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Mastering Primary English introduces the primary English curriculum and helps trainees and teachers learn how to plan and teach inspiring lessons that make English learning irresistible. Topics covered include: · Current developments in English · English as an irresistible activity · English as a practical activity · Skills to develop in English · Promoting curiosity · Assessing children in English · Practical issues This guide includes examples of children's work, case studies, readings to reflect upon and reflective questions that all help to exemplify what is considered to be best and most innovative practice. The book draws on the experience of two leading professionals in primary English, Wendy Jolliffe and David Waugh, to provide the essential guide to teaching English for all trainee and qualified primary teachers.
English is central to the primary-school curriculum and successfully mastering the basics has a significant influence on pupils’ ability to learn and achieve their future goals. Now fully updated, English 5–11 provides comprehensive, up-to-date and creative guidance on teaching English in the primary school. Each chapter provides the busy teacher with indispensable advice and guidance, as well as opportunities to reflect upon current practice in the classroom. Key areas covered include: ■ language and literacy development; ■ grammar, punctuation and spelling; ■ talk for learning; ■ systematic synthetic phonics; ■ fiction, poetry and non-fiction; ■ drama and creativity; ■ teaching in a multilingual classroom; ■ ICT ■ Planning and assessment. This third edition reflects changes in government policy and gives greater attention knowledge about language and is closely related to the changing curriculum for primary English. The highly experienced authors are former literacy advisors and have frontline teaching, school-management and teacher-training experience. This book will be an invaluable resource for all trainee and practising teachers interested in teaching English in an accessible, contemporary and dynamic way.
Flexible, effective and creative primary school teachers require subject knowledge, an understanding of their pupils and how they learn, a range of strategies for managing behaviour and organising environments for learning, and the ability to respond to dynamic classroom situations. This third edition of Learning to Teach in the Primary School is fully updated with reference to the new National Curriculum, and has been revised to provide even more practical advice and guidance to trainee primary teachers. Twenty-two new authors have been involved and connections are now made to Northern Irish, Welsh and Scottish policies. In addition, five new units have been included on: making the most of your placement play and exploration in learning behaviour management special educational needs phonics. With Masters-level reflective tasks and suggestions for research-based further reading, the book provides valuable support to trainee teachers engaged in learning through school-based experience and through reading, discussion and reflections as part of a teacher education course. It provides an accessible and engaging introduction to knowledge about teaching and learning that every student teacher needs to acquire in order to gain qualified teacher status (QTS). This comprehensive textbook is essential reading for all students training to be primary school teachers, including those on undergraduate teacher training courses (BEd, BA with QTS, BSc with QTS), postgraduate teacher training courses (PGCE, SCITT) and employment-based teacher training courses (Schools Direct, Teach First), plus those studying Education Studies. This textbook is supported by a free companion website with additional resources for instructors and students and can be accessed at www.routledge.com/cw/Cremin.
This up to date book is essential reading for all those teaching or training to teach primary mathematics. Problem solving is a key aspect of teaching and learning mathematics, but also an area where teachers and pupils often struggle. Set within the context of the new primary curriculum and drawing on research and practice, the book identifies the key knowledge and skills required in teaching and learning problem solving in mathematics, and examines how these and can be applied in the classroom. It explores the issues in depth while remaining straightforward and relevant, emphasises the enrichment of maths through problem-solving, and provides opportunities for teachers to reflect on and further develop their classroom practice.
The book you can trust to guide you through your teaching career, as the expert authors share tried and tested techniques in both primary and secondary settings. For this new edition Andrew Pollard has worked with the same core author team to bring you expert guidance from top practitioners, in the form of a text that is both cohesive and that continues to evolve to meet the needs of today's teachers. It is designed for trainees whether in universities or schools (such as School Direct, SCITT). Reflective Teaching in Schools uniquely provides two levels of support: - practical, evidence-based guidance on key classroom issues – including relationships, behaviour, curriculum planning, teaching strategies and assessment - evidence-informed 'principles' and 'concepts' to help you continue developing your skills. New to this edition: - 10 Lesson Study cases illustrate the impact this approach can have on classroom teaching, whether in a city Primary School or rural Secondary Academy - 10 Toolkit Evidence summaries based on the Sutton Trust-EEF Teaching and Learning Toolkit cover topics like collaborative learning - New Reflective Activities and guidance on Key Readings at the end of each chapter - Updates to reflect recent changes in curriculum and assessment across the UK reflectiveteaching.co.uk provides a treasure trove of additional support. It now includes a new chapter on mentoring, a glossary to help decipher the difference between IEP and LAP, and much more.
Learning to Teach Geography in the Secondary School has become the widely recommended textbook for student and new teachers of geography. It helps you acquire a deeper understanding of the role, purpose and potential of geography within the secondary curriculum, and provides the practical skills needed to design, teach and evaluate stimulating and challenging lessons. It is grounded in the notion of social justice and the idea that all students are entitled to a high quality geography education. The very practical dimension provides you with support structures through which you can begin to develop your own philosophy of teaching, and debate key questions about the nature and purpose of the subject in school. Fully revised and updated in light of extensive changes to the curriculum, as well as to initial teacher education, the new edition considers the current debates around what we mean by geographical knowledge, and what’s involved in studying at Masters level. Key chapters explore the fundamentals of teaching and learning geography: Why we teach and what to teach Understanding and planning the curriculum Effective pedagogy Assessment Developing and using resources Fieldwork and outdoor learning Values in school geography Professional development Intended as a core textbook and written with university and school-based initial teacher education in mind, Learning to Teach Geography in the Secondary school is essential reading for all those who aspire to become effective, reflective teachers. Praise for previous editions of Learning to Teach Geography in the Secondary School... 'This is a practical and visionary book, as well as being superbly optimistic. It has as much to offer the experienced teacher as the novice and could be used to reinvigorate geography departments everywhere. Practical activities and ideas are set within a carefully worked out, authoritative, conceptual framework.' - The Times Educational Supplement 'This is a modern, powerful, relevant and comprehensive work...a standard reference for many beginning teachers on geography initial teacher training courses.' - Educational Review
For preschool children with emotional difficulties arising from difficulties in attachment, standard observations used in early years settings are not always helpful in identifying their problems and providing guidance on how they can be helped. Combining an accessible introduction to attachment and child development with a child observation tool for identifying behaviour, and the emotional needs underlying this behaviour, this book enables early years professionals to identify problems and provide appropriate support. 'Case study' boxes help to illustrate typical patterns of attachment, and all aspects of behaviour are covered including play, interaction with peers, neediness, and aggression. A range of handouts and activities is included, and guidance provided on how to work within professional boundaries. Written in clear, concise language, Observing Children with Attachment Difficulties in Preschool aims to equip the reader with the knowledge and skills needed to identify and support children's emotional and social difficulties. Suitable for use with children aged 2 – 5, this guide will be an invaluable resource for early years professionals, as well as for use by clinicians, teachers and learning support staff.

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