Are you looking for one book that gives a comprehensive account of primary/elementary and early years English, language and literacy teaching? Based on robust research evidence and practical examples of effective teaching, this essential textbook critically evaluates curriculum policies and provides guidance for teachers on implementation of evidence-based teaching in classrooms.

This fully revised fifth edition has a brand new chapter on Reading for Pleasure, and has substantially rewritten chapters to reflect recent developments in research, evaluations of new policy directions, and new practical examples of teaching and learning.

The authors draw on their research, scholarship and practice to offer advice on:

• inclusion and equality, including working effectively with multilingual pupils
• the importance of talk and interaction
• developing reading, including motivating children to read and phonics teaching
• improving writing, including grammar and punctuation
• planning and assessing
• the latest educational policy and practice

This authoritative book is an essential introduction for anyone who teaches English, language and literacy from the early years to primary school level, and seeks to improve their professional practice. Designed to help inform trainee teachers and tutors, but also of great use to those teachers wanting to keep pace with the latest developments in their specialist subject, this is an indispensable guide to the theory and practice of teaching English, language and literacy.

Is there an 'ideal' primary school curriculum? Who should decide what the curriculum is? Should teachers have autonomy over how they teach? The curriculum is the heart of what teachers teach and learners learn: effective teaching is only possible with an effective curriculum. Yet in spite of its importance, there has been a crisis in curriculum that has been caused in large part by governments assuming direct control over the curriculum, assessment, and increasingly, pedagogy. Creating the Curriculum tackles this thorny issue head on, challenging student and practising primary school teachers to think critically about past and present issues and to engage with a new wave of curriculum thinking and development. Considering curriculum construction and its impact on teaching and learning in the four countries of the UK, key issues considered include: who should decide the curriculum, its aims and its values the extent to which issues in primary education swing back and forth Subjects versus thematic organisation, stages and phases, progression, breadth and balance prescription versus teacher autonomy the key features of effective classroom practice strategies for assessing the whole curriculum how language in the classroom influences curriculum design understanding curricula in the context of children's social and personal circumstances creativity, curriculum and the classroom. Illustrated throughout with strategies and case studies from the classroom, Creating the Curriculum accessibly links the latest research and evidence with concrete examples of good practice. It is a timely exploration of what makes an effective and meanginful curriculum and how teachers can bring new relevance, motivation and powerful values to what they teach.

The book you can trust to guide you through your teaching career, as the expert authors share tried and tested techniques in secondary settings. For this new edition Caroline Daly, with Andrew Pollard, has worked with top practitioners from around the UK, to create a text that is both cohesive and that continues to evolve to meet the needs of today's secondary school teachers. 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: - More case studies and research summaries based on teaching in the secondary school than ever before - 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.

Edited by three authorities in the field, this Handbook presents contributions from experts across the world who report the cutting-edge of international research. It is ground-breaking in its holistic, evidence-informed account that aims to synthesize key messages for policy and practice in English, language and literacy teaching.

A comprehensive collection, the Handbook focuses on the three key areas of reading, writing, and language, and issues that cut across them. The international emphasis of all the chapters is extended by a final section that looks directly at different countries and continents.

The authors address many key issues including:

• why pupil motivation is so important
• the evidence for what works in teaching and learning
• the place of Information Technology in the twenty-first century
• the status of English and other languages
• globalisation and political control of education.

This definitive guide concludes by discussing the need for better policy cycles that genuinely build on research evidence and teachers? working knowledge in order to engage young people and transform their life chances.

A powerful account that will be of interest to students, researchers and academics involved with education.

The book you can trust to guide you through your teaching career, as the expert authors share tried and tested techniques in primary settings. For this new edition Dominic Wyse, with Andrew Pollard, has worked with top practitioners from around the UK, to create a text that is both cohesive and that continues to evolve to meet the needs of today's primary school teachers. Reflective Teaching in Primary 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: - More case studies and research summaries based on teaching in the primary school than ever before - 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.

Aimed at trainee teachers and practising teachers with a view to informing their thinking and practice Comprehensive account of teaching English, language and literacy; Critically evaluative style, e.g. in relation government policy on teaching.

A Guide to Teaching Practice is the major standard text for all students on initial teacher training courses in the UK. Authoritative yet accessible, it covers the important basic skills and issues that students need to consider during their practice, such as planning, classroom organization, behaviour management and assessment. The book's focus on the quality of teaching and learning and consideration of the latest regulations and guidelines ensures that it fits comfortably within TTA and OfSTED frameworks. In addition, comprehensively revised and fully updated, this fifth edition features brand new chapters on the foundation stage, legal issues, learning and teaching and using ICT in the classroom, as well as new material on numeracy, literacy, children's rights, progress files and gifted and talented children. This book is the most respected and widely used textbook for initial teacher training courses and will be an essential resource for any student teacher.

Is there an ideal primary school curriculum?

Who should decide what the curriculum is?

Should teachers have autonomy over how they teach?

The curriculum is the heart of what teachers teach and learners learn: effective teaching is only possible with an effective curriculum. Yet in spite of its importance, there has been a crisis in curriculum that has been caused in large part by governments assuming direct control over the curriculum, assessment, and increasingly, pedagogy.

Creating the Curriculum tackles this thorny issue head on, challenging student and practising primary school teachers to think critically about past and present issues and to engage with a new wave of curriculum thinking and development. Considering curriculum construction and its impact on teaching and learning in the four countries of the UK, key issues considered include:

• who should decide the curriculum, its aims and its values
• the extent to which issues in primary education swing back and forth
• Subjects versus thematic organisation, stages and phases, progression, breadth and balance
• prescription versus teacher autonomy
• the key features of effective classroom practice
• strategies for assessing the whole curriculum
• how language in the classroom influences curriculum design
• understanding curricula in the context of children s social and personal circumstances
• creativity, curriculum and the classroom.

Illustrated throughout with strategies and case studies from the classroom, Creating the Curriculum accessibly links the latest research and evidence with concrete examples of good practice. It is a timely exploration of what makes an effective and meanginful curriculum and how teachers can bring new relevance, motivation and powerful values to what they teach.

This book is essential reading if you are just beginning a career in primary school teaching. Written with the needs and questions of the new student teacher in mind, it covers the fundamental aspects of the job of the primary school teacher in an inspiring yet down-to-earth way. Each chapter covers a key issue in primary education.
Becoming a Primary School Teacher is the perfect introductory text for the student teacher, helping you to prepare for your first school experience. It will also be of interest to more experienced teachers and teacher trainers.

eBook available with sample pages: 0203167155

Edited by three authorities in the field, this Handbook presents contributions from experts across the world who report the cutting-edge of international research. It is ground-breaking in its holistic, evidence-informed account that aims to synthesize key messages for policy and practice in English, language and literacy teaching. A comprehensive collection, the Handbook focuses on the three key areas of reading, writing, and language, and issues that cut across them. The international emphasis of all the chapters is extended by a final section that looks directly at different countries and continents. The authors address many key issues including: why pupil motivation is so important the evidence for what works in teaching and learning the place of Information Technology in the twenty-first century the status of English and other languages globalisation and political control of education. This definitive guide concludes by discussing the need for better policy cycles that genuinely build on research evidence and teachers' working knowledge in order to engage young people and transform their life chances. A powerful account that will be of interest to students, researchers and academics involved with education.

What is creativity and how do we teach it? The Really Useful Creativity Book provides approaches and ideas that will enable children to develop their creativity. Written for the primary school teacher, student or trainee teacher, the book shows you how creativity can flourish in your classroom. With examples of practice included throughout, the issues covered include: everyday creativity - ideas to get started on straight away planning - with ideas for cross-curricular planning, and many other ways to plan for creativity creativity and the environment - starting with the classroom and school, then going further afield creative Partnerships - working with other people to stimulate children's creativity the drama of creativity - showing how teachers can adopt the mantle of the expert thinking about creativity - thinking skills for your children, and ways of thinking for you. This lively, stimulating book will help busy teachers working with the National Curriculum to develop children's creativity.

This book is essential reading for students just beginning a career in primary school teaching. Written with the needs and questions of the new student teacher in mind, it covers the fundamental aspects of the job of the primary school teacher in an inspiring yet down-to-earth way. Each chapter covers a key issue in primary education. Becoming a Primary School Teacher is the perfect introductory text for the student teacher, helping them to prepare for their first school experience. It will also be of interest to more experienced teachers and teacher trainers.

Education has become dominated by testing, standards, interventions, strategies and political policy. Yet while elements such as these are important, Exploring Education and Childhood contends it is childhood - including its sociology and psychology - that is the vital holistic context for teaching and learning. Written by a team of specialists who bring both experience of classroom teaching, teacher training, and of rigorous research and scholarship, each chapter examines a topic that is of vital importance to teaching and the work of teachers. The book explores examples of educational practice that illuminate contemporary problems and future possibilities for education; develops educational theory to better understand practice and policy; and critically evaluates education policy in the international context. With an emphasis on reflection and deep thinking - something that all the best teachers are able to do - key issues in the book include: the voice of the child metacognitive strategies agency, pedagogy and curriculum performativity, standards, and school readiness educational settings and new technology teacher expertise and agency diversity and child agency families, society and school choice. Illustrated with powerful examples of practice, together with key questions for reflection and further reading, Exploring Education and Childhood challenges education professionals, policy makers, and all peple with an interest in education to envision a new future. It will be essential reading for all student teachers and teachers, and is particular appropriate for Masters-level research, professional studies, Education Studies.

Are you striving to establish a more creative and imaginative classroom? Are you interested in: the generosity of creativity; creative conjecture; being an advocate for creativity; welcoming the unexpected, the unpredictable and the unconventional; taking risks; learning which leads to new or original thinking which is of value? If so, this completely updated new edition of a classic text will show you how to achieve these ideals. The book is written in a clear and practical way by leading researchers and practitioners, offering help and advice on the planning and implementation of effective creative teaching and learning, and providing examples of best practice through a rigorous theoretical rationale. A hallmark of the book is its exploration of creativity through curriculum subjects. It builds on this in its first and last chapters by addressing key cross-curricular themes that thread their way throughout the book. Throughout there is an emphasis on critical and reflective practice. New to this edition are: three entirely new chapters on drama, music and geography; an update of the introduction to account for advances in creativity research, policy and practice; a new final chapter identifying cross-curricular themes; greater attention to international dimensions and examples. In this second edition the authors are drawn from six universities which between them produce some of the best education research internationally, and some of the best teacher education. The authors also come from leading national and international organisations such as the National Gallery in London and the Geographical Association. Creaivity for the Primary Curriculum is a core text for both training and practicing Primary teachers who wish to maintain high standards when approaching their teaching.

A Guide to Teaching Practice is the major standard text for all students on initial teacher training courses in the UK.

Authoritative yet accessible, it covers the important basic skills and issues that students need to consider during their practice, such as planning, classroom organization, behaviour management and assessment. The book's focus on the quality of teaching and learning and consideration of the latest regulations and guidelines ensures that it fits comfortably within TTA and OfSTED frameworks.

In addition, comprehensively revised and fully updated, this fifth edition features brand new chapters on the foundation stage, legal issues, learning and teaching and using ICT in the classroom, as well as new material on numeracy, literacy, children's rights, progress files and gifted and talented children.

This book is the most respected and widely used textbook for initial teacher training courses and will be an essential resource for any student teacher.

Table of Contents

Part 1: Some Perspectives on Teaching and Learning 1. A Background to Current Developments in Education 2. Teacher Training Requirements 3. The Whole Curriculum and the National Curriculum 4. The Foundation Stage 5. Information and Communication Technology 6. Legal Issues Part 2: Preparation and Planning 7. The Preliminary Visit 8. Aims, Objectives and Intended Learning Outcomes 9. Beginning Curriculum Planning Part 3: Practising Teaching 10. Learning and Teaching 11. Primary Teaching 12. Secondary Teaching 13. Language in Classrooms 14. Inclusion, Equal Opportunities and Diversity 15. Managing Behaviour in the Classroom Part 4: Assessment, Record Keeping and Progress Files 16. Assessment 17. Record Keeping and Report Writing 18. Progress Files

What is creativity and how do we teach it? The Really Useful Creativity Book provides approaches and ideas that will enable children to develop their creativity. Written for the primary school teacher, student or trainee teacher, the book shows you how creativity can flourish in your classroom. With examples of practice included throughout, the issues covered include: everyday creativity - ideas to get started on straight away planning - with ideas for cross-curricular planning, and many other ways to plan for creativity creativity and the environment - starting with the classroom and school, then going further afield creative Partnerships - working with other people to stimulate children's creativity the drama of creativity - showing how teachers can adopt the mantle of the expert thinking about creativity - thinking skills for your children, and ways of thinking for you. This lively, stimulating book will help busy teachers working with the National Curriculum to develop children's creativity.

From the invention of the alphabet to the explosion of the internet, Dominic Wyse takes us on a unique journey into the process of writing. Starting with seven extraordinary examples that serve as a backdrop to the themes explored, it pays particular attention to key developments in the history of language, including Aristotle's grammar through socio-cultural multimodality, to pragmatist philosophy of communication. Analogies with music are used as a comparator throughout the book, yielding radically new insights into composition processes. The book presents the first comprehensive analysis of the Paris Review interviews with the world's greatest writers such as Louise Erdrich, Gabriel Garcia Marquez, Ted Hughes, and Marilynne Robinson. It critically reviews the most influential guides to styles and standards of language, and presents new research on young people's creativity and writing. Drawing on over twenty years of findings, Wyse presents research-informed innovative practices to demonstrate powerfully how writing can be learned and taught.

The book you can trust to guide you through your teaching career, as the expert authors share tried and tested techniques in primary settings. For this new edition Dominic Wyse, with Andrew Pollard, has worked with top practitioners from around the UK, to create a text that is both cohesive and that continues to evolve to meet the needs of today's primary school teachers. Reflective Teaching in Primary 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: - More case studies and research summaries based on teaching in the primary school than ever before - 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.

Knowledge has been a defining focus for the curriculum studies field. In the early part of the 21st century convincing arguments were mounted that knowledge needed to be 'brought back in', both to the curriculum of schools and to the attention of curriculum researchers. This book is a result of these arguments, and what some regarded as a 'crisis' in curriculum study related to the growing emphasis on international comparisons between education systems. The book's most important contribution is to build on seminal work in the sociology and philosophy of education in order to develop new foundations for curriculum study, using the importance of 'transactions' as the context for understanding knowledge in the curriculum. The contributors build on this importance to suggest a rapprochement in the field around the idea of curriculum knowledge as both constructed and real. This book was originally published as a special issue of The Curriculum Journal.

Knowledge has been a defining focus for the curriculum studies field. In the early part of the 21st century convincing arguments were mounted that knowledge needed to be 'brought back in', both to the curriculum of schools and to the attention of curriculum researchers. This book is a result of these arguments, and what some regarded as a 'crisis' in curriculum study related to the growing emphasis on international comparisons between education systems. The book's most important contribution is to build on seminal work in the sociology and philosophy of education in order to develop new foundations for curriculum study, using the importance of 'transactions' as the context for understanding knowledge in the curriculum. The contributors build on this importance to suggest a rapprochement in the field around the idea of curriculum knowledge as both constructed and real. This book was originally published as a special issue of The Curriculum Journal.

Education has become dominated by testing, standards, interventions, strategies and political policy. Yet while elements such as these are important, Exploring Education and Childhood contends it is childhood - including its sociology and psychology - that is the vital holistic context for teaching and learning. Written by a team of specialists who bring both experience of classroom teaching, teacher training, and of rigorous research and scholarship, each chapter examines a topic that is of vital importance to teaching and the work of teachers. The book explores examples of educational practice that illuminate contemporary problems and future possibilities for education; develops educational theory to better understand practice and policy; and critically evaluates education policy in the international context. With an emphasis on reflection and deep thinking - something that all the best teachers are able to do - key issues in the book include: the voice of the child metacognitive strategies agency, pedagogy and curriculum performativity, standards, and school readiness educational settings and new technology teacher expertise and agency diversity and child agency families, society and school choice. Illustrated with powerful examples of practice, together with key questions for reflection and further reading, Exploring Education and Childhood challenges education professionals, policy makers, and all peple with an interest in education to envision a new future. It will be essential reading for all student teachers and teachers, and is particular appropriate for Masters-level research, professional studies, Education Studies.

From the invention of the alphabet to the explosion of the internet, Dominic Wyse takes us on a unique journey into the process of writing. Starting with seven extraordinary examples that serve as a backdrop to the themes explored, it pays particular attention to key developments in the history of language, including Aristotle's grammar through socio-cultural multimodality, to pragmatist philosophy of communication. Analogies with music are used as a comparator throughout the book, yielding radically new insights into composition processes. The book presents the first comprehensive analysis of the Paris Review interviews with the world's greatest writers such as Louise Erdrich, Gabriel Garcia Marquez, Ted Hughes, and Marilynne Robinson. It critically reviews the most influential guides to styles and standards of language, and presents new research on young people's creativity and writing. Drawing on over twenty years of findings, Wyse presents research-informed innovative practices to demonstrate powerfully how writing can be learned and taught.

Are you striving to establish a more creative and imaginative classroom? Are you interested in: the generosity of creativity; creative conjecture; being an advocate for creativity; welcoming the unexpected, the unpredictable and the unconventional; taking risks; learning which leads to new or original thinking which is of value? If so, this completely updated new edition of a classic text will show you how to achieve these ideals. The book is written in a clear and practical way by leading researchers and practitioners, offering help and advice on the planning and implementation of effective creative teaching and learning, and providing examples of best practice through a rigorous theoretical rationale. A hallmark of the book is its exploration of creativity through curriculum subjects. It builds on this in its first and last chapters by addressing key cross-curricular themes that thread their way throughout the book. Throughout there is an emphasis on critical and reflective practice. New to this edition are: three entirely new chapters on drama, music and geography; an update of the introduction to account for advances in creativity research, policy and practice; a new final chapter identifying cross-curricular themes; greater attention to international dimensions and examples. In this second edition the authors are drawn from six universities which between them produce some of the best education research internationally, and some of the best teacher education. The authors also come from leading national and international organisations such as the National Gallery in London and the Geographical Association. Creaivity for the Primary Curriculum is a core text for both training and practicing Primary teachers who wish to maintain high standards when approaching their teaching.

The book you can trust to guide you through your teaching career, as the expert authors share tried and tested techniques in secondary settings. For this new edition Caroline Daly, with Andrew Pollard, has worked with top practitioners from around the UK, to create a text that is both cohesive and that continues to evolve to meet the needs of today's secondary school teachers. 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: - More case studies and research summaries based on teaching in the secondary school than ever before - 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.

How do people become effective teachers? This is the textbook students need to support them on this journey, no matter their training route or whether primary or early years in focus. Through a unique pairing of academic research and teaching expertise, each chapter is collaboratively authored by an academic specialist and an experienced practitioner to provide a realistic and practical view of teaching children from years 3 - 11. The book combines all the major topics, theories and research students need to know, along with up-to-date policy and legislation. Inventive and practical learning aids and carefully crafted online resources will help readers to: Understand: helpful learning aims at the beginning and summaries at the end of every chapter guide students through each topic Apply: Spotlight on Practice features highlight real teaching examples, Putting it into Practice features provide advice on how key concepts can be employed in real life whilst classroom activities on the website provide further ideas for teaching Reflect on key concepts, as well as your own practice and values, through the refection points and author podcasts on the website outlining key issues to stimulate critical thinking Go further with informative annotated further reading at the end of every chapter, links to relevant websites integrated throughout, and carefully selected SAGE journal articles freely available on the website This is an essential textbook for use across all your primary and early years teaching courses - whether students are training to be lower/upper primary school teachers or early years practitioners, including those on undergraduate or postgraduate teacher training courses and employment-based routes.