When Geography specialists decide they want to teach, it can be a daunting prospect to enter a real classroom, no matter how much subject knowledge they already possess. Geography: Teaching School Subjects 11-19 puts the subject into perspective and shows new teachers and student teachers how to make Geography accessible and interesting for their pupils. Divided into three sections the book examines the theory and practice of teaching geography:section one explores how teachers can frame their own knowledge for classroom practice section two focuses on Geography in the classroom and curriculum development as well as aspects of pedagogy and lesson design, evaluation and assessmentsection three focuses on the teachers themselves and how they can view and work on professional development within their own subject area.

When Geography specialists decide they want to teach, it can be a daunting prospect to enter a real classroom, no matter how much subject knowledge they already possess. Geography: Teaching School Subjects 11-19 puts the subject into perspective and shows new teachers and student teachers how to make Geography accessible and interesting for their pupils. Divided into three sections the book examines the theory and practice of teaching geography:section one explores how teachers can frame their own knowledge for classroom practice section two focuses on Geography in the classroom and curriculum development as well as aspects of pedagogy and lesson design, evaluation and assessmentsection three focuses on the teachers themselves and how they can view and work on professional development within their own subject area.

This accessible and thought-provoking book considers what beginning teachers need to know about learning, teaching, assessment, curriculum and professional development, in the context of teaching mathematics to eleven to nineteen year olds. It is part of a new series of books that has as its starting point the fact that PGCE students are already subject specialists.The authors show how mathematics teachers can communicate their own enthusiasm for the subject and inspire their pupils to learn and enjoy learning. They provide practical advice which will help teachers and student teachers to:plan, organize, manage and assess classroom workmake decisions about the content, ordering and level of difficulty of lessonsmake sense of new subject material and how it contributes to wider educational aimsdevelop professionally by developing the subject as a whole.This is a comprehensive introduction to teaching mathematics in the secondary school which will be invaluable to teachers beginning their careers and those who are training to be mathematics teachers.

This accessible and thought-provoking book considers what beginning teachers need to know about learning, teaching, assessment, curriculum and professional development, in the context of teaching mathematics to eleven to nineteen year olds. It is part of a new series of books that has as its starting point the fact that PGCE students are already subject specialists.The authors show how mathematics teachers can communicate their own enthusiasm for the subject and inspire their pupils to learn and enjoy learning. They provide practical advice which will help teachers and student teachers to:plan, organize, manage and assess classroom workmake decisions about the content, ordering and level of difficulty of lessonsmake sense of new subject material and how it contributes to wider educational aimsdevelop professionally by developing the subject as a whole.This is a comprehensive introduction to teaching mathematics in the secondary school which will be invaluable to teachers beginning their careers and those who are training to be mathematics teachers.

In recognizing that new teachers often feel disempowered by the subject expertise they bring into teaching, this book not only covers the training standards for NQTs and the Induction Standards, but takes the reader beyond this by fully exploring issues relating to subject knowledge in learning to teach.Divided into three sections the book covers:framing the subject - defining subject knowledge and focusing on questions about science as a school subjectteaching the subject - looking at pedagogical, curricular and pupil knowledgescience within the professional community - focusing on the place of science within the wider curriculum and the teaching community.This refreshing new book provides stimulating assistance to subject specialists, from new teachers of science in the early years of professional development to those on a PGCE course or in their induction year. It is also suitable for subject leaders with mentor responsibilities and Advanced Skills Teachers undertaking specialist inset and teaching support.

Covering the training standards for NQTs and the Induction Standards and also fully exploring issues to do with subject knowledge in learning to teach, this is the essential guide for teachers of foreign languages. Acknowledging that an essential element of a secondary teacher's identity is tied up with their subject taught, the book is divided into three sections: framing the subject teaching the subject modern languages within the professional community.This book aims to provide stimulating assistance to subject specialists by helping them find ways of thinking about their specialism, how to teach with it, and how to enagage with what pupils learn through it. Written with teachers of modern foreign languages in the years of their early professional development in mind, this book is also suitable for those on PGCE courses, those in their induction year, and those in years two and three of their teaching career.

This book has been written for teachers of business education and economics in the years of their early professional development, including those on PGCE courses, those in their induction year, and those in years two and three of their teaching career. The book will also be suitable for subject leaders with mentor responsibilities and Advanced Skills teachers undertaking specialist inset and teaching support.The book covers the training standards for NQTs and the Induction Standards. But it goes beyond this by fully exploring issues to do with subject knowledge in learning to teach, broadly accepting that an essential element of a secondary teacher’s identity is tied up with the subject taught. The book is divided into three sections: framing the subject – which defines subject knowledge and raises questions about business education and economics as school subjects teaching the subject – which looks at pedagogical, curricular and pupil knowledge business, economics and enterprise within the professional community – which focuses on the place of business education and economics within the wider curriculum and the teaching community. This book aims to provide stimulating assistance to subject specialists by helping them find ways of thinking about their specialism, how to teach with it and how to engage with what pupils learn through it.

This book has been written for teachers of business education and economics in the years of their early professional development, including those on PGCE courses, those in their induction year, and those in years two and three of their teaching career. The book will also be suitable for subject leaders with mentor responsibilities and Advanced Skills teachers undertaking specialist inset and teaching support.The book covers the training standards for NQTs and the Induction Standards. But it goes beyond this by fully exploring issues to do with subject knowledge in learning to teach, broadly accepting that an essential element of a secondary teacher’s identity is tied up with the subject taught. The book is divided into three sections: framing the subject – which defines subject knowledge and raises questions about business education and economics as school subjects teaching the subject – which looks at pedagogical, curricular and pupil knowledge business, economics and enterprise within the professional community – which focuses on the place of business education and economics within the wider curriculum and the teaching community. This book aims to provide stimulating assistance to subject specialists by helping them find ways of thinking about their specialism, how to teach with it and how to engage with what pupils learn through it.

In recognizing that new teachers often feel disempowered by the subject expertise they bring into teaching, this book not only covers the training standards for NQTs and the Induction Standards, but takes the reader beyond this by fully exploring issues relating to subject knowledge in learning to teach.Divided into three sections the book covers:framing the subject - defining subject knowledge and focusing on questions about science as a school subjectteaching the subject - looking at pedagogical, curricular and pupil knowledgescience within the professional community - focusing on the place of science within the wider curriculum and the teaching community.This refreshing new book provides stimulating assistance to subject specialists, from new teachers of science in the early years of professional development to those on a PGCE course or in their induction year. It is also suitable for subject leaders with mentor responsibilities and Advanced Skills Teachers undertaking specialist inset and teaching support.

Covering the training standards for NQTs and the Induction Standards and also fully exploring issues to do with subject knowledge in learning to teach, this is the essential guide for teachers of foreign languages. Acknowledging that an essential element of a secondary teacher's identity is tied up with their subject taught, the book is divided into three sections: framing the subject teaching the subject modern languages within the professional community.This book aims to provide stimulating assistance to subject specialists by helping them find ways of thinking about their specialism, how to teach with it, and how to enagage with what pupils learn through it. Written with teachers of modern foreign languages in the years of their early professional development in mind, this book is also suitable for those on PGCE courses, those in their induction year, and those in years two and three of their teaching career.

When Geography specialists decide they want to teach, it can be a daunting prospect to enter a real classroom, no matter how much subject knowledge they already possess. Geography: Teaching School Subjects 11-19 puts the subject into perspective and shows new teachers and student teachers how to make Geography accessible and interesting for their pupils. Divided into three sections the book examines the theory and practice of teaching geography:section one explores how teachers can frame their own knowledge for classroom practice section two focuses on Geography in the classroom and curriculum development as well as aspects of pedagogy and lesson design, evaluation and assessmentsection three focuses on the teachers themselves and how they can view and work on professional development within their own subject area.

When Geography specialists decide they want to teach, it can be a daunting prospect to enter a real classroom, no matter how much subject knowledge they already possess. Geography: Teaching School Subjects 11-19 puts the subject into perspective and shows new teachers and student teachers how to make Geography accessible and interesting for their pupils. Divided into three sections the book examines the theory and practice of teaching geography:section one explores how teachers can frame their own knowledge for classroom practice section two focuses on Geography in the classroom and curriculum development as well as aspects of pedagogy and lesson design, evaluation and assessmentsection three focuses on the teachers themselves and how they can view and work on professional development within their own subject area.

This accessible and thought-provoking book considers what beginning teachers need to know about learning, teaching, assessment, curriculum and professional development, in the context of teaching mathematics to eleven to nineteen year olds. It is part of a new series of books that has as its starting point the fact that PGCE students are already subject specialists.The authors show how mathematics teachers can communicate their own enthusiasm for the subject and inspire their pupils to learn and enjoy learning. They provide practical advice which will help teachers and student teachers to:plan, organize, manage and assess classroom workmake decisions about the content, ordering and level of difficulty of lessonsmake sense of new subject material and how it contributes to wider educational aimsdevelop professionally by developing the subject as a whole.This is a comprehensive introduction to teaching mathematics in the secondary school which will be invaluable to teachers beginning their careers and those who are training to be mathematics teachers.

This accessible and thought-provoking book considers what beginning teachers need to know about learning, teaching, assessment, curriculum and professional development, in the context of teaching mathematics to eleven to nineteen year olds. It is part of a new series of books that has as its starting point the fact that PGCE students are already subject specialists.The authors show how mathematics teachers can communicate their own enthusiasm for the subject and inspire their pupils to learn and enjoy learning. They provide practical advice which will help teachers and student teachers to:plan, organize, manage and assess classroom workmake decisions about the content, ordering and level of difficulty of lessonsmake sense of new subject material and how it contributes to wider educational aimsdevelop professionally by developing the subject as a whole.This is a comprehensive introduction to teaching mathematics in the secondary school which will be invaluable to teachers beginning their careers and those who are training to be mathematics teachers.

In recognizing that new teachers often feel disempowered by the subject expertise they bring into teaching, this book not only covers the training standards for NQTs and the Induction Standards, but takes the reader beyond this by fully exploring issues relating to subject knowledge in learning to teach.Divided into three sections the book covers:framing the subject - defining subject knowledge and focusing on questions about science as a school subjectteaching the subject - looking at pedagogical, curricular and pupil knowledgescience within the professional community - focusing on the place of science within the wider curriculum and the teaching community.This refreshing new book provides stimulating assistance to subject specialists, from new teachers of science in the early years of professional development to those on a PGCE course or in their induction year. It is also suitable for subject leaders with mentor responsibilities and Advanced Skills Teachers undertaking specialist inset and teaching support.

Covering the training standards for NQTs and the Induction Standards and also fully exploring issues to do with subject knowledge in learning to teach, this is the essential guide for teachers of foreign languages. Acknowledging that an essential element of a secondary teacher's identity is tied up with their subject taught, the book is divided into three sections: framing the subject teaching the subject modern languages within the professional community.This book aims to provide stimulating assistance to subject specialists by helping them find ways of thinking about their specialism, how to teach with it, and how to enagage with what pupils learn through it. Written with teachers of modern foreign languages in the years of their early professional development in mind, this book is also suitable for those on PGCE courses, those in their induction year, and those in years two and three of their teaching career.

This book has been written for teachers of business education and economics in the years of their early professional development, including those on PGCE courses, those in their induction year, and those in years two and three of their teaching career. The book will also be suitable for subject leaders with mentor responsibilities and Advanced Skills teachers undertaking specialist inset and teaching support.The book covers the training standards for NQTs and the Induction Standards. But it goes beyond this by fully exploring issues to do with subject knowledge in learning to teach, broadly accepting that an essential element of a secondary teacher’s identity is tied up with the subject taught. The book is divided into three sections: framing the subject – which defines subject knowledge and raises questions about business education and economics as school subjects teaching the subject – which looks at pedagogical, curricular and pupil knowledge business, economics and enterprise within the professional community – which focuses on the place of business education and economics within the wider curriculum and the teaching community. This book aims to provide stimulating assistance to subject specialists by helping them find ways of thinking about their specialism, how to teach with it and how to engage with what pupils learn through it.

This book has been written for teachers of business education and economics in the years of their early professional development, including those on PGCE courses, those in their induction year, and those in years two and three of their teaching career. The book will also be suitable for subject leaders with mentor responsibilities and Advanced Skills teachers undertaking specialist inset and teaching support.The book covers the training standards for NQTs and the Induction Standards. But it goes beyond this by fully exploring issues to do with subject knowledge in learning to teach, broadly accepting that an essential element of a secondary teacher’s identity is tied up with the subject taught. The book is divided into three sections: framing the subject – which defines subject knowledge and raises questions about business education and economics as school subjects teaching the subject – which looks at pedagogical, curricular and pupil knowledge business, economics and enterprise within the professional community – which focuses on the place of business education and economics within the wider curriculum and the teaching community. This book aims to provide stimulating assistance to subject specialists by helping them find ways of thinking about their specialism, how to teach with it and how to engage with what pupils learn through it.

In recognizing that new teachers often feel disempowered by the subject expertise they bring into teaching, this book not only covers the training standards for NQTs and the Induction Standards, but takes the reader beyond this by fully exploring issues relating to subject knowledge in learning to teach.Divided into three sections the book covers:framing the subject - defining subject knowledge and focusing on questions about science as a school subjectteaching the subject - looking at pedagogical, curricular and pupil knowledgescience within the professional community - focusing on the place of science within the wider curriculum and the teaching community.This refreshing new book provides stimulating assistance to subject specialists, from new teachers of science in the early years of professional development to those on a PGCE course or in their induction year. It is also suitable for subject leaders with mentor responsibilities and Advanced Skills Teachers undertaking specialist inset and teaching support.

Covering the training standards for NQTs and the Induction Standards and also fully exploring issues to do with subject knowledge in learning to teach, this is the essential guide for teachers of foreign languages. Acknowledging that an essential element of a secondary teacher's identity is tied up with their subject taught, the book is divided into three sections: framing the subject teaching the subject modern languages within the professional community.This book aims to provide stimulating assistance to subject specialists by helping them find ways of thinking about their specialism, how to teach with it, and how to enagage with what pupils learn through it. Written with teachers of modern foreign languages in the years of their early professional development in mind, this book is also suitable for those on PGCE courses, those in their induction year, and those in years two and three of their teaching career.