Martin Phillips – författare

Ignite English aims to excite and motivate teachers and students by making learning relevant and supporting teachers. Addressing key concerns raised in recent Ofsted reports as well as meeting the needs of the new KS3 National Curriculum, the Student Books are structured around thematic units that cover a variety of forms as well as including unique immersive production based-units. Ignite English has a core focus on engaging students by connecting their skill development, through the theme of the unit, with Reading, Writing, Speaking and Listening skills used in a range of relevant and interesting jobs outside school.

Ignite English aims to excite and motivate teachers and students by making learning relevant and supporting teachers. Addressing key concerns raised in recent Ofsted reports as well as meeting the needs of the new KS3 National Curriculum, the Student Books are structured around thematic units that cover a variety of forms as well as including unique immersive production based-units. Ignite English has a core focus on engaging students by connecting their skill development, through the theme of the unit, with Reading, Writing, Speaking and Listening skills used in a range of relevant and interesting jobs outside school.

Ignite English aims to excite and motivate teachers and students by making learning relevant and supporting teachers. Addressing key concerns raised in recent Ofsted reports as well as meeting the needs of the new KS3 National Curriculum, each Teacher Companion provides a range of activities and guidance that enables teachers to customise their teaching to suit individual student needs as well as sharing the thinking behind the resources.

Ignite English aims to excite and motivate teachers and students by making learning relevant and supporting teachers. Addressing key concerns raised in recent Ofsted reports as well as meeting the needs of the new KS3 National Curriculum, each Teacher Companion provides a range of activities and guidance that enables teachers to customise their teaching to suit individual student needs as well as sharing the thinking behind the resources.

Society and Exploitation Through Nature offers an integrated approach to the environment, linking the philosophical, social and physical sciences to environmental problems and issues.The text covers three main themes; exploitation of nature and society; the limits of exploitation through sustainability and managing environmental problems. These themes are illustrated throughout the book with global case studies.

A new series of bespoke, full-coverage resources developed for the 2015 GCSE English Language qualifications. Writing Workshops provide a practice-based approach to developing writing skills for GCSE English Language. Suitable for all specifications, this print Student Book will inspire students as writers at GCSE and beyond. The resource draws on DfE and NATE guidance and the authors' experience in successfully running writing workshops at GCSE for many years. Each of the 17 units covers a different writing focus and builds to a specific outcome. See also our Writing Workshop print and digital pack which comprises of a print Student book, the enhanced digital edition and a free Teacher's Resource.

Society and Exploitation Through Nature offers an integrated approach to the environment, linking the philosophical, social and physical sciences to environmental problems and issues. The text covers three main themes; exploitation of nature and society; the limits of exploitation through sustainability and managing environmental problems. These themes are illustrated throughout the book with global case studies.

Contested Worlds provides an introduction both to a multitude of geographical worlds which are currently being actively constructed and contested, and to a range of different perspectives on these worlds being adopted and contested by geographers. It is unique in its focus on the role of contestation in both the construction of geographical studies and in the geographies these studies seek to address. These issues are explored through a combination of general theoretical discussion and detailed international case studies. The areas discussed range in scale from the global, through the regional and national to the local worlds of the inner city, the neighbourhood and the village, with connections drawn between these scales. The book concludes that geography is being made in quite different ways. It asserts that geography is intrinsically a contested enterprise, and that this should be embraced as part of geographers becoming more critically involved in the making, and studying, of new contemporary human geographies.

Contested Worlds provides an introduction both to a multitude of geographical worlds which are currently being actively constructed and contested, and to a range of different perspectives on these worlds being adopted and contested by geographers. It is unique in its focus on the role of contestation in both the construction of geographical studies and in the geographies these studies seek to address. These issues are explored through a combination of general theoretical discussion and detailed international case studies. The areas discussed range in scale from the global, through the regional and national to the local worlds of the inner city, the neighbourhood and the village, with connections drawn between these scales. The book concludes that geography is being made in quite different ways. It asserts that geography is intrinsically a contested enterprise, and that this should be embraced as part of geographers becoming more critically involved in the making, and studying, of new contemporary human geographies.

This book arises out of an ESRC project devoted to an examination of the economic, social and cultural impacts of the 'service class' on rural areas. The research was an attempt to document these impacts through close empirical work in a set of three rural communities, but something happened on the way. The authors found that the 'rural' became a real sticking point. Respondents used it in different ways - as a bludgeon, as a badge, as a barometer - to signify many different things - security, identity, community, domesticity, gender, sexuality, ethnicity - nearly always by drawing on many different sources - the media, the landscape, friends and kin, animals. It became abundantly clear that the 'rural', whatever chameleon form it took, was a prime and deeply felt determinant of the actions of many respondents. Yet it was also clear that to the authors they possessed no theoretical framework that could allow them to negotiate the 'rural' to deconstruct its diverse nature as a category. Rather each of the extended essays in the book is an attempt by each author to draw out one aspect of the 'rural' by drawing on different traditions in social and cultural theory.