Teaching assistants are uniquely placed to support children's involvement with learning through the curriculum. This book explores those issues that are central to that process. Specifically it examines: strategies for supporting learning and assessment in English, maths and science inclusive and imaginative practices in all areas of learning home and community contexts for learning working practices which support professional development. This book is written primarily for learning support sta.

Starting from the key idea that learners and teachers bring diverse linguistic knowledge and resources to education, this book establishes and explores the concept of the ‘multilingual turn’ in languages education and the potential benefits for individuals and societies. It takes account of recent research, policy and practice in the fields of bilingual and multilingual education as well as foreign and second language education. The chapters integrate theory and practice, bringing together researchers and practitioners from five continents to illustrate the effects of the multilingual turn in society and evaluate the opportunities and challenges of implementing multilingual curricula and activities in a variety of classrooms. Based on the examples featured, the editors invite students, teachers, teacher educators and researchers to reflect on their own work and to evaluate the relevance and applicability of the multilingual turn in their own contexts.

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This revised new edition provides essential guidance for all teaching assistants, especially those who are new to the job, and to the teachers working with them. Glenys Fox details the roles and responsibilities of the TA, as well as providing helpful advice on how to best support the teacher, the pupil, the curriculum and the school. This practical handbook will bring experienced TAs up to date on changes to National educational guidance, including changes in the National Curriculum, assessment, and the Special Educational Needs framework. This text enables the assistant and the teacher to work together more effectively in supporting and promoting the progress of children and young people. Written in light of recent research and updates in legislation, this guide will ensure that: teaching assistants know what to expect of colleagues, and vice versapupils are given the best possible support by teaching assistants who understand their needsteaching assistants and teachers are able to work together effectively to support the learning of all children, especially children who have special educational needs and disabilitiesany training received is relevant and helpful. A Handbook for Teaching Assistants is an ideal textbook for training, as well as a useful classroom handbook for teaching assistants working in early years, primary and secondary settings.

Teaching Foreign Languages in the Primary School is for every teacher –whether generalist or specialist, trainee or experienced – wanting to confidently introduce foreign language teaching into their classroom. Based on the author’s extensive experience of teaching across Key Stages 1-2, this book provides practical strategies that can be easily implemented in your setting. Offering comprehensive guidance on the pedagogy that underpins language teaching, it covers everything you’ll need to teach foreign languages effectively: Planning, teaching and assessment Pedagogical approaches Integrating primary languages across the curriculum Where to find and how to use good resources Using TAs effectively to support language learning Inclusive practice Using ICT in language teaching How to promote children’s intercultural understanding Illustrated with useful lesson ideas and a range of examples from the classroom, Teaching Foreign Languages in the Primary School is an indispensable source of support for all student and practising primary school teachers.

Written by a top expert in the field of primary education, this essential guide for trainee teaching assistants covers every aspect of what you need to know, and uses case studies of real life scenarios to make this a detailed yet jargon-free guide.

`A valuable resource for all primary practitioners. This covers everything from turning on the computer, to the history of Government funding for ICT...I would recommend this as a valuable addition to staffroom resources and a friendly and accessible reference for trainee teachers′ - TES website `I have really enjoyed reading this book, it is written in a clear, non-patronising way and the use of technical jargon is avoided. The information given is really informative and the activities are ones I could genuinely use during an ICT lesson′ - Janine Thornhill, Higher Level Teaching Assistant (with ICT specialism) Looking for an easy-to-read guide to embedding ICT within the primary curriculum? This book is packed full of practical examples and suggested activities to help the busy teacher or teaching assistant. It provides the reader with the subject knowledge they need to confidently teach ICT skills and use ICT in planning, preparation and assessment. The focus is on the difference between learning ICT skills and applying ICT, with the emphasis placed on integrating ICT into the curriculum and learning by doing. Key features include: - practical guidance; - activities incorporating word processing, database, spreadsheet, graphics, control software and Internet use (including email); - advice on how to meet Foundation Stage and the ICT QCA scheme objectives for each year of primary education. This is an invaluable resource for trainee teachers, HLTAs and TAs, established teachers, supply teachers, ICT Coordinators and all other educational professionals involved in teaching or supporting ICT within primary education.

This is a comprehensive yet accessible guide to the teaching and learning of physical education in the primary school. By taking a developmental approach, readers are encouraged to plan lessons that are individually relevant, worthwhile and exciting for children, and to ensure that learning is at the heart of the physical education experience. In addition to covering all activity areas of the physical education curriculum, the authors provide guidance to ensure that the subject is planned, delivered, assessed and managed effectively. Teachers are encouraged to consider a range of issues that impact on subject delivery, and reflect on strategies and skills required for effective subject leadership. This book is invaluable reading for all in-service and trainee primary teachers, and those who work within wider school sports partnerships. It provides a theoretical and practical focus for those wishing to deliver high quality physical education in the primary school.

This edited book compiles pedagogical practices and studies of Content and Language Integrated Learning (CLIL) from two sites: Spain, where CLIL has been widely implemented for more than a decade, and Japan, where the CLIL approach is still in its relative infancy, and quickly gaining momentum. Focusing on three aspects of the CLIL implementations: policy, practice and pedagogy, the authors describe how CLIL has evolved in distinctive socio-political, historical and cultural contexts. The chapters range across primary, secondary and tertiary education, and examine English language teaching and learning at both the macro level - through language education policy - and the micro level - with a focus on classroom interaction and pedagogy. This book fills a gap in the English as a Medium of Instruction (EMI) literature, and will be of particular interest to language teachers, teacher trainers, and students and scholars of applied linguistics more broadly.

The focus of this book is on teaching pupils to direct their own learning. It deals with formative assessment, that is, assessment designed to inform and enhance pupils' learning. It questions how pupils learn, why they have the curriculum they have, and how they are helped or hindered by their provision. This is a profound and extensive challenge, consistent with an agenda of inclusive education. It indicates that pupils' learning about learning provides a model for professionals' and schools' development.