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Our AS Level student book is endorsed by Cambridge International Education to support the full syllabus for examination from 2025.Develop theoretical and practical IT skills with this comprehensive Student's Book written by experienced authors and examiners specially for the updated Cambridge International Education AS Level Information Technology syllabus (9626).- Improve understanding of concepts and terminology with clear explanations, labelled illustrations, photographs, diagrams, plus a glossary of key terms- Develop theoretical and practical skills with a range of exercises (multi choice through to discussion type questions), exam-style questions, step-by-step instructions and example answers that all ensure skills are developed alongside knowledge- Follow a structured route through the course with in-depth coverage of the full syllabusAlso available in the series:Cambridge International AS Level Information Technology Student Book eBook 9781036005597Cambridge International AS Level Information Technology Skills Workbook 9781510483064

Target exam success with My Revision Notes. Our updated approach to revision will help you learn, practise and apply your skills and understanding. Coverage of key content is combined with practical study tips and effective revision strategies to create a guide you can rely on to build both knowledge and confidence.

My Revision Notes will engage students with our updated approach to consolidating course content and helping them learn, practise and apply their skills and understanding. Coverage of key content is combined with practical study tips and effective planning strategies to create a guide that students can rely on to build both knowledge and confidence.

The A-Z of Great Classrooms is a celebration of that magical double act of teaching and learning, organised around the 26 letters of the English alphabet. Over the past twenty years as a reviewer and inspector of schools and colleges in the UK and across the world, Roy Blatchford CBE has visited over 15,000 lessons in more than 1,000 settings. In this book he seeks to distil what happens in classrooms where learners are engaged and excited by what the skilled and knowledgeable teacher presents, weaving in examples, analysis and personal reflections. Roy Blatchford notes in the introduction: 'Across continents I have enjoyed being in the presence of children, young people and adults being taught by teachers who love their work and whose passion for subject shines through their every gesture and every word. The best lessons - you just don't want them to end!'And there's nothing quite like the professional privilege of being in such classrooms, laboratories, dance studios, workshops, music practice rooms, sports halls, libraries, learning centres, sensory zones, outdoor settings, lecture theatres - wherever the learning unfolds. 'In Section One readers will form their own views about whether the A-Z alphabetical headings impose an editorial strait-jacket when teaching and learning are such dynamic affairs. An extended Venn diagram or a series of linked Olympic rings might well be a richer way of presenting the complexities, intricacies and flow of classrooms.'The Foreword is by Rebecca Boomer-Clark, CEO of Academies Enterprise Trust.

This is a story about English language learners - one in particular - and a reflection on what we, as educators, can do to promote their success.As educators, we're faced every day with the question of how to teach the thousands - many thousands - of children who arrive in our schools as immigrants and refugees, coming with no English, from cultural backgrounds so different from America's, often from impoverished households and often from households where education of the kind we know was completely absent.Our work as educators is to help these children start to climb the wall that stands between their past, wherever and however that was lived, and a future in America, where their education will prepare them to take advantage of the same opportunities everyone else here enjoys.This is not an easy job. But it's one we can't afford to get wrong. And this is not a small corner in our education system today. The number of English language learners in U.S. school systems is large and growing. And the educators involved in teaching this exceptional population include basically everyone, not just those teachers with direct classroom contact. When they're in the building, the entire school is the English language learner's world.

This title has been endorsed by Cambridge Assessment International Education.Deliver an exciting computing course for ages 11-14, building on students' existing computing skills and experience whilst demonstrating new concepts, with practice opportunities to ensure progression.- Recap and activate students' prior knowledge with 'Do you remember?' panels and introduce more advanced skills with 'Challenge yourself!' tasks.- Allow students to demonstrate their knowledge creatively with engaging end of unit projects that apply skills and concepts in a range of different contexts.- Develop computational thinking with an emphasis on broadening understanding throughout the activities.- Provide clear guidance on e-safety with a strong focus throughout.ContentsIntroduction1 Presenting choices: combining constructs2 Design your own network: shape and size3 Coding and testing: game development for the Micro:bit4 Drilling down: How the processor processes5 Big data modelling and analysis: databases and spreadsheets6 An array of skills: expert storytellingGlossaryIndex

They Don't Behave for Me supports teachers with some key behavioural scenarios - ranging from classroom disruption and rudeness, to bullying, fights, and even a lack of overall behavioural strategy at a school level. Sam Strickland draws on his own experience to illustrate 50 common situations that he has had to resolve, seek support with, or offer advice on, and which most teachers will face at some point as they progress through their career into middle and senior leadership. Each scenario is broken down into an outline of the issue, a what to do in the immediate now, and a follow-up set of next steps.We should never condone poor behaviour - but how do we keep going and find the answers to resolve things when they go wrong? This book will guide you from some of the key challenges regularly faced by teachers towards your own approach to effective behavioural management.

Did you know that research methods content is worth at least 25% of your final exam mark? That's more than three times as much as any other topic.This new workbook provides full coverage of the AQA specification for research methods along with practical activities to help you properly understand what research methods are all about.- Includes clear explanations of all research methods topics, including strengths and weaknesses.- Based on the principle of 'doing', each content spread is followed by a related practical to complete in class and/or for homework.- The workbook uses a spiral curriculum - revisiting topics so you can pick up a deeper understanding each time.- Exam-style questions and MCQs help you assess your knowledge.- Tips are given for 'top marks', based on what examiners are looking for in answers.- Links are provided to specification-related psychological studies covered in our best-selling AQA Psychology student books.

This is a guide to teaching creative writing to primary school children aged 8-11.The 22 classroom-tested exercises encourage students to explore their emotions, their senses, and the world around them. Activities are designed to get children thinking about and describing what they see, hear, smell, taste and the thoughts which pass through their minds, re-enforcing their basic grammar and widening their vocabulary.The aim is to get children writing for enjoyment.The assignments are a springboard from which ideas are formed and then developed. They are structured to encourage spontaneous thought and to allow the writer to follow ideas; freeing the conscious mind from restraint to simply write. Above all, they are for children to have fun, to help them tap into emotions and imagination - which may well surprise both them and you.Get Children Writing brings together clear objectives, teachers' notes, and examples of techniques, styles, and formats drawn from classic children's literature into one classroom-ready sourcebook. Many of the assignments can be adapted to suit children younger or older than 8-11.We all love a story.

The success or failure of a teacher rests on one thing: the quality of their communication. Under the microscope of the modern secondary classroom, everything we say and everything we do is analysed by our teenage audience. Talking to Teenagers is a practical handbook that explores five essential communication strategies. It provides busy teachers with the scripts they need to improve learning and form effective relationships with teenagers.This book looks at understanding teenagers and their brain development, mastering the art of non-verbal communication, teaching positive behaviour and scripting your responses, using the LEAP acronym in the classroom, and how to drive motivation and build habits in your students. If you feel your communication in the classroom is often on autopilot, this book will fuel you with the strategies, phrases and understanding that will help you to be the best version of yourself in the classroom.

Teaching is complex. But there are simple ideas we can enact to help our teaching be more effective. This book contains over 400 such ideas.The ideas come from two sources. First, from the wonderful guests on my Tips for Teachers podcast - education heavyweights such as Dylan Wiliam, Daisy Christodoulou and Tom Sherrington, as well as talented teachers who are not household names but have so much wisdom to share. Then there's what I have learned from working with amazing teachers and students in hundreds of schools around the world.Inside you will find 22 ideas to enhance mini-whiteboard use, 15 ideas to improve the start of your lesson, 14 ideas to help make Silent Teacher effective, seven ways to respond if a student says they don't know, and lots, lots more.Each idea can be implemented the very next time you step into a classroom. So, whatever your level of experience, subject or phase, there are plenty of ideas in this book to help take your teaching to the next level.Book contentsChapter 1: How to use this bookTip 1. How to use this book to improve your teachingTip 2. How to give yourself the best chance of making a lasting changeChapter 2: Habits and routines Why are habits and routines important? Tip 3. Eight ideas to help introduce a routineTip 4. Beware of the Valley of Latent PotentialTip 5. Two ideas to help a routine stickTip 6. Develop a set of high-value activity structuresTip 7. Six ideas to help establish positive norms in your classroomTip 8. Four types of words to consider removing from your teaching vocabularyChapter 3: The means of participationA challengeTip 9. Front-load the means of participationTip 10. Ten ideas to improve Cold CallTip 11. Eight reasons to strive for mass participation more frequentlyTip 12. Twenty-two ideas to improve the use of mini-whiteboardsTip 13. Five ideas to improve the use of voting systems Tip 14. Nine ideas to improve Call and ResponseTip 15. Fifteen ideas to improve Partner TalkTip 16. Six ideas to improve group workTip 17. Use the means of participation holy trinityTip 18. Never rely on a mental noteTip 19. The best tool for the long term might not be the best tool for nowChapter 4: Checking for understandingTip 20. Think of questions as a check for misunderstandingTip 21. Use the temptation to ask for self-report as a cue to ask a better questionTip 22. Lengthen wait times after asking a questionTip 23. Lengthen wait times after an answerTip 24. Ten types of questions to ask when checking for understandingTip 25. Try these three frameworks for learner-generated examplesTip 26. Three ways to use diagnostic questions to check for understandingTip 27. Provide scaffolds for verbal responsesTip 28. Six key times to check for understandingTip 29. Ten ideas to improve Exit TicketsTip 30. Pick the student least likely to knowTip 31. Start with whoever got 8 out of 10Tip 32. Ten ideas to help create a culture of errorTip 33. Three ideas to encourage students to ask questionsChapter 5: Responsive teachingTip 34. Trick your students to test if they really understandTip 35. Never round-upTip 36. Six ideas if a student says 'I don't know'Tip 37. What to do when some students understand and some don'tTip 38. What to do when some students still don't understandTip 39. How students can own and record classroom discussionsTip 40. Share students' work with the rest of the classChapter 6: PlanningTip 41. Seven ideas to improve a scheme of workTip 42. Six ideas to help start the planning processTip 43. Plan to do less, but betterTip 44. Ask yourself: 'What are my students likely to be thinking about?'Tip 45. Write out ideal student responsesTip 46. Four ideas to help you plan for and respond to errorsTip 47. Two ideas to help teachers engage in Deep Work Tip 48. Aim to close the loop when sending an emailChapter 7: Prior knowledgeTip 49. Plan relevant prior knowledgeTip 50. Prioritise relevant prior knowledgeTip 51. Assess relevant prior knowledgeTip 52. Respond to prior knowledge assessmentTip 53. Assess relevant prior knowledge for each idea, not for the whole sequenceChapter 8: Explanations, modelling and worked examplesTip 54. Five ideas to show students why what we are learning today mattersTip 55. Use related examples and non-examples to explain technical languageTip 56. Fourteen ideas to improve the explanation of a conceptTip 57. Teach decision making separatelyTip 58. Five ideas to improve our choice of examplesTip 59. Model techniques liveTip 60. Use a teacher worked-examples bookTip 61. Use student worked-examples booksTip 62. Make use of the power of Example-Problem PairsTip 63. Fourteen ideas to improve Silent TeacherTip 64. Use self-explanation prompts to help develop your students' understanding Tip 65. Six ideas to improve 'copy down the worked example'Tip 66. Vary the means of participation for the We DoTip 67. Three errors to avoid with the Your Turn questionsTip 68. Reflect after a worked exampleTip 69. Beware of seductive detailsChapter 9: Student practiceTip 70. Eight ideas to improve student practice timeTip 71. How to harness the hidden power of interleavingTip 72. Consider using Intelligent PracticeTip 73. Consider using 'no-number' questionsTip 74. Nine ideas to help you observe student work with a purposeTip 75. Occasionally let students do work in someone else's bookChapter 10: Memory and retrievalRetrieval opportunitiesTip 76. Show your students the Forgetting CurveTip 77. Show your students the path to high storage and retrieval strengthTip 78. Show your students the limits of working memoryTip 79. Show your students how long-term memory helps thinkingTip 80. Show your students that being familiar with something is not the same as knowing itTip 81. Ensure you provide retrieval opportunities for all contentTip 82. When designing retrieval opportunities, aim for 80%Tip 83. Vary the types of retrieval questions you askTip 84. Consider providing prompts and cues during retrieval opportunitiesTip 85. Get your students to assign confidence scores to their answersTip 86. Make corrections quizzableTip 87. Twenty-one ideas to improve your Low-Stakes QuizzesTip 88. Fifteen ideas to improve the Do NowTip 89. Consider using Trello to help organise the disorganisedChapter 11: Homework, marking and feedbackTip 90. Make homework feed into lessonsTip 91. Eight ideas to improve homeworkTip 92. Two things to check if homework or test scores are a surprise Tip 93. Be careful how you respond to 'silly' mistakesTip 94. Turn feedback into detective workTip 95. Consider recording verbal feedbackTip 96. Twelve ideas to improve whole-class feedbackChapter 12: Improving as a teacherTip 97. Find the expertise within your teamTip 98. Five different people to learn fromTip 99. Revisit education books and podcast episodesTip 100. Four things to consider when trying something newTip 101. Five ideas to help tackle the negativity radioTip 102. Consider slowing down your careerTip 103. Sixteen ideas to improve the delivery of CPD Tip 104. Micro tipsTip 105. If you want more tips...

Unlock your full potential with this revision guide that will guide you through the knowledge and skills you need to succeed in the Engineering and Manufacturing T Level core exams.

Set your students on track to achieve the best grade possible with My Revision Notes: Level 1 / Level 2 Cambridge Nationals in Child Development.

Set students on track to achieve the best grade possible with our My Revision Notes for OCR GCSE (9-1) PE.

Develop the vital skills students need to achieve the best results possible in their Engineering Design exams, with this expert-written Exam Practice Workbook.

We are working with Cambridge International to gain endorsement for this forthcoming series.Help learners develop essential computing skills with an approach that uses real-life examples, reinforces key vocabulary and provides opportunities to learn, practise and apply throughout.- Encourage learners to become confident in working with information and ideas of their own and those of others with discussion tasks, as well as with What can you do? panels at the end of each unit for self-assessment.- Provide a clear pathway through the learning objectives with Practise tasks in each unit, as well as Go further and Challenge yourself! panels with questions designed to support differentiation.- Recap and activate learners' prior knowledge with Do you remember? activities and introduce new computing skills with Learn and Practise tasks.- Cross-curricular links boost self-reflection within and across multiple disciplines, enabling learners to enquire and extend understanding from a range of contexts.

We are working with Cambridge International to gain endorsement for this forthcoming series.Deliver an exciting computing course for ages 11-14, building on students' existing computing skills and experience whilst demonstrating new concepts, with practice opportunities to ensure progression.- Recap and activate students' prior knowledge with 'Do you remember?' panels and introduce more advanced skills with 'Challenge yourself!' tasks.- Allow students to demonstrate their knowledge creatively with engaging end of unit projects that apply skills and concepts in a range of different contexts.- Develop computational thinking with an emphasis on broadening understanding throughout the activities.- Provide clear guidance on e-safety with a strong focus throughout.

We are working with Cambridge Assessment International Education to gain endorsement for this title.Rely on author Ben Walsh's bestselling approach to navigate through the syllabus content and help students acquire the skills they need. The book covers all the Key Questions and Focus Points for Core Content Option B 'The 20th century: International Relations since 1919' and selected depth studies: Germany, 1918-45; Russia, 1905-41; The USA, 1919-41.- Deepen understanding through clear and engaging text to build the content knowledge required by the course.- Develop analytical skills through carefully designed Focus Tasks on all the Focus Points or Key Questions from the syllabus.- Get a feel for the period and the issues through abundant source material that also ensures regular practice of source evaluation skills.- Remember historical facts better through memorable diagrams and timelines.- Consolidate learning with Exam Focus features suggesting how to tackle exam-style questions.

Target exam success with My Revision Notes. Our updated approach to revision will help students learn, practise and apply their skills and understanding. Coverage of key content is combined with practical study tips and effective revision strategies to create a revision guide students can rely on to build both knowledge and confidence.

We are working with Cambridge Assessment International Education to gain endorsement for this forthcoming title. Master the essential mathematical skills that underpin the new Cambridge Primary Mathematics curriculum framework (0096), with specifically sign-posted tasks and activities rooted in the mastery approach. - Get learners thinking mathematically with engaging activities designed to focus on key skills and principles. - Embed knowledge across all areas of learning, enabling learners to make connections between different areas of mathematics. - Develop vocabulary with probing questions designed to encourage learners to use accurate language to describe how they solve particular problems.

We are working with Cambridge Assessment International Education to gain endorsement for this forthcoming title. Master the essential mathematical skills that underpin the new Cambridge Primary Mathematics curriculum framework (0096), with specifically sign-posted tasks and activities rooted in the mastery approach. - Get learners thinking mathematically with engaging activities designed to focus on key skills and principles. - Embed knowledge across all areas of learning, enabling learners to make connections between different areas of mathematics. - Develop vocabulary with probing questions designed to encourage learners to use accurate language to describe how they solve particular problems.