This second resource book is part of a teaching programme based on the highly successful handbook ‘Overcoming Dyslexia’ by Hilary Broomfield and Margaret Combley (2nd Edition, Whurr 2003). The materials can be used after completing part one of the course or they can be used independently from the rest of the scheme. They can be used as part of the literacy hour or specialised support lessons. The approach taken is a multi-sensory one and the activities are suitable for learners of all ages. This fully photocopiable set of resources supports the learner in reading and spelling vowel digraphs and diphthongs, ‘soft’ ‘c’ and ‘g’, common ending such as ‘tion’ and ‘le’, suffixes, prefixes, multi-syllablic and contracted words. Those familiar with the ‘Overcoming Dyslexia’ handbook will recognise these from part two of its ‘step-by-step’ approach. The resources also cover the correct use of punctuation, including end of sentence marks, commas, speech marks and apostrophes, and the use of everyday research skills such as scanning and finding information in telephone directories and dictionaries. The materials include background information for the teacher, teaching and learning activities, guidance notes for parents and homework activities. There is also a separate section on assessment and planning. The programme is suitable for use by learning support assistants under the guidance of the teacher and is compatible with the requirements of the National Literacy Strategy from Year 1 to Year 3, with some aspects of Year 4.
“Few areas of education can equal the growth rate of that forteaching assistants over the past seven years, doubling to more than133,000 in England between 1997 to 2004. TAs are vital in thedevelopment of inclusive education, yet their status, pay, conditions,qualifications and their relationship with classroom teachers are all ofdeep concern in the majority of cases. This excellent, practical bookis a welcome and much-needed authoritative study of the allimportantrelationship between TA and teacher.†Mark Vaughan OBE, Founder and Co-Director,Centre for Studies on Inclusive Education "This is an excellent book, founded in action research that enables it to go beyond the "seat-of-the-pants" methodology that informs much material on TA/teacher partnerships." TES This book is for teachers and teaching assistants seeking to improve theways in which they work together to meet the needs of children in theirclasses. It outlines the thinking behind the employment of teachingassistants in the classroom and spells out some of the teamworkingopportunities and problems that can arise. Drawing on original research, itexplores ways in which teachers and teaching assistants can worktogether to support children's learning and examines different models ofworking together. This unique book provides: Highly effective models for working together, tried and tested in schools A practical section with activities, hand-outs and photocopiableresources that teachers can use to develop these models in theirown schools This is a key text for classroom teachers, teaching assistants, traineeteachers and postgraduate education students, and those studying forfoundation degrees for teaching assistants. It is also of use to parents,headteachers, educational psychologists, and other support personnel.
Gender: The Basics is an engaging introduction to the influence of cultural, historical, biological, psychological, and economic forces on ways in which we have come to define and experience femininity and masculinity, and on the impact and importance of gender categories. Highlighting that there is far more to gender than biological sex, it examines theories and research about how and why gender categories and identities are developed and about how interpersonal and societal power relationships are gendered. It takes a global and intersectional perspective to examine the interaction between gender and a wide range of topics including: Relationships, intimacy, and concepts of sexuality across the lifespan The workplace and labour markets Gender related violence and war Public health, poverty, and development Gender and public leadership This new edition includes increased coverage of trans visibility and activism, LGBTQ studies and critical masculinity studies, global developments in women’s political leadership, links between gender and economic wellbeing, and cyberbullying. Supporting theory with examples and case studies from a variety of contexts, suggestions for further reading, and a detailed glossary, this text is an essential read for anyone approaching the study of gender for the first time.
Victim Sidekick Boyfriend Me; Journey to X; Little Foot; Prince of Denmark; Socialism is Great; The Grandfathers; Alice by Heart; Generation Next; So You Think You’re a Superhero?; The Ritual
Victim Sidekick Boyfriend Me; Journey to X; Little Foot; Prince of Denmark; Socialism is Great; The Grandfathers; Alice by Heart; Generation Next; So You Think You’re a Superhero?; The Ritual
This brilliant new collection of ten plays for young people will prove indispensable to schools, colleges and youth theatre groups. Specially commissioned by the National Theatre for the Connections Festival 2012 involving 200 schools and youth theatre groups across the UK and Ireland, each play is accompanied by production notes and exercises. Power struggles, rites of passage, love and forbidden relationships are some of the rich themes that run through the 2012 cycle of plays. Some are deeply funny, some are provocative and some reflective; and one has really catchy songs! For the 2012 Festival, the anthology has an international feel and offers a window on the world. It includes from Australia a play based on a nineteenth century court case in which a teenage girl was falsely convicted; from Brazil a drama about young lovers doomed to tragedy; set in Russia, a play exploring differing attitudes to National Service and the collapse of the Soviet Union in 1991; a drama about students' rights to an education and the Cultural Revolution of 1966 in China; and a comedy involving a group of Irish country girls travelling to London to audition for the X-Factor.
What are the effects of employment on women’s well-being and social position in a Third World city? Until recently before publication, Calcutta (now Kolkata) had been notable for having one of the lowest rates of female employment in India. This had been largely determined by strong cultural beliefs that a woman’s place is in the home. However, in recent years, the growth of ‘female’ jobs in the small-scale industry and service sectors, combined with an increase in male unemployment had resulted in a sudden increase in the numbers of women entering the labour force. Originally published in 1991 and based on Hilary Standing’s extensive fieldwork within Bengali households, Dependence and Autonomy considers the effects of women’s employment on the labour market, the household, and the women themselves. Particular attention is paid to the role of the life cycle and of class position in determining the impact of employment, and the work is set within a historical perspective on gender and employment in Bengali society. This book is a re-issue originally published in 1991. The language used is a reflection of its era and no offence is meant by the Publishers to any reader by this re-publication.
This practical set of resources has been written for the busy teacher who wants to use a multisensory approach to overcoming literacy difficulties in the classroom. The fully photocopiable materials can be used on their own or in conjunction with the highly successful handbook ' Overcoming Dyslexia' (2nd ed. , Hilary Broomfield and Margaret Combley) on which they are based. The wide range of activities, suitable for learners of all ages can be used during the literacy hour or specialised support lessons. They are also suitable for learning support assistants under the guidance of a teacher.
This second resource book is part of a teaching programme based on the highly successful handbook ‘Overcoming Dyslexia’ by Hilary Broomfield and Margaret Combley (2nd Edition, Whurr 2003). The materials can be used after completing part one of the course or they can be used independently from the rest of the scheme. They can be used as part of the literacy hour or specialised support lessons. The approach taken is a multi-sensory one and the activities are suitable for learners of all ages. This fully photocopiable set of resources supports the learner in reading and spelling vowel digraphs and diphthongs, ‘soft’ ‘c’ and ‘g’, common ending such as ‘tion’ and ‘le’, suffixes, prefixes, multi-syllablic and contracted words. Those familiar with the ‘Overcoming Dyslexia’ handbook will recognise these from part two of its ‘step-by-step’ approach. The resources also cover the correct use of punctuation, including end of sentence marks, commas, speech marks and apostrophes, and the use of everyday research skills such as scanning and finding information in telephone directories and dictionaries. The materials include background information for the teacher, teaching and learning activities, guidance notes for parents and homework activities. There is also a separate section on assessment and planning. The programme is suitable for use by learning support assistants under the guidance of the teacher and is compatible with the requirements of the National Literacy Strategy from Year 1 to Year 3, with some aspects of Year 4.
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