Additional Information
Book Details
Abstract
Learning to be a primary teacher is a bit like becoming a superhero!
It’s not impossible, but it takes hard work and dedication to become that heroic individual, looked up to by the whole class, who is able to simultaneously be fun, creative, responsive to a range of different needs and who knows everything about all subjects! So to harness and develop your inner powers look no further than this essential core text. It will ensure you are fully equipped to:
- tackle planning and assessment with ease
- win the fight against poor behaviour
- overcome your worries about subject knowledge
- challenge and apply theory and research
- build your emotional strength and resilience
- stand tall as a professional
- and most importantly, protect and nurture the children in your care.
Jonathan Glazzard is Head of Academic Development at Leeds Trinity University. In this role he is responsible for the implementation of the learning, teaching and assessment strategy across all courses. He was awarded a National Teaching Fellowship in 2015 for having demonstrated an outstanding contribution to learning and teaching in higher education. Prior to undertaking his current role Jonathan was Head of Primary Initial Teacher Training courses at the University of Huddersfield. He is a qualified teacher and taught in primary schools before moving into higher education.
Table of Contents
| Section Title | Page | Action | Price |
|---|---|---|---|
| Title page | 1 | ||
| Copyright information | 2 | ||
| Table of contents | 3 | ||
| Meet the author | 4 | ||
| Acknowledgments | 4 | ||
| Introduction | 5 | ||
| References | 6 | ||
| 1: Using research | 7 | ||
| How to locate research | 8 | ||
| Evidence-based teaching: phonics | 9 | ||
| Definitions | 10 | ||
| Evidence for synthetic phonics | 10 | ||
| Evidence for analytic phonics | 12 | ||
| Evaluating the research evidence | 13 | ||
| Evidence-based teaching: models of reading development | 14 | ||
| The Simple View of Reading | 14 | ||
| Challenging the research evidence | 16 | ||
| Ehri’s model of reading development | 17 | ||
| Evaluating the research evidence | 18 | ||
| Challenging the research evidence | 18 | ||
| Synthesis of the research | 19 | ||
| Evidence-based teaching: learning styles and multiple intelligences | 19 | ||
| Learning style theory | 19 | ||
| Challenging the research evidence | 20 | ||
| Limitations of learning style questionnaires | 21 | ||
| Evidence-based teaching: multiple intelligences | 22 | ||
| Challenging the research evidence | 24 | ||
| Applying the research evidence | 25 | ||
| Synthesis | 25 | ||
| Evidence-based teaching: discovery learning | 26 | ||
| Evidence-based teaching: reading for pleasure | 27 | ||
| Evidence-based teaching: deployment of support staff | 28 | ||
| Evidence-based teaching: assessment,marking and feedback | 29 | ||
| Evidence-based teaching: active learning | 30 | ||
| Learning retention: evidence from cognitive psychology | 30 | ||
| The dynamic model of educational effectiveness | 31 | ||
| Evidence-based teaching: use of praise | 32 | ||
| Critical reflections | 33 | ||
| Key readings | 33 | ||
| Classic | 33 | ||
| Contemporary | 33 | ||
| References | 33 | ||
| 2: Subject knowledge and pedagogy | 40 | ||
| Aspects of subject knowledge | 42 | ||
| Subject-specific terminology in English | 44 | ||
| Progression in mathematics | 44 | ||
| Strand: progression in geometry | 45 | ||
| Year 1 | 45 | ||
| Year 2 | 45 | ||
| Year 3 | 45 | ||
| Year 4 | 45 | ||
| Year 5 | 45 | ||
| Year 6 | 46 | ||
| Strand: progression in number and place value | 46 | ||
| Year 1 | 46 | ||
| Year 2 | 46 | ||
| Year 3 | 47 | ||
| Year 4 | 47 | ||
| Year 5 | 47 | ||
| Year 6 | 47 | ||
| Children’s misconceptions in mathematics | 48 | ||
| Misconception 1 | 48 | ||
| Misconception 2 | 48 | ||
| Misconception 3 | 48 | ||
| Subject knowledge in science | 49 | ||
| Subject knowledge in history | 50 | ||
| Subject knowledge in geography | 51 | ||
| Geographical enquiry | 52 | ||
| Selecting localities | 52 | ||
| Fieldwork | 53 | ||
| Checking your geography subject knowledge | 53 | ||
| Subject knowledge in music | 54 | ||
| Subject knowledge in art and design | 56 | ||
| Subject knowledge in physical education | 57 | ||
| Subject knowledge in computing | 57 | ||
| Subject knowledge in languages | 58 | ||
| Subject knowledge in religious education | 59 | ||
| Progression in design and technology | 59 | ||
| Critical reflections | 61 | ||
| Key readings | 61 | ||
| Classic | 61 | ||
| Contemporary | 61 | ||
| References | 62 | ||
| 3: Subject knowledge in English | 63 | ||
| Spoken language | 64 | ||
| Registers for effective communication | 65 | ||
| Static register | 66 | ||
| Formal register | 66 | ||
| Consultative register | 66 | ||
| Casual register | 66 | ||
| Intimate register | 66 | ||
| Teaching children about register | 67 | ||
| Modelling register | 68 | ||
| Rules for communication | 68 | ||
| Use of Standard English | 68 | ||
| Discussions | 69 | ||
| Debates | 70 | ||
| Reading development | 71 | ||
| The Simple View of Reading | 71 | ||
| Pre-alphabetic phase | 74 | ||
| Partial alphabetic phase | 75 | ||
| Full alphabetic phase | 75 | ||
| Consolidated alphabetic phase | 75 | ||
| Phonological and phonemic awareness | 75 | ||
| Enunciation of phonemes | 76 | ||
| Smallest meaningful units of sound | 76 | ||
| Sound buttons | 76 | ||
| The alphabetic code | 77 | ||
| The simple alphabetic code | 78 | ||
| The complex alphabetic code | 78 | ||
| Key concepts which you must understand | 78 | ||
| Exception words | 79 | ||
| Decoding and encoding | 79 | ||
| Decodable texts | 79 | ||
| Morphology | 79 | ||
| Phrasing | 80 | ||
| Reading with expression | 81 | ||
| Reading comprehension | 82 | ||
| Reading comprehension strategies | 83 | ||
| Reading as a writer | 83 | ||
| Reading pictures | 84 | ||
| Developing familiarity with texts | 84 | ||
| Book introductions | 85 | ||
| Building memory | 85 | ||
| Retelling stories | 85 | ||
| Sequencing events | 86 | ||
| Making predictions | 86 | ||
| Questioning | 86 | ||
| Other reading comprehension strategies | 88 | ||
| Inference | 89 | ||
| Reading for pleasure | 90 | ||
| Spelling | 93 | ||
| Applying phonics knowledge to spelling | 93 | ||
| Spelling rules | 95 | ||
| Spelling by analogy | 96 | ||
| Mnemonics | 96 | ||
| Dictionaries | 96 | ||
| Thesaurus | 97 | ||
| Spelling common exception words | 98 | ||
| Spelling through syllables | 98 | ||
| Prefixes and suffixes | 98 | ||
| Look, cover, write, check | 98 | ||
| Homophones and near-homophones | 99 | ||
| Contractions | 99 | ||
| Possessive apostrophe | 100 | ||
| Dictation | 100 | ||
| Multisensory approaches | 100 | ||
| Developing children as writers | 101 | ||
| Oral rehearsal | 101 | ||
| Contexts and purposes for writing | 103 | ||
| Scaffolding creativity in narrative writing | 104 | ||
| Editing writing | 105 | ||
| Writing poetry | 105 | ||
| Vocabulary, grammar and punctuation | 106 | ||
| Grammar for writing | 107 | ||
| Word classes | 107 | ||
| Grammar at sentence level | 107 | ||
| Compound sentences | 108 | ||
| Complex sentences | 108 | ||
| Punctuation | 109 | ||
| Text cohesion and coherence | 109 | ||
| Varying sentence types | 110 | ||
| Paragraphing | 110 | ||
| Critical reflections | 110 | ||
| Key readings | 111 | ||
| Classic | 111 | ||
| Contemporary | 111 | ||
| References | 111 | ||
| 4: Subject knowledge in mathematics | 113 | ||
| Addition | 114 | ||
| Expected at the end of Foundation Stage | 114 | ||
| Expected at the end of Year 1 | 115 | ||
| Expected at the end of Year 2 | 115 | ||
| Expected at the end of Year 3 | 116 | ||
| Expected at the end of Year 4 | 117 | ||
| Expected at the end of Year 5 | 118 | ||
| Expected at the end of Year 6 | 118 | ||
| Subtraction | 119 | ||
| Expected at the end of the Foundation Stage | 119 | ||
| Expected at the end of Year 1 | 119 | ||
| Expected at the end of Year 2 | 119 | ||
| Expected at the end of Year 3 | 120 | ||
| Expected at the end of Year 4 | 121 | ||
| Expected at the end of Year 5 | 122 | ||
| Expected at the end of Year 6 | 123 | ||
| Multiplication | 123 | ||
| Expected at the end of the Foundation Stage | 123 | ||
| Expected at the end of Year 1 | 123 | ||
| Expected at the end of Year 2 | 123 | ||
| Expected at the end of Year 3 | 124 | ||
| Expected at the end of Year 4 | 124 | ||
| Expected at the end of Year 5 | 125 | ||
| Expected at the end of Years 5 and 6 | 126 | ||
| Division | 127 | ||
| Expected at the end of the Foundation Stage | 128 | ||
| Sharing | 128 | ||
| Some thoughts on division at Key Stage 1 and Key Stage 2 | 128 | ||
| Expected at the end of Year 1 | 128 | ||
| Describing an array\r | 128 | ||
| Division by sharing | 128 | ||
| Division by grouping | 129 | ||
| Expected at the end of Year 2 | 129 | ||
| Expected at the end of Year 3 | 129 | ||
| Working with remainders\r | 130 | ||
| Expected at the end of Year 4 | 130 | ||
| Expected at the end of Year 5 | 131 | ||
| Expected at the end of Year 6 | 131 | ||
| Progression in primary mathematics | 132 | ||
| Critical reflections | 134 | ||
| Key readings | 134 | ||
| Classic | 134 | ||
| Contemporary | 134 | ||
| References | 134 | ||
| 5: Child development | 135 | ||
| Language and communication development | 136 | ||
| Supporting children with speech, language and communication difficulties | 139 | ||
| The early stages of reading development: pre-reading skills | 141 | ||
| Emergent reading | 141 | ||
| Concepts about print | 142 | ||
| Development of auditory and phonological awareness | 143 | ||
| Compound word blending and segmenting | 144 | ||
| Syllable blending and segmenting | 145 | ||
| Onset and rime blending and segmenting | 145 | ||
| Phoneme blending and segmenting | 146 | ||
| Rhyme awareness | 146 | ||
| Development of visual attention | 147 | ||
| Development of visual discrimination | 147 | ||
| Development of visual memory | 148 | ||
| Development of visual sequential memory | 149 | ||
| Theories of reading development | 149 | ||
| Supporting children with reading difficulties | 150 | ||
| Writing development | 152 | ||
| Emergent writing | 153 | ||
| Writing words and labels | 154 | ||
| Writing captions | 155 | ||
| Writing a sentence | 155 | ||
| Supporting children with writing difficulties | 156 | ||
| Development in spelling | 157 | ||
| Behaviourist theories | 157 | ||
| Constructivist theories | 159 | ||
| Vygotsky | 159 | ||
| Bruner and scaffolding | 160 | ||
| Piaget | 161 | ||
| Current perspectives on development | 162 | ||
| Mathematical development | 163 | ||
| Critical reflections | 165 | ||
| Key readings | 166 | ||
| Classic | 166 | ||
| Contemporary | 166 | ||
| References | 166 | ||
| 6: Planning and differentiation | 167 | ||
| Checking on prior learning | 168 | ||
| Building on prior learning | 169 | ||
| Modelling new learning | 170 | ||
| Checking on understanding | 171 | ||
| Application of learning | 171 | ||
| Making progress visible | 172 | ||
| Making effective use of lesson time | 173 | ||
| Adapting your lessons | 175 | ||
| Planning to engage learners | 177 | ||
| Promoting children’s intellectual curiosity | 178 | ||
| Planning sequences of lessons: medium term planning | 179 | ||
| Planning sequences of lessons: weekly planning | 179 | ||
| Planning individual lessons | 180 | ||
| Learning objectives | 181 | ||
| Success criteria | 181 | ||
| Vocabulary development | 181 | ||
| Planning questions | 182 | ||
| Unit plan for English | 183 | ||
| Weekly mathematics plan | 185 | ||
| Weekly phonics plan | 187 | ||
| Phonics lesson plan | 188 | ||
| Science medium term plan | 190 | ||
| Topic planning: medium term planning\r | 193 | ||
| Grouping arrangements | 195 | ||
| Planning for classroom organisation | 195 | ||
| Planning to assess your learners | 196 | ||
| Reflecting on and evaluating your teaching | 197 | ||
| Lesson structures | 198 | ||
| Differentiation | 199 | ||
| Supporting second language learners | 201 | ||
| Critical reflections | 204 | ||
| Key readings | 204 | ||
| Classic | 204 | ||
| Contemporary | 204 | ||
| References | 204 | ||
| 7: Assessment | 205 | ||
| Statutory requirements | 205 | ||
| Why, when and how to assess | 206 | ||
| Assessment for Learning: formative assessment | 206 | ||
| Flexible planning | 207 | ||
| Sharing learning goals | 209 | ||
| Sharing criteria for success | 210 | ||
| Involving learners in the process of assessment | 212 | ||
| Providing feedback which is sensitive and constructive | 213 | ||
| Emphasising achievement rather than failure | 213 | ||
| Marking and feedback | 213 | ||
| Mastery learning | 216 | ||
| Assessment of learning: summative assessment | 217 | ||
| Validity and reliability | 220 | ||
| Criterion and norm referenced assessment | 220 | ||
| Use of pupil data | 220 | ||
| Use of pupil data at the end of the Early Years Foundation Stage | 220 | ||
| Use of pupil data at the end of Key Stage 1 | 221 | ||
| Use of pupil data at fixed review points during the year | 222 | ||
| The new assessment arrangements in primary schools | 223 | ||
| Diagnostic assessment | 225 | ||
| Statutory assessments at the end of Key Stage 1 | 225 | ||
| Key Stage 1 English reading test | 226 | ||
| Key Stage 1 English grammar, punctuation and spelling test | 226 | ||
| Key Stage 1 mathematics test | 226 | ||
| Statutory assessments at the end of Key Stage 2 | 227 | ||
| Key Stage 2 English reading test | 227 | ||
| Key Stage 2 English grammar, punctuation and spelling test | 227 | ||
| Key Stage 2 mathematics test | 228 | ||
| Statutory assessments for learners with special educational needs | 228 | ||
| The baseline assessment in Reception | 228 | ||
| The phonics screening check in Year 1 | 229 | ||
| The school’s floor standard | 229 | ||
| Performance descriptors | 230 | ||
| Critical reflections | 231 | ||
| Key readings | 232 | ||
| Classic | 232 | ||
| Contemporary | 232 | ||
| References | 232 | ||
| 8: Behaviour management | 233 | ||
| Code of Practice: challenging behaviour | 235 | ||
| A principled approach to behaviour management | 236 | ||
| Circle of intimacy | 238 | ||
| Observing outstanding teachers | 238 | ||
| Establishing class rules and routines | 239 | ||
| Use of voice | 241 | ||
| Developing a teacher presence | 241 | ||
| Stance/posture | 242 | ||
| Hands | 242 | ||
| Eyes | 242 | ||
| Use of language | 242 | ||
| Movement | 242 | ||
| Expression | 242 | ||
| Tone of voice | 243 | ||
| Working in schools with challenging behaviour | 243 | ||
| Some simple strategies | 243 | ||
| Charlie Taylor’s checklists | 245 | ||
| Key principles for headteachers to help improve school behaviour policy | 245 | ||
| Behaviour checklist for teachers | 246 | ||
| Checklist for trainee teachers | 247 | ||
| Classroom management | 248 | ||
| Theories of behaviour management | 249 | ||
| Behaviourism and Skinner | 250 | ||
| Applying theory to practice | 251 | ||
| Mental health: building resilience and character | 252 | ||
| Conflict resolution | 255 | ||
| Humanism and Carl Rogers | 256 | ||
| Self-concept and self-.esteem | 257 | ||
| Maslow’s hierarchy of needs | 258 | ||
| Learned helplessness | 258 | ||
| Locus of control | 260 | ||
| Social learning theory and Bandura | 261 | ||
| Rudolf Dreikurs | 262 | ||
| Attachment theory | 262 | ||
| Critical reflections | 266 | ||
| Key readings | 267 | ||
| Classic | 267 | ||
| Contemporary | 267 | ||
| References | 267 | ||
| 9: Special Educational Needs and Disability | 268 | ||
| What do we mean by Special Educational Needs and Disability? | 269 | ||
| Legislation | 269 | ||
| The Code of Practice | 270 | ||
| Identifying needs | 272 | ||
| Children with English as an additional language | 274 | ||
| Improving outcomes for learners with special educational needs and disability | 274 | ||
| Removing barriers to achievement | 277 | ||
| The role of the SENCO | 278 | ||
| Sources of evidence | 278 | ||
| Range of assessment tools | 279 | ||
| The graduated approach | 279 | ||
| Plan | 279 | ||
| Do | 280 | ||
| Review | 280 | ||
| Supporting learners with communication and interaction needs | 280 | ||
| Speech, language and communication needs | 281 | ||
| Identification | 281 | ||
| Removing barriers to learning | 282 | ||
| Autistic spectrum conditions | 283 | ||
| Identification | 283 | ||
| Possible indicators of autism | 283 | ||
| Removing barriers to learning | 284 | ||
| Visual strategies | 284 | ||
| Sensory stimuli | 285 | ||
| Social stories | 286 | ||
| Developing emotional literacy | 286 | ||
| Providing a communication curriculum | 286 | ||
| Managing behaviours | 286 | ||
| Developing social skills | 287 | ||
| Supporting learners with cognition and learning needs | 288 | ||
| Supporting learners with specific learning difficulties | 288 | ||
| Dyslexia | 289 | ||
| Identification | 291 | ||
| Removing barriers to learning | 292 | ||
| Dyspraxia | 294 | ||
| Identification | 294 | ||
| Removing barriers to learning | 294 | ||
| Supporting learners with social, emotional and health difficulties | 294 | ||
| Supporting learners with sensory and/or physical needs | 296 | ||
| Labelling | 296 | ||
| Working in partnership | 298 | ||
| Working in partnership with parents and carers | 298 | ||
| Working in partnership with children and young people | 298 | ||
| Working in partnership with colleagues | 299 | ||
| Working with teaching assistants | 300 | ||
| Common issues and ways to address them | 302 | ||
| How do I support children with difficulties in mathematics? | 302 | ||
| How do I support children with reading difficulties? | 303 | ||
| How do I support children with writing difficulties? | 303 | ||
| How do I support children with dyslexia? | 304 | ||
| How do I support children with behavioural needs? | 304 | ||
| Critical reflections | 306 | ||
| Key readings | 306 | ||
| Classic | 306 | ||
| Contemporary | 307 | ||
| References | 307 | ||
| 10: Professionalism | 309 | ||
| Personal and professional conduct | 310 | ||
| Building resilience | 314 | ||
| Time management | 315 | ||
| Use of social media | 319 | ||
| Your life outside school | 320 | ||
| Safeguarding children | 320 | ||
| Legislation and Guidance | 320 | ||
| Education Act 2002 | 320 | ||
| Counter Terrorism and Security Act 2015 | 321 | ||
| Working Together to Safeguard Children (DfE, 2015a) | 321 | ||
| Keeping Children Safe in Education (DfE, 2015b) | 321 | ||
| Prevent Duty Guidance – England and Wales | 321 | ||
| Teachers’ Standards | 321 | ||
| Good safeguarding practice | 321 | ||
| Abuse of a position of trust | 322 | ||
| Vulnerable children | 322 | ||
| Child Sexual Exploitation (CSE) | 323 | ||
| Female Genital Mutilation (FGM) | 324 | ||
| Preventing radicalisation | 324 | ||
| Photography and images | 324 | ||
| Physical intervention and use of reasonable force | 324 | ||
| Intimate care | 324 | ||
| E-safeguarding | 325 | ||
| Categories and definitions of abuse | 325 | ||
| Physical abuse | 325 | ||
| Emotional abuse | 325 | ||
| Sexual abuse | 326 | ||
| Neglect | 326 | ||
| Bullying | 326 | ||
| Children with sexually harmful behaviour | 326 | ||
| Indicators of abuse | 327 | ||
| Impact of abuse | 328 | ||
| Taking action | 328 | ||
| Dealing with a disclosure from a pupil | 328 | ||
| Allegations against staff | 329 | ||
| Establishing effective relationships with pupils | 330 | ||
| Professional boundaries | 331 | ||
| Fundamental British Values | 332 | ||
| Personal beliefs | 332 | ||
| Working within school policies | 333 | ||
| Attendance and punctuality | 333 | ||
| Discipline and physical contact | 335 | ||
| Equal opportunities | 336 | ||
| Working with parents and carers | 338 | ||
| Working with colleagues and other professionals | 339 | ||
| Critical reflections | 343 | ||
| Key readings | 343 | ||
| Classic | 343 | ||
| Contemporary | 343 | ||
| References | 343 | ||
| Index | 344 |