Natasha Serret was a primary teacher and is now a senior lecturer working with the Primary Education team at Nottingham Trent University, where she is the course leader for BA Primary Education. She has collaborated on several research projects, with universities in the UK and across Europe, that have focused on outdoor learning in science, Cognitive Acceleration in Science Education (CASE) and assessment in science education.Catherine Gripton is a lecturer, author and researcher with many years of experience in primary teacher education. She is an assistant professor in the School of Education at the University of Nottingham and has a special interest in 3–7 education and early childhood mathematics. Catherine was formerly a teacher in Nottingham and Nottinghamshire primary schools.

• Chapter 1 What is planning?Natasha Serret and Catherine GriptonChapter 2 Roles and responsibilities in learningPaul Waring-Thomas and Catherine GriptonChapter 3 Inclusive planning for learningFiona Hunter and Natasha SerretChapter 4 Principles of lesson designSimon Brown, Laura Malpas and Nick MillsChapter 5 Assessment and planning for progressNatasha Serret, Liz Ruston and Rob PerkinsChapter 6 Questioning Alison Murphy, Vicky McEwan and Catherine GriptonChapter 7 Planning for learners of English as an additional languageNicky-Jane Kerr-GilbertChapter 8 Planning for children’s needsSteven Sharp, Clare Orridge and Richard MugeChapter 9 Outdoor learningSarah Hindmarsh and Susan HuntChapter 10 Planning for sustainabilityElaine HaywoodChapter 11 Lesson as narrativeNicky-Jane Kerr-Gilbert and Eleanor PowerChapter 12 Planning for children’s creativitySuzanne Gomersall and Catherine GriptonChapter 13 Promoting a positive climate for learningHelen Fielding, Eleanor Power and Nick Page

Natasha Serret was a primary teacher and is now a senior lecturer working with the Primary Education team at Nottingham Trent University, where she is the course leader for BA Primary Education. She has collaborated on several research projects, with universities in the UK and across Europe, that have focused on outdoor learning in science, Cognitive Acceleration in Science Education (CASE) and assessment in science education.Catherine Gripton is a lecturer, author and researcher with many years of experience in primary teacher education. She is an assistant professor in the School of Education at the University of Nottingham and has a special interest in 3–7 education and early childhood mathematics. Catherine was formerly a teacher in Nottingham and Nottinghamshire primary schools.

• Chapter 1 What is planning?Natasha Serret and Catherine GriptonChapter 2 Roles and responsibilities in learningPaul Waring-Thomas and Catherine GriptonChapter 3 Inclusive planning for learningFiona Hunter and Natasha SerretChapter 4 Principles of lesson designSimon Brown, Laura Malpas and Nick MillsChapter 5 Assessment and planning for progressNatasha Serret, Liz Ruston and Rob PerkinsChapter 6 Questioning Alison Murphy, Vicky McEwan and Catherine GriptonChapter 7 Planning for learners of English as an additional languageNicky-Jane Kerr-GilbertChapter 8 Planning for children’s needsSteven Sharp, Clare Orridge and Richard MugeChapter 9 Outdoor learningSarah Hindmarsh and Susan HuntChapter 10 Planning for sustainabilityElaine HaywoodChapter 11 Lesson as narrativeNicky-Jane Kerr-Gilbert and Eleanor PowerChapter 12 Planning for children’s creativitySuzanne Gomersall and Catherine GriptonChapter 13 Promoting a positive climate for learningHelen Fielding, Eleanor Power and Nick Page

Natasha Serret was a primary teacher and is now a senior lecturer working with the Primary Education team at Nottingham Trent University, where she is the course leader for BA Primary Education. She has collaborated on several research projects, with universities in the UK and across Europe, that have focused on outdoor learning in science, Cognitive Acceleration in Science Education (CASE) and assessment in science education.Catherine Gripton is a lecturer, author and researcher with many years of experience in primary teacher education. She is an assistant professor in the School of Education at the University of Nottingham and has a special interest in 3–7 education and early childhood mathematics. Catherine was formerly a teacher in Nottingham and Nottinghamshire primary schools.

• Chapter 1 What is planning?Natasha Serret and Catherine GriptonChapter 2 Roles and responsibilities in learningPaul Waring-Thomas and Catherine GriptonChapter 3 Inclusive planning for learningFiona Hunter and Natasha SerretChapter 4 Principles of lesson designSimon Brown, Laura Malpas and Nick MillsChapter 5 Assessment and planning for progressNatasha Serret, Liz Ruston and Rob PerkinsChapter 6 Questioning Alison Murphy, Vicky McEwan and Catherine GriptonChapter 7 Planning for learners of English as an additional languageNicky-Jane Kerr-GilbertChapter 8 Planning for children’s needsSteven Sharp, Clare Orridge and Richard MugeChapter 9 Outdoor learningSarah Hindmarsh and Susan HuntChapter 10 Planning for sustainabilityElaine HaywoodChapter 11 Lesson as narrativeNicky-Jane Kerr-Gilbert and Eleanor PowerChapter 12 Planning for children’s creativitySuzanne Gomersall and Catherine GriptonChapter 13 Promoting a positive climate for learningHelen Fielding, Eleanor Power and Nick Page