This book is aimed at a specific audience. Like others before it, it derives from teaching on courses designed to prepare postgraduates to become English teachers. It was designed both to explain the mainstream ideas that have shaped secondary school English and to help readers rehearse teaching which is based on those ideas. Many of the activities and exercises set for readers are drawn from lectures and tutorials on courses where students meet in lecture halls and classrooms, have ideas explained to them, discuss those ideas, pool their thinking, try out activities, meet again and refine previous thinking, and so on. Twenty-six chapters are introduced by the authors in five sections. Section One, History, Ideologies and Values of English, commences with an introduction by Paul Dickinson. Chapters in this section include: (1) The National Curriculum for English (Paul Dickinson); (2) The Key Stage 3 Strategy (Paul Dickinson); (3) Planning and Progression (Jo Westbrook); (4) Assessment (Paul Dickinson and Jane Geeson); (5) Equal Opportunities (Jo Westbrook); and (6) Inclusion (Stephen Clarke and Sue Dymoke). Section Two, Language, Use and Varieties, begins with an introduction by Jo Westbrook. Chapters in this section section include: (7) Speaking and Listening (Jo Westbrook); (8) Teaching Language (Stephen Clarke); (9) Grammar (Paul Dickinson and Jeff Wilkinson); (10) Spelling (Stephen Clarke and Paul Dickinson); and (11) Teaching Pupils with English as an Additional Language (Jo Westbrook and Paul Dickinson). Section Three, Readers, Writers and Texts, contains an introduction by Jo Westbrook. Following this, chapters in this section include: (12) Critical Literacy and Literary Theory (John Moss); (13) Teaching Reading (Val Fraser and Jo Westbrook); (14) Children's Literature and Narrative Texts (Paul Dickinson and Val Fraser); (15) Writing (Paul Dickinson and Jeff Wilkinson); (16) Teaching Poetry (Val Fraser and Stephen Clarke); (17) Media Education (Val Fraser and Stephen Clarke); and (18) English and ICT (Jo Westbrook). Next, Section Four, Drama and Shakespeare, is introduced by Stephen Clarke. Chapters in this fourth section include: (19) Teaching Practical Drama (Sarah Gooch); (20) Teaching Dramatic Texts (Sarah Gooch); (21) Teaching Drama for GCSE (Sarah Gooch); and (22) Teaching Shakespeare (Stephen Clarke). Finally, Section Five, English Post-16, is introduced by Stephen Clarke. Chapters in this final section include: (23) English Post-16 (Sarah Butler); (24) Teaching AS/A2 English Language (Stephen Clarke); (25) Teaching AS/A2 English Literature (Sue Dymoke and Val Fraser); and (26) Aspects of Drama: Post-16 (Sarah Gooch). [This book was published and produced by SAGE Publications.]