Essential Guide to Secondary Teaching, The

<ul> <li>Part 1 School organisation </li> <li>Chapter 1&nbsp;The school as an organisation </li> <li>Chapter 2 Organising pupils for learning </li> <li>Part 2 Teaching and learning </li> <li>Chapter 3 The National Curriculum </li> <li>Chapter 4 Boys and girls are different! </li> <li>Chapter 5 Poverty, ethnicity and pupil attainment </li> <li>Chapter 6 Readability, reading ages and writing frames </li> <li>Chapter 7 Personalised learning&nbsp;–&nbsp;every child matters </li> <li>Chapter 8 Learning to teach and teaching to learn – planning lessons </li> <li>Chapter 9 Storing data and organising lesson plans </li> <li>Chapter 10 Using classroom supports to maximise pupils’ learning </li> <li>Part 3 Behaviour management </li> <li>Chapter 11 Behaviour – let’s start at the very beginning </li> <li>Chapter 12&nbsp;Behaviour management – teachers rule, OK! </li> <li>Chapter 13&nbsp;Promoting inclusion in our schools </li> <li>Part 4 Assessment for learning </li> <li>Chapter 14&nbsp;Assessment for learning – marking for success </li> <li>Chapter 15&nbsp;Pupil data – what is it and how is it gathered? </li> <li>Chapter 16&nbsp;How schools use data to improve achievement </li> <li>Chapter 17 Reporting to parents – best practice </li> <li>Part 5&nbsp;The pastoral programme and the curriculum </li> <li>Chapter 18&nbsp;The role of the form tutor and the pastoral team </li> <li>Chapter 19&nbsp;The PSHE curriculum in our schools </li> <li>Chapter 20&nbsp;Pupil induction and transition from Key Stage to Key Stage </li> <li>Chapter 21&nbsp;Attendance, child protection and anti-bullying strategies </li> <li>Part 6&nbsp;School improvement and continuing professional development </li> <li>Chapter 22 School inspections –&nbsp;what makes a good school? </li> <li>Chapter 23 Applying for a job, preparing a lesson and the interview </li> <li>Chapter 24 Continuing professional development </li> <li>Conclusion </li> </ul>