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Wolfgang is excited to be allowed to have his friends over to stay for the whole night. They all have great fun until the lights go out and Wolfgang's secret fear of the dark is revealed.

Every child needs a special space of their own where they can let their imagination run wild. When you become a den builder, the most ordinary of spaces can become a magical, secret world. A den, or a fort, is a special space that you create for yourself, a space where you can use your imagination, a space where you can play, or read, just chill out or be creative. In Den Building, Jane Hewitt and Cathy Cross show you how, with just a few household objects and these imaginative ideas, you can make hundreds of wonderful dens, with minimal mess and fuss. Using found items, creativity and imagination you can transform any space into a completely new environment. There are plenty of rainy-day activities and ideas for getting outside in the fresh air. Complete with hints and tips on finding materials, building and decorating dens, these brilliant ideas will keep children busy for hours - and adults are very welcome to join in the fun too. How many different things can you make with a cardboard box? How can a simple table be transformed into a spooky Halloween lair or a Viking ship? How much fun can you have with an old parachute? How do you make a miniature town from old packaging? Discover the magic in everyday objects and get den building! Suitable for all children who like making things and creative play, Den Building is a great gift and also makes a great resource for organised groups, such as nurseries, Scouts and Guides and afterschool clubs.

Big Ideas in Education: What Every Teacher Should Know by Dr Russell Grigg provides an accessible and easily understood introductory guide to the big ideas that really matter in education. The teaching profession is saturated with ideas. Unfortunately, some of these are half-baked or fundamentally flawed. Dr Russell Grigg moves beyond the unhelpful supposed dichotomies that pervade current educational thinking child-centred versus teacher-centred, traditional versus progressive. Throughout the book, readers are invited to question assumptions and popular rhetoric and reflect on their own experiences. Big Ideas in Education aims to equip teachers with a good understanding of current thinking in a diverse, fluid and dynamic field. Each of the big ideas is discussed within the framework of four questions: what is the big idea, who is behind it, why is it important and what can you do? Big ideas are important, distinctive, empowering, adaptable and simple to understand. Dr Russell Grigg provides readers with a concise and reliable introduction to twelve such ideas, which are at the core of educational practice. The ideas chosen are general rather than subject-specific in nature. In turn, they invite the reader to look at teaching in wider society, address elements of learning which teachers actively promote, raise questions about why, how and what to teach and, finally, look at ways of improving the quality of education. The twelve big ideas under discussion are: (1.) Education education goes beyond the school gates and is a lifelong experience. (2.) Childhood children need time and space to explore, enjoy learning and develop as children rather than miniature adults. (3.) Knowledge knowledge is the foundation for learning. (4.) Skills learners need to develop a broad range of skills in real-life, relevant contexts. (5.) Dispositions effective learning depends upon cultivating positive dispositions. (6.) Ethics teachers' conduct should be guided by a moral purpose. (7.) Instruction direct instruction is a tried-and-tested means of effective teaching. (8.) Curriculum the curriculum is all the learning and assessment activities in school, both planned and unintentional, that contribute to agreed educational goals. (9.) Feedback providing personalised, accurate, specific and timely feedback is one of the keys to improving learning. (10.) Reflective practice good teachers critically analyse their practice with a view to improving what they do. (11.) Research research has a central role to play in the professional development of teachers. (12.) Professional leadership effective school leadership operates at all levels and is about shared vision, support and securing improvement. An ideal book for busy teachers who need to be kept up to speed with the latest thinking in education, this comprehensive guide provides the essential knowledge to keep you fully informed, whether leading staff discussions, submitting assignments or preparing for interviews. Suitable for teachers in any setting, from trainees and NQTs to more experienced practitioners looking to reflect on their practice, the book will also appeal to school leaders and teacher training providers.

Are current leadership roles and relationships appropriate in a rapidly changing world? Do we need to rethink key assumptions about leaders and leadership? Are you confident about the appropriateness and effectiveness of your chosen leadership styles and behaviours? These are questions facing leaders today

The Art of Being a Brilliant Middle Leader by Gary Toward, Chris Henley and Andy Cope is a new addition to the successful Art of Being Brilliant series. Whether you're already leading or you have it on your radar, this book's for you.

Based on the authors' combined 70 plus years of experience, The Art of Being a Brilliant Classroom Assistant by Andy Cope, Chris Henley and Gary Toward is packed full of creative tips, techniques and strategies for anyone with the crucial role of supporting kids' learning.

Wolfgang and his friends love to visit the Grand Wolf but one day they arrive to find that he has gone and this makes them all feel very sad.

Wolfgang is left heartbroken when his best friend Catreen runs off without him to play with Clarissa. Spider shows Wolfgang how to make his own fun and Wolfgang realises that there are other great friends out there just waiting to be met!

In Grow, Jackie Beere demonstrates how we can all change our mindsets, learn to learn and chose to think on purpose. Our thoughts and beliefs lead us to develop habits that can predict our success or failure.

Ticked Off by Harry Fletcher-Wood introduces teachers to the checklist, but not as they've seen it before. Discover the rationale for using checklists, the key design principles behind them and the effect they can have. Checklists are already used in medicine, aeronautics and construction and they can help teachers too. Learn a deceptively simple way of completing critical actions well, particularly when under pressure. Ticked Off contains checklists which offer teachers and leaders a calmer, more organised life and a healthy approach to workload and well-being. These checklists can be adopted or adapted: they are ready to use, but offer guidance, examples and suggestions so teachers can personalise them for their needs. Free downloadable versions make this easy for busy teachers. Checklists: free us to devote our time, energy and attention to focusing on the tasks that matter most; improve communication with colleagues and students; remind us of important steps which even highly skilled professionals may miss; offer us reassurance that, when going home at the end of the day, we've done everything that matters and can relax; and can make you a better and a happier teacher. There are checklists to simplify procedural tasks for students, including essay planning, setting up experiments and quality checking work, which will free up teacher time. There are checklists for teaching including: planning lessons, time management, giving feedback and assessing student needs and exam readiness. Checklists for teachers include: processes for reading research, preparing for job interviews, having productive meetings with parents, protecting well-being, and managing the daily and weekly demands of the role. Checklists for leaders cover: inducting middle leaders, making meetings work, designing effective CPD, using data and giving feedback. Additional checklists for living include: making decisions, what to do if you've made a mistake and making each school day a good one. Many things prevent teachers from achieving all that they would like, but most come down to a single cause: while students' needs are infinite, our time and resources are not. Some teachers seem intimidatingly organised in all they do. This book is for everyone else. Whether you're a teacher, teacher-trainer or school leader, everyone can benefit from the checklist approach.

In >The Collaborative Leader, L. Michael Hall and Ian McDermott answer key questions about leadership. What is collaboration? How does it relate to leadership? How do you do it effectively? How do you pull people together, inspire them with a meaningful vision, and organise them so that a team spirit emerges and peak performan

Good Ideas for Good Teachers Who Want Good Jobs by Gerald Haigh contains everything teachers need to know about interviews, jobs and career progression. Packed with advice for all educational professionals, this invaluable guide originated as the Jobs and Interviews Pocketbook (published by Teachers' Pocketbooks) and has been expanded and updated with even more hints, tips and words of wisdom. With specific advice on teaching (both primary and secondary) and leadership roles (including headship, joining the senior leadership team (SLT) and becoming a middle leader), this good guide should be on every good professional's bookshelf.

Edited by Nigel Holt and Rob Lewis, this easy-to-use, visually engaging textbook comprehensively covers everything students need to know for the WJEC A2 level specification and offers a section on exam preparation and revision to aid study.

This new edition of the Holt and Lewis AQA Psychology textbook offers comprehensive coverage of the new AQA syllabus. Written by two experienced teachers, examiners and textbook authors, this revised edition accommodates the changes to the English AQA specification, with thorough coverage of both AS level and A level year 1. 'Ask an examiner' hints and tips, glossaries, web links and exam-style practice questions provide everything students need to learn and succeed.This easy-to-read, visually engaging textbook also features: evaluations of key studies to encourage reflection and critical analysis, aid understanding and give context; detailed exploration of research methods to help develop analytical and mathematical skills; 'Ask an examiner' hints and tips, practice questions and a section on exam preparation and revision, providing everything students need to prepare for their exams; lists of key terms, QR codes and web links to help explain key issues; carefully chosen images to promote debate and discussion and help ideas stick, colour-coded material for ease of use and checklists to break down everything you need to know for each topic; and clearly identified A level only material, enabling it to be easily distinguished from AS material.

Packed with practical teaching strategies, Making Every Lesson Count bridges the gap between research findings and classroom practice. Shaun Allison and Andy Tharby examine the evidence behind what makes great teaching and explore how to implement this in the classroom to make a difference to learning.

When Wolfgang and his friends learn about a secret cave where a baby dragon is growing they quickly run off to find it but, sadly, Wolfgang gets left behind.

Wolfgang can't wait for it to get cold enough for him to wear his brand new colourful coat but when the time finally arrives, some nasty creatures make fun of it.

The books help children deal with anxiety, confidence issues, bullying, fears, change, loss and grief. These little stories about big feelings will help children develop the resilience they need to cope effectively with these important issues as they grow up. The teaching guide is split into five sections, covering the themes addressed in the individual books and provides activities and guidance on how to explore these issues in the classroom. Activities include guided visualisations, physical exercises, drama games, mindfulness exercises, craft activities and card games. The teaching guide includes the text from the five books meaning they can be read aloud in class. The illustrations from them are available as free downloads so that they can be projected onto a screen or whiteboard. The Feel Brave series was a finalist in the 2017 Education Resources Awards in the Educational Book Award category.

What can you do with a pack of marshmallows and some tinfoil? Create innovative, engaging learning opportunities; if you embrace the teacher geek mentality. What was your best lesson like? Rachel Jones thinks that her best lessons have happened when she's been brave enough to wonder, 'What might happen if ...?' and done something a bit different. That is what Teacher Geek is all about: making the most of the resources you have at your disposal, and shaking up your thinking about what will inspire, engage and motivate learners. A teacher geek will look to exploit all potential learning opportunities, and be comfortable with taking risks by working with resources from outside their subject area. You have nothing to lose by trying a few new ideas out in your classroom. What is more, a little teacher geek thinking can make lesson planning a whole lot easier. Here Rachel shows you how to blend edu-geeky analogue and digital teaching techniques, and offers suggestions on how to inspire your students, revitalise your practice, and gain the rapt attention of your class. Teacher Geek shows you how to turn your passion as an educator into real results in your classroom. It is all about celebrating a real love of teaching and learning. It doesn't matter whether you have access to the latest technology, or whatever else you have at your disposal, it is all about creativity, confidence and celebrating achievement. And - let's face it - there is more to life than worksheets. Suitable for all teachers.

This Much I Know about Love Over Fear is a compelling account of leading a values-driven school where people matter above all else. Weaving autobiography with an account of his experience of headship, John Tomsett explains how, in an increasingly pressurised education system, he creates the conditions in which staff and students can thrive. Too many of our state schools have become scared, soulless places. John Tomsett draws on his extensive experience and knowledge and calls for all those involved in education to find the courage to develop a leadership-wisdom which emphasises love over fear. Creating a truly great school takes patience. Ultimately, truly great schools don't suddenly exist. You grow great teachers first, who, in turn, grow a truly great school. There is a huge fork in the road for head teachers: one route leads to executive headship across a number of schools and the other takes head teachers back into the classroom to be the head teacher. John strongly believes that if the head teacher is not teaching, or engaged in helping others to improve their teaching, in their school, then they are missing the point. The only thing head teachers need obsess themselves with is improving the quality of teaching, both their colleagues' and their own. This Much I Know about Love Over Fear is an authentic personal narrative of teaching, leadership and discovering what really matters. It gets to the heart of what is valuable in education and offers advice for those working in schools.

Please note: due to the tabular nature of some of the content, this ebook is best viewed on a larger screen. Teacher-led research can transform practice and enhance attainment and school improvement. Teacher-Led Research by Richard Churches and Eleanor Dommett equips teachers with the essential knowledge to design their own classroom research projects. With knowledge of scientific method, teachers can conduct their own research into areas of particular interest in their classrooms, taking control of education research and using it to inform their practice. Teachers can, for example, assess the impact of different pedagogies and prove which strategies work, which can ultimately enhance learning and attainment for pupils and drive whole-school improvement. New and innovative approaches led by teaching schools (outstanding schools following the model of teaching hospitals) are beginning to apply the same approaches used in clinical practice to their school improvement focused research work. In Teacher-Led Research you will learn how to apply similar approaches within your own classroom and in collaboration with others across different schools. Teacher-Led Research is a how-to guide for teachers, whether they use the term evidence-based, evidence-informed, evidence-engaged or evidence-led to describe the way they think about the challenge of making a difference to the learners they teach. Richard and Eleanor take teachers through the process of designing, implementing and writing up a study, encouraging them to focus on how they could apply this to their own context and interests. Teacher-Led Research provides an introduction to scientific method and guides teachers from research question to hypothesis, covers designing experimental research and implementing a study, and introduces the statistical concepts needed to analyse and write up research, enhancing teachers' research literacy. Finally, it provides a guide to interpreting findings and writing up research. This is an essential guide for anyone wanting to conduct their own randomised controlled trials, carry out their own classroom-based studies, collaborate with other schools on projects or just better understand teacher-led research and what it could mean for their practice. This book will be of interest to anyone who is involved in school-level practitioner research, or who wishes to develop their skills in this area. It will also be of interest to teachers who are beginning university education qualifications.

We need other techniques on which we can draw to help pupils embed learning and make progress. After all, how can we be effectively checking progress and understanding when it is we who are doing all the talking? How can we be certain that the sea of 'attentive' faces before us is not simply contemplating lunch? The solution is here: a vast bank of exciting, engaging, practical ways to allow learners to access and understand complex topics and skills without relentlessly bending their ears. Strategies which not only prevent pupils from being passengers in lessons, but which also make progress visible to both teacher and learner. In an entertaining and practical way, Talk-Less Teaching shows you how to encourage learners' responsibility for their own progress without compromising test results or overall achievement. Discover hundreds of tried and tested practical tips for helping pupils understand difficult concepts and learn new skills without you developing lecture-laryngitis. Talk-Less Teaching was shortlisted for the ERA Education Book Award 2016.

Opening Doors to Famous Poetry and Prose provides 20 units of work covering poetry and prose from our literary heritage. Each unit comes with exciting stimulus material and creative suggestions for ways in which the material can be used for outstanding learning possibilities.

In an age where young people seem to have a natural affinity with smartphones, computer games and social media, teachers and lecturers face a big challenge - or a golden opportunity. How can new technology promote learning, engage students and motivate them to sustain a lifelong career in learning? For educators everywhere, our challenge is to take devices that have the potential for great distraction and boldly appropriate them as tools that can inspire and engage. On the back of Steve's hugely popular blog, also named 'Learning with 'e's', he shows how the world of learning is changing, and how new technology - and you and I - can make a difference. The proliferation of digital technologies and cultures is having a profound impact on learning, prompting questions which need answers. How will technology change our conceptions of learning? How will new ways of learning impact upon our uses of technology? How will teachers and lecturers' roles change; what will they need to know; and what will we see learners doing in the future? Grounded in his research and in pedagogical theory, Steve explores the practical ways in which technology is influencing how we learn, and looks toward emerging trends to examine what the future of learning may look like. Subjects covered include: learning with technology, theories for the digital age, digital literacies, pedagogical theories and practices, new and emerging technologies, new learning architectures, changing education, global educators, a 21st century curriculum. For teachers, lecturers, learning and development professionals and anybody who wants to be inspired by the new ways learning is being revolutionised through the use of new and emerging technologies.

In this completely revised, updated and expanded volume, the editors have brought together some of the field's most outstanding contributors to examine the wide-ranging applications and promise of the use of hypnosis with children.

Whether you're fairly new to therapy or you've practiced for many years, no doubt at times you've found yourself stumped with certain clients who leave you feeling perplexed and discouraged with that 'I-just-don't-know-what-to-do-next' feeling. George Gafner has been there and that's precisely why he wrote this book. The reality is that today's cookie-cutter treatment mentality presupposes that all people with, say, depression, can be treated essentially the same way, which virtually ignores the established fact that a good deal of a person's mental functioning is governed not by conscious choice but instead by automatic, or unconscious, forces that lie outside voluntary control

Coaching Supervision at its B.E.S.T. contains clear strategies and real life case studies and can be used in all settings where there is a need for effective and efficient coaching supervision. The specific clean questioning technique allows the supervisor to remove assumptions and have an insightful and eagle eyed view of the whole supervision spectrum. The book follows closely the requirements for the Institute of Leadership and Management (ILM) Level 7 Masters level qualification in Coaching Supervision.

In The Teacher's Guide to SEN Natalie Packer outlines what all teachers need to know about SEN, and provides a range of practical tips and ideas that can be applied in the classroom. One of the key messages of the Special Educational Needs and Disability Code of Practice, first introduced in 2014, is that every teacher is responsible and accountable for every pupil in their class, including those with SEN. So what does this mean in practice for you as a class or subject teacher? Essentially, it requires you to understand every individual's needs, have a range of relevant knowledge and skills and have the confidence to try out some new approaches. This book is your essential guide to meeting these requirements. The Teacher's Guide to SEN details the areas of need teachers are most likely to encounter, including: speech, language and communication needs (SLCN); autism (or ASD); moderate learning difficulties (MLD); specific learning difficulties (SpLD), including dyslexia, dyspraxia and dyscalculia; social, emotional and mental health needs; and physical needs, including visual impairment (VI), hearing impairment (HI) and physical disability. It also provides a useful overview of the many potentially unfamiliar acronyms used in SEN. Special educational needs and disability (SEND) is an umbrella terms which covers a varied array of different needs. They may impact upon learning and cognition, behaviour, social interactions, or an individual's ability to access the curriculum and certain activities in the same way as their peers. With the appropriate support, these needs need not be a barrier to learning, as this book demonstrates. The Teacher's Guide to SEN offers practical hands-on strategies to ensure high-quality teaching for all, together with key facts, real-life case studies and questions for reflection. The comprehensive advice includes: defining special educational needs; understanding your responsibilities; identifying pupils with SEN and putting support in place as part of the graduated approach; contributing to SEN reviews and education, health and care plans (EHC plans); making reasonable adjustments in the classroom; delivering inclusive, high-quality teaching for all; raising expectations; classroom strategies, focused on feedback, planning, questioning, modelling and scaffolding learning; developing relationships with pupils and their families; effective partnership working with teaching assistants, parents and outside agencies; and tracking and reviewing progress and provision. Relevant to all primary and secondary practitioners, this is an essential point of reference for busy teachers, including trainees, NQTs or indeed any practitioner who would like to refresh their knowledge or gather some new ideas to try in the classroom.

David Hodgson surveys and suggests a diverse range of alternative career options suited to teachers' transferable skill sets.

Primary Heads contains lessons on leadership from a group of highly successful primary head teachers. The book starts with an overview of current thinking on good leadership practice and then takes the reader through the personal stories of 12 head teachers who have, sometimes in the face of extraordinary adversity, transformed their schools. Each has a very personal view on what it has taken for them to succeed and what successful leadership in primary schools should look like. Bill then draws out the key elements from their accounts and details how primary schools and primary heads can create the best possible environment for learning by concentrating on the identified aspects of exceptional leadership. This detailed translation of theories into notably successful practice, presented through the personal accounts of a group of outstanding head teachers, will have a particular resonance for practitioners engaged in the challenging business of education today. Stories of achievement by the successful are not always a source of inspiration or comfort for other teachers, who may search in vain for evidence of the difficulties and adversity they encounter in their own work or possible solutions to them. These clear and honest accounts, however, explore the subject of effective leadership in a way that makes them essential reading for all those, from head teacher to the least experienced staff, who bear responsibility, in varying degrees, for the management and direction of primary schools. The book will be relevant, too, for administrators, school governors and those involved in teacher training and continuing professional development