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# Learning to Teach in the Secondary School

A Companion to School Experience

## Sitemaps

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## Posts

- [Chapter 6: Assessment](https://routledgelearning.com/learningtoteach/chapter-6-assessment/) - Chapter 6 is about assessment. It has three units, covering formative assessment, external assessment and assessment data. The explainer video summarises these three key areas to provide an overview of the chapter on assessment. The additional materials for unit 6.1 include a link to Dylan Wiliam’s Classroom Experiment. The additional materials for unit 6.2 include
- [Chapter 5: Helping Pupils Learn](https://routledgelearning.com/learningtoteach/chapter-5-helping-pupils-learn/) - Chapter 5 is about helping pupils learn. It has nine units – the ways pupils learn, active learning, teaching styles, improving your teaching, closing the achievement gap, neuroeducation, critical thinking, a language-rich classroom and pedagogy - the science, craft and performance of teaching. There are two explainer videos in this section. One provides an overview
- [Chapter 3: Classroom Interactions and Managing Pupils](https://routledgelearning.com/learningtoteach/chapter-3-classroom-interactions-and-managing-pupils/) - Chapter 3 is about classroom interactions and managing pupils and covers communicating with pupils and motivating them, as well as managing behaviour and primary to secondary transitions. There are two explainer videos in this section. One provides an overview of the chapter, from classroom management and communication through to behaviour and helping pupils feel connected
- [Chapter 2: Beginning to Teach](https://routledgelearning.com/learningtoteach/chapter-2-beginning-to-teach/) - Chapter 2 is about beginning to teach and has four units covering classroom observation, planning learning, taking responsibility for a whole class and working with your mentor. The materials provided here could be used individually, with a group of colleagues or with your mentor to prompt discussion. The explainer video looks at observing, planning, routines
- [Chapter 1: Becoming a Teacher](https://routledgelearning.com/learningtoteach/chapter-1-becoming-a-teacher/) - Chapter 1 is all about becoming a teacher and has four units covering what teachers do, roles and responsibilities, developing resilience and using digital technologies. The explainer video looks at the varied and professional role of the teacher. In this section, you’ll find links to teachers’ professional standards, which support unit 1.1. These can also
- [Hello world!](https://routledgelearning.com/learningtoteach/hello-world/) - Welcome to Instructor Student Resources Sites. This is your first post. Edit or delete it, then start writing!
- [Chapter 9: And Finally ...](https://routledgelearning.com/learningtoteach/chapter-9-and-finally/) - This is the final (very brief) chapter of the book, written by Marilyn Leask. We have used Task 9.1 ‘What will your pupils learn from you?’ to support this final reflection from the book. Read the poems and consider the values that you as a teacher will pass on through your teaching and through the
- [Chapter 8: Your Professional Development](https://routledgelearning.com/learningtoteach/chapter-8-your-professional-development/) - Chapter 8 is about your professional development. It has three units, on getting your first post, developing further as a teacher and accountability. The explainer video summarises these three areas to provide an overview of the chapter. Unit 8.1 provides some useful downloads written by the unit authors, as well as a digital footprint link
- [Chapter 7: The School, Curriculum and Society](https://routledgelearning.com/learningtoteach/chapter-7-the-school-curriculum-and-society/) - Chapter 7 is about the school, curriculum and society. It has 6 units, covering the aims of education, the secondary school curriculum and then individual units providing detail of the different curricula for England, Northern Ireland, Scotland and Wales. The explainer video summarises these six key areas to provide an overview of the chapter and
- [Chapter 4: Meeting Individual Differences](https://routledgelearning.com/learningtoteach/chapter-4-meeting-individual-differences/) - 4.4 Responding to Diversity Actively recognising different pupil characteristics is important for meeting their needs. In addition to the tasks within the chapter, you may find it useful to look more deeply at data for yourself: GCSE and A Level results https://www.jcq.org.uk/examination-results/ EAL (english as an additional language) https://www.gov.uk/government/publications/english-proficiency-pupils-with-english-as-additional-language Supporting the attainment of disadvantaged pupils

## Pages

- [Home](https://routledgelearning.com/learningtoteach/) - A Companion to School Experience 9th Edition Welcome to the companion website for Learning to Teach in the Secondary School: A Companion to School Experience, 9th Edition. The updated ninth edition offers advice on all aspects of teaching and learning, including the science of learning, online pedagogies and working with your mentor. There are also
- [Sample Page](https://routledgelearning.com/learningtoteach/sample-page/) - This is an example page. It's different from a blog post because it will stay in one place and will show up in your site navigation (in most themes). Most people start with an About page that introduces them to potential site visitors. It might say something like this: Hi there! I'm a bike messenger
- [Extra Resources](https://routledgelearning.com/learningtoteach/extra-resources/) - Core Content Framework Links In this mapping document, we aim to support you with helpful links between the ninth edition chapters and these frameworks: ITT Core Content Framework (2019) available at https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/974307/ITT_core_content_framework_.pdfEarly Career Framework (2019) available at https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/978358/Early-Career_Framework_April_2021.pdfTeachers’ Standards (2011) available at https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/665522/Teachers_standard_information.pdf Additional content in the book may be classed as foundational or additional
- [Accessibility](https://routledgelearning.com/learningtoteach/accessibility/) - Accessibility Statement for Learning to Teach in the Secondary School This is an accessibility statement from Taylor & Francis Group. Measures to support accessibility Taylor & Francis Group takes the following measures to ensure accessibility of Learning to Teach in the Secondary School: Include accessibility as part of our mission statement.Include accessibility throughout our internal policies.Integrate accessibility into our
- [Contact Us](https://routledgelearning.com/learningtoteach/contact-us/)
- [Chapter Resources for Students](https://routledgelearning.com/learningtoteach/chapter-resources-for-students/)
- [Glossary](https://routledgelearning.com/learningtoteach/glossary/)
- [Cookie Policy](https://routledgelearning.com/learningtoteach/cookie-policy/) - We have developed this cookie policy (the “Cookie Policy”) in order to explain how we use cookies and similar technologies (together, “Cookies”) on this website (the “Website”) and to demonstrate our firm commitment to the privacy of your personal information. The first time that you visit our Website, we notify you about our use of
- [Learning to Teach Books](https://routledgelearning.com/learningtoteach/learning-to-teach-books/) - Designed for all students learning to teach in secondary schools, and particularly those on school-based initial teacher education courses, the books in this series complement Learning to Teach in the Secondary School and its companion, Starting to Teach in the Secondary School. Each book in the series applies underpinning theory and addresses practical issues to support students in
- [Weblinks](https://routledgelearning.com/learningtoteach/weblinks/) - Assessing Sources You are advised to check the reliability of any advice – on the web or in print. For teaching to be an evidence-informed profession, teachers need to know the strength of evidence for any pedagogical intervention. By strength of evidence we mean: Methods and ethics: has the advice been gathered by ethical (see

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