Mark Enser

Dispelling myths, highlighting best practices, and prompting readers to assess their strengths and weaknesses, former HMI and members of the Curriculum Unit Mark and Zoe Enser explore what makes schools successful using the Ofsted framework as a starting point for evaluation.

Co-authored by Zoe Enser and Mark Enser, The CPD Curriculum: Creating conditions for growth shares expert and practical guidance for schools on designing and delivering continuing professional development (CPD) that truly lives up to its name. There is a wealth of research available on professional learning, from both within and outside the education sphere, and in this book Zoe and Mark pull it all together to help school leaders optimise teachers' ongoing learning and growth. Zoe and Mark explain how schools can overcome issues with CPD that can leave teachers plateauing in their development after just a few years, and share a variety of case studies that illustrate the key components of an effective CPD programme that builds on teachers' prior knowledge. The authors spell out the importance of CPD and explain how, when done well, it gives teachers the agency to make professional decisions informed by the best evidence and experience they have to hand. Furthermore, they explore how high-quality professional development contributes not only to a collaborative culture within the school staff team and enhanced job satisfaction for teachers, but also to improved student outcomes. Split into three parts - intent, implementation and impact - the book covers a range of key areas, including: coaching and mentoring, subject-specific CPD, empowerment and self-efficacy, delivery methods and quality of materials. They also examine the current issues and common pitfalls surrounding CPD and offer guidance on how it can be improved, with clear end goals in mind. Suitable for school leaders, heads of department and CPD leads in all settings.

In recent years the emphasis has shifted away from a focus on pedagogy (the how of teaching) and towards curriculum (the what of teaching). Ofsted's revised inspection framework reflects this shift, and their plans to -deep dive- into subject areas - meaning that teachers and department heads now need a much greater understanding of curricular structures - leave many educators having to think about their subject in new ways. Luckily for geography teachers, however, bestselling author Mark Enser provides plenty of insightful, subject-specific guidance in this all-encompassing book. Mark explores both the purpose of the geography curriculum and its various applications in practice. He details how teachers can take their students' learning beyond the acquisition of knowledge to transform how they see the world. He also tackles the changing nature of school geography, shares a variety of case studies, and offers his take on how best to facilitate geographical enquiry and fieldwork. The first part of the book considers the issue of purpose by looking at the role of the school in society and then shows the place that geography occupies within it. It also considers the history of the subject so as to help geography teachers better understand where they stand today, and concludes by discussing how the concepts of powerful knowledge and GeoCapabilities can help them find their way again. The second part is a practical guide which illustrates how to put this theory of curriculum purpose into practice. It explores the steps which must be taken to create a powerful geography curriculum by deciding on content and places to be studied, putting the components into a sequence and then using all this to do geography. It will also discuss the extent to which teachers need to consider the future and respond to the concerns of the wider world when planning the curriculum. Suitable for department heads and classroom teachers of geography in secondary schools and subject leads in primary schools.

Generative Learning in Action helps to answer the question: which activities can students carry out to create meaningful learning? It does this by considering how we, as teachers, can implement the eight strategies for generative learning set out in the work of Fiorella and Mayer in their seminal 2015 work Learning as a Generative Activity: Eight Learning Strategies that Promote Learning. At a time when a great deal of attention has been paid to the teaching and learning from the perspective of effective instruction, Generative Learning looks at the flip side of coin and considers what is happening in the minds of the learner. This book takes a teachers-eye view of a range of theories of learning and keeps their application to the classroom firmly in mind through the use of case studies and reference to day to day practice. Generative Learning in Action also discusses the key considerations and potential limitations of each of the strategies, as well as how you could implement these in your own practice and more widely across a school. The authors bring a wealth of experience to this topic. Zoe Enser was a classroom English teacher for over 20 years as well as head of department and school leader in charge of improving teaching and learning. She is now lead specialist advisor for Kent with The Education People. Mark Enser has been a geography teacher for the best part of two decades as well as a head of department and research lead. He is the author of Making Every Geography Lesson Count and Teach Like Nobody's Watching as well as a TES columnist.

Challenges teachers to embrace their professional agency in order to ensure that their pupils get the excellent education they deserve. At a time when schools are calling out for more autonomy and trust Mark Enser poses teachers the pivotal question, `How would you teach if nobody was watching?’ and empowers them with the tools and confidence to do just that. Mark argues that a quality education is rooted in simplicity. In this book he methodically strips away the layers of contradictory pedagogical advice that educators have received over the years and lends weight to the three key pillars that underpin effective, efficient teaching: the lesson, the curriculum and the school’s support structure. Teach Like Nobody’s Watching explores these three core elements in detail, and presents teachers with a range of practical strategies to help them cultivate a culture of excellent learning in their schools and classrooms.

Making Every Geography Lesson Count maps out the key elements of effective geography teaching and shows teachers how to develop students’ grasp of the subject over time. Mark Enser’s all-encompassing yet concise addition to Shaun Allison and Andy Tharby’s award-winning Making Every Lesson Count series is underpinned by the six pedagogical principles which are common to all the books in the series – challenge, explanation, modelling, practice, feedback and questioning – and provides simple, realistic strategies that geography teachers can use to develop teaching and learning in their classroom. Written for new and experienced geography teachers alike, Making Every Geography Lesson Count provides effective strategies which will enable teachers to bring the six principles to life, with each chapter concluding with a series of questions that will inspire reflective thought and help teachers relate the content to their own classroom practice. Part of the Making Every Lesson Count series. The award-winning title Making Every Lesson Count has now inspired a whole series of books. Each of the books in the series are held together by six pedagogical principles – challenge, explanation, modelling, practice, feedback and questioning – and provide simple, realistic classroom strategies that teachers can use to develop the teaching and learning in their classroom.