62 Kirby, Andrew . . . . . . . . . . . . . . . . . . . . . . . .73 Knowles, Gianna . . . . . . . . . . . . . . . . . . . . . .62 Koshy, Valsa . . . . . . . . . . . . . . . . . . . . . . . . .55 Kutnick, Peter . . . . . . . . . . . . . . . . . . . . . . . .48

L Laar, Bill . . . . . . . . . . . . . . . . . . . . . . . . . . . .59 Lambirth, Andrew . . . . . . . . . . . . . . . . . . . .7, 8 Lancaster, Gwen . . . . . . . . . . . . . . . . . . . . . .74 Langrehr, Jan . . . . . . . . . . . . . . . . . . . . . . . .24 Langrehr, John . . . . . . . . . . . . . . . . . . . .24, 25 Language Development . . . . . . . . . . . . . . . . . .75 Language Development 1a . . . . . . . . . . . . . . .75 Language Development for Maths . . . . . . . . . .75 Language Development for Science . . . . . . . . .75 Language for Learning . . . . . . . . . . . . . . . . . . .74 Language Knowledge for Primary Teachers . . . .7 Language Knowledge for Secondary Teachers . .7 Lavin, Jim . . . . . . . . . . . . . . . . . . . . . . . . . . .26 Layton, Lyn . . . . . . . . . . . . . . . . . . . . . . . . . . .9 Le Messurier, Mark . . . . . . . . . . . . . . . . . . .52 Leach, Julia . . . . . . . . . . . . . . . . . . . . . . . . . .69

Fax: +44 (0)20 7017 6699

Leadership and SEN . . . . . . . . . . . . . . . . . . . . .63 Leading and Developing School-based Networks . . . . . . . . . . . . . . . . . . . . . . . . . .57 Leading and Managing Teaching Assistants . . .39 Leading School Transformation Series . . . . . . .58 Learn to Think . . . . . . . . . . . . . . . . . . . . . . . . .25 Learning and Teaching . . . . . . . . . . . . . . . . . .39 Learning and Teaching with Maps . . . . . . . . . .17 Learning How to Learn . . . . . . . . . . . . . . . . . .49 Learning ICT in the Arts . . . . . . . . . . . . . . . . . .14 Learning ICT in the Humanities . . . . . . . . . . . .14 Learning ICT with English . . . . . . . . . . . . . . . .14 Learning ICT with Maths . . . . . . . . . . . . . . . . .14 Learning ICT with Science . . . . . . . . . . . . . . . .14 Learning Outdoors . . . . . . . . . . . . . . . . . . . . . .29 Leask, Marilyn . . . . . . . . . . . . . . . . . . . . .40, 44 Lee, John . . . . . . . . . . . . . . . . . . . . . . . . . . . .2 Lee, Michele G. . . . . . . . . . . . . . . . . . . . . . .73 Lee-Corbin, Hilary . . . . . . . . . . . . . . . . . . . . .56 Leicester, Mal . . . . . . . . . . . . . . . . . . . .20, 33 Lewis, Deborah . . . . . . . . . . . . . . . . . . . . . . .45 Lewis, Martin . . . . . . . . . . . . . . . . . . . . . . . .21 Liebling, Henry . . . . . . . . . . . . . . . . . . . . . . .10 Literacy and ICT in the Primary School . . . . . . . .7 Literacy Game, The . . . . . . . . . . . . . . . . . . . . . .5 Literacy Moves On . . . . . . . . . . . . . . . . . . . . . . .8 Literacy Play for the Early Years Book 1 . . . . . . .8 Literacy Play for the Early Years Book 2 . . . . . . .8 Literacy Play for the Early Years Book 3 . . . . . . .8 Literacy Play for the Early Years Book 4 . . . . . . .8 Literate, The . . . . . . . . . . . . . . . . . . . . . . . . . . .8 Little Books of Life Skills Series . . . . . . . . . . . . .18 Little Learning, A . . . . . . . . . . . . . . . . . . . . . . .48 Living With Dyslexia . . . . . . . . . . . . . . . . . . . .72 Lloyd, Gwynedd . . . . . . . . . . . . . . . . . . . . . .70 Long, Rob . . . . . . . . . . . . . . . . . . . . . . . . . . .52 Longaretti, Lynette . . . . . . . . . . . . . . . . . . . .19 Loss and Separation . . . . . . . . . . . . . . . . . . . .53 Lovat, Chira . . . . . . . . . . . . . . . . . . . . . . . . . .3 Lovesy, Sarah . . . . . . . . . . . . . . . . . . . . . . . .21 Lowe, Hilary . . . . . . . . . . . . . . . . . . . . . . . . .56 Lowe, Jackie . . . . . . . . . . . . . . . . . . . . . . . . .75 Lowe, Michelle . . . . . . . . . . . . . . . . . . . . . . .41 Lowe, Virginia . . . . . . . . . . . . . . . . . . . . . . . . .7 Lowndes, Sue . . . . . . . . . . . . . . . . . . . . . . . .10 Luff, Ian . . . . . . . . . . . . . . . . . . . . . . . . .16, 64 Lumsdon, David . . . . . . . . . . . . . . . . . . . . . .72 Lynch, Derek . . . . . . . . . . . . . . . . . . . . . . . .16

M Macbeath, John . . . . . . . . . . . . . . . .49, 57, 60 Macgrath, Michelle . . . . . . . . . . . . . . . .50, 53 Macintyre, Christine . . . . . . . . . . . . . . . .31, 55 Maker, June . . . . . . . . . . . . . . . . . . . . . . . . .25 Making Dyslexia Work for You . . . . . . . . . . . . .71 Making Minds . . . . . . . . . . . . . . . . . . . . . . . . .58 Making your Way in Headship . . . . . . . . . . . . .59 Mallett, Margaret . . . . . . . . . . . . . . . . . . . .2, 4 Managing Asperger Syndrome at College and University . . . . . . . . . . . . . . . . . . . . . . . . . .69 Managing Behaviour in the Primary School . . .53 Managing Dyslexia at University . . . . . . . . . . .71 Managing Extreme Behaviours in the Early Years . . . . . . . . . . . . . . . . . . . . . . . . . . . . .37 Managing Finance, Premises and Health and Safety . . . . . . . . . . . . . . . . . . . . . . . . . . . . .59 Managing Pupil Behaviour . . . . . . . . . . . . . . . .53 Mapping SEN . . . . . . . . . . . . . . . . . . . . . . . . .62 Marshall, Bethan . . . . . . . . . . . . . . . . . . . . . .49 Martin, Tony . . . . . . . . . . . . . . . . . . . . . . . . . .3 Mathematics in the Primary School . . . . . . . . .10 Maths and ICT in the Primary School . . . . . . .10 Maths for the Dyslexic . . . . . . . . . . . . . . . . . . .72 May, Pamela . . . . . . . . . . . . . . . . . . . . . . . . .33 Mayes, Ann Shelton . . . . . . . . . . . . . . . . . . .46 McClure, Lynne . . . . . . . . . . . . . . . .10, 54, 56 McCormick, Robert . . . . . . . . . . . . . . . . . . . .49 McFarlane, Penny . . . . . . . . . . . . . . . . . . . . .20 McGuinness, Carol . . . . . . . . . . . . . . . . . . . .24 McInnes, Karen . . . . . . . . . . . . . . . . . . . . . . .35 McKeown, Sally . . . . . . . . . . . . . . . . . . .23, 64 McMahon, Kendra . . . . . . . . . . . . . . . . . . . .12 McMahon, Mary . . . . . . . . . . . . . . . . . . . . . .50 McNiff, Jean . . . . . . . . . . . . . . . . . . . . . . . . .46 Meeting SEN in the Curriculum . . . . . . . . . . . .22

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N Naggar-Smith, Nadia . . . . . . . . . . . . . . . . . . .9 Nash, Marion . . . . . . . . . . . . . . . . . . . . . . . .75 Nature and Young Children . . . . . . . . . . . . . . .29 Nature, Living and Growing . . . . . . . . . . . . . .33 Naylor, Stuart . . . . . . . . . . . . . . . . . . . . . .5, 12 Neelands, Jonothan . . . . . . . . . . . . . . . . . . .21 New Directions in Special Educational Needs Series . . . . . . . . . . . . . . . . . . . . . . . . . . . . .68 New Early Years Professional, The . . . . . . . . . .35 New NASEN A-Z of Reading Resources, The . . . .7 Newell, Sandra . . . . . . . . . . . . . . . . . . . . . . .54 Newly Qualified Secondary Teacher’s Handbook, The . . . . . . . . . . . . . . . . . . . . .44 Newly Qualified Teacher’s Handbook , The . . .43 Newly Qualified Teacher’s Manual, A . . . . . . . .44 Newstead, Shelly . . . . . . . . . . . . . . . . . . . . .35 Newton, Douglas P. . . . . . . . . . . . . . . . . . . .12 Newton, Lynn . . . . . . . . . . . . . . . . . . . . . . . .49

Newton, Trudi . . . . . . . . . . . . . . . . . . . . . . .54 Next Steps in Teaching . . . . . . . . . . . . . . . . . .44 Nicol, Janni . . . . . . . . . . . . . . . . . . . . . . . . . .36 Nicolson, Doula . . . . . . . . . . . . . . . . . . . . . .54 Nind, Melanie . . . . . . . . . . . . . . . . . . . . . . . .67 Non-Fiction for the Literacy Hour . . . . . . . . . . . .9 No-Nonsense Series . . . . . . . . . . . . . . . . . . . . .59 Northumberland County Council Communication Support Services . . . . . . . .69 Nurse, Angela D. . . . . . . . . . . . . . . . . . . . . .35 Nursery World/Routledge Essential Guides for Early Years Practitioners Series, The . .21, 30, 31 Nurturing Emotional Literacy . . . . . . . . . . . . . .20

O O’Brien, Pat . . . . . . . . . . . . . . . . . . . . . . . . .12 O’Flynn, Sean . . . . . . . . . . . . . . . . . . . . . . . .50 O’Neill, Jean . . . . . . . . . . . . . . . . . . . . . . . . .26 O’Reirdan, Terry . . . . . . . . . . . . . . . . . . . . . .53 O’Sullivan, Olivia . . . . . . . . . . . . . . . . . . . . . .4 Observing, Assessing and Planning for Children in the Early Years . . . . . . . . . . . . .31 Obsessive Compulsive Disorders . . . . . . . . . . . .53 Oliver, Ann . . . . . . . . . . . . . . . . . . . . . . . . . .12 Olpin, Jayne . . . . . . . . . . . . . . . . . . . . . . . . .32 Oranges and Lemons . . . . . . . . . . . . . . . . . . .50 Ota, Cathy . . . . . . . . . . . . . . . . . . . . . . . . . .48 Ott, Philomena . . . . . . . . . . . . . . . . . . . . .4, 71 Ourselves . . . . . . . . . . . . . . . . . . . . . . . . . . . .32 Outdoor Play in the Early Years . . . . . . . . . . . .29 Owen, Hilarie . . . . . . . . . . . . . . . . . . . . . . . .49 Owen-Jackson, Gwyneth . . . . . . . . . . . . . . . .22

Practical Guide to Teaching ICT in the Secondary School, A . . . . . . . . . . . . . . . . . .14 Practical Guide to Teaching Modern Foreign Languages in the Secondary School, A . . . .23 Practical Guide to Teaching Physical Education in the Secondary School, A . . . . . . . . . . . . .26 Practical Guide to Teaching Science in the Secondary School, A . . . . . . . . . . . . . . . . . .12 Practical Resources for Teaching Citizenship in Secondary Classrooms . . . . . . . . . . . . . . . .20 Practical Tips for Teaching Assistants . . . . . . . .42 Preparing to Teach . . . . . . . . . . . . . . . . . . . . .44 Price, Harriet . . . . . . . . . . . . . . . . . . . . . . . . .13 Price, Lawry . . . . . . . . . . . . . . . . . . . . . . . . .26 Primary Education: The Key Concepts . . . . . . .44 Primary English Encyclopedia, The . . . . . . . . . . .4 Primary ICT for Teaching Assistants . . . . . . . . .40 Primary Mathematics for Teaching Assistants . . . . . . . . . . . . . . . . . . . . . . .10, 41 Primary School Gymnastics . . . . . . . . . . . . . . .26 Primary Science for Teaching Assistants . . . . . .41 Principles of Primary Education . . . . . . . . . . . .45 Pritchard, Alan . . . . . . . . . . . . . . . . . . . . . . .48 Procter, Richard . . . . . . . . . . . . . . . . . . . . . .49 Professional Attributes and Practice . . . . . . . . .46 Professional Studies in the Primary School . . . .49 Progression in Primary ICT . . . . . . . . . . . . . . . .14 Promoting Effective Groupwork in Primary Classrooms . . . . . . . . . . . . . . . . . . . . . . . . .48 Providing Support and Supervision . . . . . . . . . .50 Pugh, Jim . . . . . . . . . . . . . . . . . . . . . . . . . . .41 Pughe, Jayne . . . . . . . . . . . . . . . . . . . . . . . . .72 Purnell, Glynis . . . . . . . . . . . . . . . . . . . . . . . . .3 Purves, Libby . . . . . . . . . . . . . . . . . . . . . . . .48

P P Levels in Mainstream Settings . . . . . . . . . . . .66 Pachler, Norbert . . . . . . . . . . . . . . . . . . . . . .23 Page to Stage . . . . . . . . . . . . . . . . . . . . . . . . . .9 Pagett, Linda . . . . . . . . . . . . . . . . . . . . . . . . .2 Palmer, Sue . . . . . . . . . . . . . . . . . . . . . . . . . . .6 Palmer, Tracey . . . . . . . . . . . . . . . . . . . . . . .75 Papatheodorou, Theodora . . . . . . . . . . . . . .53 Park, James . . . . . . . . . . . . . . . . . . . . . . . . . .20 Parker, Lynn . . . . . . . . . . . . . . . . . . . . . . . . .34 Parkinson, Alison . . . . . . . . . . . . . . . . . . . . . .20 Partnerships for Inclusive Education . . . . . . . . .63 Paterson, Diane . . . . . . . . . . . . . . . . . . . . . .64 Patton, Wendy . . . . . . . . . . . . . . . . . . . . . . .50 Pedder, David . . . . . . . . . . . . . . . . . . . . . . . .49 Peer, Lindsay . . . . . . . . . . . . . . . . . . . . . . . . .72 Peirce, Elizabeth . . . . . . . . . . . . . . . . . . . . . .19 Perry, Anne . . . . . . . . . . . . . . . . . . . . . . . . . .59 Petersen, Lorraine . . . . . . . . . . . . . . . . . . .7,66 Philosophy in the Classroom . . . . . . . . . . . . . .25 Phinn, Gervase . . . . . . . . . . . . . . . . . . . . . . . .8 Physical Education and Development 3–11 . . .26 Pickford, Tony . . . . . . . . . . . . . . . . . . . . . . . .14 Piggott, Jennifer . . . . . . . . . . . . . . . . . . .10, 54 Planning and Using Time in the Foundation Stage . . . . . . . . . . . . . . . . . . . . . . . . . . . . .35 Planning Children’s Play and Learning in the Foundation Stage . . . . . . . . . . . . . . . . . . . .33 Planning Creative Literacy Lessons . . . . . . . . . . .7 Plans for Better Behaviour in the Primary School . . . . . . . . . . . . . . . . . . . . . . . . . . . .53 Plant, John . . . . . . . . . . . . . . . . . . . . . . . . . .59 Play and Learning in the Early Years . . . . . . . .37 Play Using Natural Materials . . . . . . . . . . . . . .33 Playing and Learning Outdoors . . . . . . . . . . . .30 Playing Outside . . . . . . . . . . . . . . . . . . . . . . . .29 Politt, Rody . . . . . . . . . . . . . . . . . . . . . . . . .72 Pollock, Joy . . . . . . . . . . . . . . . . . . . . . . . . . .72 Portwood, Madeleine . . . . . . . . . . . . . . .72, 73 Potter, Franc . . . . . . . . . . . . . . . . . . . . . . . . .15 Potter, Mo . . . . . . . . . . . . . . . . . . . . . . . . . .20 Pound, Linda . . . . . . . . . . . . . . . . . . . . . . . .30 Practical Creativity at Key Stages 1 & 2 . . . . . .21 Practical Guide to Mentoring, Coaching and Peer-networking, A . . . . . . . . . . . . . . . . . . .46 Practical Guide to Teaching Citizenship in the Secondary School, A . . . . . . . . . . . . . . . . . .20 Practical Guide to Teaching Design and Technology in the Secondary School, A . . . .22 Practical Guide to Teaching History in the Secondary School, A . . . . . . . . . . . . . . . . . .16

Quality Circle Time in the Secondary School . . .20 Qualter, Anne . . . . . . . . . . . . . . . . . . . . . . . .12

R Rainer, John . . . . . . . . . . . . . . . . . . . . . . . . .21 Raising the Stakes . . . . . . . . . . . . . . . . . . . . . .58 Ranaldi, Frances . . . . . . . . . . . . . . . . . . . . . .72 Reading Under Control . . . . . . . . . . . . . . . . . . .5 Ready to Read and Write in the Early Years . . .37 Ready, Steady, Play! Series . . . . . . . . . . . . .32, 33 Really Useful Book of ICT in the Early Years, The . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .13 Really Useful Creativity Book, The . . . . . . . . . .47 Really Useful Literacy Book, The . . . . . . . . . . . . .3 Really Useful Maths Book, The . . . . . . . . . . . . .10 Really Useful Science Book, The . . . . . . . . . . . .12 Really Useful Series, The . . . . . . . . .3, 10, 12, 13 Recognising and Supporting Able Children in Primary Schools . . . . . . . . . . . . . . . . . . . . .56 Redondo, Ana . . . . . . . . . . . . . . . . . . . . . . . .23 Reid, Gavin . . . . . . . . . . . . . . . . . . . . . . . . . .72 Reid, Hazel . . . . . . . . . . . . . . . . . . . . . . . . . .50 Removing Barriers to Learning in the Early Years . . . . . . . . . . . . . . . . . . . . . . . . . . . . .37 Rhodes, Christopher . . . . . . . . . . . . . . . . . . .46 Richards, Gill . . . . . . . . . . . . . . . . . . . . . . . .40 Riddick, Barbara . . . . . . . . . . . . . . . . . . . . . .72 Ripley, Kate . . . . . . . . . . . . . . . . . . . . . . .19, 73 Ritchie, Christine . . . . . . . . . . . . . . . . . . . . . .42 Roaf, Caroline . . . . . . . . . . . . . . . . . . . . . . . .10 Rob Long Omnibus Edition of Better Behaviour, The . . . . . . . . . . . . . . . . . . . . . .52 Rob Long’s Better Behaviour Series . . . . . . . . . .53 Roberts, Ann . . . . . . . . . . . . . . . . . . . . . . . . .34 Robinson, Susan . . . . . . . . . . . . . . . . . . . . . .74 Roffey, Sue . . . . . . . . . . . . . . . . . . . . . . .31, 53 Role Play . . . . . . . . . . . . . . . . . . . . . . . . . . . . .33 Ron, Shaw . . . . . . . . . . . . . . . . . . . . . . . . . .25 Rooke, Jonathan . . . . . . . . . . . . . . . . . . . . . . .9 Rose, Shirley . . . . . . . . . . . . . . . . . . . . . . . . .41 Ross, Alison . . . . . . . . . . . . . . . . . . . . . . . . . . .7 Routledge Key Guides Series . . . . . . . . . . . . . . .44 Routledge Teaching Guides Series . . . . . . . . . . . . . . . . . . . . . . . . . .12, 14, 16, 20, 22, 23, 26 Rowley, Chris . . . . . . . . . . . . . . . . . . . . . . . .17 Rudd, Andrew . . . . . . . . . . . . . . . . . . . . . . . .7 Ryan, Conor . . . . . . . . . . . . . . . . . . . . . . . . .60 Ryder-Richardson, Gail . . . . . . . . . . . . . . . . .29

S Salter, Kathy . . . . . . . . . . . . . . . . . . . . . . . . .57 Salway, Leida . . . . . . . . . . . . . . . . . . . . . . . . .9 Sams, Claire . . . . . . . . . . . . . . . . . . . . . . . . . .9 Saunders, Terry . . . . . . . . . . . . . . . . . . . . . . . .8 Savage, Jonathan . . . . . . . . . . . . . . . . . . . . .55 Scaife, Paul . . . . . . . . . . . . . . . . . . . . . . . . . .59 Scanlan, Mary . . . . . . . . . . . . . . . . . . . . . . . . .5 Scanlon, Julie . . . . . . . . . . . . . . . . . . . . . . . .42 Schneider, Elke . . . . . . . . . . . . . . . . . . . . . . .72 School Inspection and Self-Evaluation . . . . . . .60 School Leadership - Heads on the Block? . . . . .56 School Leadership in the 21st Century . . . . . . .60 Science 5-11 . . . . . . . . . . . . . . . . . . . . . . . . . .12 Science Education for Gifted Learners . . . . . . . .11 Science Knowledge for Primary Teachers . . . . .12 Scott, Caroline . . . . . . . . . . . . . . . . . . . . . . .62 Scott, Tonie . . . . . . . . . . . . . . . . . . . . . . . . .12 Sea, The . . . . . . . . . . . . . . . . . . . . . . . . . . . . .32 Seach, Diana . . . . . . . . . . . . . . . . . . . . . . . . .69 Secondary Education: The Key Concepts . . . . .44 Sedgwick, Fred . . . . . . . . . . . . . . . . . . . . . . .22 Sellars, Elaine . . . . . . . . . . . . . . . . . . . . . . . .10 Selleck, Dorothy . . . . . . . . . . . . . . . . . . . . . .35 Sellers, Elaine . . . . . . . . . . . . . . . . . . . . . . . .10 SEN Handbook for Trainee Teachers, NQTs and Teaching Assistants, The . . . . . . . .44, 67 SENCO Handbook, The . . . . . . . . . . . . . . . . . .65 Setting the Scene for Positive Behaviour in the Early Years . . . . . . . . . . . . . . . . . . . . . . . . .37 Setting Up and Running a Peer Listening Scheme . . . . . . . . . . . . . . . . . . . . . . . . . . .57 Sex and Relationships Education . . . . . . . . . . .20 Shariff, Shaheen . . . . . . . . . . . . . . . . . . . . . .51 Sharp, Brian . . . . . . . . . . . . . . . . . . . .9, 10, 64 Sharp, Peter . . . . . . . . . . . . . . . . . . . . . . . . .20 Shaw, Ron . . . . . . . . . . . . . . . . . . . . . . . . . . .4 Sheehy, Noel . . . . . . . . . . . . . . . . . . . . . . . .24 Shelbourne, Helen . . . . . . . . . . . . . . . . . . . .32 Sheppard, Daniela . . . . . . . . . . . . . . . . . . . .15 Sheppy, Sue . . . . . . . . . . . . . . . . . . . . . . . . .32 Simmons, Kelli . . . . . . . . . . . . . . . . . . . . . . .19 Smidt, Sandra . . . . . . . . . . . . . . . . . .30, 31, 35 Smith, Carol . . . . . . . . . . . . . . . . . . . . . . . . . .7 Smith, Chris . . . . . . . . . . . . . . . . . . . . . . . . .55 Smith, Hilary . . . . . . . . . . . . . . . . . . . . . . . . .53 Smith, Vivien . . . . . . . . . . . . . . . . . . . . . . . .19 Social Inclusion in Schools . . . . . . . . . . . . . . . .62 Sound Beginnings . . . . . . . . . . . . . . . . . . . . . .33 Sound Practice . . . . . . . . . . . . . . . . . . . . . . . . . .9 Soundaround . . . . . . . . . . . . . . . . . . . . . . . . .74 Speaking Frames . . . . . . . . . . . . . . . . . . . . . . . .6 Speaking Frames — Year 3 . . . . . . . . . . . . . . . .6 Speaking Frames — Year 4 . . . . . . . . . . . . . . . .6 Speaking Frames — Year 5 . . . . . . . . . . . . . . . .6 Speaking Frames — Year 6 . . . . . . . . . . . . . . . .6 Special Educational Needs and School Improvement . . . . . . . . . . . . . . . . . . . . . . .60 Special Needs and Drug Education . . . . . . . . .67 Special School’s Handbook, The . . . . . . . . . . . .66 Spelling, Handwriting and Dyslexia . . . . . . . . .71 Spinks, Jim . . . . . . . . . . . . . . . . . . . . . . . . . .58 Spirals Series . . . . . . . . . . . . . . . . . . . . . . . . . .75 Spirals Series Circle . . . . . . . . . . . . . . . . . . . . .75 Spirals Series Pack . . . . . . . . . . . . . . . . . . . . . .75 Spooner, Wendy . . . . . . . . . . . . . . . . . . .44, 67 Stannard, John . . . . . . . . . . . . . . . . . . . . . . . .5 Starting to Teach in the Secondary School . . . .44 Stead, Joan . . . . . . . . . . . . . . . . . . . . . . . . . .70 Steps in Leadership . . . . . . . . . . . . . . . . . . . . .59 Stevenson, Gill . . . . . . . . . . . . . . . . . . . . . . .69 Stokes, Michael . . . . . . . . . . . . . . . . . . . . . . .46 Stories For Circle Time and Assembly . . . . . . . .20 Stories, Pictures and Reality . . . . . . . . . . . . . . . .7 Stott, Bill . . . . . . . . . . . . . . . . . . . . . . . . . . . .48 Stress Relief for Teachers . . . . . . . . . . . . . . . . .46 Study Skills for Foundation Degrees . . . . . . . . .46 Success with Inclusion . . . . . . . . . . . . . . . . . . .62 Successful Study . . . . . . . . . . . . . . . . . . . . . . .42 Sue, Harper . . . . . . . . . . . . . . . . . . . . . . . . .33 Support and Career Counselling Series . . . . . . .50 Supporting Children Series . . . . . . . . . . . . . . . .68 Supporting Children with Asthma . . . . . . . . . .68 Supporting Children with Autistic Spectrum Disorders . . . . . . . . . . . . . . . . . . . . . . . . . .68

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INDEX

Meeting SEN in the Curriculum: Art . . . . . . . . .64 Meeting SEN in the Curriculum: Citizenship . . . . . . . . . . . . . . . . . . . . . .20, 64 Meeting SEN in the Curriculum: Design and Technology . . . . . . . . . . . . . . . . . . . . . . . . .64 Meeting SEN in the Curriculum: English . . . . . .64 Meeting SEN in the Curriculum: Geography . . . . . . . . . . . . . . . . . . . . . .17, 64 Meeting SEN in the Curriculum: History . . .16, 64 Meeting SEN in the Curriculum: ICT . . . . . . . . .64 Meeting SEN in the Curriculum: Maths . . .10, 64 Meeting SEN in the Curriculum: Modern Foreign Languages . . . . . . . . . . . . . . . . . . .64 Meeting SEN in the Curriculum: Music . . . . . . .64 Meeting SEN in the Curriculum: PE and Sports . . . . . . . . . . . . . . . . . . . . . . . . . . . .64 Meeting SEN in the Curriculum: Religious Education . . . . . . . . . . . . . . . . . . . . . . .15, 64 Meeting SEN in the Curriculum: Science . . . . . .64 Meeting Special Needs in Modern Foreign Languages . . . . . . . . . . . . . . . . . . . . . . . . .23 Meeting Special Needs in the Curriculum Series . . . . . . . . . . . . . . . . . . . . . . . . . . . .64 Meeting the Learning Needs of All Children . . .50 Meeting the Needs of Your Most Able Pupils in Art . . . . . . . . . . . . . . . . . . . . . . . . . .22, 54 Meeting the Needs of Your Most Able Pupils in Design and Technology . . . . . . . . . . . . .55 Meeting the Needs of Your Most Able Pupils in English . . . . . . . . . . . . . . . . . . . . . . . . . .55 Meeting the Needs of Your Most Able Pupils in Geography . . . . . . . . . . . . . . . . . . . .16, 54 Meeting the Needs of Your Most Able Pupils in History . . . . . . . . . . . . . . . . . . . . . . .16, 54 Meeting the Needs of Your Most Able Pupils in Mathematics . . . . . . . . . . . . . . . . . .10, 54 Meeting the Needs of Your Most Able Pupils in Modern Foreign Languages . . . . . . .23, 55 Meeting the Needs of Your Most Able Pupils in Music . . . . . . . . . . . . . . . . . . . . . . . . . . .55 Meeting the Needs of Your Most Able Pupils in Physical Education and Sport . . . . . .26, 55 Meeting the Needs of Your Most Able Pupils in Religious Education . . . . . . . . . . . . .15, 54 Meeting the Needs of Your Most Able Pupils in Science . . . . . . . . . . . . . . . . . . . . . . .11, 54 Merchant, Guy . . . . . . . . . . . . . . . . . . . . . . . .9 Meredith, Lucy . . . . . . . . . . . . . . . . . . . . . . .34 Mesibov, Gary . . . . . . . . . . . . . . . . . . . . . . .69 Michel, Deborah . . . . . . . . . . . . . . . . . . . . . .56 Miles, T.R. . . . . . . . . . . . . . . . . . . . . . . .71, 72 Miles, Tandy . . . . . . . . . . . . . . . . . . . . . . . . .21 Miller, David . . . . . . . . . . . . . . . . . . . . . . . . .59 Miller, Linda . . . . . . . . . . . . . . . . . . . . . . . . .37 Modern Foreign Languages 5-11 . . . . . . . . . . .23 Monitoring, Assessment, Recording, Reporting and Accountability . . . . . . . . . . . . . . . . . . .50 Montgomery, Diane . . . . . . . . . . . . . . . .55, 71 Moody, Sylvia . . . . . . . . . . . . . . . . . . . . . . . .71 Moon, Jenny . . . . . . . . . . . . . . . . . . . . . . . . .25 Morales, Rosanna . . . . . . . . . . . . . . . . . . . . .21 Morgan, Ellen . . . . . . . . . . . . . . . . . . . . . . . .71 Morley, Dave . . . . . . . . . . . . . . . . . . . . .26, 55 Mosley, Jenny . . . . . . . . . . . . . . . . . . . . . . . .31 Motivation . . . . . . . . . . . . . . . . . . . . . . . . . . .53 Murdoch, Kath . . . . . . . . . . . . . . . . . . . .18, 48 Murray, Michele . . . . . . . . . . . . . . . . . . . . . .19 Music 3-5 . . . . . . . . . . . . . . . . . . . . . . . . . . . .31 Music and Singing . . . . . . . . . . . . . . . . . . . . . .33

INDEX

Supporting Children with Behaviour Difficulties . . . . . . . . . . . . . . . . . . . . . .41, 68 Supporting Children with Cerebral Palsy . . . . .68 Supporting Children with Down’s Syndrome . .68 Supporting Children with Dyslexia . . . . . . . . . .68 Supporting Children with Epilepsy . . . . . . . . . .68 Supporting Children with Fragile X Syndrome .68 Supporting Children with Medical Conditions . .68 Supporting Children with Motor Co-ordination Difficulties . . . . . . . . . . . . . . . . . . . . . . . . .68 Supporting Children with Speech and Language Difficulties . . . . . . . . . . . . . . . . .68 Supporting Inclusive Practice . . . . . . . . . . . . . .62 Supporting Literacy and Numeracy . . . . . . . . .41 Supporting Mathematical Thinking . . . . . . . . .10 Supporting Multilingual Learners in the Early Years . . . . . . . . . . . . . . . . . . . . . . . . . . . . .30 Supporting Reading . . . . . . . . . . . . . . . . . . . . .42 Supporting Speaking and Listening . . . . . . . . .42 Supporting Spelling . . . . . . . . . . . . . . . . . . . . .42 Supporting Teaching and Learning in the Secondary School . . . . . . . . . . . . . . . . . . . .40 Supporting Writing . . . . . . . . . . . . . . . . . . . . .42 Surviving and Succeeding in Difficult Classrooms . . . . . . . . . . . . . . . . . . . . . . . . .49 Surviving and Succeeding in Senior School Management . . . . . . . . . . . . . . . . . . . . . . .60 Swaffield, Sue . . . . . . . . . . . . . . . . . . . . .49, 57 Swale, Jason . . . . . . . . . . . . . . . . . . . . . . . . .37 Swift, Diane . . . . . . . . . . . . . . . . . . . . . .17, 64

T Taber, Keith S. . . . . . . . . . . . . . . . . . . . . . . .11 Taking Control of Your Teaching Career . . . . . .46 Talk Box . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .9 Tandy, Miles . . . . . . . . . . . . . . . . . . . . . . . . . .2 Taylor, Cyril . . . . . . . . . . . . . . . . . . . . . . . . .60 Taylor, Jane . . . . . . . . . . . . . . . . . . . . . . . . . . .9 Taylor, John . . . . . . . . . . . . . . . .10, 14, 20, 27 Teacher Well-Being . . . . . . . . . . . . . . . . . . . . .46 Teaching Art and Design in the Primary School . . . . . . . . . . . . . . . . . . . . . . . . . . . .22 Teaching Assistant’s Complete Guide to Achieving NVQ Level 2, A . . . . . . . . . . . . . .39 Teaching Assistant’s Complete Guide to Achieving NVQ Level 3, A . . . . . . . . . . . . . .39 Teaching Assistant’s Guide to Managing Behaviour in the Classroom, A . . . . . . . . . .42 Teaching Assistant’s Guide to Primary Education, A . . . . . . . . . . . . . . . . . . . . . . . .42 Teaching Assistant’s Guide, The . . . . . . . . . . . .41 Teaching Character Education through Literature . . . . . . . . . . . . . . . . . . . . . . . . . . .8 Teaching Children English as an Additional Language . . . . . . . . . . . . . . . . . . . . . . . . . .62 Teaching Children with Dyslexia . . . . . . . . . . .71 Teaching Children’s Literature . . . . . . . . . . . . . .3 Teaching Classroom Drama and Theatre . . . . .21 Teaching Foundation Mathematics . . . . . . . . . .9 Teaching Gifted Children 4-7 . . . . . . . . . . . . . .55 Teaching ICT through the Primary Curriculum Series . . . . . . . . . . . . . . . . . . . . . . . . . . . . .14 Teaching Mathematically Able Children . . . . . .55 Teaching of Science in Primary Schools, The . .12 Teaching Physical Education to Children with Special Educational Needs . . . . . . . . . . . . .67 Teaching Problem-Solving and Thinking Skills through Science . . . . . . . . . . . . . . . . . . . . .25 Teaching Pupils with Visual Impairment . . . . . .66 Teaching Reading and Spelling to Dyslexic Children . . . . . . . . . . . . . . . . . . . . . . . . . . .72 Teaching Religious Education 4-11 . . . . . . . . . .16 Teaching Speaking and Listening in the Primary School . . . . . . . . . . . . . . . . . . . . . . .7 Teaching the Global Dimension . . . . . . . . . . . .17 Teaching Thinking Skills Across the Early Years . .25 Teaching Thinking Skills Across the Primary Curriculum . . . . . . . . . . . . . . . . . . . . . . . . .25 Teaching Tough Kids . . . . . . . . . . . . . . . . . . . .52 Teaching with Influence . . . . . . . . . . . . . . . . . .46 Teaching, Learning and Psychology . . . . . . . . .50 That’s the Way I Think . . . . . . . . . . . . . . . . . .72 Think About It! . . . . . . . . . . . . . . . . . . . . . . . .25 Thinking and Learning About Maths in the Early Years . . . . . . . . . . . . . . . . . . . . . . . . .30 Thinking it Through . . . . . . . . . . . . . . . . . . . . .25 Thinking Lessons for Thinking Classrooms . . . .24 Thinking Skills and Problem-Solving An Inclusive Approach . . . . . . . . . . . . . . . .25

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Thinking Skills with Children Aged 7-11 . . . . . .25 Thirty Three Ways to Help with Numeracy . . . . .9 Thirty Three Ways to Help with Reading . . . . . .2 Thirty Three Ways to Help with… Series, The . . .2 Thomas, Anne . . . . . . . . . . . . . . . . . . . . . . . .4 Thomas, George . . . . . . . . . . . . . . . . . . . . . .20 Thomas, Huw . . . . . . . . . . . . . . . . . . . . . . . . .9 Thomas, Paul . . . . . . . . . . . . . . . . . . . . . . . .42 Thompson, Gill . . . . . . . . . . . . . . . . . . . . . . .25 Thomson, Bonita . . . . . . . . . . . . . . . . . . . . .71 Thomson, Pat . . . . . . . . . . . . . . . . . . . . . . . .56 Thorne, Kaye . . . . . . . . . . . . . . . . . . . . . . . .48 Thornton, Linda . . . . . . . . . . . . . . . . . . . . . .36 Tod, Janet . . . . . . . . . . . . . . . . . . . . . . . . . . .52 Todd, Liz . . . . . . . . . . . . . . . . . . . . . . . . . . . .63 Towler, Lee . . . . . . . . . . . . . . . . . . . . . . . . . .12 Transferring your Teaching Skills into the Wider World . . . . . . . . . . . . . . . . . . . . . . . .45 Tricky Thinking Problems . . . . . . . . . . . . . . . . .24 Tried and Tested Series . . . . . . . . . . . . . . . . . .37 Tudor, Ruth . . . . . . . . . . . . . . . . . . . . . . . . . .20 Turner, Elizabeth . . . . . . . . . . . . . . . . . . . . . .72 Turner, Tony . . . . . . . . . . . . . . . . . . . . . . . . .44 Turner-Bisset, Rosie . . . . . . . . . . . . . . . . . . . .16 Turning the Tables on Challenging Behaviour . .52 Tyldesley, Alison . . . . . . . . . . . . . . . . . . . . . . .7

U Understanding and Teaching the ICT National Curriculum . . . . . . . . . . . . . . . . . . . . . . . . .15 Understanding Children’s Development in the Early Years . . . . . . . . . . . . . . . . . . . . . . . . .31 Understanding Primary Education . . . . . . . . . .45 Understanding Spelling . . . . . . . . . . . . . . . . . . .4 Understanding the Reggio Approach . . . . . . . .36 Unlocking Assessment . . . . . . . . . . . . . . . . . . .57 Unlocking Learning and Teaching with ICT . . .15 Unlocking Literacy . . . . . . . . . . . . . . . . . . . . . . .7 Unlocking Series . . . . . . . . . . . . . . . . . .7, 15, 57 Unlocking Speaking and Listening . . . . . . . . . . .7 Using and Applying Mathematics at Key Stage 1 . . . . . . . . . . . . . . . . . . . . . . . .10 Using and Applying Mathematics at Key Stage 2 . . . . . . . . . . . . . . . . . . . . . . . .10 Using Circle Time for PHSE and Citizenship . . .19 Using History to Develop Thinking Skills at Key Stage 2 . . . . . . . . . . . . . . . . . . . . . . . .16 Using Literacy to Develop Thinking Skills with Children aged 5-7 . . . . . . . . . . . . . . . . . . .25 Using Science to Develop Thinking Skills at Key Stage 3 . . . . . . . . . . . . . . . . . . . . . . . .12 Using Talk Effectively in the Primary Classroom . .2

Wilcox, Alison . . . . . . . . . . . . . . . . . . . . . . . . .1 Wiliam, Dylan . . . . . . . . . . . . . . . . . . . . . . . .49 Wilkin, Yvonne . . . . . . . . . . . . . . . . . . . . . . .62 Williams, Jill . . . . . . . . . . . . . . . . . . . . . . . . .35 Williams, Mary . . . . . . . . . . . . . . . . . . . . . . . .7 Wilson, Angela . . . . . . . . . . . . . . . . . . . . .7, 42 Wilson, Ann . . . . . . . . . . . . . . . . . . . . . . . . .29 Wilson, Elizabeth . . . . . . . . . . . . . . . . . . . . . .46 Wilson, Jeni . . . . . . . . . . . . . . . . . . . .18, 19, 48 Wilson, Ruth . . . . . . . . . . . . . . . . . . . . . . . . .29 Winston, Joe . . . . . . . . . . . . . . . . . . . . . . . . .21 Winter, Jan . . . . . . . . . . . . . . . . . . . . . . . . . . .9 Wolfe, Judith . . . . . . . . . . . . . . . . . . . . . . . . .72 Wolfendale, Sheila . . . . . . . . . . . . . . . . . . . . .6 Woodland Creatures . . . . . . . . . . . . . . . . . . . .32 Woonton, Maggie . . . . . . . . . . . . . . . . . . . .29 Word Play . . . . . . . . . . . . . . . . . . . . . . . . . . . . .6 Word Power . . . . . . . . . . . . . . . . . . . . . . . . . . . .8 Working Together in Children’s Services . . . . . .58 Working with Groups . . . . . . . . . . . . . . . . . . . .53 Working with Secondary Students with Language Difficulties . . . . . . . . . . . . . . . . .74 Work-Life Balance . . . . . . . . . . . . . . . . . . . . . .60 Wragg, Ted . . . . . . . . . . . . . . . . . . . . . . . . . .50 Wright, David . . . . . . . . . . . . . . . . . . . . . . . .49 Wright, Trevor . . . . . . . . . . . . . . . . . . . . .5, 44 Writing Classroom, The . . . . . . . . . . . . . . . . . . .8 Writing Models . . . . . . . . . . . . . . . . . . . . . . . . .8 Writing Models Year 3 . . . . . . . . . . . . . . . . . . . .8 Writing Models Year 4 . . . . . . . . . . . . . . . . . . . .8 Writing Models Year 5 . . . . . . . . . . . . . . . . . . . .8 Writing Models Year 6 . . . . . . . . . . . . . . . . . . . .8 Wylie, Jackie . . . . . . . . . . . . . . . . . . . . . . .6, 74 Wyse, Dominic . . . . . . . . . . . . . . . . . . . . . . .47

Y Yeah Right! Adolescents in the Classroom . . . .53 Yee, Wan Ching . . . . . . . . . . . . . . . . . . . . .5, 9 Yeo, Dorian . . . . . . . . . . . . . . . . . . . . . . . . . .72 Yeomans, Jane . . . . . . . . . . . . . . . . . . . . . . .50 Young at Art . . . . . . . . . . . . . . . . . . . . . . . . . .21 Young Children and Classroom Behaviour . . . .53 Young Person’s Guide to the Internet, The . . . .15 Young Readers and their Books . . . . . . . . . . . . .8 Young, Susan . . . . . . . . . . . . . . . . . . . . . . . .31 Younie, Sarah . . . . . . . . . . . . . . . . . . . . . . . .40

V Varnava, George . . . . . . . . . . . . . . . . . . . . . .54 Vass, Andy . . . . . . . . . . . . . . . . . . . . . . .46, 50 Vickerman, Philip . . . . . . . . . . . . . . . . . . . . .67

W Wallace, Belle . . . . . . . . . . . . . . . . . .16, 25, 55 Wallace, Wendy . . . . . . . . . . . . . . . . . . . . . .50 Waller, Elisabeth . . . . . . . . . . . . . . . . . . . . . .72 Walton, Margaret . . . . . . . . . . . . . . . . . . . . .72 Warnock, Baroness . . . . . . . . . . . . . . . . . . . .63 Water . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .32 Waterhouse, Joanne . . . . . . . . . . . . . . . . . . .57 Watkinson, Anne . . . . . . . . . . . . . . . . . . . . . .39 Watson, Anne . . . . . . . . . . . . . . . . . . . . . . . .10 Waugh, David . . . . . . . . . . . . . . . . . . . . . . . . .4 Ways into Literature . . . . . . . . . . . . . . . . . . . . .7 Ways of Learning . . . . . . . . . . . . . . . . . . . . . . .48 Wellington, Jerry . . . . . . . . . . . . . . . . . . . . . .44 Westergaard, Jane . . . . . . . . . . . . . . . . . . . . .50 Wharton, Pat . . . . . . . . . . . . . . . . . . . . .35, 36 Wheeler, Steve . . . . . . . . . . . . . . . . . . . . . . .13 White, Angela . . . . . . . . . . . . . . . . . . . . . . . .60 White, Hilary . . . . . . . . . . . . . . . . . . . . . . . . .45 White, Jan . . . . . . . . . . . . . . . . . . . . . . . . . . .30 Whitney, Ben . . . . . . . . . . . . . . . . . . . . . . . .57 ’Whole-Brain’ Behaviour Management in the Classroom . . . . . . . . . . . . . . . . . . . . . . . . .52 Wiegand, Patrick . . . . . . . . . . . . . . . . . . . . . .17

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JUMPSTART YOUR LESSONS!

The 6 books in our 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. They grab children’s attention and get them focussed on learning!

NEW–

Jumpstart! Poetry

Jumpstart! Creativity

Games and activities for ages 7-12

Steve Bowkett

Pie Corbett

An Alien in the Cage is Worth Two on the Moon

A good poetry idea should help the children feel excited about writing and enable them to think of what to write - developing their imagination, creativity and writing skills.

What Colour is this Music?

NEW–

Jumpstart! Storymaking Games and activities for ages 7-12 Pie Corbett Jumpstart! Storymaking is based on a simple enough idea: instead of reading a story, the children learn it orally, for instance by using actions and visual reminders like a story map, and will then be able to innovate on the word patterns and make it their own. Like the best-selling Jumpstart! Literacy, the book contains ‘quick-figure' ideas that could be used as warm-ups and starters as well as possibly extended into lessons. There are more than 50 provocative and games and activities in this book to ‘jumpstart’ storytelling, reading and writing in any Key stage 1 or 2 classroom. Practical, easy-to-do and vastly entertaining, the ‘jumpstarts’ will appeal to busy teachers in any primary classroom. October 2008: 144pp: Pb: 978-0-415-46686-8: £11.99

Faced with a Smilemma, Everybody Wins These are just three of the more-than 50 provocative games and activities that you will find here, to ‘jumpstart’ creativity in any key stage 2 or 3 classroom. Practical, easy-to-do and vastly entertaining, the ‘jumpstarts’ will suit a range of learning styles – from the visual, auditory or kinaesthetic to the cognitive. The jumpstarts cover: thinking; questioning, reasoning; problem-solving and wordplay. Looking for a way to get your students’ attention, fast? Look no further!

Jumpstart! ICT John Taylor Encouraging and developing creative uses of basic ICT software, Jumpstart ICT widens teachers’ horizons, bringing ICT to the fore as an exciting resource and classroom tool. Key aims of the book include: • making learning ICT techniques fun for both teacher and pupil • developing ICT confidence of non-specialist teachers • providing opportunities for non-specialist teachers to learn and demonstrate specific techniques • encouraging pupils to creatively explore ways to achieve tasks • giving pupils opportunities to apply their learning techniques through task races.

Jumpstart! Literacy

Aimed at all KS2 teachers and KS3 ICT teachers seeking to refresh their ICT teaching, these quick ‘starter’ activities will provide variety and challenge to a typical ICT lesson

Pie Corbett

2006: 112pp: Pb: 978-1-84312-465-8: £9.99

August 2007: 176pp: Pb: 978-0-415-43273-3: £9.99

This collection of simple-to-use, fun, multisensory games and creative lesson starters will jumpstart pupils’ enthusiasm for literacy learning. The games will help busy teachers save time using photocopiable spreads, consolidate pupils’ previous learning and stimulate memory. The ‘jumpstarts’ cover: • warming up the word – spelling and word games • syntactic gymnastics – creating sentences and written style • games to stimulate – talk, drama and writing • quickfire whiteboard starters – to stimulate the imagination. 2003: 160pp: Pb: 978-1-84312-102-2: £10.99

Jumpstart! Numeracy John Taylor These fun sessions will jumpstart pupils’ enthusiasm for mathematical learning. Suitable for all abilities across Key Stages 1, 2 and 3; activities match the strands of the National Numeracy Strategy. The ‘jumpstarts’ cover: • brain bending quizzes - get pupils thinking • oral games – warm up pupils’ mathematical vocabulary • differentiated games and quizzes • activities for interactive whiteboards, flipcharts PCs • ICT handy hints. 2003: 96pp: Pb: 978-1-84312-264-7: £10.99

A David Fulton Series

Highlights

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