PROS

• A personal, and real-life, account on what can happen when wellbeing is not given due attention.


• A well referenced book, utilising many strategies and ideas from renowned educationalists, psychologists and researchers.


• Offers 3 sections aimed at challenging and improving school cultures.


• Reflective and difficult questions asked throughout aimed at challenging the reader to reframe thinking.


• Peter advocates for joined-up thinking about teacher wellbeing and mental health.

Read the full article here.

Discover Love Teaching, Keep Teaching here.

Listen to the extract, which begins at 43:45 until 48:20, here.

Discover Tails from the Classroom here.

In Powerful Geography, Mark Enser breaks down the core elements of curriculum planning to empower teachers to design and deliver their geography curriculum effectively.

Find out more and order your copy here.

Dr Rebecca Kitchen, CPD, Curriculum and Marketing Manager, Geographical Association:

At a time when perhaps we have lost sight a little of who, what and how we teach, Powerful Geography drags us back and unashamedly puts robust curriculum thinking centre stage.

Mark argues for a knowledge-rich, Future 3 curriculum that has the subject at its heart “ and it™s easy to see why such powerful geography excites him and his students.¯He argues for a curriculum rich in fieldwork (as opposed to field trips), robust geographical enquiry and geographic information systems (GIS), where place knowledge is embedded rather than superficial and where content is sequenced to create a narrative for geographical understanding.

Writing in an engaging and accessible style, Mark manages to pull off the feat of being both theoretically rigorous and eminently practical by sharing case studies from practising teachers and offering signposts to further reading and discussion questions at the end of each chapter.



Essential reading for all teachers of geography, Powerful Geography provides a guide to developing and delivering a curriculum with purpose that supports teachers in realising geography™s potential to be a truly powerful subject.

Written by Louise Hutton and Dawn Cox, Making Every RE Lesson Count: Six principles to support religious education teaching brings together the latest curriculum developments with evidence-informed practice and shares practical strategies for use in the RE classroom.

Find out more and order your copy here.

Dr Wendy Dossett, Associate Professor of Religious Studies, University of Chester:

This accessible yet challenging book espouses an approach to religious education which balances the disciplines of theology, philosophy and the social sciences. Practising what they preach, Louise Hutton and Dawn Cox show RE teachers how to reflect on the principles which inform their work. They diagnose the widespread and well-meant strategies which result in mediocre RE and prescribe significantly deeper thinking about their aims and outcomes. They bring the latest pedagogical research into direct conversation with RE content. Teachers who make use of this book will undoubtedly raise the standard of RE teaching in their schools and contribute significantly to the religious, literacy and cultural capital of their students.

STEM activities are a great way to teach global citizenship skills. STEM is a problem-based, interdisciplinary approach to teaching science, technology, engineering and mathematics. Activities often begin with a real-world problem or question, helping children to contextualise the learning and see its practical application. Read the full article here.

Discover Emily's new book 15-Minute STEM Book 2.

Written by Haili Hughes, Mentoring in Schools: How to become an expert colleague is an all-encompassing guide to becoming a valued in-school mentor.

Find out more and pre-order your copy here.

Zoe Enser, Lead English Adviser, The Education People, and author and blogger:


Haili™s book provides mentors with a handy step-by-step guide through the Early Career Framework, enabling them to provide support and instruction to their mentees. It provides a wealth of research, explanation, examples, practical advice and activities to underpin some of the most effective approaches in ensuring high expectations for all and improving teaching.

Mentoring in Schools will prove invaluable to all mentors, whether they are experienced in or new to the role, providing a clear guide to those working with early career teachers and indeed anyone who could benefit from some mentoring regardless of stage. It is certainly a book I would recommend to all who want to reflect on their practice as a mentor.