Christopher Martin – författare

Support your students in Key Stage 3 English by helping them develop their writing and grammar skills in a clear and organised way.The Aiming for series provides targeted support for all ability levels to help every student move forward from their achievement at Key Stage 2 towards GCSE success.Aiming for Writing Book 4 is most suitable for Year 9 and offers student-friendly explanations and activities to build, develop and extend students’ literacy skills, showing them precisely what they need to do to progress.Whether you're looking for a one-off lesson, snappy starters or a longer KS3 programme of study, these flexible resources are designed to fit around the needs of your teaching and your classes.Covering the text types and skills in the Key Stage 3 curriculum, the Writing and Grammar books offer comprehensive coverage of the grammar objectives set out in the appendix to the Key Stage 2 English Programme of Study.It will help you to: target areas of underperformance, with a chapter on each writing skill written at the right level by experienced teachers and consultantsdevelop the essential writing and grammar skills, with clear, accessible explanations, inspiring examples and lively follow-up activitiesbuild confidence in grammar to improve students’ writing by exploring the effects of other writers’ choicesmotivate and engage students, with exciting stimulus texts, fresh approaches to learning and a clear, colourful layoutembed Assessment for Learning in your day-to-day teaching, with clear learning objectives, criteria for self and peer assessment on every double-page, and end of chapter checklists to help students understand how to progressgather evidence for periodic assessments, with the ‘Apply your skills’ tasks designed to build writing stamina and independenceplan ahead without the stress, with ready-to-use double-page lessons and a teacher guide at the back of the booksupport the transition to Key Stage 3 by reinforcing and building on the writing skills taught at Key Stage 2.

Support your students in Key Stage 3 English by helping them develop their writing and grammar skills in a clear and organised way.The Aiming for series provides targeted support for all ability levels to help every student move forward from their achievement at Key Stage 2 towards GCSE success.Aiming for Writing Book 3 is most suitable for Year 8 and offers student-friendly explanations and activities to build, develop and extend students’ literacy skills, showing them precisely what they need to do to progress.Whether you're looking for a one-off lesson, snappy starters or a longer KS3 programme of study, these flexible resources are designed to fit around the needs of your teaching and your classes.It includes the text types and skills in the Key Stage 3 curriculum and offers comprehensive coverage of the grammar objectives set out in the appendix to the Key Stage 2 English Programme of Study.It will help you to: target areas of underperformance, with a chapter on each writing skill written at the right level by experienced teachers and consultantsdevelop the essential writing and grammar skills, with clear, accessible explanations, inspiring examples and lively follow-up activitiesbuild confidence in grammar to improve students’ writing by exploring the effects of other writers’ choicesmotivate and engage students, with exciting stimulus texts, fresh approaches to learning and a clear, colourful layoutembed Assessment for Learning in your day-to-day teaching, with clear learning objectives, criteria for self and peer assessment on every double-page, and end of chapter checklists to help students understand how to progressgather evidence for periodic assessments, with the ‘Apply your skills’ tasks designed to build writing stamina and independenceplan ahead without the stress, with ready-to-use double-page lessons and a teacher guide at the back of the booksupport the transition to Key Stage 3 by reinforcing and building on the writing skills taught at Key Stage 2.

Support your students in Key Stage 3 English by helping them develop their writing and grammar skills in a clear and organised way.The Aiming for series provides targeted support for all ability levels to help every student move forward from their achievement at Key Stage 2 towards GCSE success.Aiming for Writing Book 2 is most suitable for Year 7 and offers student-friendly explanations and activities to build, develop and extend students’ literacy skills, showing them precisely what they need to do to progress.Whether you're looking for a one-off lesson, snappy starters or a longer KS3 programme of study, these flexible resources are designed to fit around the needs of your teaching and your classes.It includes the text types and skills in the Key Stage 3 curriculum and comprehensive coverage of the grammar objectives set out in the appendix to the Key Stage 2 English Programme of Study.It will help you to: target areas of underperformance, with a chapter on each writing skill written at the right level by experienced teachers and consultantsdevelop the essential writing and grammar skills, with clear, accessible explanations, inspiring examples and lively follow-up activitiesbuild confidence in grammar to improve students’ writing by exploring the effects of other writers’ choicesmotivate and engage students, with exciting stimulus texts, fresh approaches to learning and a clear, colourful layoutembed Assessment for Learning in your day-to-day teaching, with clear learning objectives, criteria for self and peer assessment on every double-page, and end of chapter checklists to help students understand how to progressgather evidence for periodic assessments, with the ‘Apply your skills’ tasks designed to build writing stamina and independenceplan ahead without the stress, with ready-to-use double-page lessons and a teacher guide at the back of the booksupport the transition to Key Stage 3 by reinforcing and building on the writing skills taught at Key Stage 2.

Recent years have seen a growing emphasis on ethics education in different professions, such as medicine and teaching. However, the implications of this emphasis for professional education programs have been underdeveloped. In this volume, philosophers, philosophers of education, and ethics educators engaged in a variety of professional contexts in Canada, the UK, Norway, Malta, and Sweden assess the state of ethics education and the role, if any, of philosophical approaches to ethics for those professional contexts. This volume speaks to teacher, medical, and business education, and the education of school psychologists. Each of these fields has its own context, aims and expertise, generating distinctive ethical challenges. As such, ethics curricula cannot be uncritically transplanted from one professional context to another. Nonetheless, the arguments and analyses in this volume point to a shared concern about the role of moral respect, self-understanding, and virtue in the education of professionals. The chapters examine a wide range of topics, including empirical ethics, core concepts in professional ethics, moral agency, the ethics of ethics education, risk-taking, professional ethics as a practice with its own ethical requirements, and the tensions between the individual (client, patient, student) and the increasing generalization of professional systems. This book was originally published as a special issue of Ethics in Education.

Takes the student step-by-step through the intellectual problems of Medieval thought, explaining the principal lines of argument from Augustine of Hippos to the sixteenth century.

This path-breaking approach to Thomas Aquinas interprets the Five Ways in the context of his theory of science. Aquinas is the leading medieval philosopher and his work is of continuing contemporary relevance. Addressing all the critical themes of authority and reason, Christopher Martin examines the role of science and definitions in medieval thought, and how to deal with the big question: is there a God? Rigorous and challenging, Martin's clear exposition compares and contrasts Aquinas' arguments with those of other philosophers, Anselm, Descartes and Kant.

What does it mean to say that a person has been educated? This question forms the basis of global education policy debates; from the way governments establish funding for national school systems, to the way children are treated in the classroom. Should there be a common ethical core to such polices? What kind of educational process should aboriginal groups in Labrador, Canada, have a moral right to, and should this process be different from what children in New York's boroughs have claim to? Should a school-based curriculum, such as the UK's National Curriculum, make well-being a central concern or are there other ethical dimensions to be addressed? Christopher Martin explores these questions and argues that the best way to consider them is to view education as a matter of public moral understanding. He brings together traditions of thought central to philosophy of education, such as R.S. Peters, and connects this tradition to the moral philosophy and critical theory of Jurgen Habermas, whose theory of Discourse Morality has previously been given little attention in education circles.

This book argues that the UK, as a post-modern globalised state, will require means to have influence over events and opponents that threaten the UK's interests in the 21st century, and that its means is the Royal Navy.

Recent years have seen a growing emphasis on ethics education in different professions, such as medicine and teaching. However, the implications of this emphasis for professional education programs have been underdeveloped. In this volume, philosophers, philosophers of education, and ethics educators engaged in a variety of professional contexts in Canada, the UK, Norway, Malta, and Sweden assess the state of ethics education and the role, if any, of philosophical approaches to ethics for those professional contexts. This volume speaks to teacher, medical, and business education, and the education of school psychologists. Each of these fields has its own context, aims and expertise, generating distinctive ethical challenges. As such, ethics curricula cannot be uncritically transplanted from one professional context to another. Nonetheless, the arguments and analyses in this volume point to a shared concern about the role of moral respect, self-understanding, and virtue in the education of professionals. The chapters examine a wide range of topics, including empirical ethics, core concepts in professional ethics, moral agency, the ethics of ethics education, risk-taking, professional ethics as a practice with its own ethical requirements, and the tensions between the individual (client, patient, student) and the increasing generalization of professional systems. This book was originally published as a special issue of Ethics in Education.

This book argues that the UK, as a post-modern globalised state, will require means to have influence over events and opponents that threaten the UK's interests in the 21st century, and that its means is the Royal Navy.

Education in Mexico, Central America and the Latin Caribbean examines the development and practice of education in México, Costa Rica, Cuba, the Dominican Republic, El Salvador, Guatemala, Haiti, Honduras, Nicaragua and Panamá. The chapters, written by local experts, provide an overview of the structure, aims and purposes of education in each of these ten countries with very different socio-economic backgrounds. The authors present curriculum standards, pedagogy, evaluation, accountability and delivery, discussing both how the formal systems are structured and how they actually function. The volume explores the origins of proposed reforms and their implementation, emphasising the distinctiveness of each country and attempting to locate new practices that could lead to better education. Including a comparative introduction to the issues facing education in the region as a whole and guides to available online datasets, this book is an essential reference for researchers, scholars, international agencies and policy-makers.

Interventions in Education Systems draws on research conducted in England, Mexico, Singapore and Finland to illuminate reform processes to education systems in a range of contexts, to develop a better understanding of intervention processes and to promote the development of more sophisticated models for reforming education systems. The authors compare policy implementations and interventions in countries with different socio-economic profiles and different levels of development, highlighting how these processes in practice all too frequently are side-tracked and distorted, often unintentionally, by political, economic and social forces.

What does it mean to say that a person has been educated? This question forms the basis of global education policy debates; from the way governments establish funding for national school systems, to the way children are treated in the classroom. Should there be a common ethical core to such polices? What kind of educational process should aboriginal groups in Labrador, Canada, have a moral right to, and should this process be different from what children in New York's boroughs have claim to? Should a school-based curriculum, such as the UK's National Curriculum, make well-being a central concern or are there other ethical dimensions to be addressed? Christopher Martin explores these questions and argues that the best way to consider them is to view education as a matter of public moral understanding. He brings together traditions of thought central to philosophy of education, such as R.S. Peters, and connects this tradition to the moral philosophy and critical theory of Jurgen Habermas, whose theory of Discourse Morality has previously been given little attention in education circles.