Grant Bage – författare

Build your child’s reading confidence at home with books at the right levelFootball has changed a lot since mediaeval times, when it was a highly dangerous street game involving rival mobs and hardly any rules! Find out how the game has developed over time into the world’s most popular spectator sport, loved by fans and players all over the world. Diamond/Band 17 books offer more complex, underlying themes to give opportunities for children to understand causes and points of view.Text type: An information book

Build your child’s reading confidence at home with books at the right levelThrough history there have always been people who have committed crimes and been punished. Starting with Roman Britain, all the way to the 21st century, this book explores the changing ways in which criminals have been treated. Pearl/Band 18 books offer fluent readers a complex, substantial text with challenging themes to facilitate sustained comprehension, bridging the gap between a reading programme and longer chapter books.Text type – An information book.The book is organised into short chapters to help children practise the skills of locating and identifying important information.The glossary and index can be used to develop children's information retrieval skills further.Curriculum links: History

In this book the author looks at the past, present and the future of history teaching in primary schools in an attempt to provide a practical framework for teachers.Section one reviews relevant literature with an aim to clarify the dilemmas and advance present thinking and practice in history teaching in primary schools.Section two offers case studies, curriculum materials and designs, teaching ideas and methods, teacher-development and curriculum development materials, at the same time as tying it in to the existing knowledge-base.Section three considers the 'perennial dilemmas' for school history in the 21st century, including: how can history survive in an increasingly over-crowded and competitive school curriculum? How can history be harnessed to improvements in literacy and numeracy? What should the primary history curriculum contain? How can IT secure easier access to historical information and evidence?

In this book the author looks at the past, present and the future of history teaching in primary schools in an attempt to provide a practical framework for teachers.Section one reviews relevant literature with an aim to clarify the dilemmas and advance present thinking and practice in history teaching in primary schools.Section two offers case studies, curriculum materials and designs, teaching ideas and methods, teacher-development and curriculum development materials, at the same time as tying it in to the existing knowledge-base.Section three considers the 'perennial dilemmas' for school history in the 21st century, including: how can history survive in an increasingly over-crowded and competitive school curriculum? How can history be harnessed to improvements in literacy and numeracy? What should the primary history curriculum contain? How can IT secure easier access to historical information and evidence?

In recent years there has been a massive revival of interest internationally in what story can offer to education. This book covers a range of issues at the heart of teaching history, such as the use of talk, the pitfalls of narrative as a pedagogical tool, translating curriculum content into lessons, story telling and story making. It also questions what it means to teach, the difficulties for teachers of remaining constructively critical of policy, and their own practice, during periods of national legislation and change.

In recent years there has been a massive revival of interest internationally in what story can offer to education. This book covers a range of issues at the heart of teaching history, such as the use of talk, the pitfalls of narrative as a pedagogical tool, translating curriculum content into lessons, story telling and story making. It also questions what it means to teach, the difficulties for teachers of remaining constructively critical of policy, and their own practice, during periods of national legislation and change.

In recent years there has been a massive revival of interest internationally in what story can offer to education. This book covers a range of issues at the heart of teaching history, such as the use of talk, the pitfalls of narrative as a pedagogical tool, translating curriculum content into lessons, story telling and story making. It also questions what it means to teach, the difficulties for teachers of remaining constructively critical of policy, and their own practice, during periods of national legislation and change.

In this book the author looks at the past, present and the future of history teaching in primary schools in an attempt to provide a practical framework for teachers.Section one reviews relevant literature with an aim to clarify the dilemmas and advance present thinking and practice in history teaching in primary schools.Section two offers case studies, curriculum materials and designs, teaching ideas and methods, teacher-development and curriculum development materials, at the same time as tying it in to the existing knowledge-base.Section three considers the ''perennial dilemmas'' for school history in the 21st century, including: how can history survive in an increasingly over-crowded and competitive school curriculum? How can history be harnessed to improvements in literacy and numeracy? What should the primary history curriculum contain? How can IT secure easier access to historical information and evidence?

In this book the author looks at the past, present and the future of history teaching in primary schools in an attempt to provide a practical framework for teachers.Section one reviews relevant literature with an aim to clarify the dilemmas and advance present thinking and practice in history teaching in primary schools.Section two offers case studies, curriculum materials and designs, teaching ideas and methods, teacher-development and curriculum development materials, at the same time as tying it in to the existing knowledge-base.Section three considers the ''perennial dilemmas'' for school history in the 21st century, including: how can history survive in an increasingly over-crowded and competitive school curriculum? How can history be harnessed to improvements in literacy and numeracy? What should the primary history curriculum contain? How can IT secure easier access to historical information and evidence?

The Unseen Sir Alf tears up the traditional narrative of Sir Alf Ramsey’s life and career. Using new evidence to tell Alf’s story afresh, it changes everything we thought we knew about the World Cup-winning manager. Rooting around in an archive several years ago, the author uncovered a secret chapter in Alf’s story. More digging showed history had got Ramsey wrong. Saddled with a racist nickname, rumoured to be a ‘gypsy’ and forced to play banned ‘Sunday football’, Alf only turned professional aged 26. His learning about football was obsessive. He thought of little else, and may have hidden his neurodiversity. As a player with Spurs, then a manager at Ipswich and England, Ramsey won trophies through relentless practice, observation and planning. He despised most journalists, was kind to fans, often rude to his FA employer and loved his players. Ramsey looked conformist but was really a radical. This odd, complex character became a national hero after England’s 1966 World Cup win. So, who really was Alf Ramsey, and what might modern England learn from him? This book holds all the answers.