New and recently appointed headteachers in particular willappreciate the wealth of practical advice in the PrimaryHeadteacher's Pocketbook. From establishing and maintainingcredibility with children, parents, staff and governors to waysof motivating and energising staff, the book is full ofrefreshing ideas and suggestions. It tackles how ......

A glance at the history books or the pages of a Dickens novel reminds us how far education has come since the days when pupils sat silently in rows memorising knowledge imparted by the teacher. Learning was passive, and only gender and social class affected provision. In today's schools learning is at the centre of what we do and differentiation - the process of modifying a lesson or part of a lesson for one or some of the learners - is a fundamental part of teaching. Turning theory into practice and including 20 key types of differentiation, this Pocketbook is about planning and teaching creative, student-focused lessons where every learner is appropriately challenged and where engaged, stimulated and motivated students work in a state of 'flow'. In this kind of environment true differentiation serves not to label but to enable. "Peter Anstee's book is simple but not simplistic. It is not an idiot's guide' but rather it reminds the initiate and the seasoned pedagogue of the fundamental importance of differentiation to effective teaching and learning. Its informed and (mercifully) succinct overview of the theory and manifold practical strategies provide an ideal companion for the busy professional." Pete Fishleigh, Faculty Leader - English, Brentwood County High School "This gem of a book doesn't disguise the challenge differentiation presents, but it is packed full of practical techniques which are easily incorporated into any lesson. It inspires, informs and gives the reader the confidence to improve their practice. A must-have for teaching today." Alice Edge, 2nd in MFL, Responsible for Community Languages - Valentines High School "This Pocketbook provides all the tips necessary to an outstanding teacher since all the key strategies which help students to learn more effectively are included. The theories are easy to understand because they are clearly linked to classroom practice, and experimentation seems possible." Debbie Kirk, English Consultant, School Improvement and Early Years - Essex LA

Philosophy for Children (P4C) was conceived by Professor Matthew Lipman in the late 1960s. Here's what he said about it: 'The aim of a thinking skills program such as P4C is to help children become more thoughtful, more reflective, more considerate and more reasonable individuals. 'Who wouldn't want to offer their pupils that opportunity? In the P4C Pocketbook, Barry Hymer and Roger Sutcliffe explain how to use P4C in your own classroom to sustain and develop in all children the curiosity that is so evident in the young. They introduce and explain 'communities of enquiry', outline a broad ten-step process for P4C sessions, provide plenty of practical examples, and show how P4C can be used to explore key concepts. Chapters are devoted to choosing a stimulus, questions, the Socratic Method, facilitating an enquiry, and review. There is an excellent resource section at the end of the book spanning Foundation Stage to KS5.

Gifted and talented education is at a crossroads. Turn right and speed off down the motorway, only to be frustrated by the rush-hour traffic of identification, strategies, tests, labels, targets and anxious children. Turn left on to the road less travelled, and there's no crazed rush to a destination; rather a journey during which you can stop off frequently, take in the views, and enjoy the sensations and experiences that come with a focus on the processes, not just the products of learning. The Gifted & Talented Pocketbook turns left at the crossroads. Using cartoons, diagrams, and visual prompts to support the text, it offers teachers a coherent framework for G&T education, including five learning tools for running classrooms where all pupils are stretched, challenged and motivated and where gifts are created and grown, not identified and measured. The book considers definitions of giftedness, whether gifts are 'caught' or taught and whether giftedness is fixed or malleable. It highlights the role of intrinsic learning motivation when it comes to achieving high levels of success. The GRACE framework -Grow! Relate! Act! Challenge! Exert! - offers ideas for lessons, implications for policy and explains how to use five learning tools to stimulate considered, reflective learning: Logo Visual Thinking, Philosophy for Children, Thinking Actively in a Social Context, Dilemma-Based Learning, and Living Theory Action Research. Author Barry Hymer, a former teacher and ed. psych., is now a consultant and trainer in the field of gifted and talented education. He is consultant editor of Gifted Education International and a visiting fellow at Newcastle University's Centre for Learning and Teaching.

The latest teaching standards demand that all teachers 'take responsibility for promoting high standards of literacy and correct use of standard English, whatever the teacher's specialism'. That's no bad thing, but it leaves some of us feeling under-trained and over-exposed. Enter the Literacy Across the Curriculum Pocketbook. The book is based on four principles: literacy is important for all learning; we owe it to our pupils to help them develop their literacy; developing strategies for LAC enhances teaching and learning across the school; teachers do not have to be literacy experts to promote LAC. In a series of punchy chapters, (Speaking for Success, Write Better! Vamp up your Vocabulary, Splendid Spelling, Raring to Read) Caroline Bentley-Davies presents practical ideas and simple strategies for incorporating literacy skills into your own lessons. All this plus some really helpful advice on note-making and a self-audit LAC checklist."Literacy Across the Curriculum Pocketbook is a necessity for all teachers wanting to find manageable, effective and exciting ways of promoting literacy in their lessons. A great resource!" Justin Wakefield, Literacy & Numeracy Co-ordinator, Humberston Academy, Grimsby "Innovating tips, strategies and ideas to revitalise literacy in your lessons instantly. Every page offers simple and realistic approaches to promoting literacy across all subjects. Vamp up your vocab; make tricky spelling stick; weave literacy seamlessly into your lessons. I love it!" Lesley Ann McDermott, History Teacher, St Patrick's Catholic College, Thornaby-on-Tees "Contains everything you should know about Literacy and more. Written in a clear and concise manner, even as an experienced English teacher it still taught me a trick or two!" Sarah Martin, CPD Leader, Academies Enterprise Trust

It was in response to requests from teachers that Learning to Learn came to be written. Hard-pressed to cover what to learn, finding time to research or devise materials on how to learn was, we were told, a problem. Tom Barwood's highly- regarded workshops for teachers and students in schools address just this issue - and now so does his pocketbook. Working on the premise that successful learning depends partly on knowing why you want to learn, the first part of the book looks at motivation. How to learn - registering, retaining, recalling, revising - is the focus of the remainder. From slicing, mind-mapping and learning styles, through mnemonics, mind pegs and the seven keys of memory, to reviewing, snowballing and recording, the art of learning is explored and demonstrated. Full of practical, fun techniques for successful learning, this is a book for teachers and their students.

Teachers' questions play a critical role, not just for the thinking they provoke, but in the modelling of questioning skills and the development of curiosity. Research shows that when teachers think more about questioning - deepening their understanding, extending their range of strategies and planning their questions - responses from pupils improve, and engagement and learning increase. This Pocketbook separates out the three elements of questioning: framing them; delivering them; and responding to the answers. It offers both simple tweaks and fundamental shifts to turn instinctive practice into a highly effective teaching and learning tool. Author and 'question master' Gorden Pope finds a happy balance between theory and evidence-based practice, ending with a short checklist for monitoring and improving your own questioning. "This is a really great little book - engaging, practical, useful and forward-looking. I will be recommending it to the teachers at my school." Jan Shapiro, Deputy Headteacher, Prendergast Ladywell Fields College. "The perfect mix of theory and strategy. After only a few pages I found myself reflecting on my own practice and trying out new ideas. It's become my 'go to' book for engaging passive learners." Jenna Barnes, AST. Head of the Globe Faculty, Conisborough College. "A brilliant resource which will help you to reflect and then enrich your teaching." J Matthews, Headteacher, William Martin Junior School.

We are all familiar with the summative, Ofsted model of lesson observation where performance is judged according to external criteria. However, used formatively and creatively, lesson observation is a process that can support and professionally develop the observer as much as the observed. Observing colleagues teach and allowing them to observe us teach are among the most valuable and effective ways of improving our own practice. This is a practical book for all teachers. It covers being observed; learning to be a good observer - whether that's to coach the colleague you are observing, to learn from what you see or to assess performance; participant observation; pair and trio observation; feedback; pupil observation and personalising observation for your own school/department/subject.

Just like teachers, TAs need proper induction, training and career development opportunities. The Teaching Assistant's Pocketbook supports this need by offering an accessible guide to this varied role. If you're new to the job, what exactly can you expect when you start out in a new school? If you're an old hand, what are your career development opportunities? Sections on assisting the teacher, assisting pupils and assisting the school are full of practical information, tips and strategies for new and experienced TAs. Dot Constable covers the nuts and bolts of day-to-day practice (eg: policies and procedures; SEN and support strategies; joint planning; assessment, recording and reporting; making and organising resources etc) but also addresses nitty gritty realities: how do you keep pupils on task and what do you do if relations between you and the teacher are strained? Breathe a sigh of relief, it's all here. ""A concise and easily accessible resource. A must for new and experienced teaching assistants" " -Anna Gibbs, Headteacher, Lancot Lower School " "Clear and comprehensive ideas and advice which cover all aspects of being a TA. A super, little, usable book." " -Gill Edgar, Head of KS4, Abberley Street PRU, Dudle

Britain today is culturally and linguistically diverse. One in eight pupils in primary schools speaks a language other than English; in secondary schools, one in six. Over 200 languages are spoken in London schools. The EAL Pocketbook is for teachers of pupils learning English as an additional language, whether in rural or urban contexts. It provides tips, tools and techniques to ensure that all pupils can thrive in their learning. Author Alice Washbourne is a consultant EAL advisor. Her inclusive approach is modelled on 'the ladder to success' beginning with the learner's skills and strengths, building on these to make learning cognitively challenging, then providing scaffolding to support their move towards independent learning. Useful guidance for both novice and experienced practitioners. 'A bucket-load of good advice and practical ideas in a pocket-size book. These thoughtful insights translate easily into effective classroom practice' Sally Williams, Head of School, Myatt Garden Primary 'This book is full of crystal clear and practical strategies for teachers to use in class. It's easier to follow than not to... The strategies in this book will support teachers, raising not only EAL but all the students' attainment and achievement levels. Thank you Alice' Tuba Bauhofer, EAL Co-ordinator, Prendergast-Ladywell Fields College