Introduction Chapter 1 UNIT 1.1 BECOMING A TEACHER: WHAT DO TEACHERS DO? Linda la Velle and Stephen Newman UNIT 1.2 BEGINNING TEACHERS’ ROLES AND RESPONSIBILITIES Moira Hulme and Rachel O'Sullivan UNIT 1.3 DEVELOPING YOUR RESILIENCE: MANAGING STRESS, WORKLOAD AND TIME Madeleine Findon and Sue Johnston-Wilder UNIT 1.4 USING DIGITAL TECHNOLOGIES FOR PROFESSIONAL PRACTICE Jon Audain and Andrew Csizmadia Chapter 2 UNIT 2.1 READING CLASSROOMS: HOW TO MAZIMISE LEARNING FROM CLASSROOM OBSERVATION Anna Redondo UNIT 2.2 SCHEMES OF LEARNING, UNITS OF LEARNING AND LESSON PLANNING Sophy Bassett-Dubsky, Mark Bowler and Angela Newton UNIT 2.3 TAKING RESPONSIBILITY FOR THE WHOLE CLASS Marilyn Leask and Limara Pascall UNIT 2.4 WORKING EFFECTIVELY WITH YOUR MENTOR Susan Lewis Chapter 3 UNIT 3.1 COMMUNICATING WITH PUPILS Paula Zwozdiak-Myers and Susan Capel UNIT 3.2 MOTIVATING PUPILS Ros McLellan UNIT 3.3 MANAGING CLASSROOM BEHAVIOUR: ADOPTING A POSITIVE APPROACH Philip Garner UNIT 3.4 CONCEPTUALISING AND THEORISING PRIMARY-SECONDARY TRANSITIONS Divya Jindal-Snape Chapter 4 UNIT 4.1 PUPIL GROUPING, PROGRESSION AND ADAPTIVE TEACHING Alexandra Titchmarsh UNIT 4.2 ADOLESCENCE, HEALTH AND WELL-BEING Ceri Magill and Barbara Walsh UNIT 4.3 COGNITIVE DEVELOPMENT Judy Ireson and Paul Davies UNIT 4.4 RESPONDING TO DIVERSITY Helen Bowhay UNIT 4.5 VALUES EDUCATION - DISCUSSION AND DELIBERATION Ruth Heilbronn UNIT 4.6 AN INTRODUCTION TO INCLUSION, SPECIAL EDUCATIONAL NEEDS AND DISABILITY Sana Ritzvi and Helen Knowles Chapter 5 UNIT 5.1 WAYS PUPILS LEARN Diana Burton UNIT 5.2 ACTIVE LEARNING Chris Harris Unit 5.3 TEACHING STYLES Chris Carpenter and Hazel Bryan UNIT 5.4 IMPROVING YOUR TEACHING: AN INTRODUCTION TO PRACTITIONER RESEARCH, REFLECTIVE PRACTICE AND EVIDENCE-INFORMED PRACTICE Marilyn Leask, Tony Liversidge and Helen Lewis UNIT 5.5 CLOSING THE ACHIEVEMENT GAP: SELF-REGULATION AND PERSONALISING LEARNING Carrie Winstanley UNIT 5.6 EDUCATIONAL NEUROSCIENCE: CLASSROOM PRACTICE AND THE BRAIN Paul Howard-Jones UNIT 5.7 DEVELOPING CRITICAL THINKING Hazel Bryan and Chris Carpenter UNIT 5.8 CREATING A LANGUAGE-RICH CLASSROOM Annabel Watson, Ruth Newman and Debra Myhill 5.9 PEDAGOGY - THE SCIENCE, CRAFT AND PERFORMANCE OF TEACHING Elizabeth Hidson and Marilyn Leask Chapter 6 UNIT 6.1 DEVELOPING FORMATIVE ASSESSMENT PRACTICE FOR HIGH-IMPACT TEACHING Nikki Booth UNIT 6.2 EXTERNAL ASSESSMENT AND EXAMINATIONS Cara McLaughlin UNIT 6.3 USING ASSESSMENT DATA EFFECTIVELY: MAKING BETTER DECISIONS FOR TEACHING AND LEARNING Nikki Booth Chapter 7 UNIT 7.1 AIMS OF EDUCATION Ruth Heilbronn and Janet Orchard Unit 7.2 THE SECONDARY SCHOOL CURRICULUM Shirley Lawes and Marilyn Leask Unit 7.3 SECONDARY SCHOOLS IN ENGLAND: GOVERNANCE, POLICY AND CURRICULUM Shirley Lawes with Jeremy Smith Unit 7.4 SECONDARY SCHOOLS IN NORTHERN IRELAND: GOVERNANCE, POLICY AND CURRICULUM Paul McFlynn, Paul McQueen and Mairead Davidson Unit 7.5 SECONDARY SCHOOLS IN SCOTLAND: GOVERNANCE, POLICY AND CURRICULUM Anna Beck and Lee Coutts Unit 7.6 SECONDARY SCHOOLS IN WALES: GOVERNANCE, POLICY AND CURRICULUM Helen Lewis and Tom Crick Chapter 8 UNIT 8.1 GETTING YOUR FIRST POST Julia Lawrence and James Annetts UNIT 8.2 DEVELOPING FURTHER AS A TEACHER Caroline Daly and Clare Brooks UNIT 8.3 ACCOUNTABILITY Leorra Cruddas and Deborah Outhwaite Chapter 9 UNIT 9 AND FINALLY Marilyn Leask Appendices Appendix 1: Glossary Appendix 2: Subject associations and teaching councils Appendix 3: Useful websites Appendix 4: Guidance for writing