Surviving and Thriving in the Secondary School : The NQT's Essential Companion book cover
1st Edition

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

ISBN 9781351037143
Published October 1, 2019 by Routledge
350 Pages

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Book Description

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.

Table of Contents


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 

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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.