Lynn D. Newton – författare

This practical, comprehensive and accessible book will prove invaluable for students on secondary initial teacher training courses, PGCE students, lecturers on science education programmes and newly qualified secondary teachers.It provides:the pedagogical knowledge needed to teach science in secondary schoolssupport activities for work in schools and self-studyinformation on professional development for secondary teachers.

Creativity for a New Curriculum: 5-11 provides an account of what creativity really means in the context of children’s learning in the primary school, and describes in practical terms what teachers can do to foster it. At a time of curriculum development and change, it focuses on the opportunity to build a new curriculum that is inclusive of creativity and is fit for the twenty-first century.The value of fostering creative thinking and problem solving abilities in education is widely recognised for its capacity to confer an independence and ability to function effectively in life. As such, encouraging children to be creative thinkers and problem solvers should be an integral part of everyday teaching and learning across all subjects.Building upon the research and practices of a group of educators studying creativity across the curriculum and coordinated by the author, this book provides primary teachers and trainee teachers with easy to understand explanations of what creativity means in the context of the subjects of the curriculum for young children. It introduces ideas for how to nurture and support it, and explores issues associated with fostering it, such as assessment. Chapters cover areas including: A brief history of creativity and pedagogy, including common misconceptions Strategies for creative learning as well as creative teaching Creativity in English Creativity in Mathematics Creativity in Science and Design and Technology Creativity in Art and Music Creativity in History and the Humanities Creativity in ICT International perspectives on creativityCreativity for a New Curriculum: 5-11 is an ideal source of information for teachers, teacher trainers, students on teaching programmes and anyone interested in developing opportunities for creativity across the primary school curriculum.

Creativity for a New Curriculum: 5-11 provides an account of what creativity really means in the context of children’s learning in the primary school, and describes in practical terms what teachers can do to foster it. At a time of curriculum development and change, it focuses on the opportunity to build a new curriculum that is inclusive of creativity and is fit for the twenty-first century.The value of fostering creative thinking and problem solving abilities in education is widely recognised for its capacity to confer an independence and ability to function effectively in life. As such, encouraging children to be creative thinkers and problem solvers should be an integral part of everyday teaching and learning across all subjects.Building upon the research and practices of a group of educators studying creativity across the curriculum and coordinated by the author, this book provides primary teachers and trainee teachers with easy to understand explanations of what creativity means in the context of the subjects of the curriculum for young children. It introduces ideas for how to nurture and support it, and explores issues associated with fostering it, such as assessment. Chapters cover areas including: A brief history of creativity and pedagogy, including common misconceptions Strategies for creative learning as well as creative teaching Creativity in English Creativity in Mathematics Creativity in Science and Design and Technology Creativity in Art and Music Creativity in History and the Humanities Creativity in ICT International perspectives on creativityCreativity for a New Curriculum: 5-11 is an ideal source of information for teachers, teacher trainers, students on teaching programmes and anyone interested in developing opportunities for creativity across the primary school curriculum.

First Published in 2004. This book has been prepared for primary teachers charged with the responsibility of acting as science coordinators within their schools. It forms part of a series of new publications that set out to advise such teachers on the complex issues of improving teaching and learning through managing each element of the primary school curriculum.

Meeting the Standards in Primary Science provides:primary science subject knowledgethe pedagogical knowledge needed to teach science in primary schoolssupport activities for work in schools and self-studyinformation on professional development for primary teachers.This practical, comprehensive and accessible book should prove invaluable for students on primary initial teacher training courses, PGCE students, lecturers on science education programmes and newly qualified primary teachers.

Meeting the Standards in Primary Science provides:primary science subject knowledgethe pedagogical knowledge needed to teach science in primary schoolssupport activities for work in schools and self-studyinformation on professional development for primary teachers.This practical, comprehensive and accessible book should prove invaluable for students on primary initial teacher training courses, PGCE students, lecturers on science education programmes and newly qualified primary teachers.

First Published in 2004. This book has been prepared for primary teachers charged with the responsibility of acting as science coordinators within their schools. It forms part of a series of new publications that set out to advise such teachers on the complex issues of improving teaching and learning through managing each element of the primary school curriculum.

This practical, comprehensive and accessible book will prove invaluable for students on secondary initial teacher training courses, PGCE students, lecturers on science education programmes and newly qualified secondary teachers.It provides:the pedagogical knowledge needed to teach science in secondary schoolssupport activities for work in schools and self-studyinformation on professional development for secondary teachers.

The book discusses the complex nature of understanding and what it means to teach for understanding. The processes and strategies that can support teaching for understanding are then exemplified in the context of different areas of the primary / elementary (4-11 years) school curriculum.