Each chapter is linked directly to one or more of the new standards. However, this does not stop any appropriate standard being referred to in any chapter, or the information in any chapter being used to support an appropriate standard. The standards flagged refer merely to the focus of that chapter. You will find that some concepts, ideas and policies are so important that they are mentioned in many different contexts. Every Child Matters, for example, has its own chapter, but cannot be avoided in several other important areas.
Each of the boxed features you will find in every chapter has a specific function or purpose.
At the end of the chapter, there is a bullet pointed summary to help you remember and apply what you have learned.
The group exercise is an idea for an activity or discussion that can take place during University or College based learning sessions or can be adapted for use by those of you who are on non-HEI based training routes.
The individual reflection is a prompt for you to think about your own practice and progress, and how you can improve.
There is a short list of focused, key reading - in general reduced to particular articles, web pages or chapters of books, to make it manageable, but a full list of references is also provided.
The application to teaching is a suggestion for a lesson plan or technique that will help you to underpin the particular standard or standards that are the focus of the chapter.
In each chapter there are also several 'thoughts'. These are tips, ideas or thought provokers to encourage thought and reflection on your part.
In order to progress and reflect, you must read extensively. Whilst each chapter will introduce you to some key texts, you will need to find others for yourself. Should you find an area particularly useful or interesting, use your library service to find out more about it. A good starting point is often the list of references that the writer of a chapter, article or book has themselves cited. As with any social science education has its different theorists, who may not agree with each other. You need to consider what each is saying and how it applies to your own set of circumstances before making your own judgement as to which theorist you feel is correct. In time you will develop your own theories and methods that are particular to your, and your learners', needs.
You will be expected to write at a reasonably high level. On many teacher training routes you will not only have the opportunity, but be positively encouraged, to write at Masters level. You will find this (and subsequent professional development) easier if you are used to reading widely. More detail on this is provided in Chapter 7 on studying at Masters Level.