Notes on contributors | p. ix |
Acronyms and abbreviations | p. xv |
Introduction | p. 1 |
Becoming a teacher | p. 5 |
Learning to teach and learning about teaching | p. 5 |
The professional framework and professional values and practice | p. 18 |
Key issues, opportunities and challenges for new teachers | p. 31 |
Core professional competences | p. 43 |
Understanding how pupils learn: Theories of learning and intelligence | p. 45 |
Planning for learning | p. 60 |
Using differentiation to support learning | p. 74 |
Working with parents and other adults | p. 88 |
Communication in the classroom | p. 100 |
Using assessment for formative purposes | p. 113 |
Using assessment data to support pupil achievement | p. 127 |
Positive approaches to supporting pupil behaviour | p. 140 |
Using ICT to support learning | p. 157 |
Secondary schools and the curriculum | p. 169 |
What should we teach? Understanding the secondary curriculum | p. 171 |
Spiritual, moral and cultural development | p. 181 |
Raising standards: the Secondary National Strategy | p. 196 |
Literacy across the curriculum | p. 208 |
Numeracy across the curriculum | p. 218 |
Citizenship | p. 233 |
14-19 curriculum reform | p. 250 |
Making schooling work for all: Every Child Matters and the inclusion agenda | p. 263 |
Does every child matter? Education, social care and the new agenda for children's services | p. 265 |
Special educational needs and inclusive schooling | p. 274 |
Schooling, ethnicity and English as an additional language | p. 288 |
Schooling and gender | p. 302 |
Pastoral care and the role of the tutor | p. 314 |
Personal, social and health education | p. 324 |
Government policy | p. 335 |
References | p. 345 |
Index | p. 357 |
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