A resource for improving attainment offers a focused learning for attainment level 4 in English at Key Stage 2. It focuses on core areas of learning and contains accessible revision content and practice material on a double-page spread appropriate to that ability level. It also includes pull-out answers.

A learning book for attainment level 3 in English at Key Stage 2. It focuses on core areas of learning and contains accessible revision content and clear practice material on a double-page spread appropriate to that ability level. It encourages pupils to progress to the next level using self- and peer- assessment with the self-mark scheme.

Presents a framework of professional development for primary languages teachers. The book is aimed principally at trainee teachers on specialist primary languages training programmes, but also provides guidance for those on general Primary PGCE programmes.

Level: KS2 Subject: English When it comes to getting the best results, practice really does make perfect! Matched to the National Curriculum, this Collins English Year 4 workbook is designed to target every English Year 4 topic in depth. Using a repeated practice method that is proven to work, this book improves performance in tests and assessments. Questions for each topic are organised into three levels of increasing difficulty while progress tests throughout check pupil's understanding along the way. Children can record their own results too, supporting awareness and boosting confidence. A handy pull-out answer section is also included to ensure every pupil is prepared ahead of their 2019 English Year 4 curriculum tests. For the Year 5 English SATs, we've got another Collins KS2 Targeted Practice Workbook (9780008201678) available as well.

This book is specifically designed for busy teachers who have responsibility for co-ordinating a subject area within their primary school. Each volume in the series conforms to a concise style, while providing a wealth of tips, case studies and photocopiable material that teachers can use immediately. There are special volumes dedicated to dealing with Ofsted, creating whole school policy and the demands of co-ordinating several subjects within a small school. The entire set of 16 volumes is available from RoutledgeFalmer and details of the series can be seen on our website.

The theory of multiple intelligences (MI) shows that there is much more to intelligence than high IQ, good spelling or quick mental maths - in fact there's a whole variety of ways to be clever, including musically, verbally, interpersonally, kinaesthetically and naturalistically. Multiple Intelligences is a powerful tool that helps you to appreciate and enrich the talents of all your learners, whatever their age. Creating an understanding of MI in schools has been shown to improve pupils' self-esteem, self-motivation and independence, and to help underachievers realize their potential. The book includes: - explanations of the different intelligences - activities to explore MI with your learners - practical ways to build MI into everyday teaching - how to use MI to personalize learning - creating an MI-friendly learning environment - case studies showing successful MI practice. This accessible guide gives a clear introduction to MI and provides concrete examples of how you can use it in your teaching.

This book examines the nature of successful school leadership - what is it, what does it look like in practice and what are the consequences for schools and pupils. As well as providing a contemporary overview of international research and thinking about successful school leadership, it identifies similar and distinguishing features of successful leadership in different sectors; between heads of different experience; and between schools in different socio-economic circumstances. It introduces the notions of 'layered leadership' and 'progressive trust' as key features of successful leadership. Additionally it discusses issues of sustainability and resilience in successful school leadership. Finally it considers how successful school leadership connects to pupil success, exploring the leadership strategies used by successful heads in a range of primary and secondary schools whose pupil attainment results had improved over a three year period during their headship.

Studies of comparative classroom practice in the teaching of secondary English are limited, especially when it comes to exploration of the day-to-day practice of English teachers in the secondary classroom. This book presents a case study analysis of secondary classroom practice in three countries: Canada, England and Scotland. Each country has had different degrees of state involvement within the secondary English curriculum over the last twenty years. England has had the highest degree of state involvement in that it has had several statutory national curricula and a variety of assessment regimes. Scotland has had a non- statutory curriculum and no national tests and Canada has had no national curriculum at all, with education being determined at province level, and each province varying its policies. The research adopts a case study approach involving both classroom observation and interviews with teachers. Through this, the authors explore the impact of state involvement on the reality of what happens in secondary English classrooms. The book invites readers to consider the applicability of the findings to their own contexts, to examine their own practice in the light of this and to consider the nature of the relationships between policy, personal belief and practice in the teaching of English.

This volume draws together current research on dyslexia and literacy in multilingual settings across disciplines and methodologies. The contributors, all internationally recognised in the field, address developmental and acquired literacy difficulties and dyslexia in a range of language contexts including EAL/EFL. The book uses theories and analytical frameworks of a critical nature to reveal prejudicial social practices, and suggests future research directions towards a critical re-consideration of current understandings of dyslexia in multilingual settings, with a view to foregrounding the potential for interdisciplinarity. The book also suggests ways forward for evidence-informed practice, and it will be a valuable resource for researchers, practitioners and students alike.