Primary Eucation 2010 (UK)

Primary Education Textbooks 2010

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Primary Education Textbooks 2010ContentsTeaching & Learning ..............................1English, Language & Literacy ...................8History ..............................................14Mathematics .......................................14Modern Foreign Languages ...................17Music & Drama ...................................17Physical Education ...............................18Religious Education ..............................19Science .............................................19Order form ....................Back of Catalogue

All books are available as

Complimentary Exam Copies

WelCome note...Welcome to the Routledge Primary Education Textbooks catalogue, which includes all of our new Routledge and David Fulton titles for this year, as well as many of our key and bestselling textbooks.

Highlights for 2010 include the second edition of the bestselling textbook Learning to Teach in the Primary School. Fully updated throughout, and with brand new chapters and a Companion Website, it’s an essential source of support for all training primary school teachers. We present three titles in the new Learning to Teach in the Primary School series. Designed to accompany the core text this lively series offers imaginative ideas and practical suggestions, under-pinned by theory and research to help develop creative approaches to teaching.

David Fulton books are pleased to introduce The Guided Reader to Teaching and Learning. Featuring carefully chosen and contextualised extracts from some of the most influential education writers in recent times, this exciting new Reader is the ideal resource for undergraduate and M Level study and CPD. It is also an excellent companion reference for the authors definitive and unique Encyclopedia of Primary Education. On page 15 we are delighted to announce a new (fourth) edition of the bestselling Mathematical Knowledge for Primary Teachers, which has been fully updated to incorporate recommendations of the Williams review and is supported by a Companion Website providing further visual activities to aid the reader’s understanding.

If you are interested in becoming one of our authors and you have an idea for a new book, contact one of our commissioning editors who will be pleased to hear from you.

Bruce Roberts, Senior Commissioning Editor, David Fulton Books [email protected]

Helen Pritt, Commissioning Editor, Routledge Education [email protected]

Ordering your books couldn’t be simpler – use the order form at the back of this catalogue; or alternatively you can order via our website www.routledge.com/education – where you will find a complete catalogue of all our titles.

[email protected] • www.routledge.com/education

1TEACHIng & LEARnIng

NEW

2nD EDITIOn

Learning to Teach in the Primary SchoolEdited by James Arthur, University of Birmingham, UK and Teresa Cremin, The Open University, UK‘Whether you are starting a teacher education degree, or working at Masters level in your PGCE year or beyond, Learning to Teach in the Primary School will stimulate your thinking and improve your teaching. Each chapter is written by an expert in their field, and will support you in every aspect of your classroom practice.’ – David Owen, Primary and Early Years Programme Leader, Sheffield Hallam University

This second edition of Learning to Teach in the Primary School, fully updated since the introduction of the QTS standards, provides valuable support to trainee teachers during both the taught component and the school placement element of their initial teacher education course. It provides an accessible and engaging introduction to teaching and learning that every student teacher needs to acquire in order to gain Qualified Teacher Status, as well as the underlying theory.

NEW chapters:

• understanding early years practice

• e-learning

• personalised learning and pupil voice

• research and further qualifications

• teaching modern foreign languages.

NEW Companion Website: www.routledge.com/textbooks/ltps2e

• additional questions and tasks

• web links to useful websites

• editable lesson plans and checklists

• PowerPoint slides for lecturers.

March 2010: 246 x 189: 544ppPb: 978-0-415-48790-0: £22.99

For more information or to order your Complimentary Exam Copy, visit: www.routledge.com/9780415487900

NEW

REvISED 5TH EDITIOn

A Guide to Teaching PracticeLouis Cohen, Loughborough University, UK, Lawrence Manion, Keith Morrison, Macau Inter-University Institute, Macau and Dominic Wyse, University of Cambridge, UKA Guide to Teaching Practice is the classic textbook for all students on teacher training courses in the UK – Early Years, Primary and Secondary.

Revised and updated, this authoritative yet accessible textbook covers all the important basic skills and issues that students need to consider during their teaching practice, such as planning, classroom organisation, behaviour management and assessment, as well as chapters on:

• the foundation stage and Early Years

• learning and teaching and using ICT in the classroom

• teaching and learning numeracy and literacy

• children’s rights

• gifted and talented children.

This book is one of the most respected textbooks for initial teacher training courses and will be an essential resource for any student teacher. Additional learning resources for students are provided on a Companion Website, which contains further research, important links and downloadable materials.

June 2010: 246 x 189: 520ppPb: 978-0-415-48558-6: £23.99


4TH EDITIOn

Foundations of Primary TeachingDenis Hayes, Writer, UKPresenting a detailed introduction to all aspects of teaching within the primary school, this forth edition has been updated with new material on inclusion, SEn, legal issues, ICT and teaching assistants.

2008: 246 x 189: 424ppPb: 978-0-415-45232-8: £21.99


ALL BOOKS ARE AvAILABLE AS COMPLIMEnTARY EXAM COPIES

23RD EDITIOn

Principles of Primary EducationPat Hughes, Liverpool Hope University, UKThis study guide has been revised to give practical guidance on the new standards for Qualified Teacher Status (QTS) and updated in line with the latest special needs Code of Practice and recent legislation. It is a firm base for student teachers on all types of initial teacher education courses – PgCE, BA (QTS), BEd and modular – and for those returning to primary teaching after a career break. It also serves as a ’refresher course’ for experienced teachers, especially those transferring to primary teaching from other phases of education.

2008: 246 x 189: 312ppPb: 978-0-415-45324-0: £21.99


NEW

Cross-Curricular Teaching in the Primary SchoolPlanning and Facilitating Imaginative LessonsEdited by Trevor Kerry, University of Lincoln, UKCross-Curricular Teaching in the Primary School helps teachers plan a more imaginative, integrated curriculum by accessibly presenting a framework for teaching across the subjects.

Illustrated throughout with examples from real schools, this book provides busy teachers with the underpinning theory and practical ideas and strategies to facilitate meaningful topic work with young children. It provides guidance on:

• developing your curriculum and lesson planning

• improving children’s thinking skills

• cross-curricular work at KS1– motivating children and encouraging effective peer interaction

• cross-curricular work at KS2 – developing skills and helping children take responsibility for their own learning

• whole school approaches and the place of special needs

• ICT, video, photography, and drama to help deliver cross-curricular learning

• assessment

• team teaching.

September 2010: 246 x 174: 208ppPb: 978-0-415-56556-1: £19.99


NEW

The Guided Reader to Teaching and LearningDenis Hayes, Writer, UKFeaturing extracts from some of the most influential education writers in recent times The Guided Reader to Teaching and Learning is the essential compendium to providing insight, guidance and clarity about key issues affecting practitioners at every level.

All extracts have been carefully chosen to represent education issues that affect every practising teacher. Each extract is accompanied by an introduction to the passage, key words and phrases and a summary of key points. In addition, there are questions to prompt discussion; suggestions about areas for possible investigation; and reference to other key readings to extend thinking. Uniquely, the book provides cross-referencing between extracts to facilitate a more complete understanding of how different issues overlap and how competing arguments have to be evaluated.

Combining both theoretical and practical dimensions into one handy and engaging volume, The Guided Reader to Teaching and Learning includes extracts, summaries and discussions about the following:

• the teacher

• effective teachers and teaching

• motivating learners

• teaching approaches

• teaching younger children

• managing teaching and learning

• other adults in the school

• child development

• ways that pupils learn

• learning climate

• learning styles

• thinking and learning

• assessment and learning.

September 2010: 246 x 174: 256ppPb: 978-0-415-58122-6: £24.99

For more information or to order your Complimentary Exam Copy, visit: www.routledge.com/9780415581226Would you like a

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3Encyclopedia of Primary EducationDenis Hayes, Writer, UKUnique in its field, the Encyclopedia of Primary Education brings together a wide-ranging body of information relating to current educational practice in a single indispensable volume. This book provides a series of descriptions, definitions and explanations that engage with important practical and conceptual ideas in primary education and contains over 500 entries.

Based on the author’s extensive experience in primary education, entries combine an interrogation of educational concepts with the pedagogical and practical implications for classroom practice, children’s learning and school management. This handy reference work will be invaluable to anyone currently teaching or training to teach at primary level, teaching assistants, school governors and parents. In fact it is essential reading for anyone with an interest and passion for primary education.

2009: 246 x 174: 467ppPb: 978-0-415-48518-0: £28.99


The ICT Handbook for Primary TeachersA guide for Students and ProfessionalsDavid Hall, University College Birmingham, UKThe ICT Handbook for Primary Teachers will help all those involved in primary education, whether in training, teaching or leadership roles, to develop the ICT knowledge, understanding and skills required to enhance children’s learning in the classroom.

Covering theory and practise this essential Handbook explores and outlines the usefulness of ICT in a range of primary contexts, and advice is offered on assessing whether ICT is preferable to other approaches for ‘enhancing learning’.

This book is an indispensible guide to ICT for students on PgCE, BEd and undergraduate teaching courses, along with practising teachers, SEnCOs, ICT co-ordinators and school leaders.

2009: 246 x 189: 248ppPb: 978-0-415-55809-9: £22.99


The Really Useful Creativity BookDominic Wyse, University of Cambridge, UK and Pam DowsonSeries: The Really Useful SeriesWhat is creativity and how do we teach it?

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

With examples of practice included throughout, the issues covered include:

• everyday creativity – ideas to get started on straight away

• planning – with ideas for cross-curricular planning, and many other ways to plan for creativity

• creativity and the environment – starting with the classroom and school, then going further afield

• creative partnerships – working with other people to stimulate children’s creativity

• the drama of creativity – showing how teachers can adopt the mantle of the expert

• thinking about creativity – thinking skills for your children, and ways of thinking for you.

This lively, stimulating book will help busy teachers working with the national Curriculum to develop children’s creativity.

2008: 297 x 210: 128ppPb: 978-0-415-45696-8: £19.99


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

With a friendly narrative style and refreshing candour, the book focuses as much on what primary teachers should aspire to be as it does on what teachers are meant to do.

2008: 234 x 156: 224ppPb: 978-0-415-47554-9: £17.99



4Promoting Effective Group Work in the Primary ClassroomA Handbook for Teachers and PractitionersEd Baines, Peter Blatchford, both at Institute of Education, London, UK, Peter Kutnick, University of Brighton, UK with Anne Chowne, Cathy Ota and Lucia BerdondiniSeries: Improving Practice (TLRP)Packed with valuable strategies for teachers and fun activities for children, this book is a must for any school wishing to make group work more successful and enjoyable for all involved.

2008: 297 x 210: 136ppPb: 978-0-415-41687-0: £21.99


NEW

Tackling Controversial Issues Facing Life’s Challenges with your LearnersRichard Woolley, Bishop grosseteste University College, Lincoln, UKHow do you broach family values with seven year olds? Can you help young children understand racism?

Illuminated with case studies and examples of how teachers and children have confronted issues together, this book provides you with support and guidance to engage with more tricky questions and topics. It helps you understand your own perspectives and provides fresh approaches for the primary classroom.

It considers how best to work with parents and carers, whole-school policies for tackling issues, and ideas for circle time, setting up international links, school councils and buddying systems. The range of challenging topics covered includes:

• family values

• racism in mono and multi-cultural settings

• democracy and citizenship

• environment and sustainability

• consumerism, finances and media advertising

• gender, health and identity

• grief and loss.

For all student and practising primary teachers, Tackling Controversial Issues provides much needed support as you help your learners face complicated ideas, find their voice and get involved in the issues that they feel make a difference.

July 2010: 246 x 174: 176ppPb: 978-0-415-55018-5: £19.99


NEW

An Emotionally Intelligent Approach to Teaching in the Primary SchoolSue Colverd and Bernard Hodgkin, both at University of gloucestershire, UKThis indispensable guide provides practising and trainee teachers with an introduction to the theory of emotional intelligence and is packed with practical techniques and activities for classroom implementation. It embraces the need to make children emotionally prepared for learning in the first instance and for guaranteed success in the long-term, fostering the development both of self belief and a permanent and crucial resilience.

Teachers are being asked to facilitate ’emotional literacy/intelligence’ to control and promote sociability and positive behaviour; to use drama and ’role play’; and to facilitate the curriculum ’creatively’. This book allows teachers to review their practice and approach to teaching and to re-assess how they view their pupils. It gives a background and framework to build emotional intelligence in a child and develops a programme of integrated designed to build emotional intelligence and generate a culture of safety and openness to learning in the classroom. The book then uses clear practical working drama frames to empower teachers to develop models for themselves.

October 2010: 246 x 174: 208ppPb: 978-0-415-56946-0: £21.99


Breaking Barriers to Learning in Primary SchoolsAn Integrated Approach to Children’s ServicesPat Hughes, Liverpool Hope University, UKBreaking Barriers to Learning in the Primary School takes an expert and informative look at the integrated children’s services agenda in practice in today’s primary schools. Examining the ways in which an increasing number of different professionals help to improve children’s life chances, the author examines the roles of those employed directly by the schools themselves, for instance Learning Mentors, HLTAs and Teaching Assistants, and those employed by health/social and other agencies, such as school nurses, educational social workers, study support workers, school attendance workers and educational psychologists.

An essential text for all those working in education and in training to become part of this wider school network, this book takes into account the findings of the recent Primary Reviews, government data and original research to fully explain how to build, maintain and successfully work with today’s primary children.

2009: 246 x 174: 288ppPb: 978-0-415-47944-8: £21.99



5NEW

Small-scale Research in Primary SchoolsA Reader for Learning Professional DevelopmentEdited by Kimberly Safford, Roger Hancock and Mary StaceyThis book provides guidance and inspiration for students and practitioners undertaking practical investigations and workplace enquiry in the primary school. The thirty chapters are carefully selected to illustrate a range of approaches to educational enquiry undertaken by teachers, trainee- and newly-qualified teachers, teaching assistants, learning mentors and staff who support children with individual needs.

Research topics addressed in chapters include children’s learning in the core curriculum subjects as well as themes central to teaching and learning. Important concepts and terminology are highlighted throughout. More specifically, areas of research explored include: play, special educational needs, working with parents and families, English as an additional language, creativity, language development, and learning environments.

Small-scale Research in Primary Schools provides a straightforward, highly accessible introduction to enquiry approaches and research methodologies, and the questions and challenges adults in schools encounter about children’s learning. It shows how research can impact on professional thinking and learning and aims to provide constructive support for students and practitioners in extending their knowledge and understanding.

July 2010: 246 x 174: 216ppPb: 978-0-415-58560-6: £22.99


Understanding Primary EducationDeveloping Professional Attributes, Knowledge and SkillsEdited by Penelope HarnettUnderstanding Primary Education will help trainees and newly qualified teachers reflect on the professional decisions they need to make within their planning and classroom practice.

2007: 234 x 156: 208ppPb: 978-0-415-39924-1: £20.99


Transforming ThinkingPhilosophical Inquiry in the Primary and Secondary ClassroomCatherine C. McCall, University of Strathclyde, UKEssential reading for anyone who seeks to prepare active citizens for the twenty-first century, this long-awaited book considers Philosophical Inquiry, an empowering teaching method that can lead to significant improvements in confidence and articulacy, and produce positive effects in other school activities and in interactions in the wider world.

Readers are guided through the creation of a Community of Philosophical Inquiry (CoPI) in the kindergarten, the classrooms of primary and secondary schools, the community centre and beyond, with practical ideas to make CoPI work. With examples ranging from five year old children to underachieving teenagers, and even senior citizens, the book shows how participation in a CoPI develops.

Including chapters on the theory and development of Philosophical Inquiry, the creation of a community, and using CoPI with groups of different ages, this book forms essential reading for teachers, professionals and community workers.

2009: 234 x 156: 240ppPb: 978-0-415-47668-3: £19.99


4TH EDITIOn

Organising Learning in the Primary School ClassroomJoan Dean, OBE, UKPraise for previous editions:

‘This is an excellent book for teachers and essential reading for anyone who works in primary classrooms.’ – Perspective

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

Organising Learning in the Primary School Classroom has been recognised as an indispensable guide for primary school teachers in their quest for more effective practice in the classroom. now in its forth edition, the book has been brought right up-to-date with the many changes that are taking place nationally and globally. Throughout, the aim is to get teachers and student teachers to analyse their own classrooms and to produce solutions that will work for them.

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


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6Understanding Pupil BehaviourClassroom Management Techniques for TeachersRamon (Rom) LewisThis book describes a system of successful classroom behaviour management techniques developed by the author over more than twenty-five years. It outlines the difficulties confronting teachers trying to manage pupils’ misbehaviour in schools and describes four types of pupil who can be helped to behave responsibly.

Teachers, PgCE students and educational advisors looking for a handy guide to tried-and-tested behaviour management strategies, as well as those wanting a resource for delivering InSET training on the subject, will find all they need in this accessible book.

2008: 234 x 156: 184ppPb: 978-0-415-48353-7: £18.99


Learning for ThemselvesPathways for Thinking and Independent Learning in the Primary ClassroomJeni Wilson and Kath Murdoch, both at University of Melbourne, AustraliaIn a world of rapidly changing knowledge which requires new and transferable skills, classrooms are increasingly being viewed as places where pupils learn how to learn. In order to help pupils develop new skills, teachers must encourage them to work independently and manage themselves as learners.

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

• learning preferences

• thinking

• inquiry

• personal challenges.

Photocopiable learning proformas for each task, and additional proforma resources are included to assist teachers and pupils when planning, managing, monitoring and keeping records associated with independent learning.

2009: 297 x 210: 136ppPb: 978-0-415-48699-6: £20.99


Learning through TalkDeveloping Learning Dialogues in the Primary ClassroomHeather Luxford, Advanced Skills Teacher for Creativity and Thinking Skills, UK and Lizzie Smart, University of Chichester, UKLearning through Talk is a practical handbook. It is designed to help teachers and others working with five to eleven year olds develop the key skills which will enable their pupils to use talk effectively for learning. The activities within the book encourage thinking and learning across the curriculum and help pupils to improve their communication skills and become independent learners.

A practical, blended resource, Learning through Talk helps teachers shift their focus to evaluate the quality of pupils’ talk as an insight into the learning process. The authors present tried and tested methods for reflection, including the use of a video diary room, an example of which is accessible online via the Companion Website.

2009: 297 x 210: 128ppPb: 978-0-415-48521-0: £22.99


Using Talk Effectively in the Primary ClassroomRichard Eke and John Lee, both at University of the West of England, UKBased on the authors’ analysis of what it is about teacher talk that works and doesn’t work, this book will provide teachers and student teachers with a guide to using talk effectively in the classroom to raise standards.

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


Meeting the Learning Needs of All ChildrenPersonalised Learning in the Primary SchoolJoan DeanThis book offers practical solutions to meeting the needs of increasingly diverse groups of pupils and providing appropriate learning environments for all.

2006: 297 x 210: 96ppPb: 978-0-415-39427-7: £18.99



7NEW

Implementing the Every Child Matters StrategyThe Essential guide for School Leaders and ManagersRita Cheminais, Independent Educational Consultant with Every Child Matters Solutions, UKImplementing the Every Child Matters Strategy is a comprehensive resource for senior leaders, managers of Every Child Matters (ECM) and teachers responsible for leading the government’s ECM strategy in primary and secondary schools and other education settings such as Academies, Sixth Form Colleges, short stay schools, Children’s Centres and Early Years settings.

Featuring step-by-step advice, photocopiable checklists and templates, with suggestions for further activities in relation to implementing and embedding the government’s ECM strategy in schools/education settings, this practical guide is an invaluable resource for those professionals strategically leading ECM in their own education setting, it offers practical guidance, recommended management approaches, models of good practice and signposting to further sources of information on how best to ensure ECM is woven and embedded throughout the school/setting.

January 2010: 297 x 210: 120ppPb: 978-0-415-49824-1: £24.99


Gifted and Talented Children 4–11Understanding and Supporting their DevelopmentChristine MacIntyre, Independent Early Years Consultant, UK 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. Essential reading for all primary teachers and teaching assistants.

2008: 297 x 210: 112ppPb: 978-0-415-46492-5: £19.99


2nD EDITIOn

The Newly Qualified Teacher’s HandbookElizabeth Holmes, Professional Writer on Education, UKPractical, comprehensive, lively and always reassuring, this book is the essential companion for all new teachers. It covers all aspects of the first important years of every teacher’s career.

2008: 234 x 156: 288ppPb: 978-0-415-44596-2: £20.99


2nD EDITIOn

The Insider’s Guide for New TeachersSucceed in Training and InductionSara Bubb, Institute of Education, UKThis accessible, engaging guide contains all the advice you need to get you through your teacher training and the first year of the job. Written by Sara Bubb, new teacher ‘agony aunt’ for the Times Educational Supplement, it’s peppered with illuminating anecdotes and authoritative advice that will prove vital to all new teachers, including sections on:

• choosing and getting on a training course

• what you have to do to get Qualified Teacher Status, including the skills tests

• succeeding on the course – study skills, planning lessons, managing behaviour and being observed

• making the most of induction

• looking after yourself and managing your time.

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

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



8

EngLISH, LAngUAgE & LITERACY

NEW

Debates in English TeachingEdited by Jon Davison, John Moss, both at Canterbury Christ Church University, UK and Caroline Daly, Institute of Education, University of London, UKDesigned primarily for secondary school teachers but with much to engage those teaching primary English, this book encourages reflection on key topics, concepts and debates in subject teaching. It aims to enable teachers to reach their own informed judgements and argue their point of view with deeper theoretical knowledge and understanding.

Specially commissioned, up-to-date, comprehensive chapters support busy student and practising teachers as they develop their awareness of key issues. Carefully annotated selected further reading and reflective questions help shape your own research and writing.

Issues covered include: attitudes to correctness in grammar and standard English; functional English; media and new technologies; the nature and importance of world Englishes; social class and education achievement; positive connections between citizenship and English.

A much-needed source of knowledge, experience and debate that will be essential reading for all students studying at Masters Level and Education Studies students considering subject teaching in depth.

november 2010: 234 x 156: 256ppPb: 978-0-415-56916-3: £22.99


NEW

4TH EDITIOn

Language Knowledge for Primary TeachersAngela Wilson and Julie Scanlon, Manchester Metropolitan University, UKTeaching children to develop as language users is one of the most important tasks of a primary teacher, yet the evidence suggests that many primary teachers still begin their careers with a low knowledge base. Fully revised in line with the new primary curriculum, this book offers language knowledge in a reader-friendly and accessible way. It shows teachers how a more explicit knowledge of language can enrich their own and their children’s spoken English and their reading and writing of a range of texts. It will give teachers confidence as they approach the task of developing children’s enjoyment of, and power to use, language of all kinds.

This book will appeal to all trainee and newly qualified primary teachers needing to achieve both the demands of a subject knowledge for QTS and a firm understanding of the national Literacy Strategy and new primary curriculum.

December 2010: 246 x 174: 224ppPb: 978-0-415-56480-9: £21.99


NEW

Creating a Speaking and Listening ClassroomIntegrating Talk for Learning at Key Stage 2Lyn Dawes, northampton University, UKCreating a Speaking and Listening Classroom provides timely professional development for teachers. Based on a theoretical approach underpinned by classroom research, this book offers classroom-tested strategies for engaging children in their own learning. Such strategies involve the direct teaching of speaking and listening. Activities in the book can ensure that children know how and why to support one another’s learning in whole-class and group work. The approach enables teachers to ensure that personalised learning programs are based on what children already think and know. The suggested strategies for teaching speaking and listening can enable children to use one another’s minds as a rich resource.

This stimulating book will be of interest to professionals in primary education, literacy co-ordinators and trainee primary teachers.

September 2010: 297 x 210: 104ppPb: 978-0-415-48151-9: £19.99



9NEW

Teaching Visual Literacy in the Primary ClassroomComic Books, Film, Television and Picture narrativesTim Stafford, University of Hertfordshire, UKTeaching Visual Literacy in the Primary Classroom shows how everyday literacy sessions can be made more exciting, dynamic and effective by using a wide range of media and visual texts in the primary classroom. In addition to a wealth of practical teaching ideas, the book outlines the vital importance of visual texts and shows how children can enjoy developing essential literacy skills through studying picture books, film, television and comic books.

Designed to take account of the renewed Framework for Literacy, each chapter offers a complete guide to teaching this required area of literacy. Aimed at those who want to deliver high quality and stimulating literacy sessions, each chapter contains a range of detailed practical activities and resources which can be easily implemented into existing literacy teaching with minimal preparation. In addition, each chapter gives clear, informative yet accessible insights into the theory behind visual literacy.

Teaching Visual Literacy in the Primary Classroom is an essential resource for all those who wish to find fresh and contemporary ways to teach literacy and will be useful not only to novices but also to teachers who already have experience of teaching a range of media.

Students, primary school teachers, literacy co-ordinators and anyone who is passionate about giving pupils a relevant and up-to-date education will be provided with everything they need to know about teaching this new and ever-expanding area of literacy.

July 2010: 246 x 189: 192ppPb: 978-0-415-48985-0: £21.99


NEW

3RD EDITIOn

Developing Language and Communication Skills through Effective Small Group WorkSPIRALS: 3–8 YearsMarion Nash, Literacy Consultant and Speech Therapist, UK, Jackie Lowe, nursery Worker, UK and Tracey Palmer, Deputy Head Teacher, UKnow in its third edition, Developing Language and Communication Skills through Small Group Work provides essential information for practitioners working with linguistically vulnerable children. It is underpinned by an approach based on developmental psychology and brain-based research. The book provides clarity and repetition of key concepts at a level that this particular cohort of children require. The book now includes a section on using the power of puppets to support communication. Feedback from practitioners is that it is not only fun to run the SPIRALS groups but also highly effective in providing the support the children need.

This fully updated edition will be particularly useful for teachers, teaching assistants in early years and in schools, speech and language therapists and assistants interested in the Spirals language development technique.

July 2010: 297 x 210: 144ppPb: 978-0-415-57689-5: £22.99






10NEW

Interdisciplinary Perspectives on Learning to ReadCulture, Cognition and PedagogyEdited by Kathy Hall, University College Cork, Ireland, Usha Goswami, University of Cambridge, UK, Colin Harrison, University of nottingham, UK, Sue Ellis, University of Strathclyde, UK and Janet Soler, The Open University, UKSeries: Routledge Psychology in EducationInterdisciplinary Perspectives on Learning to Read brings together different disciplinary perspectives and studies on reading for all those who seek to extend and enrich the current practice, research and policy debates. The breadth of knowledge that underpins pedagogy is a central theme and the book will help educators, policymakers and researchers understand the full range of research perspectives that must inform decisions about the development of reading in schools. The book offers invaluable insights into learners who do not achieve their full potential. The chapters have been written by key figures in education, psychology, sociology and neuroscience.

This book encompasses a comprehensive range of conceptual perspectives on reading pedagogy and offers a wealth of new insights to support innovative research directions.

March 2010: 234 x 156: 272ppPb: 978-0-415-56124-2: £24.99


NEW

2nD EDITIOn

Grammar SurvivalA Teacher’s ToolkitGeoff Barton, King Edward vI School, Suffolk, UK Is teaching grammar an uphill struggle? Do you find teaching complex sentences or comma use a daunting prospect?

Focusing on what you need to know in the classroom, Grammar Survival provides you with the essential knowledge and tools you’ll need to teach grammar effectively. This second edition has been updated and restructured to reflect the revised framework for English, and ten new sections have been added including how to generate ideas, develop viewpoints, improve vocabulary, teach spelling and build reading skills.

Entertaining and practical, this book is ideal for busy newly qualified and practising teachers looking to improve both their pupils’ and their own understanding of grammar.

January 2010: 297 x 210: 104ppPb: 978-0-415-55405-3: £19.99


REvISED AnD UPDATED EDITIOn

Creating WritersA Creative Writing Manual for Key Stage 2 and Key Stage 3James Carter, Freelance Poet, UKCreating Writers is a practical writing manual for KS2 and KS3 teachers. Covering all strands of the English curriculum – poetry, fiction and non-fiction writing – this unique book includes:

• original interviews from professional, popular and award winning writers and poets about how they work

• photocopiable writing workshop activities to use in the classroom

• examples of poetry, fiction and non-fiction writing to inspire your pupils

• advice on writing in different genres and forms

• full exploration of the inherent elements of poetry (image, rhythm, rhyme), fiction (narration, plot, characterisation) and non-fiction (structure, media, audience).

now revised and updated, this unique and critically-acclaimed book contains a wealth of in-depth, invaluable advice and insight into the writing process from a wide range of award-winning contemporary children’s authors, including: Michael Morpurgo, David Almond, Philip Pullman, Benjamin Zephaniah, Jacqueline Wilson, Roger Mcgough, Malorie Blackman, John Foster, nick Arnold, gillian Cross, Berlie Doherty and many more.

Ideal for teachers that want to encourage and enthuse children to write, and valuable to students on initial teacher training courses, this book covers the writing process from start to finish in a way which is informative, innovative and fun.

2009: 297 x 210: 176pp • Pb: 978-0-415-49902-6: £24.99



11Creating Drama with 4–7 Year OldsLesson Ideas to Integrate Drama into the Primary CurriculumMiles Tandy and Jo Howell, both at Warwick Education Development Service, UKThis practical book gives you all the ideas you need to make drama a regular and integral part of your school’s curriculum, offering detailed suggestions of drama work for ages four to seven. The teaching units are arranged around four strands: drama for literacy; drama and the whole curriculum; drama film, media, and ICT; and drama for performance. The authors provide a wealth of practical activities throughout.

Based on the authors’ experience as teachers and in-service trainers, this book provides a wide range of ideas and activities for inspiring drama across the Foundation Stage and Key Stage 1, and is essential reading for all those interested in bringing drama into their school.

2009: 246 x 174: 128ppPb: 978-0-415-48349-0: £19.99


Creating Drama with 7–11 Year OldsLesson Ideas to Integrate Drama into the Primary CurriculumMiles Tandy and Jo Howell, both at Warwick Education Development Service, UKThis practical book gives you all the ideas you need to make drama a regular and integral part of your school’s curriculum, offering detailed suggestions of drama work for ages seven to eleven. The teaching units are arranged around four strands: drama for literacy; drama and the whole curriculum; drama film, media, and ICT; and drama for performance. The authors provide a wealth of practical activities throughout.

Based on the authors’ experience as teachers and in-service trainers, this book provides a wide range of ideas and activities for inspiring drama across Key Stage 2, and is essential reading for all those interested in bringing drama into their school.

2009: 246 x 174: 176ppPb: 978-0-415-48350-6: £19.99


Creative English, Creative Curriculumnew Perspectives for Key Stage 2Paul Gardner, University of Bedfordshire, UKCombining theory with practical examples, Creative English, Creative Curriculum will stimulate students and teachers to be adventurous and creative in their teaching, while covering the mains strands of the Primary national Strategy for English: narrative, non-fiction and poetry.

This book:

• reflects the new emphases on speaking and listening

• contextualises recent changes to the English curriculum, reviewing models of best practice

• provides practical examples and research evidence of creative approaches to the teaching of English

• considers the cross-curricular aspects in creating a thematic approach to teaching and learning.

This book will appeal to both students and practising teachers in the primary school who either wish to implement creative approaches to their English teaching, or are undertaking extended study for a Masters Degree.

2009: 246 x 174: 200ppPb: 978-0-415-46685-1: £19.99


Creative DialogueTalk for Thinking in the ClassroomRobert Fisher, Professor of Education, Brunel University, UKCreative Dialogue is an essential guide to dialogic learning for every trainee and practising teacher. It presents practical ways of teaching children to be more thoughtful and creative, and to learn more effectively through speaking and listening in school and at home.

The book includes:

• practical ways to develop dialogic learning across the curriculum

• a guide to developing talk for thinking in the classroom

• more than 100 activities for stimulating talk with children of all ages and abilities

• advice on using dialogue to support assessment for learning

• ideas for developing listening skills and concentration.

Written by a leading expert in teaching thinking, Creative Dialogue is essential reading for all who wish to understand and develop dialogic learning in education today.

2009: 246 x 189: 216ppPb: 978-0-415-49727-5: £19.99



123RD EDITIOn

Writing Under ControlEdited by Judith Graham and Alison Kelly, both at Roehampton University, UKnow in its third edition and reflecting changes in the Primary national Strategy, this bestselling textbook introduces primary teachers to key issues in the teaching of writing. Strongly rooted in classroom practice, the book includes:

• the history, theory and practice of teaching writing

• children writing in and out of school

• EAL and gender issues in writing

• the development of writing across the years of the primary school

• planning classroom routines and organising resources

• balancing the composition and transcription elements in writing

• monitoring and assessing writing

• meeting individual needs

• managing specific learning difficulties in writing, such as dyslexia.

With its companion Reading under Control (also in its third edition), this book provides undergraduate and postgraduate teachers with comprehensive guidance for the teaching of literacy.

2009: 246 x 174: 272ppPb: 978-0-415-48404-6: £21.99


Teaching English CreativelyTeresa Cremin, The Open University, UKSeries: Learning to Teach in the Primary School‘An excellent text, designed and written to enthuse teachers to adopt a dynamic approach to all aspects of the English curriculum. Teaching English Creatively looks at both the theories which underpin children’s learning and suggests a myriad of practical approaches, which cannot fail to engage the most reluctant of learners. As ever, Teresa Cremin’s enthusiasm for her subject is palpable on every page.’ – Tracy Parvin, Senior Lecturer, Department of Primary Education, Canterbury Christ Church University, UK

Teaching English Creatively demonstrates the potential of creative teaching to develop children’s knowledge, skills, understanding and attitudes. Underpinned by theory and research, it also offers informed and practical support to both students in initial teacher education, and practising teachers who want to develop their teaching.

Illustrated by examples of children’s work, this book explores the core elements of creative practice in relation to developing engaged readers, writers, speakers and listeners. Creative ways to explore powerful literary, non-fiction, visual and digital texts are offered throughout.

Stimulating and accessible, with contemporary and cutting-edge practice at the forefront, Teaching English Creatively includes a wealth of innovative ideas to enrich literacy practice.

Written by an experienced author with extensive experience of initial teacher education and English teaching in the primary school, this book is an essential purchase for any professional who wishes to embed creative approaches to teaching in their classroom.

2009: 246 x 174: 192ppPb: 978-0-415-43502-4: £19.99


Learning to Teach in the Primary School Seriesedited by Teresa Cremin, the open University, UKthe Learning to Teach in the Primary School series draws upon recent research which indicates the rich potential of creative teaching and learning, and explores what it means to teach creatively in the primary phase. It also responds to the evolving nature of subject teaching in a wider, more imaginatively framed twenty-first century primary curriculum. Designed to complement the textbook, Learning to Teach in the Primary School, see page 1, the well informed, lively texts offer support for student and practising teachers who want to develop more creative approaches to teaching and learning. the books highlight the importance of the teachers’ own creative engagement and share a wealth of innovative ideas to enrich pedagogy and practice.

Teaching English Creatively, Pb: 978-0-415-43502-4: £19.99, page 12Teaching Science Creatively, Pb: 978-0-415-56132-7: £19.99, page 19Teaching Mathematics Creatively, Pb: 978-0-415-57592-8: £19.99, page 14

New

SerieS!


133RD EDITIOn

Beginning Drama 4–11Joe Winston, University of Warwick, UK and Miles Tandy, Warwickshire Educational Development Service, UKThis third edition of Beginning Drama 4–11 is fully updated and revised in light of the renewed Framework for Teaching Literacy, and provides an introduction for early years and primary school teachers who are new to drama and for student teachers who wish to specialise in the teaching of drama.

It offers step-by-step guidance to help teachers and children grow in confidence in their use of drama, and shows clearly how drama can contribute to work in English, and learning across the curriculum, as well as to the broader cultural life of the school.

The authors have an international profile and this third edition builds on the work’s reputation of as one of the most accessible texts on primary drama available.

2008: 246 x 189: 144ppPb: 978-0-415-47583-9: £19.99


Creative Approaches to Poetry for the Primary Framework for LiteracyJan Foale and Linda PagettCreative Approaches to Poetry for the Primary Framework for Literacy supports teachers in planning, teaching and, most importantly, enjoying poetry with their pupils. With an emphasis on creative, cross-curricular approaches the authors explore tried and tested methods of teaching poetry in an engaging and comprehensive manner. A carefully considered range of poems has been included in order to expand children’s repertoires in a variety of poetic forms.

2008: 297 x 210: 120ppPb: 978-0-415-46265-5: £17.99


The Essential Speaking and ListeningTalk for Learning at Key Stage 2Lyn Dawes, northampton University, UKThis book provides teachers with resources for developing children’s understanding of speaking and listening, and their skills in using talk for learning.

The inclusive and accessible activities are designed to increase children’s engagement and motivation and help raise their achievement. Children will be guided to make the links between speaking, listening, thinking and learning and through the activities they will also be learning important skills for future life.

2008: 297 x 210: 160ppPb: 978-0-415-44962-5: £20.99


2nD EDITIOn

The Really Useful Literacy BookBeing Creative with Literacy in the Primary ClassroomTony Martin, Chira Lovat and Glynis Purnell, all at St Martin’s College, UKSeries: The Really Useful SeriesThe 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.

2008: 297 x 210: 304ppPb: 978-0-415-43165-1: £19.99



14HISTORY

NEW

Debates in History TeachingEdited by Ian Davies, University of York, UKSeries: Issues in TeachingWhat are the key debates in history teaching today?

Designed primarily for secondary school teachers but with much to engage those teaching primary history this book encourages teachers to engage with and reflect on key issues, concepts and debates in the subject. It supports students in reaching their own informed judgements, enabling discussion and debates with deeper theoretical knowledge and understanding.

Experts in the field consider the subject and its definition, perennial and new debates in the subject, the knowledge required to teach in the classroom, the philosophy of education and the subject, and the case for the subject in the curriculum.

Issues are tackled comprehensively and in-depth, from several angles, through debate and counter-arguments, providing a critical examination and a variety of perspectives on each chapter. Carefully annotated further reading and reflective questions in each chapter can be used as a starting point for research assignments and essays at Masters Level.

October 2010: 234 x 156: 256ppPb: 978-0-415-57162-3: £22.99


MATHEMATICS

NEW

Teaching Mathematics CreativelyLinda Pound, Education Consultant, UK and Trisha Lee, Make Believe Arts, UKSeries: Learning to Teach in the Primary SchoolTeaching Mathematics Creatively offers a range of strategies to enable trainee and practising teachers to take an innovative, playful and creative approach to maths teaching. It promotes creativity as a key element of practice and offers ideas to involve your students and develop knowledge, understanding and enjoyment.

Exploring fresh approaches to teaching maths, it explains the role of play in bringing mathematics alive for children and teachers alike, identifies the power of story-telling in supporting mathematical thinking, examines cross-curricular teaching, and planning for teaching creatively. Imaginative ideas, underpinned by the latest research and theory, include:

• learning maths outdoors – make more noise, make more mess or work on a larger scale

• everyday maths – making sense of the numbers, patterns, shapes and measures children see around them

• music and maths – the role of rhythm in learning, and music and pattern in maths

• giant maths – how much food do you include on a giant shopping list?

Stimulating and accessible, with contemporary and cutting-edge practice at the forefront, Teaching Mathematics Creatively includes a wealth of innovative ideas to enthuse teachers and enrich maths teaching. This book is an essential purchase for any professional who wishes to embed creative approaches to teaching in their classroom.

October 2010: 246 x 174: 160ppPb: 978-0-415-57592-8: £19.99






15NEW

4TH EDITIOn

Mathematical Knowledge for Primary TeachersJennifer Suggate, Andrew Davis and Maria Goulding, all at Durham University, UKnow in its fourth edition, the bestselling text Mathematical Knowledge for Primary Teachers provides trainee teachers with clear information about the fundamental mathematical ideas taught in primary schools.

With rigorous and comprehensive coverage of all the mathematical knowledge primary teachers need, the text goes beyond rules and routines to help readers deepen their understanding of mathematical ideas and increase their confidence in teaching these ideas. Fully updated to incorporate recommendations of the Williams review, new sections are included covering talk for learning in mathematics, with an emphasis placed on the language and vocabulary used in arithmetic contexts.

The book is accompanied by a Companion Website, which contains further visual activities and support, designed to scaffold and support the reader’s own understanding. Essential reading for all practising and trainee primary teachers, this book is ideal for those who wish to increase their mathematical understanding and confidence in presenting mathematics in the classroom.

February 2010: 246 x 174: 328ppPb: 978-0-415-55923-2: £21.99


3RD EDITIOn

Mathematics in the Primary SchoolA Sense of ProgressionSandy Pepperell, Christine Hopkins, Sue Gifford and Peter Tallant, all at Roehampton University, UKnow in its third edition, Mathematics in the Primary School has been updated to reflect recent mathematics curriculum documentation and revised standards for QTS.

Providing a coherent set of principles for teaching primary mathematics across the main topics in the curriculum, the authors explore children’s understanding of key areas of mathematics, at reception, infant and junior levels. Important principles and teaching approaches are identified, including the use of calculators and computers, and there is an emphasis on mental mathematics and problem solving supporting key issues raised by the Williams review (2008). Case studies are used throughout to illustrate how different teaching approaches are put into practice and how children respond to them, and there is advice on planning, organisation and assessment of mathematical learning in the classroom.

2009: 246 x 174: 192ppPb: 978-0-415-48879-2: £21.99


Move On Maths Ages 9–1150+ Flexible Maths ActivitiesJohn Taylor, Education Walsall, UKMove on Maths! offers versatile, tried and tested maths resources for nine to eleven years for you to use in the way that is most suitable for your pupils. The units give you flexible ideas, rather then prescriptive lessons and support the Renewed Primary Framework for mathematics. The PnS Framework objectives are clearly shown for every sheet, followed by unit learning outcomes, so it’s easy to choose the right worksheet to suit you and your children’s needs.

2009: 297 x 210: 136ppPb: 978-0-415-47154-1: £22.99



16NEW

Supporting Early Mathematical DevelopmentPractical Approaches to Play-Based LearningCaroline McGrath, City of Bristol College, UKSupporting Early Mathematical Development is an essential text for current Early Years practitioners and students, offering an excellent blend of theory and practice that will enable you to provide successful mathematical education for children from birth to eight years old. Charting the delivery of mathematical development in Playgroups, Children’s Centres, nurseries and Primary Schools, it forges links between current practice and fundamental Early Years principles and makes suggestions for creating effective pedagogies in maths teaching.

Throughout the book, Caroline Mcgrath breaks down the complexity of teaching and learning mathematics into simple steps and guides readers through possible gaps in their knowledge, bringing fresh enthusiasm to teaching mathematics. This is an invaluable resource for practitioners and trainee teachers wishing to strengthen their mathematical teaching and professional practice, or for students on a wide range of Early Years courses.

June 2010: 246 x 174: 208ppPb: 978-0-415-49161-7: £19.99


Improving Primary MathematicsLinking Home and SchoolJan Winter, University of Bristol, UK, Jane Andrews, University of the West of England, UK, Pamela Greenhough, Martin Hughes, Leida Salway and Wan Ching Yee, all at University of Bristol, UKSeries: Improving Practice (TLRP)Improving Primary Mathematics provides primary teachers with practical ideas about how to bring these two worlds closer to improve children’s mathematics learning.

Using a number of fascinating case studies focusing on children’s experiences of mathematics both inside and outside the classroom, the book asks:

• How do children use mathematics in their everyday lives?

• How can teachers use this knowledge to improve children’s learning in school?

• What activities can teachers use with parents to help share the ways that schools teach mathematics?

• What can parents do to support their children’s learning of mathematics?

All those involved in planning, teaching and supporting primary mathematics will benefit from new insights into how learning at home and at school can be brought together to strengthen and improve children’s learning of mathematics.

2009: 297 x 210: 96ppPb: 978-0-415-36393-8: £19.99


The Really Useful Maths BookA guide to Interactive TeachingTony Brown and Henry LieblingSeries: The Really Useful Series‘A rich resource which will help a teacher who likes to take risks to enable, inspire and support.’ – TES Magazine

The Really Useful Maths Book presents teachers and students with exciting and varied ideas for introducing mathematics to children. With suggestions about the best ways to use equipment and resources to support learning, it describes in detail how to make learning the easy option for children.

The first section is packed with ideas and activities for the practical side of mathematics, and the second explains the theory and practice of mathematics teaching to help improve your own teaching strategies. Topics covered are:

• numbers and the number system

• what teachers need to know about interactive teaching

• calculating

• consolidating new ideas and developing personal qualities

• shape and space

• measures, statistics and data handling

• consolidation and practice for accuracy, speed and fluency.

2005: 297 x 210: 216pp • Pb: 978-0-415-25208-9: £20.99



17MODERn FOREIgn LAngUAgES

NEW

Teaching Modern Foreign Languages in the Primary SchoolSally Maynard, York St. John University, UKTeaching Modern Foreign Languages in the Primary School supports student and practising teachers – whether generalist or specialist – to have the confidence and skills to successfully incorporate modern foreign languages into teaching.

It provides comprehensive guidance on the essential theory and pedagogy that underpins language teaching, together with strategies and tools that can be easily implemented in the classroom. It covers everything a student or practising teacher needs to teach languages effectively:

• pedagogical approaches to teaching languages to primary school children

• planning, teaching and assessing primary languages

• integrating primary languages across the curriculum

• where to find and how to use good resources

• the role of TAs and Language Assistants in supporting language learning in the classroom

• inclusive practice and approaches to gifted and talented, and special needs requirements

• using ICT in language teaching

• the importance of intercultural understanding and the need to link literacy learning and the heritage languages of pupils.

Illustrated with ideas for lessons and case studies of language teaching in practice, Teaching Modern Foreign Languages in the Primary School, is an essential, guide for all student and practising teachers in the primary school.

november 2010: 246 x 174: 176ppPb: 978-0-415-55742-9: £19.99


MUSIC & DRAMA

NEW

Making Music in the Primary SchoolWhole Class Instrumental and vocal TeachingEdited by Nick Beach, Trinity College London, UK, Julie Evans, Canterbury Christ Church University, UK and Gary Spruce, The Open University, UKMaking Music in the Primary School is an essential guide for all student and practising primary school teachers, instrumental teachers and community musicians involved in music with children. It explores teaching and learning music with the whole class and provides a framework for successful musical experiences with large groups of children.

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

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

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

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

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

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

november 2010: 246 x 189: 176ppPb: 978-0-415-56130-3: £22.99






18PHYSICAL EDUCATIOn

Creative Approaches to Physical EducationHelping Children to Achieve their True PotentialEdited by Jim Lavin, Saint Martin’s College, Lancaster, UKThe ideas have all been successfully developed in schools where every child has been encouraged to find success and to express themselves in new ways that surprise and delight teachers. Pupils feel ownership of their learning and pride in their achievements, fostering interest, creativity and motivation.

guidance is provided in this book on how to develop new creative approaches in each area of the national Curriculum for PE.

2008: 246 x 174: 168ppPb: 978-0-415-44588-7: £18.99


NEW

The Really Useful Physical Education BookEdited by Gary Stidder and Sid Hayes, both at University of Brighton, UKSeries: The Really Useful SeriesThe Really Useful Physical Education Book provides training and practising teachers with guidance and ideas to teach physical education effectively and imaginatively at Key Stage 2 and Key Stage 3. It is underpinned by easy-to-understand theory, links to the curriculum and presents a wide range of high quality, fun lessons alongside engaging teaching examples and methodologies.

With practical advice to ensure pupils exercise safely and enjoyably, it is a compendium of ideas for learning and teaching a range of activities:

• games

• gymnastics

• dance

• swimming and water-based activities

• athletics

• on-site outdoor and adventure activities

• exercise and healthy lifestyles

• thematic learning and teaching through physical education

• using ICT in physical education.

The Really Useful Physical Education Book is for all secondary school teachers responsible for the new Key Stage 3 curriculum as well as those working with primary schools within school sport partnerships, providing them ideas and advice to help pupils participate in and enjoy physical education. Primary school teachers will also find a range of relevant and innovative ideas for making their physical education lessons more appealing and engaging for their pupils at Key Stage 2.

July 2010: 297 x 210: 216ppPb: 978-0-415-49827-2: £22.99






19RELIgIOUS EDUCATIOn

NEW

Primary Religious Education – A New ApproachConceptual Enquiry in Primary REClive Erricker, Judith Lowndes and Elaine Bellchambers, University of Winchester, UKThe role of religious education within the primary school and how it should be implemented has been the subject of worldwide debate. Responding to the delivery of the non-statutory framework for RE and the recent emphasis on a creative primary curriculum Primary Religious Education – A New Approach models a much needed pedagogical framework, encouraging conceptual enquiry and linking theory to its implementation within the wider curriculum in schools.

The book outlines this new conceptual approach to Religious Education and is based upon the Living Difference syllabus successfully implemented in Hampshire, Portsmouth, Southampton and Westminster. It demonstrates how to implement the requirements of the new QCDA curriculum and Ofsted criteria for effective RE and is rapidly gaining both national and international support. Through this approach, Religious Education is discussed within the larger context of primary education in the contemporary world.

With an all-encompassing global context, this book provides tutors, students and practicing teachers with a firm basis for developing their thinking about the subject of RE, how it is placed in the primary curriculum and how it may be successfully implemented into schools.

September 2010: 246 x 174: 248ppPb: 978-0-415-48067-3: £21.99


SCIEnCE

NEW

Teaching Science CreativelyDan Davies, Bath Spa University, UKSeries: Learning to Teach in the Primary SchoolIllustrated by examples of children’s work, this book explores the core elements of creative practice in relation to developing enthusiastic, passionate science learners. Creative ways to explore scientific and technological understanding are offered throughout. Key themes addressed include:

• teachers’ and students’ attitudes towards science

• the relationship between the nature of science, teacher’s pedagogy and children’s learning

• theories of learning and young children’s creative development

• play, schemas, science and how we treat children’s ideas

• covering traditional topics in a creative way – games, drama, role play, puppets, mini safaris and welly walks

• investigating science with new technologies – digital cameras, digital microscopes, gPS, google Earth

• using the outdoors creatively.

Stimulating and accessible, with contemporary and cutting-edge practice at the forefront, Teaching Science Creatively includes a wealth of innovative ideas to support and motivate science teachers and enrich science teaching. This book is an essential purchase for any professional who wishes to embed creative approaches to teaching in their classroom.

August 2010: 246 x 174: 208ppPb: 978-0-415-56132-7: £19.99


3RD EDITIOn

The Really Useful Science BookA Framework of Knowledge for Primary TeachersSteve FarrowSeries: The Really Useful Series‘If you are training to teach, or are already teaching in a primary school, you need this book. Your one stop place for everything you need to teach children, written in a clear and concise way … this is an invaluable resource you will use often.’ – Amazon Customer Reviews

2006: 297 x 210: 240ppPb: 978-0-415-38593-0: £20.99



202nD EDITIOn

Science 5–11A guide for TeachersAlan Howe, Dan Davies, Kendra McMahon, Lee Towler, Tonie Scott and Chris Collier, all at Bath Spa University, UKThis second edition of the bestselling textbook Science 5–11 provides a synthesis of ideas about teaching and learning that focuses on answering the question ‘How best should I teach science?’ Offering a practical and innovative guide which is ideal for students, trainee and practising teachers, the book provides full information on the appropriate science topics for Key Stage 1 and 2, outlining the subject knowledge that a teacher needs, the curriculum requirements and the best ways to go about teaching, with an emphasis on practical science enquiry.

The authors draw on their expertise to identify approaches to teaching that are best used in different areas of science, and help readers understand key teaching issues by considering them in relation to specific contexts. With advice on lesson planning and a user friendly structure, this book forms essential reading for all students and practising teachers in primary education.

2009: 246 x 189: 256ppPb: 978-0-415-48045-1: £19.99


5TH EDITIOn

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

The book opens with multiple case studies, four of which are new to this edition, offering cross-curricular examples of primary science in action. Each chapter is framed by an introduction and summary points. Suggestions for further reading are provided and there are numerous references to useful websites.

Combining theory and practice, The Teaching of Science in Primary Schools helps the reader to understand the rationale behind the practice. It continues to be essential reading for all trainee and practising primary school teachers, including students on PgCE Primary, BEd, BA Primary, Education Studies courses and those studying for further qualifications in education.

2009: 246 x 189: 352ppPb: 978-0-415-46527-4: £19.99


NEW

Encyclopedia of Primary Science and TechnologyChris Collier, Bath Spa University, UK, Dan Davies, Alan Howe and Kendra McMahonUnique in its field, this Encyclopedia brings together in one indispensable reference volume an eclectic mixture of definitions covering a wide range of topics and ideas. This handy reference will be invaluable to all currently teaching or training to teach at primary level as well as primary science co-ordinators advisors, and teacher trainers.

Clear explanations of difficult scientific concepts are provided, carefully chosen to reflect the needs of those involved in primary science education. The writers are able to draw on their extensive experience of teaching of science in the primary classroom so that although explanations will be in sufficient depth for teachers, they will be defined in a way that is appropriate to those who then have to apply this knowledge to their teaching of primary school children.

The Encyclopedia also includes explanations of terms associated with teaching and learning of primary science. There are also commentaries of current issues in primary science education, a who’s who of important current and historical figures in primary science and finally a top ten of key texts in primary science education and research is included, as well further top tens of influential people in primary science, and difficult concepts.

• c. 500 entries

• scientific definitons and pedagogical explanations/examples

• extensive commentaries of current issues in primary science

• who’s who of current and historical figures

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

• annotated further reading lists.

October 2010: 246 x 174: 300ppPb: 978-0-415-47819-9: £24.99


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Primary Eucation 2010 (UK)