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Classics is one of the most varied and interdisciplinary of all subjects; it includes literature, history, philosophy, art and archaeology. There is growing interest among teachers in the subject, and recent studies have shown that learning Latin and/or Greek can have a positive impact on student outcomes in English and literacy.Jessica Dixon and Arlene Holmes-Henderson showcase ideas from their own teaching experience, plus innovative examples from a range of schools, to provide strategies for teaching Latin, Greek, Classical Civilisation and Ancient History that will enrich, enliven and extend your teaching practice.Inspiring and eye-opening, this will be an enjoyable and useful read for all teachers who are currently teaching, training to teach, or interested in teaching classical subjects and related disciplines, in primary or secondary schools.

This book seeks to help teachers convert dependent learners into independent learners who can take control of their own learning.Part One instructs teachers on the conditions that create dependent learners, as well as the principles of human intelligence and learning. It discusses some of the myths and controversies concerning these topics. It also analyzes the cognitive science research on how students learn and what educational practices best promote new learning.The second half of the book addresses how teachers can create and implement classroom practices that promote the principles of learning and convert dependent learners into independent ones.The book offers a holistic approach to teaching, focusing on classroom management and relationship building, writing and oral communication, lesson design, and assessment and feedback. It also examines how direct instruction methods can be used in conjunction with active learning strategies like project-based learning to improve student retention of knowledge and increase motivation and engagement.

Drawing on over 60 years' combined experience of history teaching and history curriculum leadership, Carr, Hibbert, Priggs and Richards explore ways to make history memorable, engage students in historical thinking and secure excellent outcomes for all. Their perspective is grounded in history's disciplinary distinctiveness and a vision for its purpose in students' education. The authors of Secondary History in Action articulate practical approaches to history curriculum design, ways to teach disciplinary history in the classroom and methods to assess students' knowledge and understanding. They draw together recent research and established traditions in history teaching discourse in a coherent summary that will be helpful to trainee and beginning teachers, non-specialist teachers of history, subject leaders and senior leaders line-managing history departments.

The A-Z of Primary English is a handbook for teachers organised around the 26 letters of the English alphabet.

Bandura's theory of self-efficacy is one of the most important discoveries in modern psychology that has transformed how we understand human behaviour. Through years of research across different disciplines, we now know that our self-efficacy is a central concept in how we behave and is critical in determining the capacity that students have to shape their own lives. The belief that our behaviour can yield a positive result within a specific domain explains many experiences that teachers face in the classroom - why, in the face of good teaching, students still don't attempt the work; why, in some lessons, students are seen to work harder than in others; why some students struggle to bounce back from failure and why student behaviour can still present a challenge. Dr Neil Gilbride CPsychol guides the reader in how we can take action to raise student self-efficacy and, subsequently, the agency that students feel in taking control of their lives and studies. Specifically, the book will explore the application of self-efficacy to three key areas - how we design our instruction, how we design practice and how we influence the behaviour of our pupils within our settings. The book interweaves insights from research with how it might look in the classroom. Succinct summaries and case studies from a range of practitioners will enable all readers to raise the self-efficacy of their students in their own classrooms and beyond.

The A-Z of Student Wellbeing is a handbook for school leaders, organised around the 26 letters of the English alphabet.

The A-Z of Independent School Leadership is a guide for school leaders organised around the 26 letters of the Alphabet.

The A-Z of Primary Leadership is a handbook for school leaders organised around the 26 letters of the English alphabet.

The A-Z of Governance is a handbook to school governance organised around the 26 letters of the English alphabet.

The A-Z of Addressing Disadvantage is a teacher handbook offering practical suggestions and ideas for addressing disadvantage in schools, organised around the 26 letters of the English alphabet.

While there is a long history in education of diminishing the importance of 'teacher talk', the time-honoured method of explaining stuff persists as an invaluable asset in the classroom. In this book, Zach Groshell dives into some of the key research studies and practical insights behind the art of 'breaking it down' so that even the most complex concepts become accessible to all learners.

Ready to Teach: Romeo and Juliet brings together the deep subject knowledge, resources and classroom strategies needed to teach Shakespeare's famous play, as well as the pedagogical theory behind why these ideas work, helping teachers to deliver a knowledge-rich curriculum with impact.

researchED is an educator-led organisation with the goal of bridging the gap between research and practice. This accessible and punchy series, overseen by founder Tom Bennett, tackles the most important topics in education, with a range of experienced contributors exploring the latest evidence and research and how it can apply in a variety of classroom settings.Literacy is one of the most powerful and transformative learning tools: making changes and improvements in Literacy will have a direct impact on your work, your learning and your aspirations across all subjects in the curriculum.In this book, Stephen Lockyer brings together contributions from expert writers, including Clare Sealy, Emma Stokes, Neil Almond and Andrew Percival, to show how making tiny, incremental changes with consistency and genuine purpose can have a big effect on your students, their literacy, and their learning. Each chapter has an abundance of ideas to take into your classroom and have a direct impact on the pupils.

Beyond Boundaries provides a model for effective trust leadership of SEND. It includes a range of case studies that highlight the many successes trust leaders have achieved so that learners with SEND in their schools are able to flourish.Structured around the Primary Colours Model of Leadership, the book considers six key elements of leadership through the lens of SEND:· Set the strategic direction· Create alignment· Build and sustain relationships· Create teams· Plan and organise· Deliver results and get things done.Primarily aimed at leaders within trusts, this book will also be relevant for those leading SEND provision in a range of school groups and networks.

Questioning is arguably one of the most important aspects of pedagogy a teacher can focus on developing due to the impact it can have on students' learning. However, questioning is also one of the most challenging aspects of a teacher's job to master. It's one thing to ask questions; it's another to do this really well.Following the success of Power Up Your Pedagogy comes the second instalment in Bruce Robertson's series: Power Up Your Questioning. In this book, teachers are guided through every aspect of questioning in the classroom: why it matters, what it entails and how to use it to improve your students' learning. As a formative assessment tool, questioning is king. This book will make any teacher a questioning expert.

What is Geography Teaching, Now? is a comprehensive guide compiling teaching methods for over 40 aspects of geography teaching, from everyday topics such as assessment, pedagogy and resources, to the challenges facing modern geography teachers such as environmental education, decolonising the geography curriculum and geography in relation to gender and sexuality. Catherine Owen and Jennifer Monk have drawn on the classroom practice and experience of a range of practitioners to tackle the most difficult topics in a concise but enthralling manner, highlighting the importance of professional development in the geography classroom. Practical strategies are woven throughout the book, alongside questions for reflection and suggestions for further research and reading, making this must-have volume perfect for geography teachers at any stage of their careers.

The Ready to Teach series returns with Ready to Teach: The Great Gatsby.This book brings together the deep subject knowledge, resources and classroom strategies needed to teach F. Scott Fitzgerald's classic, as well as the pedagogical theory behind why these ideas work, helping teachers to deliver a knowledge-rich curriculum with impact.Each chapter contains lesson-by-lesson essays and commentaries that enhance subject knowledge on key areas of the text alongside fully resourced lessons reflecting current and dynamic best practice.The book also offers an introduction to the key pedagogical concepts which underpin the lessons and why they are proven to help students develop powerful knowledge and key skills. Where you are new to teaching or looking for different ways into the text, Ready to Teach: The Great Gatsby is the perfect companion to the study of this timeless novel.

Do you struggle to find time to prioritise your professional development?The From Principle to Practice series from the Chartered College of Teaching will support career-long development for all teachers, leaders and mentors. These short, useful and research-packed guides draw on the professional principles that underpin all pathways to Chartered Status, a professional accreditation that recognises the knowledge, skills and behaviours of highly accomplished educators. In these short but elemental companions to professional learning, principles and practice are given equal weight to encourage teachers to find balance and to reflect on their practice throughout their busy school lives. The first book, Evidence-informed Leadership, is the essential companion for busy school leaders wishing to continually develop their leadership practices in line with the dynamic needs of their schools and staff. This first book aims to support senior leaders, headteachers and those working in leadership roles across multiple schools. The book is divided into two parts: Professional knowledge, including chapters on pedagogy, curriculum and assessment; and Professional practice, including chapters on inclusive culture, supporting systems and school development. The contributing authors are experienced leaders with wide-ranging expertise spanning multiple contexts, including schools, trusts, research organisations and academic institutions. A constant companion to career-long professional learning and development, this pocket-sized guide will bring you back to the professional principles at the heart of your leadership practice as you navigate the day-to-day demands of school life.