BOOK
Primary Subject Knowledge and the Core Curriculum
(2018)
Additional Information
Book Details
Abstract
This bespoke ebook compilation is focused on primary subject knowledge and in particular the core curriculum areas of English and mathematics. It has been produced in order to address workload concerns and to offer additional but focused support by presenting a collection of helpful chapters from a wide range of texts to support your learning effectively and ensure that you continue to grow your knowledge base, develop your learning, and enjoy exploring and researching a wide range of topics in a supportive and accessible way. It takes key chapters from a range of popular educational texts. Each chapter has deliberately been kept in its original format so that you become familiar with a variety of styles and approaches as you progress your studies.
Table of Contents
| Section Title | Page | Action | Price |
|---|---|---|---|
| Cover | Cover 1 | ||
| Half Title | i | ||
| Series information | ii | ||
| Title page | iii | ||
| Copyright information | iv | ||
| Table of contents | v | ||
| Meet the authors | vii | ||
| Introduction | ix | ||
| References | x | ||
| 1 Subject knowledge and pedagogy | 1 | ||
| Aspects of subject knowledge | 3 | ||
| Subject-specific terminology in English | 5 | ||
| Progression in mathematics | 5 | ||
| Strand: progression in geometry | 6 | ||
| Year 1 | 6 | ||
| Year 2 | 6 | ||
| Year 3 | 6 | ||
| Year 4 | 6 | ||
| Year 5 | 6 | ||
| Year 6 | 7 | ||
| Strand: progression in number and place value | 7 | ||
| Year 1 | 7 | ||
| Year 2 | 7 | ||
| Year 3 | 8 | ||
| Year 4 | 8 | ||
| Year 5 | 8 | ||
| Year 6 | 8 | ||
| Children’s misconceptions in mathematics | 9 | ||
| Misconception 1 | 9 | ||
| Misconception 2 | 9 | ||
| Misconception 3 | 9 | ||
| Subject knowledge in science | 10 | ||
| Subject knowledge in history | 11 | ||
| Subject knowledge in geography | 12 | ||
| Geographical enquiry | 13 | ||
| Selecting localities | 13 | ||
| Fieldwork | 14 | ||
| Checking your geography subject knowledge | 14 | ||
| Subject knowledge in music | 15 | ||
| Subject knowledge in art and design | 17 | ||
| Subject knowledge in physical education | 18 | ||
| Subject knowledge in computing | 18 | ||
| Subject knowledge in languages | 19 | ||
| Subject knowledge in religious education | 20 | ||
| Progression in design and technology | 20 | ||
| Critical reflections | 23 | ||
| 2 Subject and curriculum knowledge | 24 | ||
| Introduction | 24 | ||
| Knowing the curriculum | 25 | ||
| Knowing the subjects: the traditional curriculum | 26 | ||
| The central role of concepts in understanding subjects | 28 | ||
| Pedagogical subject knowledge | 29 | ||
| The limitations of a subject-based curriculum: the connectedness of knowledge | 30 | ||
| Connecting the curriculum | 32 | ||
| The primary national curriculum from September 2014 | 34 | ||
| The 2014 national curriculum: implications for your subject knowledge | 35 | ||
| Performance of understanding | 36 | ||
| Taking it further | 37 | ||
| References | 37 | ||
| 3 Subject knowledge in English | 40 | ||
| Spoken language | 41 | ||
| Registers for effective communication | 42 | ||
| Static register | 43 | ||
| Formal register | 43 | ||
| Consultative register | 43 | ||
| Casual register | 43 | ||
| Intimate register | 43 | ||
| Teaching children about register | 44 | ||
| Modelling register | 45 | ||
| Rules for communication | 45 | ||
| Use of Standard English | 45 | ||
| Discussions | 46 | ||
| Debates | 47 | ||
| Reading development | 48 | ||
| The Simple View of Reading | 48 | ||
| Pre-alphabetic phase | 51 | ||
| Partial alphabetic phase | 52 | ||
| Full alphabetic phase | 52 | ||
| Consolidated alphabetic phase | 52 | ||
| Phonological and phonemic awareness | 52 | ||
| Enunciation of phonemes | 53 | ||
| Smallest meaningful units of sound | 53 | ||
| Sound buttons | 53 | ||
| The alphabetic code | 54 | ||
| The simple alphabetic code | 55 | ||
| The complex alphabetic code | 55 | ||
| Key concepts which you must understand | 55 | ||
| Exception words | 56 | ||
| Decoding and encoding | 56 | ||
| Decodable texts | 56 | ||
| Morphology | 56 | ||
| Phrasing | 57 | ||
| Reading with expression | 58 | ||
| Reading comprehension | 59 | ||
| Reading comprehension strategies | 60 | ||
| Reading as a writer | 60 | ||
| Reading pictures | 61 | ||
| Developing familiarity with texts | 61 | ||
| Book introductions | 62 | ||
| Building memory | 62 | ||
| Retelling stories | 62 | ||
| Sequencing events | 63 | ||
| Making predictions | 63 | ||
| Questioning | 63 | ||
| Other reading comprehension strategies | 65 | ||
| Inference | 66 | ||
| Reading for pleasure | 67 | ||
| Spelling | 70 | ||
| Applying phonics knowledge to spelling | 70 | ||
| Spelling rules | 72 | ||
| Spelling by analogy | 73 | ||
| Mnemonics | 73 | ||
| Dictionaries | 73 | ||
| Thesaurus | 74 | ||
| Spelling common exception words | 75 | ||
| Spelling through syllables | 75 | ||
| Prefixes and suffixes | 75 | ||
| Look, cover, write, check | 75 | ||
| Homophones and near-homophones | 76 | ||
| Contractions | 76 | ||
| Possessive apostrophe | 77 | ||
| Dictation | 77 | ||
| Multisensory approaches | 77 | ||
| Developing children as writers | 78 | ||
| Oral rehearsal | 78 | ||
| Contexts and purposes for writing | 80 | ||
| Scaffolding creativity in narrative writing | 81 | ||
| Editing writing | 82 | ||
| Writing poetry | 82 | ||
| Vocabulary, grammar and punctuation | 83 | ||
| Grammar for writing | 84 | ||
| Word classes | 84 | ||
| Grammar at sentence level | 84 | ||
| Compound sentences | 85 | ||
| Complex sentences | 85 | ||
| Punctuation | 86 | ||
| Text cohesion and coherence | 86 | ||
| Varying sentence types | 87 | ||
| Paragraphing | 87 | ||
| References | 88 | ||
| 4 Research-based approaches to teaching writing | 90 | ||
| Introduction | 91 | ||
| Research on writing in schools | 92 | ||
| Gender and writing | 93 | ||
| Sources of research evidence | 93 | ||
| The Sutton Trust and EEF’s Learning and Teaching Toolkit | 94 | ||
| Using research evidence | 95 | ||
| Implications from research for the teaching and learning of writing | 98 | ||
| Digital technologies and writing | 100 | ||
| The physical act of composing | 101 | ||
| Conclusion | 102 | ||
| Taking it further | 102 | ||
| References | 103 | ||
| Websites | 103 | ||
| 5 Finding a written voice | 104 | ||
| Introduction | 105 | ||
| Step one: listening | 105 | ||
| Step two: re-telling | 109 | ||
| Re-telling and making changes | 110 | ||
| Step three: telling | 112 | ||
| Planning for writing a myth | 114 | ||
| Conclusion | 116 | ||
| Taking it further | 117 | ||
| References | 117 | ||
| 6 Writing and drama | 118 | ||
| Teachers’ Standards | 119 | ||
| Introduction | 119 | ||
| Background to the teaching of drama | 120 | ||
| Drama and writing | 120 | ||
| Drama techniques | 123 | ||
| Hot seating | 123 | ||
| Freeze frame | 125 | ||
| Thought tracking | 125 | ||
| Discussion or conscience alley | 125 | ||
| Mantle of the expert | 127 | ||
| Teacher in role | 127 | ||
| Script writing | 128 | ||
| Conclusion | 130 | ||
| Taking it further | 130 | ||
| References | 131 | ||
| 7 Grammar and punctuation through writing | 132 | ||
| Introduction | 133 | ||
| A changing curriculum | 134 | ||
| Words | 136 | ||
| Varying style and vocabulary | 137 | ||
| Why do you need to know about word classes? | 138 | ||
| The effect of the position of a word in a sentence | 139 | ||
| Sentence building | 140 | ||
| Punctuation | 142 | ||
| Conclusion | 145 | ||
| Taking it further | 146 | ||
| References | 147 | ||
| Answers | 147 | ||
| 8 Multimodal literacies can motivate boys to write | 150 | ||
| Introduction | 152 | ||
| What is multimodality? | 152 | ||
| Creating a multimodal kit | 154 | ||
| Multimodal features to explore with pupils: making links with reading and writing | 155 | ||
| Layout | 155 | ||
| Colour | 155 | ||
| Salience | 155 | ||
| Type of shot | 156 | ||
| Comment | 160 | ||
| Conclusion | 161 | ||
| Taking it further | 162 | ||
| References | 163 | ||
| 9 Early reading development | 165 | ||
| Links to the Early Years Foundation Stage | 166 | ||
| Literacy: Reading | 166 | ||
| Links to the national curriculum | 166 | ||
| rPolicy Context \rThe development of children’s reading skills is currently a political priority and the government remains comm | 166 | ||
| Pre-alphabetic phase | 166 | ||
| Partial alphabetic phase | 166 | ||
| Full alphabetic phase | 167 | ||
| Consolidated alphabetic phase | 167 | ||
| The Simple View of Reading | 167 | ||
| Grapheme–phoneme correspondences | 171 | ||
| Phonemic awareness | 172 | ||
| A systematic approach to phonics | 173 | ||
| Phoneme articulation | 174 | ||
| The simple alphabetic code | 174 | ||
| The complex alphabetic code | 175 | ||
| The split vowel digraph | 176 | ||
| Blending | 176 | ||
| Segmenting | 177 | ||
| Phoneme frames | 178 | ||
| Phoneme counting | 178 | ||
| Non-words | 178 | ||
| Exception words | 179 | ||
| Application | 180 | ||
| Planning for the daily phonics lesson | 181 | ||
| Revisit and review | 181 | ||
| Teach | 181 | ||
| Practise | 181 | ||
| Apply | 181 | ||
| Taking it further | 184 | ||
| References | 184 | ||
| 10 Subject knowledge in mathematics | 185 | ||
| Addition | 186 | ||
| Expected at the end of Foundation Stage | 186 | ||
| Expected at the end of Year 1 | 187 | ||
| Expected at the end of Year 2 | 187 | ||
| Expected at the end of Year 3 | 188 | ||
| Expected at the end of Year 4 | 189 | ||
| Expected at the end of Year 5 | 190 | ||
| Expected at the end of Year 6 | 190 | ||
| Subtraction | 191 | ||
| Expected at the end of the Foundation Stage | 191 | ||
| Expected at the end of Year 1 | 191 | ||
| Expected at the end of Year 2 | 191 | ||
| Expected at the end of Year 3 | 192 | ||
| Expected at the end of Year 4 | 193 | ||
| Expected at the end of Year 5 | 194 | ||
| Expected at the end of Year 6 | 195 | ||
| Multiplication | 195 | ||
| Expected at the end of the Foundation Stage | 195 | ||
| Expected at the end of Year 1 | 195 | ||
| Expected at the end of Year 2 | 195 | ||
| Expected at the end of Year 3 | 196 | ||
| Expected at the end of Year 4 | 196 | ||
| Expected at the end of Year 5 | 197 | ||
| Expected at the end of Years 5 and 6 | 198 | ||
| Division | 199 | ||
| Expected at the end of the Foundation Stage | 200 | ||
| Sharing | 200 | ||
| Some thoughts on division at Key Stage 1 and Key Stage 2 | 200 | ||
| Expected at the end of Year 1 | 200 | ||
| Describing an array\r | 200 | ||
| Division by sharing | 200 | ||
| Division by grouping | 201 | ||
| Expected at the end of Year 2 | 201 | ||
| Expected at the end of Year 3 | 201 | ||
| Working with remainders\r | 202 | ||
| Expected at the end of Year 4 | 202 | ||
| Expected at the end of Year 5 | 203 | ||
| Expected at the end of Year 6 | 203 | ||
| Progression in primary mathematics | 204 | ||
| References | 206 | ||
| 11 Who has the most? | 207 | ||
| Introduction | 208 | ||
| The transition from counting to calculation | 208 | ||
| Partitioning numbers and collecting known facts | 209 | ||
| Subtraction | 210 | ||
| Division and multiplication | 210 | ||
| The importance of place value | 213 | ||
| Other kinds of numbers | 214 | ||
| Resources for teaching calculation | 216 | ||
| Number lines and tracks | 216 | ||
| Number track | 216 | ||
| Number line | 216 | ||
| Strings of beads | 217 | ||
| Number squares | 217 | ||
| Specific adult-led activities for exploring calculation | 219 | ||
| Activities as part of continuous provision | 221 | ||
| Play environments for children to explore calculating | 222 | ||
| Pairs shop | 222 | ||
| Idea | 222 | ||
| Index | 228 |