Teaching the language of climate change science
Julie Hayes and Bronwyn Parkin
We are seeing how climate change is strengthening our storms, wildfires and heatwaves. We need to join with others globally to take action and teachers have an important role to play in preparing students to act. Teaching the language of climate change science will support you in facilitating the big conversations in the classroom — demonstrating how scientific concepts are developed through the language you use in class, and strategically handing over agency to your students.
Available for sale and in member packs at the end of March Pre-order now
An EAL/D Handbook:
Teaching and learning across the curriculum when English is an additional language or dialect
Nearly half (45%) of all young people in Australia aged 12 to 24 are first- or second-generation migrants. Providing our EAL/D students with the teaching they need to succeed at school is critical to the quality of their integration into community, and for access to opportunities to achieve future goals.
In this book, readers are invited into seven classrooms, where teachers share illustrations of practice designed to enable EAL/D learners to engage with curriculum. With contributions by Brian Gray, Beverly Derewianka and Jenny Hammond, among notable others from the field of language education, mentors provide academic context to support transfer to other settings, and an introduction by Susan Feez and Helen Harper offers a thorough overview of EAL/D teaching and learning practice.
Sample Chapter (.pdf 1.3 MB) Buy ePub Buy Print
Investigating Model Texts for Learning, by Sally Humphrey and Emma Vale
Investigating Model Texts for Learning is designed to support teachers in utilising model texts to achieve a range of key learning goals across the primary curriculum. By examining model texts across a range of year groups and types, you’ll learn how to identify language and image patterns for context; be guided in selecting, composing and analysing model texts for the primary classroom, and explore ways to integrate literacies in curriculum instruction and assessment.
Cover artwork is by illustrator Daniel Gray-Barnett.
Sample Chapter (.pdf 8.5 MB)
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Enhancing teachers’ expertise, understandings and professional knowledge with research-based resources
Since 1972 PETAA has provided the teaching community with high quality and academically rigorous professional learning publications and resources that have supported educators’ expertise, professional knowledge and leadership in the teaching of English and literacies across the curriculum.
Working with leading educators and drawing upon recent and relevant research, PETAA delivers a range of printed, digital and online publications and resources, which have an underlying research/theoretical framework, are grounded in quality pedagogy and feature best classroom teaching and learning practice.
‘My love affair with PETAA books began when I was a secondary school teacher and that was over 20 years ago. Since then, I've been a primary teacher and a teacher educator. Regardless of my role, PETAA books have been exceptionally useful.’ Robyn Henderson (Associate Professor), School of Teacher Education and Early Childhood, University of Southern Queensland.
Members who automatically receive print copies of three books to which they are entitled, now also have the option of requesting the ePub version for those same books as they are released. Please email firstname.lastname@example.org if you wish to have the ePub version download links sent to you.