1st Edition

Surviving and Thriving in the Secondary School The NQT's Essential Companion

    350 Pages
    by Routledge

    350 Pages
    by Routledge

    With an emphasis on developing a reflective, resilient approach that will ensure both effective teaching and teacher well-being, Surviving and Thriving in the Secondary School covers key issues that may be encountered in the day-to-day practice of teaching in the secondary school. With evidence-based practice at the forefront, this volume allows new teachers to avoid common pitfalls of teaching and it will help provide a new-found confidence within the classroom.

    Including a wide range of tasks that will help guide and demonstrate successful practice, this book covers topics and concerns such as:

    • Building relationships within teaching
    • Managing and responding to change
    • Becoming an inclusive educator
    • Working to improve classroom climate and pupil behaviour
    • Assessment, homework and marking
    • Inclusion of digital technologies and ICT
    • Looking after yourself and your professional development

    Surviving and Thriving in the Secondary School can be utilised to help support and provide ideas on specific areas of concern, or it can be read as a continuing professional development (CPD) companion, allowing practice to be developed and refined. Written by world-renown experts in the field, this volume provides support for all newly qualified teachers and is an essential resource for the first year of teaching and beyond.


    List of illustrations

    List of tasks

    List of contributors



    Chapter 1 Beyond your initial teacher education: staying in teaching

    Kate Reynolds

    Culture and context; building relationships; building time for yourself; social media; subject associations; inspections


    Chapter 2 Managing constant change

    Lizana Oberholzer

    Why change; managing and responding to change; strategies for implementing change

    Chapter 3 Mentoring and being mentored

    Trevor Wright

    Some mentoring challenges; Competence, apprenticeship and reflection; The mentoring relationship

    Chapter 4 Your subject department

    Steve Puttick and Nick Gee

    What makes a subject department; Organiation; Culture; Psychological safety.

    Chapter 5 Working with teaching assistants and other adults in the classroom – to support subject teaching

    Fiona Hall and Maxine Pountney 

    Defining roles; Qualifications, Training experiences; Deployment, preparedness and practice; Classroom leadership and realtionships with other adults.

    Chapter 6 Role of the form tutor

    Alexandra Titchmarsh

    Grouping pupils for pastoral care; The role of a form tutor; What does a form tutor do?; Preparation and organisation for, and running of, your form time; attributes and skills of a good form tutor 

    Chapter 7 Every teacher is a teacher of English

    Paul Gardner

    Text types; expectations at KS2; describing language; oral language; reading

    Chapter 8 Every student counts: learning mathematics across the curriculum

    Jennie Golding, Rosalyn Hyde and Alison Clark-Wilson 

    Nature of mathematics; curriculum; conceptions and misconceptions; representing mathematics; concrete – visual – abstract pedagogy; digital technologies; language for mathematics

    Chapter 9 Personal, Social, Health And Economic Education (PSHE)

    Natasha Bye-Brookes

    Defining PSHE education; Programme of Study; Delivering PSHE education; Planning for PSHE education.

    Chapter 10 Becoming an inclusive educator: developing your practice as a mainstream teacher of pupils with SEND

    Mark Pulsford and Sana Rizvi

    Building your knowledge base; Development of SEND in the UK; Definitions and areas of SEND; Models of disability;

    Understanding self and others; Inclusive practice;

    Chapter 11 Working to improve classroom climate and pupil behaviour 

    Terry Haydn

    Learner behaviour; Classroom climate; Characteristics of teachers with excellence in behaviour management

    Chapter 12 Understanding learners’ primary experiences and transition

    Brian Matthews and Lyn Matthews

    Fundamentals of Primary Education; Transition; Teaching year 7; Implications for teaching

    Chapter 13 Learning beyond the classroom 

    Mark Chidler and Elizabeth Plummer 

    Defining learning beyond the classroom; LBtC and the curriculum; LBtC and developing everyday classroom practice; Museums to support teaching and learning; Planning for LBtC; Professional Development

    Chapter 14 Improving pupil progress through quality questioning and talk

    Nikki Booth

    Using formative assessment to enhance the quality of teacher-learner talk; Taxonomies for higher-level thinking and talking: Bloom’s and SOLO; Effective questioning;

    Chapter 15 Assessment, homework and marking

    Helen Cassady and Barry Harwood

    Accountability measures; Progress 8; Assessment 8; Marking; Homework

    Chapter 16 Making the curriculum your own

    Chris Shelton and Julia O’Kelly

    Understanding the school curriculum; How a subject curriculum is made; Designing the curriculum; The curriculum and your professional autonomy

    Chapter 17 Digital technologies: pedagogies and classroom practice

    Andrew Csizmadia

    Digital technologies; Digital pedagogies; ICT competence framework; Flipped learning; Gamification; Professional Learning.


    Rachel Peckover 

    School structures; Types of Leadership; Preparing for leadership: Competencies; Leadership development

    Chapter 19 Researching your teaching

    Eira Wyn Patterson

    Developing your research design; Developing questions; Literature review; Research methodology; research methods and tools; ethics; data analysis

    Chapter 20 Looking after yourself and your professional development

    Derek Boyle

    Surviving; Wellbeing and the mentoring relationship; Self-realisation to actualisation; support networks; recognising your own indicators; coping strategies; mentoring moving to coaching; onwards and upwards

    Appendix 1 Glossary of terms 

    Appendix 2 Subject associations and teaching councils 

    Appendix 3 Useful websites 


    Susan Capel is Emeritus Professor (Physical Education) at Brunel University, UK.

    Julia Lawrence is Senior Lecturer at the University of Hull, UK.

    Marilyn Leask is Chief Editor of the MESH Guides initiative and visiting professor at the University of Winchester and De Montfort University, UK.

    Sarah Younie is Professor of Education Innovation at De Montfort University, UK, and Co-Chair of the Education Futures Collaboration charity.