Learning to Teach in the Secondary School A Companion to School Experience

1. Becoming a teacher
1.1 What do teachers do? (Linda la Velle and Stephen Newman)
1.2 Beginning teachers’ roles and responsibilities (Rachel O’ Sullivan and Moira Hulme)
1.3 Using digital technologies and artificial intelligence (AI) for professional purposes (Andy Connell)

2. Beginning to teach
2.1 Reading classrooms: How to maximise learning from classroom observation (Ana Redondo)
2.2 Schemes of learning, sequences of learning and lesson planning (Sophy Bassett-Dubsky, Mark Bowler and Bethan Coles)
2.3 Taking responsibility for the whole class (Alexandra Brown and Kate Duffy)
2.4 Working effectively with your mentor (Victoria Crooks)

3. Classroom interactions and managing pupils
3.1 Communicating with pupils (Paula Zwozdiak-Myers and Susan Capel) 3.2 Motivating pupils (Ros Mclellan) 3.3 Managing classroom behaviour: adopting a positive response (Philip Garner) 3.4 Conceptualising and theorising Primary-Secondary school transitions (Divya Jindal-Snape, Charlotee Louise Bagnall, Kate Evans and Calum Macgillivray)

4. Meeting individual differences
4.1 Pupil grouping, progression and adaptive teaching (Alexandra Titchmarsh) 
4.2 Adolescence, health and wellbeing (Sophie-Lauren McPhee)
4.3 Cognitive development (Paul Davies)
4.4 Responding to diversity (Helen Bowhay)
4.5 Values education – discussion and deliberation (Ruth Heilbronn and Kate O'Shaughnessy)
4.6 An introduction to inclusion, special educational needs and disability (Sana Ritzvi and Helen Knowler)

5. Helping pupils learn
5.1 Ways pupils learn (Diana Burton)
5.2 Active larning (Chris Harris)
5.3 Teaching styles (Martin Fautley)
5.4 Improving your teaching (Helen Lewis, Marilyn Leask and Tony Liversidge)
5.5 Closing the achievement gap: self-regulation and personalising learning (Carrie Winstanley)
5.6 Educational neuroscience: Classroom practice and the brain (Paul Howard-Jones and Carolina Gordillo)
5.7 Developing critical thinking (Chris Bolton)
5.8 Creating a language-rich classroom (Annabel Watson, Ruth Newman and Debra Myhill)
5.9 Pedagogy: the language of teaching (Elizabeth Hidson, Andrew Carr and Marilyn Leask)

6. Assessment
6.1 Developing formative assessment practice for high-impact teaching (Nikki Booth)
6.2 External assessment and examinations (Cara Mcloughlin)
6.3 Using assessment data effectively (Nikki Booth)

7. The school, curriculum and society
7.1 Aims of education (Ruth Heilbronn and Janet Orchard)
7.2 The secondary school curriculum (Elizabeth Hidson and Sarah Younie)
7.3 Secondary schools in England (Brian Lighthill)
7.4 Secondary schools in Northern Ireland (Paul Mcflynn, Mairead Davidson and Clare Mcauley)
7.5 Secondary schools in Scotland (Anna Beck)
7.6 Secondary schools in Wales (Helen Lewis, Tom Crick and Russell Grigg)

8. Your professional development
8.1 Getting your first post (Julia Lawrence)
8.2 Preparing for Interview (Julia Lawrence) 
8.3 Developing further as a teacher (Polly Clegg and Mark Quinn)
8.4 Developing Your Resilience (Madeleine Findon and Sue Johnston-Wilder) 
8.5 Accountability (Deborah Outhwaite)

9. And Finally (Marilyn Leask and Sarah Younie)

Biography

Sarah Younie is a Professor of Education Innovation at De Montfort University and co-founder of the Education Futures Collaboration Charity and the MESHGuides research summaries initiative.

Elizabeth Hidson is a Senior Lecturer in Professional Development and International Education at the University of Sunderland.

Julia Lawrence is an Assistant Professor at the School of Communities and Education, Northumbria University, Newcastle.

Nikki Booth is currently a part-time research assistant for the Birmingham Music Education Research Group (BMERG) at Birmingham City University, UK.