Essential reading if you are considering making an application for primary initial teacher education or preparing to begin your programme. It introduces you to a range of perspectives on teaching and teacher education and guides you through the application process to ensure you choose the training route that's right for you and achieve a successful result. Key chapters cover developing your subject knowledge in English and mathematics, understanding the curriculum, the nature of learning, assessment, behaviour issues and inclusive teaching. Useful features such as jargon busters, progress checklists and case studies make the material accessible and help you navigate the 'new landscape' of teacher education. In addition the text encourages you to reflect critically on your school experiences of learning and teaching and uses example of theory, research and practice to help you develop an informed stance on important themes.

Want to focus more on your wellbeing and professional development this year? This very special year planner for primary teachers is here to help you focus on the things that matter. *Take control of your school year *Make inspiration and reflection a habit *Own your CPD and wellbeing The Primary Teacher's School Year Planner is the must-have organiser for busy teachers. For every month of the school year, it helps you to focus on what you want to achieve offering bitesize professional development prompts, classroom ideas and wellbeing support. Each month features a week by week planner along with lesson planner templates and even a journaling space for your reflections, to do lists and doodles.

Boys, Masculinities and Reading explores elementary students' interpretations of their experiences of reading and the contextual influences that impact those experiences. While research continues to highlight the apparent systematic underperformance of boys in comparison to girls on national and international reading benchmarks, this text moves beyond broad generalizations to consider complexities inherent in notions of masculinity and associated tensions. Applying a socio-cultural perspective, Scholes highlights the voices of boys and girls by focusing on their reading experiences. Examining the perceived, generalized "crisis" of boys' underperformance in reading and literacy, Scholes identifies the factors that shape perceptions of masculinity among different groups of boys across the globe.

This book has two purposes: To open up the debate on the role of informal education in schooling systems and to suggest the kind of school organizational environment that can best facilitate the recognition of informal learning. Successive chapters explore what is often seen as a duality between informal and formal learning. This duality is particularly so because education systems expend so much time and effort in certifying formal knowledge often expressed in school subjects reflecting academic disciplines.Recognizing the contribution informal learning can make to young people's understanding and development does not negate the importance of valued social knowledge: That complements it. Students come to school with knowledge learnt from their families, peers, the community and both traditional and social media. They should not have to "unlearn" this in order to enter the world of formal learning. Rather, students' different learning "worlds" should be integrated so that each informs the other. In a knowledge-based society, all learning needs to be valued. Some contributors to this book reflect on how new educational systems could be created in a move away from top-down authoritarian and bureaucratic management. Such open systems are seen to be more welcoming in acknowledging the importance of informal learning. Others provide practical examples of how informal learning is currently recognized. Some attention is also paid to the evaluation of informal learning. A key objective of the work presented here is to stimulate debate about the role of informal learning in knowledge-based societies and to stimulate thinking about the kind of reforms needed to create more open and more democratic school learning environments.

This textbook gives readers a clear overview of a selection of 19 of the most influential thinkers on education, including established names (Vygotsky, Bruner, Dewey), more recent thinkers (Freire, hooks, Claxton) and other key names whose writing has helped shaped our views on teaching and learning. Each chapter includes practical examples showing how theories can be used to inform classroom teaching, and critiques of each theorist exploring opposing viewpoints and the strengths and weaknesses of different ideas. This third edition includes: New chapters on Barak Rosenshine and Daniel Goleman Revamped reflective tasks with a greater practical focus for the classroom More models and theoretical diagrams throughout This is an essential primer for any university course that includes learning theory, with particular relevance for initial teacher education, education studies and early childhood degrees. Karl Aubrey has recently retired from his post at Bishop Grosseteste University. Alison Riley is the Programme Leader for the BA Early Childhood Studies at Bishop Grosseteste University.

First published in 1994, Making the Most of your Inspection is written from the school's viewpoint in an attempt to dispel hearsay and prejudice regarding school inspections, and to encourage the school staff to approach the event in a positive frame of mind so that the school, pupils and teachers accrue maximum benefit from the experience. The authors, in leadership and inspectorial positions, present a step-by-step guide to the process so guiding the apprehensive reader through to a position of confidence in dealing with inspection. Covering planning and preparing for the various stages of the inspection, from notification to responding to the recommendations, the book emphasises the central role of the headteacher, suggests ways in which governors can be helped with their particular responsibilities, and contains helpful background reading.

Apple cider, applesauce, apple muffins, cakes, and pies Annie is a very busy apple farmer. She bakes yummy treats with the apples she picks and saves her best apples to sell at the market. Follow Annie through her apple-filled day of picking, counting, sorting, baking, and selling, and then try making some of her simple apple recipes.

Arithmetic Ninja for Ages 7-8 is the essential photocopiable maths resource for every Year 3 classroom from Andrew Jennings, the creator of Vocabulary Ninja, Comprehension Ninja and Write Like a Ninja. Split into 38 weeks, this book features over 680 question cards and is fully aligned to the Key Stage 2 National Curriculum for mathematics. With activities for each day of the week plus a bonus challenge, this book is the perfect resource for daily maths practice and quick lesson starters. The exercises in this book get progressively harder each week, and are divided into three Ninja levels to ensure differentiation. There are answers at the back to help with marking and cutting lines on each page so the activities can easily be cut out and stuck in exercise books. Perfect for SATs preparation, the multiplication tables check and mental maths practice, this book is ideal for busy primary teachers who only want to visit the photocopier once a week. The resources are flexible and high-quality, and will ensure all pupils are maths Ninjas by the end of the year. For more must-have Ninja books by Andrew Jennings (@VocabularyNinja), check out Vocabulary Ninja, Comprehension Ninja, Write Like a Ninja and Times Tables Ninja.

Thinking about the Teaching of Thinking provides an accessible and comprehensive introduction to Feuerstein's theory of Mediated Learning Experience and its related tools and programmes. It details up-to-date international and New Zealand research on the Feuerstein approach which reflects the current issues in the teaching of thinking. The book begins by defining what is meant by the teaching of thinking and provides an easy to understand explanation of the Feuerstein method and its value for children with learning challenges. It champions a 'whole school' approach to the teaching of thinking and details the practical tools and programmes developed by Feuerstein - such as Instrumental Enrichment and the Learning Propensity Assessment Device - to aid in its implementation. It also recognises the key importance of cultural factors in the teaching of thinking, bringing together the author's considerable research experience using the Feuerstein method in the multicultural New Zealand context with her extensive knowledge of international Feuerstein research. This book provides a user-friendly and unique coverage of the Feuerstein method for researchers and postgraduate students researching and working in educational psychology. It will also be of great value for teachers and parents looking to understand and decide on implementation of the Feuerstein approach in their schools.

Originally published in 1993. The appearance of design and technology in the National Curriculum has offered primary teachers opportunities for imaginative and stimulating work which is directly related to the lives of their pupils. Its sheer scope can, however, be daunting for the teacher already overloaded with the other demands of the National Curriculum. Tina Jarvis provides some much needed guidance on strategies for including design and technology effectively within the whole curriculum, including the development of co-operative group-work and finding effective ways to assess individuals in group situations. The author also looks at how teachers can tackle subject areas which may be unfamiliar to them, such as systems, environments and economic enterprises.

Originally published in 1988, this book discusses the gradual move from the separation of home and school to an increasing acceptance of the central role of parents as partners in their children's education. The book looks at the progress made towards real partnership with parents. An eminently practical account of the advantages of working with parents and the ways in which this can be achieved, it will be of special value to student teachers and practicing teachers, and to parents interested and involved in their children's education. The authors review national trends and developments since the issue was first seriously raised by the Plowden Report in 1967. Then focusing on one urban primary school (Redlands Primary School, Reading), they describe the changes which have taken place over a seven-year period, from the perspective of teachers, parents, and children. The book includes a personal account by Angela Redfern (formerly Deputy Head at Redlands) of what it has been like to be a teacher during this period of change, and telling comments from both parents and children on all aspects of involvement in school. Partnership with parents emerges as a course of action which reaps benefits for all concerned, and the authors stress that the developments taking place in schools like Redland are important for all schools, irrespective of their social class or ethnic composition.

Originally published in 1991. The central aim of this book is to make English in the National Curriculum accessible and relevant to all pupils. In attempting to meet this aim, the authors set out to bring together a theoretical basis for the main English profile components and practical suggestions for good practice for all schools. In the first section oracy, reading and writing are examined and in the second section three case studies describe a range of projects which have taken place in different schools.

Originally published in 1984, this book considers the ever-increasing pressure that teachers are under both to demonstrate and maintain their professional understanding and competence. Curriculum development has long been the subject of scrutiny, with some authorities arguing that the primary curriculum should be a diluted version of the secondary curriculum. Professor Blyth presents a convincing case for a primary curriculum carefully constructed to enhance the relationship between the various aspects of the child's development and total experience. Initially examining how children in the primary age range do develop and experience the world, the book goes on to consider the implications of this for shaping the curriculum. These are traced through different aspects of the primary curriculum, from physical, moral and aesthetic development to an understanding of the social world. The book concludes with an assessment of this approach to primary education within an international context and prospects for the future. An important work by a leading authority, Development, Experience and Curriculum in Primary Education is a guide to the professional development of primary teachers, building on their experience and judgement.

Gender and Teaching provides a vivid, focused, and interactive overview of important gender issues in education today. This is aocomphshed through conversations among experts, practitioners, and readers that are informed by representative case studies and by a range of theoretical approaches to the issues. Gender and Teaching is the third volume in Reflective Teaching and the Social Conditions of Schooling: A Series for Prospective and Practicing Teachers, edited by Daniel P. Liston and Kenneth M. Zeichner. It follows the same format as previous volumes in the senes. Part I includes four cases dealing with related aspects of gendered experiences In schools (non-sexist elementary school curricula; gender and race implications of special education assignment practices; homophobia in high schools and classrooms; and teaching as a woman's profession), followed by reactions from preservice and practicing teachers, administrators, and professors. Part II is an elaboration of four "public argurnents"-conservative, liberal, women-centered, and radical-multicultural--pertaining to the issues raised in Part I. These arguments exemplify dusters of orientations, organized around general values rather than hard and fast principles. Part lii presents the authors' own interpretations of the issues raised throughout the book, and provides activities and topics for reflection and an annotated bibliography of additional resources.

This text gives prospective and practicing teachers a comprehensive understanding of how to teach multiple literacies in elementary arid middle school classrooms. All of the Iiteracies-dance, music, visual arts, popular culture, media, and computer technologies-are integrated with reading and writing. Balanced treatment is given to theoretical perspectives and practical applications. The text also features authentic cases written by preservice teachers, and commentaries on the cases from practitioners and university professors. The cases are designed to prepare future teachers for the PRAXIS teacher certifying exam and others offered in many states. Three theoretical chapters support the practical applications: Chapter 1 addresses the benefits of writing and analyzing cases and the specific attributes of exemplary teaching cases, and offers guidelines for teachers to author their own case narratives and questions for analyzing and discussing case issues with peers; Chapter 2 discusses the role of electronic symbol making and multiple sign systems in children's literacy and how children use symbols to receive and express meaning; Chapter 3 offers a theoretical framework that helps define and enable teachers to use the new literacies of Internet technology, and provides a strong rationale for expanding traditional definitions of literacy.

Ireland is in the grip of a postmodern cultural deconstruction on many levels. The traditional 'grand narratives' are increasingly viewed with suspicion and disenchantment as Ireland struggles to understand its evolving identity. There is a growing need for comprehensive interdisciplinary research that will facilitate teaching and learning in this rapidly changing cultural and societal context. This book brings a fresh approach to Irish educational debates, in which qualified educational specialists engage collaboratively in interdisciplinary reflection on their own teaching and learning. The volume addresses a multiplicity of key issues in Irish education (with a particular focus on the primary sector), including teacher formation, curriculum development, teaching and learning methods, educational policy, philosophy, history, religious education, ethics, special needs education and transformative education. The book aims both to critique new educational policy and practice and to identify the key challenges in providing innovative, imaginative and cutting-edge teaching and learning in contemporary Irish schools.

Developing Thinking Skills Through Creative Writing: Story Steps for 9-12 Year Olds is a practical and easy-to-use teacher resource helping children across a wide age and ability range to develop the skills necessary to write more effectively. Step-by-step instructions encourage children to tackle tasks of increasing difficulty while broadening their knowledge and experiences of fictional genres. With chapters separated into distinct genres: ghost story, fantasy, science fiction, history, pirate story, thriller and Gothic horror, this book: Offers a summary at the start of each chapter to help teachers select the relevant activities. Covers multiple aspects of storytelling from narrative structure, plots, characters and settings to vocabulary, word choice, sentence structure and punctuation. Provides a cross referencing grid showing which aspects of writing appear in each chapter. Includes guidance notes, extension activities and general tips. Adaptable to different teaching situations, this book offers the opportunity for teachers to work through the book genre by genre or take a 'skills route' with different activities from different chapters to create their own programme of study. Fully illustrated and supporting the requirements of the National Curriculum, Developing Thinking Skills Through Creative Writing is a valuable aid for all Key Stage 2 teachers.

*The standard reference on writing research: 70% new material includes 17 new chapters. *Written and edited by leading researchers, who are now more geographically diverse; includes 11 chapters from authors outside the US. *Key new topics include self-regulation, out-of-school writing, evaluation and revision, and professional development. *No other research volume addresses timely issues like the Common Core writing standards and new literacies (intersections of writing and technology). *In addition to the US audience, of particular interest in the UK, the Netherlands, Australia, Canada, France, Spain, Sweden, and Germany.

A collection of 150 unique games and activities to help support teaching in the primary classroom. Designed with busy teachers in mind, the Classroom Gems series draws together an extensive selection of practical, tried-and-tested, off-the-shelf ideas, games and activities guaranteed to transform any lesson or classroom in an instant. Easily navigable, allowing you to choose the right activity quickly and easily, these invaluable resources are guaranteed to save you time and are a must-have tool to plan, prepare and deliver first-rate lessons.

Fully updated edition with five brand new sessions and bonus features. Fully updated with new developments in the theory and practice of teaching philosophy, this new edition of the bestselling book, The If Machine, presents 30 clear, ready-to-use plans to teach philosophy in the classroom with children aged five to 13. Each tried-and-tested session offers an imaginary situation, followed by a series of questions to encourage children to challenge key philosophical ideas such as values and ethics, gender and identity, and existence and beauty. With a star system indicating the level of difficulty, this practical book by Peter Worley, founder of The Philosophy Foundation, outlines Peter's philosophical enquiry method, which he has developed over 20 years of teaching. This fantastic resource also includes a new hints and tips section, as well as a troubleshooting table with guidance and links to further resources about how to deal with common problems such as unanimity. Accompanied by a companion website featuring an introduction to the philosophy that inspired the ideas, The If Machine is a must-have resource for all classrooms.

This book explains and demonstrates the teaching strategy of asking learners to construct their own examples of mathematical objects. The authors show that the creation of examples can involve transforming and reorganizing knowledge and that, although this is usually done by authors and teachers, if the responsibility for making examples is transferred to learners, their knowledge structures can be developed and extended. A multitude of examples to illustrate this is provided, spanning primary, secondary, and college levels. Readers are invited to learn from their own past experience augmented by tasks provided in the book, and are given direct experience of constructing examples through a collection of many tasks at many levels. Classroom stories show the practicalities of introducing such shifts in mathematics education. The authors examine how their approach relates to improving the learning of mathematics and raise future research questions.
*Based on the authors' and others' theoretical and practical experience, the book includes a combination of exercises for the reader, practical applications for teaching, and solid scholarly grounding.
*The ideas presented are generic in nature and thus applicable across every phase of mathematics teaching and learning.
*Although the teaching methods offered are ones that engage learners imaginatively, these are also applied to traditional approaches to mathematics education; all tasks offered in the book are within conventional mathematics curriculum content.
"Mathematics as a Constructive Activity: Learners Generating Examples" is intended for mathematics teacher educators, mathematics teachers, curriculum developers, task andtest designers, and classroom researchers, and for use as a text in graduate-level mathematics education courses.

Teaching is a delightfully rewarding, wonderfully enlightening and diverse career. Yet, at present, teacher recruitment and retention are in crisis, with some of the most at risk of leaving the profession being those in their early years of teaching. Making it as a Teacher offers a variety of tips, anecdotes, real-life examples and practical advice to help new teachers survive and thrive through the first 5 years of teaching, from the first-hand experiences of a teacher and middle leader. Divided into thematic sections, Making It, Surviving and Thriving, the book explores the issues and challenges teachers may face, including: Lesson planning, marking and feedback Behaviour and classroom management Work-life balance Progression, CPD and networking With the voices of teaching professionals woven throughout, this is essential reading for new teachers, those undertaking initial teacher training, QT mentors and other teaching staff that support new teachers in the early stages of their career.

Learning Beyond the Objective in Primary Education explores an existential perspective for pedagogy proposed in response to the current technocratic paradigm of education prevalent in many countries worldwide. This new perspective is termed 'Bildung's Repetition.' The book seeks to encourage policy makers and educational practitioners to consider the impact of education on children, over and above the meeting of set targets and objectives. Located in a philosophical framework, this book considers how children might learn authentically in the light of their own personal contingency. A series of case studies reflecting the effectiveness of this perspective through the curriculum is provided, each illustrating how 'Bildung's Repetition' allows for personalized meaningful learning within current structures. Recommendations for practice are provided, encouraging all stakeholders in education to consider the value of this perspective, and effect a 'ten-degree shift' within educational thought. This unique book fuses theory with practice, and will be of great interest to academics, researchers and students in the fields of primary education and teacher training. It will also be of interest to school leaders and practicing teachers.