Richard Woolley – författare

Against a backdrop of ever-changing government initiatives and strategies, it is essential that you have a firm vision for the roles and purposes of education to inform your interpretation of education.

This accessible and engaging book provides you with the scaffolding to develop your reflective practice as you journey towards developing your own philosophy of education. It enables you to consider how your aspirations and vision can be enacted in practical ways in the classroom and provides a means to evaluate and analyse your own practice. The structure of the book and its individual chapters guides you through supported reflective activities and case study examples so that the exploration of educational philosophy is thoroughly grounded in professional practice.

The book offers:

Supported reflection on values underpinning primary educationPractical examples to set theory within contextAn issues-based approach to pedagogy and curriculumExamples of philosophy and practice developed by practitionersWith its wide range of thought-provoking ideas, examples and case studies, this is an excellent resource if you are thinking about becoming a teacher, training to teach or beginning your teaching career.

"This book reaffirms in a very readable and engaging way the liberal, humane values that have informed, and still inform, the work of so many primary schools and teachers. It challenges its readers to engage personally with both values and vision. This is particularly necessary in the current context where primary education is in danger of being replaced by primary schooling through government diktat. The book is part of the principled resistance necessary to combat this menace to English childhood and teacher professionalism." Colin Richards, former senior HMI and Emeritus Professor, University of Cumbria, UK

"A book putting children at the centre of education is a rare delight. It sloughs away the boredom of government directives and the ‘compliant culture’ (Compton) that follows. Chapters begin with eye-catching vignettes about learning. The text is evocatively written and, like a good novel, has memorable nuggets at regular intervals: e.g. Taylor’s ‘curiosity is all about possibilities.’ The book delivers practical approaches for student/teachers by practitioners. It is refreshing in its willingness to articulate values. Kimaliro and Woolley present the challenge for us all: 'how can teachers make possible the dreams that are to shape tomorrow’s pathways?'"Dr Trevor Kerry, Emeritus Professor, University of Lincoln, UK & Visiting Professor, Bishop Grosseteste University, UK

"This book enters the initial teacher education field almost like a breath of fresh air because it reminds us of children and their worlds. The contributors tackle some of the ‘big ideas’ in education and provide a strong foundation for those students in initial teacher education who might be seeking to make sense of their emerging role as educators. Each of the chapters contextualises its theme within the recognisable curriculum orthodoxies of primary education but seeks to expand these margins and place children once again at the centre of the curriculum. The editors deserve congratulations in remind all of us about the purposes of primary education."Dr Robyn CoxAssociate Professor Literacy Education, Strathfield Faculty of EducationAustralian Catholic University, Australia

Contributors: Ashley Compton; Linda Cooper; Karen Elvidge; Nigel Hutchinson; Eunice Kimaliro; Lindy Nahmad-Williams; Rachael Paige; Mike Steele

Against a backdrop of ever-changing government initiatives and strategies, it is essential that you have a firm vision for the roles and purposes of education to inform your interpretation of education.

This accessible and engaging book provides you with the scaffolding to develop your reflective practice as you journey towards developing your own philosophy of education. It enables you to consider how your aspirations and vision can be enacted in practical ways in the classroom and provides a means to evaluate and analyse your own practice. The structure of the book and its individual chapters guides you through supported reflective activities and case study examples so that the exploration of educational philosophy is thoroughly grounded in professional practice.

The book offers:

Supported reflection on values underpinning primary educationPractical examples to set theory within contextAn issues-based approach to pedagogy and curriculumExamples of philosophy and practice developed by practitionersWith its wide range of thought-provoking ideas, examples and case studies, this is an excellent resource if you are thinking about becoming a teacher, training to teach or beginning your teaching career.

"This book reaffirms in a very readable and engaging way the liberal, humane values that have informed, and still inform, the work of so many primary schools and teachers. It challenges its readers to engage personally with both values and vision. This is particularly necessary in the current context where primary education is in danger of being replaced by primary schooling through government diktat. The book is part of the principled resistance necessary to combat this menace to English childhood and teacher professionalism." Colin Richards, former senior HMI and Emeritus Professor, University of Cumbria, UK

"A book putting children at the centre of education is a rare delight. It sloughs away the boredom of government directives and the ‘compliant culture’ (Compton) that follows. Chapters begin with eye-catching vignettes about learning. The text is evocatively written and, like a good novel, has memorable nuggets at regular intervals: e.g. Taylor’s ‘curiosity is all about possibilities.’ The book delivers practical approaches for student/teachers by practitioners. It is refreshing in its willingness to articulate values. Kimaliro and Woolley present the challenge for us all: ''how can teachers make possible the dreams that are to shape tomorrow’s pathways?''"Dr Trevor Kerry, Emeritus Professor, University of Lincoln, UK & Visiting Professor, Bishop Grosseteste University, UK

"This book enters the initial teacher education field almost like a breath of fresh air because it reminds us of children and their worlds. The contributors tackle some of the ‘big ideas’ in education and provide a strong foundation for those students in initial teacher education who might be seeking to make sense of their emerging role as educators. Each of the chapters contextualises its theme within the recognisable curriculum orthodoxies of primary education but seeks to expand these margins and place children once again at the centre of the curriculum. The editors deserve congratulations in remind all of us about the purposes of primary education."Dr Robyn CoxAssociate Professor Literacy Education, Strathfield Faculty of EducationAustralian Catholic University, Australia

Contributors: Ashley Compton; Linda Cooper; Karen Elvidge; Nigel Hutchinson; Eunice Kimaliro; Lindy Nahmad-Williams; Rachael Paige; Mike Steele

How do you broach family values with seven year olds? Can you help young children understand racism? Can you avoid bringing your own prejudices into the classroom?Talking effectively about controversial issues with young children is a challenge facing every primary school teacher. Tackling Controversial Issues in the Primary School provides teachers with support and guidance as you engage with the more tricky questions and topics you and your pupils encounter.Illuminated with case studies and examples of how teachers and children have confronted issues together, this book helps you understand your own perspectives and provides fresh approaches for the primary classroom. It considers how best to work with parents and carers, whole-school policies for tackling issues, and ideas for circle time, setting up international links, school councils and buddying systems. The range of challenging topics covered includes: family valuesracism in mono and multi-cultural settingsdemocracy and citizenshipthe environment and sustainabilityconsumerism, finances and media advertisinggender, health and identitygrief and loss.For all student and practising primary teachers, Tackling Controversial Issues in the Primary School provides much needed support as you help your learners face complicated ideas, find their voice and get involved in the issues that they feel make a difference.

How do you broach family values with seven year olds? Can you help young children understand racism? Can you avoid bringing your own prejudices into the classroom?Talking effectively about controversial issues with young children is a challenge facing every primary school teacher. Tackling Controversial Issues in the Primary School provides teachers with support and guidance as you engage with the more tricky questions and topics you and your pupils encounter.Illuminated with case studies and examples of how teachers and children have confronted issues together, this book helps you understand your own perspectives and provides fresh approaches for the primary classroom. It considers how best to work with parents and carers, whole-school policies for tackling issues, and ideas for circle time, setting up international links, school councils and buddying systems. The range of challenging topics covered includes: family valuesracism in mono and multi-cultural settingsdemocracy and citizenshipthe environment and sustainabilityconsumerism, finances and media advertisinggender, health and identitygrief and loss.For all student and practising primary teachers, Tackling Controversial Issues in the Primary School provides much needed support as you help your learners face complicated ideas, find their voice and get involved in the issues that they feel make a difference.

Standard contracts published for use in the construction industry are complex documents and contain many inter-related clauses. This book will enable the user to find easily not just the main references dealing with a particular topic, but also the related clauses and references. In facing any contractual problem, it is the practitioner''s primary duty to discover all the relevant references and make a judgement, which is not possible until all references have been covered. This book identifies the main topics which a practitioner will encounter, giving all the references to each topic which may be scattered throughout the document and a one-line signpost to indicate the contents of each reference.

Standard contracts published for use in the construction industry are complex documents and contain many inter-related clauses. This book will enable the user to find easily not just the main references dealing with a particular topic, but also the related clauses and references. In facing any contractual problem, it is the practitioner''s primary duty to discover all the relevant references and make a judgement, which is not possible until all references have been covered. This book identifies the main topics which a practitioner will encounter, giving all the references to each topic which may be scattered throughout the document and a one-line signpost to indicate the contents of each reference.

How do you broach family values with seven year olds? Can you help young children understand racism? Can you avoid bringing your own prejudices into the classroom?

Talking effectively about controversial issues with young children is a challenge facing every primary school teacher. Tackling Controversial Issues in the Primary School provides teachers with support and guidance as you engage with the more tricky questions and topics you and your pupils encounter.

Illuminated with case studies and examples of how teachers and children have confronted issues together, this book helps you understand your own perspectives and provides fresh approaches for the primary classroom.

It considers how best to work with parents and carers, whole-school policies for tackling issues, and ideas for circle time, setting up international links, school councils and buddying systems. The range of challenging topics covered includes:

family values racism in mono and multi-cultural settings democracy and citizenship the environment and sustainability consumerism, finances and media advertising gender, health and identity grief and loss.

For all student and practising primary teachers, Tackling Controversial Issues in the Primary School provides much needed support as you help your learners face complicated ideas, find their voice and get involved in the issues that they feel make a difference.

How do you broach family values with seven year olds? Can you help young children understand racism? Can you avoid bringing your own prejudices into the classroom?

Talking effectively about controversial issues with young children is a challenge facing every primary school teacher. Tackling Controversial Issues in the Primary School provides teachers with support and guidance as you engage with the more tricky questions and topics you and your pupils encounter.

Illuminated with case studies and examples of how teachers and children have confronted issues together, this book helps you understand your own perspectives and provides fresh approaches for the primary classroom.

It considers how best to work with parents and carers, whole-school policies for tackling issues, and ideas for circle time, setting up international links, school councils and buddying systems. The range of challenging topics covered includes:

family values racism in mono and multi-cultural settings democracy and citizenship the environment and sustainability consumerism, finances and media advertising gender, health and identity grief and loss.

For all student and practising primary teachers, Tackling Controversial Issues in the Primary School provides much needed support as you help your learners face complicated ideas, find their voice and get involved in the issues that they feel make a difference.

Understanding Inclusion is a rich, comprehensive exploration of inclusion in education, challenging us to think about being ‘inclusive’ in its broadest sense. It unpicks a wide range of complex themes and issues that impact on educational practice, supporting educational professionals in helping teachers and learners understand difference as the norm, and not the exception.Underpinned by the latest research, discussion is brought to life through vignettes of real experiences and examples of practice from a range of settings and across continents. Chapters consider crucial aspects of inclusion: Social inclusion and social class Global perspectives on culture and identity Aspirations and social mobility Relationships and sexual behaviours Gender equality and diversity Perceptions of ability and disability Barriers to learning Multilingualism in schools Religion and belief Restorative justice for inclusion Inclusion and the arts Teaching Assistants and inclusion The central role of leadership.Written by experts with extensive experience in a range of educational contexts, Understanding Inclusion is designed for all those engaged in understanding the complexities of teaching and learning. With reflective questions and selected reading designed to support further study, it will be essential reading for students on Education Studies and related course, and pre- and in-service teachers.

Understanding Inclusion is a rich, comprehensive exploration of inclusion in education, challenging us to think about being ‘inclusive’ in its broadest sense. It unpicks a wide range of complex themes and issues that impact on educational practice, supporting educational professionals in helping teachers and learners understand difference as the norm, and not the exception.Underpinned by the latest research, discussion is brought to life through vignettes of real experiences and examples of practice from a range of settings and across continents. Chapters consider crucial aspects of inclusion: Social inclusion and social class Global perspectives on culture and identity Aspirations and social mobility Relationships and sexual behaviours Gender equality and diversity Perceptions of ability and disability Barriers to learning Multilingualism in schools Religion and belief Restorative justice for inclusion Inclusion and the arts Teaching Assistants and inclusion The central role of leadership.Written by experts with extensive experience in a range of educational contexts, Understanding Inclusion is designed for all those engaged in understanding the complexities of teaching and learning. With reflective questions and selected reading designed to support further study, it will be essential reading for students on Education Studies and related course, and pre- and in-service teachers.

Understanding Inclusion is a rich, comprehensive exploration of inclusion in education, challenging us to think about being ‘inclusive’ in its broadest sense. It unpicks a wide range of complex themes and issues that impact on educational practice, supporting educational professionals in helping teachers and learners understand difference as the norm, and not the exception.

Underpinned by the latest research, discussion is brought to life through vignettes of real experiences and examples of practice from a range of settings and across continents. Chapters consider crucial aspects of inclusion:

Social inclusion and social class

Global perspectives on culture and identity

Aspirations and social mobility

Relationships and sexual behaviours

Gender equality and diversity

Perceptions of ability and disability

Barriers to learning

Multilingualism in schools

Religion and belief

Restorative justice for inclusion

Inclusion and the arts

Teaching Assistants and inclusion

The central role of leadership.

Written by experts with extensive experience in a range of educational contexts, Understanding Inclusion is designed for all those engaged in understanding the complexities of teaching and learning. With reflective questions and selected reading designed to support further study, it will be essential reading for students on Education Studies and related course, and pre- and in-service teachers.

Understanding Inclusion is a rich, comprehensive exploration of inclusion in education, challenging us to think about being ‘inclusive’ in its broadest sense. It unpicks a wide range of complex themes and issues that impact on educational practice, supporting educational professionals in helping teachers and learners understand difference as the norm, and not the exception.

Underpinned by the latest research, discussion is brought to life through vignettes of real experiences and examples of practice from a range of settings and across continents. Chapters consider crucial aspects of inclusion:

Social inclusion and social class

Global perspectives on culture and identity

Aspirations and social mobility

Relationships and sexual behaviours

Gender equality and diversity

Perceptions of ability and disability

Barriers to learning

Multilingualism in schools

Religion and belief

Restorative justice for inclusion

Inclusion and the arts

Teaching Assistants and inclusion

The central role of leadership.

Written by experts with extensive experience in a range of educational contexts, Understanding Inclusion is designed for all those engaged in understanding the complexities of teaching and learning. With reflective questions and selected reading designed to support further study, it will be essential reading for students on Education Studies and related course, and pre- and in-service teachers.

‘Where do babies come from?’ The prospect of this age-old question is one that causes significant apprehension for many professionals working with children, but this isn’t where the anxiety ends. This book argues that it is essential to have clear strategies to support children’s questions about relationships, growing up and sex so that they are enabled to develop positive and confident views about themselves and those around them. It examines important concerns such as the role of media in children’s lives in shaping their views on relationships and explores how issues of gender and sexuality are considered more fluidly.Whether working in an academy, free schools, faith schools, the independent sector or elsewhere this book supports you to help children to deal with a wide range of relationships issues, meeting the requirements of the new legislation on relationships education for primary aged children as a foundation for relationships and sex education. Drawing on research with teachers about their apprehensions about teaching the subject and children’s experience of its delivery, the authors give a full picture of common concerns and difficulties and how to successfully meet them and support children from 3-11, and the transition to secondary school. Topics covered include platonic friendships, developing self-respect and respect for others, and enabling personal choice and safety. Sacha Mason and Richard Woolley explore issues surrounding notions of age and stage development. They discuss how children develop at different rates and that each child is unique in relation to learning in this area. They outline a distinct pedagogical approach to managing children’s individual needs for relationships and sex education. They also look at supporting children with SEND when considering how to implement relationships education in primary schools. This second edition includes new chapters on children’s development and needs, and developing inclusive relationships education. The book has been updated throughout with summaries of the latest research, case studies, ideas for developing practice and signposts to key websites and resources. The chapters provide all the support you need to confidently promote children’s healthy development.

‘Where do babies come from?’ The prospect of this age-old question is one that causes significant apprehension for many professionals working with children, but this isn’t where the anxiety ends. This book argues that it is essential to have clear strategies to support children’s questions about relationships, growing up and sex so that they are enabled to develop positive and confident views about themselves and those around them. It examines important concerns such as the role of media in children’s lives in shaping their views on relationships and explores how issues of gender and sexuality are considered more fluidly.Whether working in an academy, free schools, faith schools, the independent sector or elsewhere this book supports you to help children to deal with a wide range of relationships issues, meeting the requirements of the new legislation on relationships education for primary aged children as a foundation for relationships and sex education. Drawing on research with teachers about their apprehensions about teaching the subject and children’s experience of its delivery, the authors give a full picture of common concerns and difficulties and how to successfully meet them and support children from 3-11, and the transition to secondary school. Topics covered include platonic friendships, developing self-respect and respect for others, and enabling personal choice and safety. Sacha Mason and Richard Woolley explore issues surrounding notions of age and stage development. They discuss how children develop at different rates and that each child is unique in relation to learning in this area. They outline a distinct pedagogical approach to managing children’s individual needs for relationships and sex education. They also look at supporting children with SEND when considering how to implement relationships education in primary schools. This second edition includes new chapters on children’s development and needs, and developing inclusive relationships education. The book has been updated throughout with summaries of the latest research, case studies, ideas for developing practice and signposts to key websites and resources. The chapters provide all the support you need to confidently promote children’s healthy development.

''Where do babies come from?'' The prospect of this age-old question is one that causes significant apprehension for many professionals working with children, but this isn''t where the anxiety ends. This book argues that it is essential to have clear strategies to support children''s questions about relationships, growing up and sex so that they are enabled to develop positive and confident views about themselves and those around them. It examines important concerns such as the role of media in children''s lives in shaping their views on relationships and explores how issues of gender and sexuality are considered more fluidly. Whether working in an academy, free schools, faith schools, the independent sector or elsewhere this book supports you to help children to deal with a wide range of relationships issues, meeting the requirements of the new legislation on relationships education for primary aged children as a foundation for relationships and sex education. Drawing on research with teachers about their apprehensions about teaching the subject and children''s experience of its delivery, the authors give a full picture of common concerns and difficulties and how to successfully meet them and support children from 3-11, and the transition to secondary school. Topics covered include platonic friendships, developing self-respect and respect for others, and enabling personal choice and safety. Sacha Mason and Richard Woolley explore issues surrounding notions of age and stage development. They discuss how children develop at different rates and that each child is unique in relation to learning in this area. They outline a distinct pedagogical approach to managing children''s individual needs for relationships and sex education. They also look at supporting children with SEND when considering how to implement relationships education in primary schools. This second edition includes new chapters on children''s development and needs, and developing inclusive relationships education. The book has been updated throughout with summaries of the latest research, case studies, ideas for developing practice and signposts to key websites and resources. The chapters provide all the support you need to confidently promote children''s healthy development.

''Where do babies come from?'' The prospect of this age-old question is one that causes significant apprehension for many professionals working with children, but this isn''t where the anxiety ends. This book argues that it is essential to have clear strategies to support children''s questions about relationships, growing up and sex so that they are enabled to develop positive and confident views about themselves and those around them. It examines important concerns such as the role of media in children''s lives in shaping their views on relationships and explores how issues of gender and sexuality are considered more fluidly. Whether working in an academy, free schools, faith schools, the independent sector or elsewhere this book supports you to help children to deal with a wide range of relationships issues, meeting the requirements of the new legislation on relationships education for primary aged children as a foundation for relationships and sex education. Drawing on research with teachers about their apprehensions about teaching the subject and children''s experience of its delivery, the authors give a full picture of common concerns and difficulties and how to successfully meet them and support children from 3-11, and the transition to secondary school. Topics covered include platonic friendships, developing self-respect and respect for others, and enabling personal choice and safety. Sacha Mason and Richard Woolley explore issues surrounding notions of age and stage development. They discuss how children develop at different rates and that each child is unique in relation to learning in this area. They outline a distinct pedagogical approach to managing children''s individual needs for relationships and sex education. They also look at supporting children with SEND when considering how to implement relationships education in primary schools. This second edition includes new chapters on children''s development and needs, and developing inclusive relationships education. The book has been updated throughout with summaries of the latest research, case studies, ideas for developing practice and signposts to key websites and resources. The chapters provide all the support you need to confidently promote children''s healthy development.

'Where do babies come from?' The prospect of this age-old question is one that causes significant apprehension for many professionals working with children. Clear strategies to support children's questions about growing up, relationships and sex are essential so that they are enabled to stay safe and healthy, develop positive and confident views about themselves and those around them, and deal with peer and media pressures.This book provides a solid, research-informed background to these issues and considers the historical context of relationships and sex education. It explores how to help children deal with a wide range of relationship issues and suggests ways of helping children to begin to explore the social, emotional and physical changes that occur as they grow and mature.Case studies, research summaries, ideas for developing practice and signposts to key websites and resources make this a really engaging and user-friendly text.Essential reading for those new to teaching relationships and sex education in the primary sector.

This is a complete guide to supporting personal, social and emotional development in the Early Years Foundation Stage (EYFS), promoting a holistic approach and sharing good practice. "Personal, Social and Emotional Development" introduces this area of the Early Years Foundation Stage (EYFS) to trainee and qualified early years professionals. The personal, social and emotional development of children aged between 0-5 years is introduced within the context of the EYFS. A balanced approach to the Early Learning Goals is encouraged ensuring that key principles of good early years practice are maintained and developed, and the holistic development of the child is promoted. This user-friendly guide will support early years professionals to: reflect on current practice and develop skills; evaluate the implications of research for early years practice and provision; promote interdisciplinary teamwork between those who work with and support young children; meet the diverse needs of children at different developmental stages and ages; and, support children as they move within and beyond the EYFS.This series introduces each of the six areas of the Early Years Foundation Stage (EYFS): Personal, Social and Emotional Development; Language, Literacy and Communication; Problem Solving, Reasoning and Numeracy; Knowledge and Understanding of the World; Creative Development; and, Physical Development. Each book delivers accessible yet rigorous support for practitioners, whether training or qualified, in developing their professional understanding and practice in each of these Early Learning Goals. Whilst considering each area in turn, the aim throughout the series is to promote the holistic development of the child. Each volume includes: an introduction to the key area; consideration of the development of children in the key area from birth to 3 years; 3 to 5 years; and into 5 to 7 years; consideration of the holistic development of the child and the impact of that development on the key area being discussed; research evidence to support practice; practical examples of good practice; discussions on leadership in the key area; and, support in the development of pedagogical skills and reflective professional practice.In line with the aims of the EYFS, this series will help you in meeting the challenges that come with supporting the different needs of children, working in multi-professional partnerships, balancing the different areas of development, and supporting transitions within and beyond the EYFS.

This is a complete guide to this area the Early Years Foundation Stage (EYFS), promoting a holistic approach and drawing on examples of good practice. "Knowledge and Understanding of the World" introduces this area of the Early Years Foundation Stage (EYFS) to trainee and qualified early years professionals. Teaching knowledge and understanding of the world to children aged between 0-5 years is introduced within the context of the EYFS. A balanced approach to the Early Learning Goals is encouraged ensuring that key principles of good early years practice are maintained and developed, and the holistic development of the child is promoted. This user-friendly guide will support early years professionals to: reflect on current practice and develop skills; evaluate the implications of research for early years practice and provision; promote interdisciplinary teamwork between those who work with and support young children; meet the diverse needs of children at different developmental stages and ages; and support children as they move within and beyond the EYFS.This series introduces each of the six areas of the Early Years Foundation Stage (EYFS): Personal, Social and Emotional Development; Language, Literacy and Communication; Problem Solving, Reasoning and Numeracy; Knowledge and Understanding of the World; Creative Development; and, Physical Development. Each book delivers accessible yet rigorous support for practitioners, whether training or qualified, in developing their professional understanding and practice in each of these Early Learning Goals. Whilst considering each area in turn, the aim throughout the series is to promote the holistic development of the child. Each volume includes: an introduction to the key area; consideration of the development of children in the key area from birth to 3 years, 3 to 5 years, and into 5 to 7 years; consideration of the holistic development of the child and the impact of that development on the key area being discussed; research evidence to support practice; practical examples of good practice; discussions on leadership in the key area; and, support in the development of pedagogical skills and reflective professional practice.In line with the aims of the EYFS, this series will help you in meeting the challenges that come with supporting the different needs of children, working in multi-professional partnerships, balancing the different areas of development, and supporting transitions within and beyond the EYFS.

This is a complete guide to this area the Early Years Foundation Stage (EYFS), promoting a holistic approach and drawing on examples of good practice. "Knowledge and Understanding of the World" introduces this area of the Early Years Foundation Stage (EYFS) to trainee and qualified early years professionals. Teaching knowledge and understanding of the world to children aged between 0-5 years is introduced within the context of the EYFS. A balanced approach to the Early Learning Goals is encouraged ensuring that key principles of good early years practice are maintained and developed, and the holistic development of the child is promoted. This user-friendly guide will support early years professionals to: reflect on current practice and develop skills; evaluate the implications of research for early years practice and provision; promote interdisciplinary teamwork between those who work with and support young children; meet the diverse needs of children at different developmental stages and ages; and support children as they move within and beyond the EYFS.This series introduces each of the six areas of the Early Years Foundation Stage (EYFS): Personal, Social and Emotional Development; Language, Literacy and Communication; Problem Solving, Reasoning and Numeracy; Knowledge and Understanding of the World; Creative Development; and, Physical Development. Each book delivers accessible yet rigorous support for practitioners, whether training or qualified, in developing their professional understanding and practice in each of these Early Learning Goals. Whilst considering each area in turn, the aim throughout the series is to promote the holistic development of the child. Each volume includes: an introduction to the key area; consideration of the development of children in the key area from birth to 3 years, 3 to 5 years, and into 5 to 7 years; consideration of the holistic development of the child and the impact of that development on the key area being discussed; research evidence to support practice; practical examples of good practice; discussions on leadership in the key area; and, support in the development of pedagogical skills and reflective professional practice.In line with the aims of the EYFS, this series will help you in meeting the challenges that come with supporting the different needs of children, working in multi-professional partnerships, balancing the different areas of development, and supporting transitions within and beyond the EYFS.

This is a comprehensive examination of relationships, sex and sexuality issues faced by children during the primary phase of education. 'Where do babies come from?' The prospect of this age-old question is one that causes significant apprehension for many professionals working with children. Clear strategies to support children's questions about growing up, relationships and sex are essential so that they are enabled to stay safe and healthy, develop positive and confident views about themselves and those around them, and deal with peer and media pressures. This book provides a solid, research-informed background to these issues and considers the historical context of Relationships and Sex Education. This text explores how to help children deal with a wide range of relationship issues and suggests ways of helping children to begin to explore the social, emotional and physical changes that occur as they grow and mature. Case studies, research summaries, ideas for developing practice and signposts to key website and resources make this a really engaging and user-friendly text. It is essential reading for those new to teaching Relationships and Sex Education in the primary sector.

I have a five-inch scar on my chest, right hand side, pointing towards my heart. I look at it every day and it tells me who I am. If you are looking at this book wondering what its about, allow me to tell you. Its about one mans experience of leukaemia and all the fun and games that go with it. It is, more broadly, a book about life and a book about death. But greater still, this is a love story. A story about how true love cannot be destroyed by things as trivial as cancer and death. Some that remember me may do so in terms of my disease. That is to say, it will be the first thing they think of when they think of me and that I was taken so young. But the leukaemia that took me was not the defining force in my life, nor was it the strongest. That will always be love, and if I do say so myself, how we managed to get it so right in the brevity of our time together.

A keen insight into the emotional world of a young couple caught in the crosscurrents of seventies idealism and eighties realismBack in 1984 is divided into two parts. Part one, Feeling Time, examines a day-in-the-life of on-off lovers, Joe Travis and Mary Thwaites a day, on which both are confronted by dramatic events that eventually reunite them. As the day progresses, scenes from their pasts bubble up, shedding light on two people in difficulty but still full of the dreams and delusions of 1970s libertarianism as well as love for each other. The story, set in Leeds with flashbacks to seventies Berlin and sixties London, shows Joe and Mary learning to balance self-obsession with the needs of others. Part two, On the Horizon, continues the story of Joe and Mary, but is told in diary form by Joe alone. A year in the life of a man trying to make films, babies and sense out of life, love, sex and sexuality. In contrast to the literary distance of part one, the reader is thrown into the maelstrom of one mans existence. The miners strike, the nature of male friendship, the delights and disappointments of sex, the pressures of conception, the idyll of a writing holiday in Tuscany all are interwoven in fast moving prose that offers humour and insight amidst glimpses of despair. Well-written, witty and observant, it gets under the skin of late twentieth century political correctness, reminds us of the universal nature of grief and encourages us to never give up and always be open to change. SAMUEL MADSON If you find relationships and co-habitation an uphill struggle, dealing with death difficult and making babies something of a drama, read this! RACHEL WEST

A thinking and feeling persons whodunit set in Amsterdam and environs On her return from Africa, Monique Bongarts expects to be met at Schiphol by her English partner Peter, a historian at the University of Amsterdam. But he is not there and, on returning to their house in an Amsterdam suburb, she finds him in the shower naked and unconscious. He is rushed to hospital, but dies without regaining consciousness. Police issue a verdict of accidental death, but Monique is not satisfied and begins a search for the truth that leads her into the strange world of zinlos geweld (senseless violence) amongst urban youth, the amoral arena of late night TV sex shows made by her gay brother, and the double life of her partners boss Professor Piersma. The truth is eventually revealed, but only after Monique has uncovered bizarre facts about her brother, her partner, her partners boss, the local youth leader and the strange bonds that link them. It is information she might have preferred not to know, as in the end it brings out her own hedonistic side just like everyone else in Hollands increasingly selfish society, she too succumbs to the desire to do something crazy just for fun. A kaleidoscopic and intelligent low-key thriller, with an insiders eye for Amsterdam, that poses as many questions as it answers about Western society. Sharp and entertaining. LUC VAN de HOOPGreat characters in a great setting with some very strange twists and turns. An original story and a good read from start to finish. CHARLOTTE BRANSON

A search for political and personal truth across three generations, a story of idealism, love, cruelty and revenge set in England and GermanyAfter a chance meeting in East Berlin filmmaker, Jon Cruft, finds more than he bargained for when he starts searching for the truth about his familys past amidst the political and personal conundrums of the Cold War and beyond. From seventies idealism, via eighties pragmatism to turn of the century terrorism, Jon chases truth in life, love, friendship and art only to discover the destructive circularity of human existence.The story follows Jons encounters and discoveries in the divided Berlin of 1973 and 1987 and the re-united Berlin of 2003, as well as the incompatible and combustible love affairs of his mother as told in a Mills and Boon style manuscript, uncovered by Jon in an a touching case of Cold War cooperation. It is a novel about unsettling physical and psychological experiences that bring Jon, his mother, and the people they meet, pleasure, pain, insight and despair. A book about overturned assumptions, friendship found and enemies revealed. A broad canvas covering seventy years of recent history that the author manages to fill with conviction and a strong feel for human emotion and the relentless sweep of history.STEPHEN MASONA heady mix of styles and stories that takes the reader from Communist East Berlin to Nazi Dresden via the claustrophobic and cruel corridors of a 1930s English Public School. Well-written, very readable and highly recommended. ELISABETH KLEEBLATT