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wynne Harlen OBe is a Visiting Professor at the University of Bristol, UK.

anne Qualter Head of the Department of Education at the University of Liverpool, UK.

March 2009: 246x189: 306ppPb: 978-0-415-46527-4: £19.99

new

5th Edition

the teaching of Science in Primary SchoolsThe new edition of this best-selling 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 fifth edition has been updated to reflect:

• the move towards a cross-curricular approach in primary schools

• recent developments in the use of ICT by teachers and pupils

• how assessment and records can be used to help learning

• what recent studies of the brain can tell us about learning

• the widespread emphasis on teaching and learning through inquiry

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

• changes in curriculum management and planning.

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

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.

Selected Contents: Acknowledgements Introduction Primary Science in Action 1. Primary Science in Action: The Early Years 2. Primary Science in Action: The Later Primary Years 3. Aims and Outcomes of Primary Science Education 4. Experiences that Promote Learning in Science Learning Through Inquiry 5. Children’s Own Ideas 6. Developing Understanding in Science 7. Skills Used in Developing Understanding 8. Talking to Learn Teaching Through Inquiry 9. Helping Development of Scientific Ideas 10. Helping Development of Inquiry Skills 11. Teaching for Enjoyment, Motivation and Scientific Attitudes 12. Teachers’ and Children’s Question 13. Lesson Planning Assessment to Help Learning 14. Assessment for Different Purposes 15. Gathering Information to Help Learning 16. Finding Out Children’s Ideas 16. Finding Out Children’s Process Skills and Attitudes 17. Formative Feedback 18. Children’s Role in Assessing Their Work 19. Summarising Achievement Materials and ICT to Support Inquiry 20. The Role and Organisation of Practical Inquiry 21. Learning Outside the Classroom 22. Children using ICT 23. Teachers using ICT Managing Science at the School Level 24. Aspects of Whole School Planning 25. Planning at the Class Level 26. Recording and Evaluating Provision for Science 27. The Science Subject Leader 28. Teachers’ Continued Professional Learning References Index

A David Fulton Book

Teresa Cremin is Professor of Education at the Open University, UK and President of the United Kingdom Literacy Association.

June 2009Hb 978-0-415-54829-8: £75.00 Pb: 978-0-415-43502-4: £18.99

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teaching english creativelyWhat does it mean to teach English creatively to primary school children?

How can you successfully develop pupils’ engagement with reading and writing skills?

Teaching English Creatively offers ideas to involve your children and demonstrate the potential of creative teaching to develop children’s knowledge, skills, understanding and attitudes. Under-pinned by theory and research, it 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. Key themes addressed include:

• Meaning and purpose

• Play and engagement

• Curiosity and autonomy

• Collaboration and making connections

• Reflection and celebration

• The creative involvement of the teacher.

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.

Selected Contents: 1. Teaching English Creatively 2. Developing Speakers and Listeners 3. Developing Drama 4. Developing Readers in the Early Years 5. Developing Readers in the Later Years 6. Developing Writers in the Early Years 7. Developing Writers in the Later Years 8. Exploring Fiction Texts Creatively 9. Exploring Poetic Texts Creatively 10. Exploring Non-fiction Texts Creatively 11. Exploring Visual and Digital Texts Creatively 12. Planning to Teach Literacy Creatively

Denis Hayes is Professor of Primary Education at the Faculty of Education, University of Plymouth, UK.

November 2008: 234x156: 184ppPb: 978-0-415-47554-9: £16.99

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Primary teaching todayAn introduction

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

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. Thus, the early chapters orientate towards the attributes for which teachers should persevere; the later chapters are more heavily weighted towards the implications for classroom practice and work in school. The final chapter offers a variety of exercises and tasks to deepen thinking and enhance professional learning, linked to the QTS Standards.

Throughout the book there are ‘Extend your thinking’ prompts containing statements and questions to stimulate the reader in facing challenging issues, a ‘Terminology check’ to clarify meanings of terms, plus ‘Strengthening practice’ boxes with practical suggestions about implementation. The book is also unusual in that it provides relevant information about key issues under ‘Professional learning perspectives’ at the end of each chapter.

Selected Contents: Part 1: Becoming a Primary Teacher 1. The Job You Have Always Dreamed About 2. The Realities of Teaching 3. The Type of Teacher You Want To Be Chapter 4. A Model of the Ideal Teacher

Part 2: Teaching and Learning 5. Helping Children to Love Learning 6. Behaviour and the 21st Century Child 7. Becoming a More Skilful Teacher

Part 3: Trainee Teachers on School Placement 8. Challenges and Opportunities on School Placement 9. Prospering as a Trainee Teacher

Part 4: achieving excellence 10. Consolidating your Professional Learning Conclusion: The Wonder Years of Primary Teaching

A David Fulton Book

Denis Hayes is Professor of Primary Education at the Faculty of Education, University of Plymouth, UK.

May 2008: 246x189: 424ppPb: 978-0-415-45232-8: £20.99

4th Edition

Foundations of Primary teachingThe need to achieve the latest QTS standards for teaching can often stifle innovation and reflective thinking. Written specifically to help guide student teachers through their training, this book provides a comprehensive introduction to all aspects of teaching within the primary school. It helps student teachers to achieve both the requirements for Qualified Teacher Status, and also a fuller understanding and appreciation of teaching as an evolving and reflective profession through an emphasis on:

• effective relationships and motivation as essential factors in learning

• developing timeless and transferable teaching skills

• reactivating thinking skills

• promoting creativity and innovation within the classroom.

With new material on inclusion, SEN, legal issues, ICT and teaching assistants, this new edition remains essential reading for all student teachers on initial teacher training courses at the primary level.

Selected Contents: Introduction: Schools are about People

Part 1: People in School 1. The Children 2. The Teacher 3. Working with Parents and other Adults

Part 2: Learning and Teaching 4. The Process of Learning 5. Planning and Teaching Skills 6. Organising and Managing for Learning 7. Assessment, Recording and Reporting 8. Behaviour Management 9. Inclusion and Special Educational Needs

Part 3: Qualified Status 10. The Induction Year Conclusion: The Way Ahead

A David Fulton Book

Pat Hughes is Senior Lecturer in Primary Education at Liverpool Hope University, UK.

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

3rd Edition

Principles of educationThis fully updated, third edition of Principles of Primary Education provides a solid foundation for student teachers on all types of initial teacher training courses – Postgraduate Certificate in Education (PGCE), BA Qualified Teacher Status (QTS), BEd and modular – and for those returning to teaching after a career break or considering moving from secondary to primary teaching. Based on tried-and-tested materials, each chapter provides an interactive overview to different aspects of education that trainee teachers require to pass the standards for QTS.

A friendly, supportive and interactive style enables the reader to take control of the learning process. There are planning sheets, proformas and reminders to develop effective classroom practice, and each chapter is linked to the QTS standards and sets out learning objectives, activities and references to further sources of guidance. The Every Child Matters (ECM) agenda is highlighted throughout the book, as is the changing role of teachers and other professionals in school, making Principles of Primary Education invaluable reading for all trainee teachers as well as students on courses such as Education Studies, Children’s Studies and foundation degrees.

4th Edition

organising learning in the Primary School classroomSince the publication of the first edition, 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. It gives help on everyday problems of classroom organisation: how to group children, how to set out a classroom physically, how to make the most efficient use of time and resources.

Now in its 4th edition, the book retains these strengths but has been brought right up to date with the many changes that are taking place nationally and globally. The book begins with a survey of these recent changes and goes on to consider their implications for teachers if today’s schools are to prepare children for what is, to some extent, an unknown future. In addition to chapters on classroom organisation, the book includes chapters on child development, creativity, PSHE and citizenship, teaching language and literacy, ICT, mathematics and science, the foundation subjects working with parents working effectively with Teaching Assistants evaluating and assessing learning and teaching children with special educational needs or exceptional ability.

Joan Dean OBe has been involved with many aspects of education, having taught in primary and secondary schools and a college of education. In 1980 she was awarded an OBE for her services to education.

July 2008: 234x156: 296ppPb: 978-0-415-46519-9: £21.99

A David Fulton Book

Penelope Harnett is Senior Lecturer in Education at the University of the West of England, UK.

2007: 234x156: 208ppPb: 978-0-415-39924-1: £19.99

James arthur is Professor of Education at Canterbury Christ Church University, UK.

Teresa Grainger is a Reader in Education at Canterbury Christ Church University, UK.

David wray taught is Professor of Literacy Education at the University of Warwick, UK.

2006: 246x189: 352ppPb: 978-0-415-35928-3: £21.99

understanding Primary educationDeveloping Professional Attributes, knowledge and skills

Understanding Primary Education will help trainees and newly qualified teachers reflect on the professional decisions they need to make within their planning and classroom practice. The authors analyse key issues and policies within contemporary education through reference to research and pedagogical practice. They encourage readers to reflect on policy and practice and support them in articulating their own beliefs and values.

A broad perspective of the curriculum is outlined with a focus on what curriculum breadth and balance looks like in practice. Readers are encouraged to consider questions such as: What are the purposes of education? What values are important in a pluralist society and what values might we share? In what ways can children be encouraged to be active participants within their communities?

Selected Contents: 1. Introduction 2. The Foundation Stage – How Far Can You Push It? 3. Strategies and Schemes of Work – Straightjacket or Stimulus for Creative Learning? 4. What Makes a Good Pedagogy for KS2? 5. Inclusive Communities? Are They Possible? 6. Current Assessment Practices: Driving or Supporting Practice? 7. What’s Happened to Curriculum Breadth and Balance and Does It Matter Anyway? 8. Multi-Literacies: How Do Children View and Communicate Their World? 9. Beyond the Classroom Walls: Teachers and Pupils Learning Together 10. Facing the Future: The Primary School Teacher in the 21st Century

learning to teach in the Primary SchoolThis comprehensive textbook provides valuable support to student teachers on primary ITT, BEd and PGCE courses. It provides a sound and practical introduction to the teaching skills as well as the underlying theory.

Each chapter contains a brief introduction to the key concepts, issues and skills, and provides learning activities in the form of tasks. Annotated lists of further reading are included for students who want to explore topics in more detail.

Selected Contents: Introduction. Section 1: Becoming a Teacher Primary Teaching: A Personal Perspective. Professionalism and Trainee Teachers Section 2: exploring the nature of Learning and Teaching Looking at Children. Looking at Learning. From Learning to Teaching. Developing Your Teaching Skills Section 3: Planning and Managing Learning Approaching Planning: Medium and Long Term. Approaching Planning: Short Term. Managing Classroom Behaviour. Managing Group Work. Organising Your Classroom for Learning. Planning for Learning Outside the Classroom Section 4: approaches to the Curriculum The Aims of Primary Education. The National Context for the Curriculum. The Scottish Context for the Curriculum. The Curriculum Section 5: Recent Developments in Primary education Creativity in the Curriculum. Thinking Skills. Learning through Dialogue. Citizenship in the Primary School. Gifted and Talented Section 6: Diversity and inclusion Inclusive Approaches. Providing for Differentiation. Education for Cultural Diversity and Social Justice. Responding to Gender Differences. Responding to Linguistic Diversity Section 7: assessment Assessment and Learning: Summative Approaches. Assessment and Learning: Formative Approaches Section 8: Partnership in Practice Managing Other Adults in the Classroom. Collaborating with Parents. Working with External Agencies. Attendance and Child Welfare Issues Section 9: your Professional Development Applying for Jobs and Preparing Your Induction Year. Your Legal and Ethical Responsibilities. Continuing Your Professional Development

Dominic wyse and Pam Dowson, University of Cambridge, UK.

October 2008: 297x210: 128ppPb: 978-0-415-45696-8: £19.99

Tony Martin, Chira Lovat and Glynis Purnell work in the Educational Development Unit of the University of Cumbria, UK.

January 2008: 297x210: 304ppPb: 978-0-415-43165-1: £18.99

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the really useful creativity BookWhat 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.

Selected Contents: 1. Defining Creativity 2. Organising Teaching for Creativity 3. Everyday Creativity 4. The Local Environment 5. Creative Partnerships 6. The Mantle of the Expert 7. Thinking Skills 8. Creativity in the Primary Curriculum

2nd Editon

the really useful literacy Bookbeing creative with literacy in the Primary classroom

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

This lively, stimulating book is an essential companion for teachers in Foundation, Key Stages 1 and 2, and those on initial teacher training courses who want to develop their literacy practice. In addition it is extremely useful for literacy leaders looking to develop whole school approaches in primary schools.

Selected Contents: 1. The Big Ideas 2. Principles and Practices 3. “Tell Me a Story” 4. Playing With Roles in the Foundation Stage 5. Time for Rhyme 6. Outside In, Inside Out or Reading and Writing Out and About! 7. Reporting Back 8. Calligrams and Shape Poems 9. Dear Giant - Dear Jack 10. Cyclones! 11. Where Did Our Writing Come From? 12. Writing is Not Speech Written Down 13. Whatever Happened to Lucy Gray? 14. “We Made the Story” 15. Enjoying a Good Argument?

Judith Graham recently retired as a Principal Lecturer from Roehampton University, UK.

alison Kelly at Roehampton University, UK.

July 2009: 246x189: 230ppHb: 978-0-415-48405-3: £75.00Pb: 978-0-415-48404-6: £21.99

Judith Graham recently retired as a Principal Lecturer from Roehampton University, UK.

alison Kelly at Roehampton University, UK.

2007: 246x174: 208ppPb: 978-1-84312-461-0: £17.99

A David Fulton Book

new

3rd Edition

Writing under controlNow in its third edition and reflecting changes in the Primary National Strategy, this best-selling 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 and 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.

Selected Contents: Contributors Introduction Acknowledgements 1. From Copying to Creation: the teaching of writing before the 1980s 2. Process, Genre, Strategy, Framework: Three Decades of Development in the Teaching of Writing 3. “This is different writing”: The World Outside the Classroom in Children’s Texts 4. The Writing Journey 5. Routines and Resources 6. Composition 7. Transcription: Spelling, Punctuation and Handwriting 8. Monitoring and Assessing Writing 9. Meeting Individual Needs 10. Specific Learning Difficulties in Writing

3rd Edition

reading under controlteaching Reading in the Primary school

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

• managing specialized reading difficulties, such as dyslexia

• EAL and gender issues in reading

• use of ICT within reading

• a detailed inspection of the phonics debate.

This book is essential reading for both trainee teachers and qualified teachers interested in continuing their professional development.

Selected Contents: 1. How We Got to Where We Are 2. Reading Differences, Reading Diversity 3. Getting to Grips with Phonics 4. The Reading Journey 5. Reading Routines 6. Reading Resources 7. Monitoring and Assessing Reading 8. Meeting Individual Needs 9. Dyslexia and Reading

A David Fulton Book

Dr David waugh is Head of the Centre for Educational Studies at the University of Hull, UK and a former deputy headteacher.

wendy Jolliffe is Programme Director of BA (Hons) Early Education and Care and BA (Hons) Learning and Teaching (Primary Teaching) at the University of Hull, UK.

2007: 246x174: 304ppPb: 978-1-84312-443-6: £19.99

Dominic wyse University of Cambridge, UK.

Russell Jones is Senior Lecturer in Primary English at Liverpool John Moores University, UK.

2007: 234x156: 304ppHb:978-0-415-39979-1: £85.00Pb: 978-0-415-39980-7: £18.99

A David Fulton Book

english 3–11A guide for teachers

In line with the National Primary Strategy, this core introductory textbook provides comprehensive, up-to-date and, most importantly, creative guidance on teaching English in the early years and primary classroom. Covering all of the key curriculum areas in manageable and accessible chapters, the book aims to motivate and support teachers to achieve enjoyment, progression, breadth and balance in their teaching of effective and creative English. Key topics covered include:

• assessment for learning

• co-operative learning

• popular culture and multi-media.

By combining both subject knowledge with effective pedagogical approaches to teaching English, this book is an essential one-stop resource for all busy teachers.

Selected Contents: Introduction 1. The Pedagogy of Teaching English in the Primary School 2. Classroom Management in English 3. Creative Approaches to Teaching Literacy 4. Communication, Language and Literacy in the Early Years 5. Knowledge about Language 6. Talking to Learn 7. Teaching and Learning Reading 8. Fiction and Poetry 9. Reading and Writing for Information 10. English Across the Ability Range 11. Developing Children’s Writing 12. Spelling 13. ICT and English 14. Planning for English 15. Assessment for Learning

2nd Edition

teaching english, language and literacyAre you looking for one book that covers every aspect of the teaching of English at primary level?

This fully updated second edition of Teaching English, Language and Literacy is an essential introduction for anyone learning to teach English at primary school level. Designed for students on initial teacher training courses, but also of great use to those teachers wanting to keep pace with the latest developments in their specialist subject. The book covers the theory and practice of teaching English, language and literacy and includes comprehensive analysis of the Primary National Strategy (PNS) Literacy Framework.

Selected Contents: Part 1: introduction 1 The History of English, Language and Literacy 2 Theories of Learning Part 2: Reading 3 The Development of Reading 4 Children’s Literature 5 Working with Texts 6 Listening to Children Read 7. Phonics 8. Routines for Reading 9. Reading Recovery 10. Assessing Reading Part 3: writing 11. The Development of Writing 12. Composition 13. Spelling 14. Handwriting 15. Punctuation 16. Grammar 17. Assessing Writing Part 4: Speaking and Listening 18. The Development of Language 19. Accent, Dialect and Standard English 20. Planning for Talk 21. Drama 22. Assessing Talk Part 5: General issues 23. Planning 24. Home/school Links 25. Information and Communications Technologies 26. Supporting Black and Multilingual children 27. Gender and the Teaching of English 28. Poetry

Jan winter, Jane andrews, Pamela Greenhough, Martin Hughes, Leida Salway and wan Ching yee

February 2009: 297x210Pb: 978-0-415-36393-8: £19.99

Christine Hopkins, Sue Gifford, Sandy Pepperell and Peter Tallant are all experienced teachers with a specialist interest in mathematics teaching, they are lecturers in mathematics education at Roehampton University, UK.

June 2009: 246x174: 216ppHb: 978-0-415-48880-8: £75.00Pb: 978-0-415-48879-2: £21.99

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improving Primary Mathematicslinking home and school

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.

Selected Contents: Introduction 1. Why Link Home and School Learning? 2. Mathematics at School 3. Mathematics at Home 4. Mathematics Activities that take School to Home 5. Mathematics Activities that Bring Home into School 6. Home-School Knowledge Exchange: Benefits and Challenges Appendix. The Home School Knowledge Exchange Project

new

3rd Edition

Mathematics in the Primary SchoolA sense of Progression

Now 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.

Selected Contents: Section 1: Developing Mathematical Thinking Section 2: Number Section 3: Shape, Space and Measure Section 4: Data handling Section 5: Planning, Assessment and Classroom Organisation

A David Fulton Book

alan Howe, Daniel Davies, Kendra McMahon, Lee Towler, Christopher Collier and Tonie Scott

April 2009: 246x 189: 270ppHb: 978-0-415-48046-6: £70.00Pb: 978-0-415-48045-1: £19.99

Brian Clegg is Editor of the www.popularscience.co.uk book review website and is a Fellow of the Royal Society of Arts.

2007: 246x189: 160ppPb: 978-0-415-42199-7: £16.99

A David Fulton Book

new

2nd Editon

Science 5-11A guide for teachers

This new edition of the best-selling 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 one and two, outlining the subject knowledge that a teacher needs, the curriculum requirements and the best ways to go about teaching, with an emphasis on practical science enquiry.

Fully updated to include:

• The possibilities for talk and discussion within science lessons

• How children might record their ideas and findings

• How ICT can be incorporated into lessons

• How science can be linked to other subjects in a creative and cross-curricular way

• Citizenship and education for sustainable development

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

Getting Sciencethe teacher’s guide to Exciting and Painless Primary school science

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

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

This book will help teachers to get children excited by science, to understand science rather than just answer questions. Getting Science makes science fun, approachable and comprehensible to those who just don’t get it.

Selected Contents: 1. Wonder, Adventure and Hope 2. Science Around Us and the Experiment 3. The Basics 4. Around the Curriculum - Life 5. Aroung the Curriculum - Stuff 6. Around the Curriculum - Workings 7. Getting Hands On 8. Out in the World and Electric Experiences 9. Science Web 10. Keeping Up-To-Date 11. Go Inspire

Joe winston is Associate Professor (Reader) in Drama and Theatre Education, University of Warwick, UK and a leading international writer, speaker and trainer in the field of primary drama.

Miles Tandy is an Adviser for Warwickshire Educational Development Service, working in the area of drama, literacy and primary curriculum development.

November 2008: 246x189: 144ppPb: 978-0-415-47583-9: £19.99

Hilary Cooper is Professor of History and Pedagogy at St. Martin’s College, UK.

2006: 246x174: 232pp978-1-84312-459-7: £18.99

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3rd Edition

Beginning drama 4-11This 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.

Selected Contents: Preface to the Third Edition Introduction 1. Beginning Drama with Games 2. Beginning Drama with a Story: The Forest Child 3. Beginning Drama in the Early Years 4. Drama in the Curriculum 5. Drama and Literacy 6. Drama, Community and Performance in the Primary School 7. Progression, Continuity and Assessment in Primary Drama Appendix 1: The Forest Child Appendix 2: A Selection of Drama Conventions

History 3-11A guide for teachers

Replacing the best-selling The Teaching of History in Primary Schools, acclaimed author Hilary Cooper returns with this invaluable resource, showing how to sustain a dynamic history curriculum in the classroom. Accessible and reflecting the challenges of Excellence and Enjoyment, this comprehensive book: addresses planning for the early years, KS1 and KS2, links history across all of the curriculum, including ICT, literacy and numeracy, integrates history with key areas such as citizenship, PSE, thinking skills and communication skills and includes references to NC key learning objectives and QCA schemes.

Designed as a core textbook for all trainee teachers, as well as practicing teachers wanting to keep up-to-date with the latest developments and research, this book is essential reading for all those interested in the teaching of history at primary level in an informed and inspiring way.

A David Fulton Book

A David Fulton Book

James Lavin is Head of the Physical Education teacher training courses at the University of Cumbria, UK.

April 2008: 246x174: 174ppPb: 978-0-415-44588-7: £17.99

Jonathan Doherty is a Principal Lecturer in the Carnegie Faculty of Sport and Education at Leeds Metropolitan University, UK.

Series Edited by Peter Brennan, Director of Specialism at Hinchingbrooke School in Huntingdon, Cambridgeshire, UK.

2007: 246x 175: 240ppPb: 978-1-84312-456-6: £17.99

creative Approaches to Physical educationhelping children to Achieve their true Potential

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

The 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.

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

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

• inspires us to look afresh at how we can exploit the learning potential of the outdoors

• shows how children use skills to express themselves creatively

• gives innovative suggestions for the use of ICT in PE teaching to encourage independent, personalised leaning

• examines how physical education can be linked with other subjects in a creative way.

Physical education and development 3–11A guide for teachers

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

This accessible guide to teaching PE within the 3–11 age range will allow all non-specialist primary teachers to approach the subject with confidence, encouraging a better understanding of its role within schools and the special contribution it can make to children’s lives.

Written for all early years and primary students on teacher education courses, this book is also relevant for teachers.

Selected Contents: 1. Foundations of Physical Education from 3-11 2. Understanding Development, Movement and Skill 3. Issues in Physical Education Today 4. Physical Education in the Foundation Stage 5. Physical Education at Key Stage 1 6. Physical Education in Key Stage 2 7. What Happens Before the Lesson? Planning and Preparation 8. What Happens During the Lesson? Teaching a Lesson 9. What Happens During and After the Lesson? Assessment, Recording and Reporting 10. Physical Education in the Future

A David Fulton Book

Richard Bennett, andrew Hamill and Tony Pickford

2006: 248x174:128ppPb: 978-1-84312-308-8: £18.99

Peter John, Thames Valley University, UK.

Steve wheeler is Senior Lecturer in Information and Computer Technology in the Faculty of Education at the University of Plymouth, UK.

2007: 246x174:200pp978-1-84312-445-0: £17.99

Progression in Primary ictProviding an overview of the current context of ICT teaching within the primary classroom and an analysis of how to progress with it in order to enhance learning, this text:

• provides an analysis of what progression in ICT is and breaks this down into a series of detailed objectives

• includes ‘real life’ examples and case studies that highlight how progression occurs within the classroom

• contains a reference chart that documents progression in terms of learning objectives and subject content

• gives advice on teaching ICT in different settings or with varied resources.

It is an essential resource for all practising and trainee primary teachers.

Selected Contents: Part 1: a Rationale for Teaching iCT. Learning and How Children Learn. The Curriculum and what Children Learn. Summary. References Part 2: Progression in iCT. A Model of ICT Capability. Components of Capability. The Projects. Summary Part 3: Planning iCT. General Principles. Planning for Progression. Challenging Children. Using the Projects. Where to Find Information, Guidance, Resources and Ideas. References Part 4: assessment. Assessing ICT. Issues Associated with Assessing ICT. Working with the Projects. Summary. References Part 5: Organising and Managing iCT. The Classroom Computer. The Interactive Whiteboard. Laptops0. Other ICT resources0. The Computer Suite0. Outside the School Building. Resources. Summary Part 6: The Future. Hardware and Software. Networking. e-pedagogy. School Buildings and Classrooms

the digital classroomharnessing technology for the Future of learning and teaching

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

• personalised learning

• using ICT for pupils with special needs

• personal use of ICT and home-school links

• designing ‘digital’ classrooms.

By weaving ‘evidence based practice’ into each chapter, the book will provide extensive guidance, practical advice and insights into working in the ‘digital classroom’ for all primary and secondary school teachers.

A David Fulton Book

A David Fulton Book

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