This book is unique as it focuses on pupils' perceptions of their learning with trainee teachers in primary schools. It aims to raise trainee teachers' awareness of the importance of considering pupils' perceptions in evaluating their teaching and provides frameworks for doing so. It enables teachers to make links between theory, research and practice as part of their on-going development.
The text includes:
*interviews with primary pupils
*examples of new teaching approaches
*case studies offering pupil insights into curriculum subjects
*chapter summaries giving suggestions for teaching strategies, discussions with mentors and tutors and further reading

First Published in 2001. Routledge is an imprint of Taylor and Francis, an informa company.

This textbook gives you a broad overview of everything you will need to know to prepare for your initial teacher training and future career in the classroom. Covering practical issues including planning and assessment, and thought-provoking topics such as reflecting on your practice and developing critical thinking skills, this textbook provides you with an insightful exploration of the realities of teaching in primary schools. This fourth edition has been comprehensively revised and includes five new chapters on: * Teacher wellbeing * The Early Career Framework (ECF) * Digital literacy and primary schools after the pandemic * Growth mindset, dialogue and P4C * Learning outside the classroom This is essential reading for all students on primary initial teacher education courses including university-based (PGCE, BEd, BA with QTS), and schools-based (School Direct, SCITT, Teach First) routes into teaching. Hilary Cooper is Professor Emeritus of History and Pedagogy at the University of Cumbria. Sally Elton-Chalcraft is Professor of Social Justice in Education and also the Director of the Learning Education and Development Research centre in the Institute of Education at the University of Cumbria.

Contents:
Part I: An Introduction to History: the Foundation Stage 1. Understanding Change Over Time 2. Interpretations of the Past 3. Deductions and Inferences from Sources Part II: History During the First Three Years of School 4. Teaching Children to Understand Concepts of Time and Change 5. Interpretations 6. Deductions from Sources Part 3: Organisation, Planning and Assessment 7. Long Term Planning 8. Planning a Unit of Study Part IV: Three Case Studies 9. Case Study 1: 'Toys and Games, Now and Then' 10. Case Study 2: Year 1 - 'Castles'

The fully updated second edition of Teaching History Creatively introduces teachers to the wealth of available approaches to historical enquiry, ensuring creative, effective learning. This book clearly sets out the processes of historical enquiry, demonstrating how these are integrally linked with key criteria of creativity and helps readers to employ those features of creativity in the classroom. Underpinned by theory and research, it offers informed and practical support and is illustrated throughout with examples of children's work. Key themes addressed include: investigating sources using archives in your own research project becoming historical agents and history detectives drama for exploring events myths and legends communicating historical understanding creatively. With brand new chapters from the Stone Ages to the Iron Age, using prehistoric sources; The withdrawal of the Romans and the conquest and settlement of Britain by the Anglo-Saxons, in addition to many new case studies, this exciting edition puts an emphasis on accessible, recent research, new evidence and interpretations and encourages the creative dynamism of the study of history. Teaching History Creatively provides vivid and rich examples of the creative use of sources, of approaches to understanding chronology and concepts of time and of strategies to create interpretations. It is an essential purchase for any teacher or educator who wishes to embed creative approaches to teaching history in their classroom.

Why was the UK so unprepared for the pandemic, suffering one of the highest death rates and worst economic contractions of the major world economies in 2020? Hilary Cooper and Simon Szreter reveal the deep roots of our vulnerability and set out a powerful manifesto for change post-Covid-19. They argue that our commitment to a flawed neoliberal model and the associated disinvestment in our social fabric left the UK dangerously exposed and unable to mount an effective response. This is not at all what made Britain great. The long history of the highly innovative universal welfare system established by Elizabeth I facilitated both the industrial revolution and, when revived after 1945, the postwar Golden Age of rising prosperity. Only by learning from that past can we create the fairer, nurturing and empowering society necessary to tackle the global challenges that lie ahead - climate change, biodiversity collapse and global inequality.

This textbook gives you a broad overview of everything you will need to know to prepare for your initial teacher training and future career in the classroom. Covering practical issues including planning and assessment, and thought-provoking topics such as reflecting on your practice and developing critical thinking skills, this textbook provides you with an insightful exploration of the realities of teaching in primary schools. This fourth edition has been comprehensively revised and includes five new chapters on: * Teacher wellbeing * The Early Career Framework (ECF) * Digital literacy and primary schools after the pandemic * Growth mindset, dialogue and P4C * Learning outside the classroom This is essential reading for all students on primary initial teacher education courses including university-based (PGCE, BEd, BA with QTS), and schools-based (School Direct, SCITT, Teach First) routes into teaching. Hilary Cooper is Professor Emeritus of History and Pedagogy at the University of Cumbria. Sally Elton-Chalcraft is Professor of Social Justice in Education and also the Director of the Learning Education and Development Research centre in the Institute of Education at the University of Cumbria.