Jonathan Glazzard

Are you struggling with the complexities of assessment? Demystifying the process of assessment for learning in the Early Years Foundation Stage (EYFS), this book explains in straightforward language how to put principles into practice. Looking at models of assessment, the book draws heavily on examples of real assessments from practice, and the relevant theory is explained in context. Lessons from research are applied to best practice, and issues covered include: - self-assessment and peer assessment - collecting evidence as a basis for making judgements - how to track the child's development in the six areas of learning - using assessment to inform future planning - summative assessment in the EYFS - involving parents and carers in the assessment process - using assessment to support children with additional needs - moderation Throughout the book there are plenty of practical examples from a range of early years settings, with case studies for the Birth to Five age range. Students, teachers, teaching assistants and those working towards Early Years Professional Status (EYPS) will find this an invaluable guide.

Are you struggling with the complexities of assessment? Demystifying the process of assessment for learning in the Early Years Foundation Stage (EYFS), this book explains in straightforward language how to put principles into practice. Looking at models of assessment, the book draws heavily on examples of real assessments from practice, and the relevant theory is explained in context. Lessons from research are applied to best practice, and issues covered include: - self-assessment and peer assessment - collecting evidence as a basis for making judgements - how to track the child's development in the six areas of learning - using assessment to inform future planning - summative assessment in the EYFS - involving parents and carers in the assessment process - using assessment to support children with additional needs - moderation Throughout the book there are plenty of practical examples from a range of early years settings, with case studies for the Birth to Five age range. Students, teachers, teaching assistants and those working towards Early Years Professional Status (EYPS) will find this an invaluable guide.

This timely book examines education in Young Offenders Institutions and adult prisons in England and Wales, addressing concerns raised in recent inspection reports about quality and inclusivity. It explores barriers to learning, with a unique focus on reading development and the implications of the Special Educational Needs and Disabilities Code of Practice for children and young adults in secure settings. Combining the voices of lived experience with evidence-based recommendations, the book highlights the knowledge and training prison educators need to improve outcomes. It offers essential insights for policymakers, practitioners and researchers seeking to transform education in secure environments.

What is life really like for LGBTQIA+ people behind bars? This book offers the most up-to-date global research on the experiences of LGBTQIA+ individuals in prison, cutting through layers of secrecy and stigma to reveal the harsh realities of incarceration. Drawing on evidence from the UK, US, Brazil and beyond, it highlights how protective segregation, institutionalised homophobia and identity-based violence compound trauma and social harm. Through a compelling conversational narrative, the authors explore institutionalised homophobia and offer evidence-based recommendations for policy makers. This essential resource challenges punitive prison norms and advocates for trauma-informed, inclusive approaches to justice and rehabilitation worldwide.

The book provides a comprehensive theoretical exploration of LGBTQ+ inclusion in schools drawing on critical insights from across the disciplines of sociology, psychology, history, and queer theory to present a robust theoretical foundation for school-wide approaches to LGBTQ+ inclusion. Examining key concepts such as minority stress and ‘post-gay’ identities, it offers a nuanced understanding of the historical attitudes and systemic oppression faced by the LGBTQ+ community. The chapters construct an ecological framework that highlights the unique challenges encountered by LGBTQ+ students and teachers in educational settings. This framework serves as the basis for a model that advocates for proactive measures in fostering an inclusive environment in schools. This includes the development of inclusive policies, practices, culture, and curricula. The book concludes by contemplating the potential applications of this model in Higher Education, extending its relevance beyond K-12 schools to also include universities and colleges. This volume will be valuable resource for researchers, scholars, educators, and policymakers interested in promoting LGBTQ+ inclusion in educational institutions, and with interests in gender and education, whole-school approaches, LGBTQ+, and diversity and inclusion more broadly.

An evidence-informed guide to effective mentoring in initial teacher education. Reflecting the 2024 ITE Criteria and latest inspection framework, it is perfect for HE lecturers in education and Initial Teacher Education (ITE) mentors within schools. Accessibly written, it covers the most recent developments in ITE policy and the evolving roles and responsibilities of the school-based mentor. From 2024, mentors are required to undertake significantly more training than previously, and ITE partnerships are required to develop the role of lead mentor. This timely book supports ITE partnerships and individual mentors in navigating these changes. It prepares readers by outlining the relevant developments in ITE policy, specifically looking at the implications for the roles and responsibilities of mentors. This book emphasises the shift for ITE mentors from the role of 'assessor' to teacher development. Each chapter is enriched with evidence-informed research and critical questions. Topics include:the ITE curriculum,inclusive, phase- and subject-specific mentoring,trainee progress,the principles and models of generic mentoring, andmentoring early career teachers. There is also a chapter dedicated to supporting trainee's workload and mental health including DfE guidance on reducing workload for trainees, reducing cognitive load, and pastoral care in ITE.

This essential text provides ideas for trainees and teachers to extend both their own teaching and their pupils’ learning in primary English through creative approaches and enrichment strategies to promote best practice and outstanding teaching. The book is accessible to all levels of experience and combines theory with practice throughout, delivering the required subject knowledge while encouraging innovative approaches that demand critical reflection. It looks closely at how young children learn to read and write and how practitioners can enable this development through creative ideas. The book begins with an exploration of the development of speaking and listening skills which form the foundation of successful literacy. Chapters then cover all the key elements of the new curriculum including word reading, reading comprehension, transcription and composition, plus additional material on drama and reading for pleasure. Throughout the book there is a clear progression from KS1 to KS2 and a focus on creativity as a vital ingredient in successful English teaching.

This is an essential guide to teaching primary English, with a focus on systematic synthetic phonics. The new edition has been fully revised and updated to reflect the structure, content and requirements of the national curriculum, and to include the latest policy context. Throughout, the range of underpinning literature has been expanded and there are completely new chapters on evidence based teaching in relation to phonics, reading for pleasure, and teaching English through texts. All the existing features have been retained, and each chapter now also includes:a section on integrating ICTextension questions to challenge M level readerssections on evidence-based practice to encourage critical reflection and debate.

Comprehensive guidance to support those involved in secondary education in developing the curriculum to meet the requirements of the new Ofsted (2019) framework. This book addresses key issues such as the purpose of the curriculum, how to organise the curriculum, curriculum design, how to adapt the curriculum to meet the needs of all learners, and the balance between knowledge and skills. An important and topical chapter on decolonising the curriculum is also included. It goes beyond basic requirements, emphasizing the importance of a creative, pupil-centred and enquiry-based curriculum which is suited to the context of school communities. Responding to the increased emphasis on the quality of pupils’ education, the book supports trainees, teachers and school leaders in developing and implementing an ambitious and diverse curriculum, including working with all stakeholders and offering practical strategies and solutions. It empowers practitioners to reclaim the curriculum by designing one which reflects the values and context of the school.

This book offers comprehensive guidance to support those involved in primary education in developing the curriculum to meet the requirements of the new Ofsted (2019) framework. It addresses key issues such as the purposes of the curriculum, how to organise the curriculum, and the balance between knowledge and skills. It also goes beyond basic requirements, emphasizing the importance of a creative, child-centred and enquiry-based curriculum which is suited to the context of school communities. Responding to the increased emphasis on the quality of pupils’ education, the book supports trainees, teachers and school leaders in developing and implementing an ambitious and diverse curriculum, including working with all stakeholders and offering practical strategies and solutions. It empowers practitioners to reclaim the curriculum by designing one which reflects the values and context of the school.

Learning to be a primary teacher can feel like trying to become a superhero! The new edition of this book will help you harness your superpowers to become that heroic individual, looked up to by your class, able to be simultaneously fun, authoritative, inspiring, responsive to a range of needs and an expert in all subjects! Rooted in the core content framework and informed by the early career framework and new Ofsted inspection framework, it will ensure you are fully equipped to:tackle planning and assessment with easechampion positive behaviourmaster curriculum sequencingbuild composite subject knowledge and understandingchallenge and apply theory and researchmaximise your emotional strength and resiliencestand tall as a professionalpromote diversity, inclusion and social justiceand, most importantly, protect and nurture the children in your care. Highly recommended for all trainees, Early Career Teachers and mentors - this book is packed full of wise advice on building professional knowledge about what is required to excel at meeting the expectations of both the DfE Teachers' Standards and the Early Career Framework. Not to be missed. Dame Alison Peacock, CEO of the Chartered College of Teaching.

Este livro tra ou os factores autobiogr ficos que moldaram o desenvolvimento de uma identidade de professor inclusivo. Al m disso, examina a forma como a mudan a dos discursos sobre a inclus o moldou a sua concretiza o na pr tica ao longo de uma carreira docente que se estende por mais de trinta anos. O m todo da hist ria de vida utilizado para examinar a biografia e a carreira docente de um informador. Al m disso, utilizada uma abordagem auto-etnogr fica para considerar os efeitos da inclus o na escola em que o participante trabalha atualmente. Este n o um estudo que procura generalizar. Os dados sugerem que as experi ncias pessoais de exclus o durante a inf ncia moldaram significativamente o desenvolvimento de uma identidade de professor inclusivo, tanto em mim como no participante. O conceito de transgress o de Foucault aplicado narrativa. Ao longo da narrativa, foi poss vel identificar actos de transgress o por parte do informador, tanto no contexto pessoal como profissional. A narrativa e o relato auto-etnogr fico ilustram como foi poss vel ao informante desenvolver uma pedagogia mais inclusiva sob o discurso anterior de integra o em compara o com os discursos subsequentes de inclus o.

Ce livre retrace les facteurs autobiographiques qui ont fa onn le d veloppement d'une identit d'enseignant inclusif. En outre, il examine la mani re dont l' volution des discours sur l'inclusion a fa onn sa mise en pratique au cours d'une carri re d'enseignant qui s' tend sur plus de trente ans. La m thode de l'histoire de vie est utilis e pour examiner la biographie et la carri re d'enseignant d'un informateur. En outre, une approche auto-ethnographique est employ e pour examiner les effets de l'inclusion sur l' cole dans laquelle le participant travaille actuellement. Cette tude ne cherche pas g n raliser. Les donn es sugg rent que les exp riences personnelles d'exclusion pendant l'enfance ont consid rablement fa onn le d veloppement d'une identit d'enseignant inclusif, tant chez moi que chez la participante. Le concept de transgression de Foucault est appliqu au r cit. Tout au long du r cit, il a t possible d'identifier des actes de transgression de la part de l'informateur, la fois dans des contextes personnels et professionnels. Le r cit et le compte-rendu auto-ethnographique illustrent la mani re dont l'informateur a pu d velopper une p dagogie plus inclusive dans le cadre du discours d'int gration pr c dent par rapport aux discours d'inclusion ult rieurs.

Questo libro ha tracciato i fattori autobiografici che hanno dato forma allo sviluppo di un'identit di insegnante inclusivo. Inoltre, ha esaminato il modo in cui i mutevoli discorsi sull'inclusione hanno plasmato la sua realizzazione pratica nel corso di una carriera di insegnamento di oltre trent'anni. Il metodo della storia di vita stato utilizzato per esaminare la biografia e la carriera di insegnante di un informatore. Inoltre, viene utilizzato un approccio auto-etnografico per considerare gli effetti dell'inclusione nella scuola in cui il partecipante lavora attualmente. Questo non uno studio che cerca di generalizzare. I dati suggeriscono che le esperienze personali di esclusione durante l'infanzia hanno plasmato in modo significativo lo sviluppo di un'identit di insegnante inclusivo sia in me che nella partecipante. Il concetto di trasgressione di Foucault viene applicato alla narrazione. Nel corso della narrazione stato possibile identificare atti di trasgressione da parte dell'informatore, sia in contesti personali che professionali. La narrazione e il resoconto auto-etnografico illustrano come sia stato possibile per l'informatore sviluppare una pedagogia pi inclusiva sotto il precedente discorso di integrazione rispetto ai successivi discorsi di inclusione.

Dieses Buch hat die autobiografischen Faktoren nachgezeichnet, die die Entwicklung einer inklusiven Lehreridentit t gepr gt haben. Dar ber hinaus wurde untersucht, wie die sich wandelnden Diskurse ber Inklusion ihre Umsetzung in der Praxis ber eine mehr als drei igj hrige Lehrt tigkeit hinweg gepr gt haben. Die Lebensgeschichts-Methode wird verwendet, um die Biografie und die Lehrt tigkeit eines Informanten zu untersuchen. Dar ber hinaus wird ein auto-ethnografischer Ansatz verwendet, um die Auswirkungen der Inklusion auf die Schule zu betrachten, in der der Teilnehmer derzeit arbeitet. Diese Studie strebt keine Verallgemeinerung an. Die Daten deuten darauf hin, dass pers nliche Ausgrenzungserfahrungen in der Kindheit die Entwicklung einer inklusiven Lehreridentit t sowohl bei mir als auch bei der Teilnehmerin ma geblich gepr gt haben. Foucaults Konzept der Transgression wird auf die Erz hlung angewendet. In der gesamten Erz hlung konnten bertretungshandlungen des Informanten sowohl im pers nlichen als auch im beruflichen Kontext identifiziert werden. Die Erz hlung und der autoethnografische Bericht veranschaulichen, wie es dem Informanten m glich war, im Vergleich zu sp teren Diskursen der Inklusion eine inklusivere P dagogik im Rahmen des vorherigen Integrationsdiskurses zu entwickeln.

Is mental health provision a concern in your school? Are you looking to develop a whole school approach to mental health issues? Do you need targeted, evidence-informed strategies? Suitable for both primary and secondary age phases, this book is exactly what you need by giving you targeted strategies for developing a whole school approach to mental health provision. The importance of creating a whole school culture which promotes a positive attitude towards mental health is emphasised throughout. Now completely revised to be relevant for a post-pandemic world, it provides:concise and practical guidance,practical case studies,thought-provoking questions to encourage reader reflection, andsupportive techniques taken from teaching practice. The case studies reflect practice from schools that have completed the mental health award, including scenarios involving Senior Mental Health leads in schools, and there is new content related to:the impact of Covid-19,developing a mental health curriculum,partnership working,vulnerable groups and individuals,mental health interventions,supporting staff well-being, andage-phase-specific considerations.

An evidence-informed guide to effective mentoring in initial teacher education. Reflecting the 2024 ITE Criteria and latest inspection framework, it is perfect for HE lecturers in education and Initial Teacher Education (ITE) mentors within schools. Accessibly written, it covers the most recent developments in ITE policy and the evolving roles and responsibilities of the school-based mentor. From 2024, mentors are required to undertake significantly more training than previously, and ITE partnerships are required to develop the role of lead mentor. This timely book supports ITE partnerships and individual mentors in navigating these changes. It prepares readers by outlining the relevant developments in ITE policy, specifically looking at the implications for the roles and responsibilities of mentors. This book emphasises the shift for ITE mentors from the role of 'assessor' to teacher development. Each chapter is enriched with evidence-informed research and critical questions. Topics include:the ITE curriculum,inclusive, phase- and subject-specific mentoring,trainee progress,the principles and models of generic mentoring, andmentoring early career teachers. There is also a chapter dedicated to supporting trainee's workload and mental health including DfE guidance on reducing workload for trainees, reducing cognitive load, and pastoral care in ITE.

The book provides a comprehensive theoretical exploration of LGBTQ+ inclusion in schools drawing on critical insights from across the disciplines of sociology, psychology, history, and queer theory to present a robust theoretical foundation for school-wide approaches to LGBTQ+ inclusion. Examining key concepts such as minority stress and ‘post-gay’ identities, it offers a nuanced understanding of the historical attitudes and systemic oppression faced by the LGBTQ+ community. The chapters construct an ecological framework that highlights the unique challenges encountered by LGBTQ+ students and teachers in educational settings. This framework serves as the basis for a model that advocates for proactive measures in fostering an inclusive environment in schools. This includes the development of inclusive policies, practices, culture, and curricula. The book concludes by contemplating the potential applications of this model in Higher Education, extending its relevance beyond K-12 schools to also include universities and colleges. This volume will be valuable resource for researchers, scholars, educators, and policymakers interested in promoting LGBTQ+ inclusion in educational institutions, and with interests in gender and education, whole-school approaches, LGBTQ+, and diversity and inclusion more broadly.

Comprehensive guidance to support those involved in secondary education in developing the curriculum to meet the requirements of the new Ofsted (2019) framework. This book addresses key issues such as the purpose of the curriculum, how to organise the curriculum, curriculum design, how to adapt the curriculum to meet the needs of all learners, and the balance between knowledge and skills. An important and topical chapter on decolonising the curriculum is also included. It goes beyond basic requirements, emphasizing the importance of a creative, pupil-centred and enquiry-based curriculum which is suited to the context of school communities. Responding to the increased emphasis on the quality of pupils’ education, the book supports trainees, teachers and school leaders in developing and implementing an ambitious and diverse curriculum, including working with all stakeholders and offering practical strategies and solutions. It empowers practitioners to reclaim the curriculum by designing one which reflects the values and context of the school.