BOOK
Themes and Issues in Primary Education
Barry Hymer | Karen Lockney | Tony Ewens | Jonathan Glazzard | Colin Howard
(2018)
Additional Information
Book Details
Abstract
This bespoke ebook compilation is focused on important themes and issues in primary education, including assessment, planning, behaviour management, and inclusion. 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 Practical wisdom and public knowledge | 1 | ||
| Learning teaching | 1 | ||
| Learning power: what do we mean by ‘learning’? | 5 | ||
| Teachers: professional learning as ‘interplay’ | 10 | ||
| Interplay | 13 | ||
| Learning power | 15 | ||
| Teachers’ workplace learning | 16 | ||
| Taking it further | 16 | ||
| References | 16 | ||
| 2 Well-structured teaching | 18 | ||
| Introduction | 18 | ||
| The purposes of planning | 19 | ||
| A planning timescale | 19 | ||
| From planning to teaching | 21 | ||
| Planning and teaching: structure and freedom | 21 | ||
| Planning and teaching: learning and order | 23 | ||
| Planning and learning: independence and learned helplessness | 25 | ||
| Evaluating planning, teaching and learning | 28 | ||
| The teacher’s role in designing the curriculum | 29 | ||
| Performance of understanding | 31 | ||
| Taking it further | 32 | ||
| 3 Assessment | 34 | ||
| Statutory requirements | 34 | ||
| Why, when and how to assess | 35 | ||
| Assessment for Learning: formative assessment | 35 | ||
| Flexible planning | 36 | ||
| Sharing learning goals | 38 | ||
| Sharing criteria for success | 39 | ||
| Involving learners in the process of assessment | 41 | ||
| Providing feedback which is sensitive and constructive | 42 | ||
| Emphasising achievement rather than failure | 42 | ||
| Marking and feedback | 42 | ||
| Mastery learning | 45 | ||
| Assessment of learning: summative assessment | 46 | ||
| Validity and reliability | 49 | ||
| Criterion and norm referenced assessment | 49 | ||
| Use of pupil data | 49 | ||
| Use of pupil data at the end of the Early Years Foundation Stage | 49 | ||
| Use of pupil data at the end of Key Stage 1 | 50 | ||
| Use of pupil data at fixed review points during the year | 51 | ||
| The new assessment arrangements in primary schools | 52 | ||
| Diagnostic assessment | 54 | ||
| Statutory assessments at the end of Key Stage 1 | 54 | ||
| Key Stage 1 English reading test | 55 | ||
| Key Stage 1 English grammar, punctuation and spelling test | 55 | ||
| Key Stage 1 mathematics test | 55 | ||
| Statutory assessments at the end of Key Stage 2 | 56 | ||
| Key Stage 2 English reading test | 56 | ||
| Key Stage 2 English grammar, punctuation and spelling test | 56 | ||
| Key Stage 2 mathematics test | 57 | ||
| Statutory assessments for learners with special educational needs | 57 | ||
| The baseline assessment in Reception | 57 | ||
| The phonics screening check in Year 1 | 58 | ||
| The school’s floor standard | 58 | ||
| Performance descriptors | 59 | ||
| Critical reflections | 61 | ||
| References | 61 | ||
| 4 Using assessment accurately and productively | 62 | ||
| Purposes of assessment | 62 | ||
| Types of assessment | 64 | ||
| Using summative assessment | 66 | ||
| Validity and reliability | 66 | ||
| Attainment and achievement | 69 | ||
| Summative data and national reporting | 68 | ||
| Summative data and school improvement | 70 | ||
| Future trends in national testing and data publication | 70 | ||
| Using formative assessment | 71 | ||
| Observing and responding | 72 | ||
| Listening and questioning | 73 | ||
| Sharing objectives and discussing outcomes | 75 | ||
| Marking and written feedback | 76 | ||
| Profiling | 77 | ||
| Recording and reporting | 77 | ||
| Performance of understanding | 79 | ||
| Taking it further | 80 | ||
| 5 Planning and assessment | 82 | ||
| Teachers’ Standards (DfE, 2011) | 83 | ||
| Introduction | 84 | ||
| Planning | 84 | ||
| Long-term planning | 84 | ||
| Medium-term planning | 85 | ||
| Short-term planning | 85 | ||
| EYFS | 86 | ||
| Key Stages 1 and 2 | 87 | ||
| Differentiation | 88 | ||
| Differentiation by task | 88 | ||
| Differentiation by support | 89 | ||
| Differentiation by outcome | 89 | ||
| Assessment | 90 | ||
| Formative assessment | 90 | ||
| Summative assessment | 92 | ||
| Taking it further | 95 | ||
| 6 Behaviour management | 96 | ||
| Code of Practice: challenging behaviour | 98 | ||
| A principled approach to behaviour management | 99 | ||
| Circle of intimacy | 101 | ||
| Observing outstanding teachers | 101 | ||
| Establishing class rules and routines | 102 | ||
| Use of voice | 104 | ||
| Developing a teacher presence | 104 | ||
| Stance/posture | 105 | ||
| Hands | 105 | ||
| Eyes | 105 | ||
| Use of language | 105 | ||
| Movement | 105 | ||
| Expression | 105 | ||
| Tone of voice | 106 | ||
| Working in schools with challenging behaviour | 106 | ||
| Some simple strategies | 106 | ||
| Charlie Taylor’s checklists | 108 | ||
| Key principles for headteachers to help improve school behaviour policy | 108 | ||
| Behaviour checklist for teachers | 109 | ||
| Checklist for trainee teachers | 110 | ||
| Classroom management | 111 | ||
| Theories of behaviour management | 112 | ||
| Behaviourism and Skinner | 113 | ||
| Applying theory to practice | 114 | ||
| Mental health: building resilience and character | 115 | ||
| Conflict resolution | 118 | ||
| Humanism and Carl Rogers | 119 | ||
| Self-concept and self-esteem | 120 | ||
| Maslow’s hierarchy of needs | 121 | ||
| Learned helplessness | 121 | ||
| Locus of control | 123 | ||
| Social learning theory and Bandura | 124 | ||
| Rudolf Dreikurs | 125 | ||
| Attachment theory | 125 | ||
| Critical reflections | 129 | ||
| References | 130 | ||
| 7 Managing pupils’ behaviour | 131 | ||
| Good behaviour as an educational aim | 131 | ||
| Teachers’ responsibility for pupils’ moral development | 132 | ||
| Working within the framework of a school’s behaviour policy | 133 | ||
| Children’s moral development | 135 | ||
| From anomy to heteronomy | 136 | ||
| Within the phase of heteronomy | 137 | ||
| Moving towards moral autonomy | 140 | ||
| Learning behaviour and behaviour for learning | 143 | ||
| Behaviour as an area of the curriculum | 143 | ||
| Managing behaviour to enable and promote learning | 144 | ||
| Performance of understanding | 145 | ||
| Taking it further | 147 | ||
| 8 Behaviour management and classroom discipline | 149 | ||
| Teachers’ Standards (DfE, 2011c) | 150 | ||
| Introduction | 150 | ||
| School behaviour policy | 152 | ||
| Be prepared and make your mark | 152 | ||
| Take control | 152 | ||
| Set clear rules | 153 | ||
| Have high expectations | 153 | ||
| In the classroom | 154 | ||
| Setting boundaries | 154 | ||
| Asking questions | 154 | ||
| Strategies for transitions | 155 | ||
| Inclusive teaching and learning | 156 | ||
| Rewards and sanctions | 157 | ||
| Rewards | 157 | ||
| Sanctions | 158 | ||
| When class-based sanctions are not enough | 160 | ||
| Extreme behaviours | 160 | ||
| Taking it further | 161 | ||
| 9 Understanding policy | 163 | ||
| Introduction | 164 | ||
| Introducing Nasreen | 165 | ||
| Examining terms and concepts | 167 | ||
| Disability | 168 | ||
| The medical and social models of disability | 169 | ||
| Inclusion | 170 | ||
| Equal opportunities | 171 | ||
| The Equality Act (2010) | 172 | ||
| Timeline of most significant policy and legislation | 175 | ||
| Policy and politics | 178 | ||
| Taking it further | 179 | ||
| Books and journals | 179 | ||
| Web-based materials | 179 | ||
| References | 180 | ||
| 10 The inclusive classroom | 182 | ||
| Introduction | 183 | ||
| Introducing your class for school experience | 183 | ||
| Creating an inclusive ethos | 185 | ||
| Barriers to learning | 186 | ||
| The physical environment | 187 | ||
| Seating arrangements | 187 | ||
| Specific provision | 188 | ||
| Displays and visual cues | 190 | ||
| Grouping pupils | 192 | ||
| Supporting individual pupils | 194 | ||
| Summary | 195 | ||
| Taking it further | 196 | ||
| Books and journals | 196 | ||
| Web-based material | 196 | ||
| References | 196 | ||
| 11 The inclusive curriculum | 198 | ||
| Introduction | 199 | ||
| Introducing your class for school experience | 199 | ||
| Raising attainment: the research | 201 | ||
| Inclusive pedagogy | 202 | ||
| Differentiation | 204 | ||
| Differentiation in practice | 204 | ||
| Personalised learning | 207 | ||
| Learning differently | 208 | ||
| Multiple intelligences | 209 | ||
| Learning styles | 209 | ||
| Alternatives to written work | 210 | ||
| Summary | 212 | ||
| Taking it further | 213 | ||
| Books and journals | 213 | ||
| Web-based material | 213 | ||
| References | 213 | ||
| 12 Understanding learners with Special Educational Needs and Disability | 216 | ||
| Introduction | 217 | ||
| Children with SENDs in your class | 217 | ||
| Introducing Kyle | 218 | ||
| Terminology and labelling | 220 | ||
| Historical perspectives of terminology and labelling | 220 | ||
| The use of labels in current practice | 221 | ||
| High-quality teaching | 222 | ||
| Models of disability | 224 | ||
| The medical model of disability | 224 | ||
| The social model of disability | 224 | ||
| Special Educational Needs and Disability Code of Practice | 225 | ||
| Difficulties encountered by children with SENDs | 225 | ||
| Identifying children with SENDs | 226 | ||
| Broad areas of need | 226 | ||
| Communication and interaction | 226 | ||
| Cognition and learning | 227 | ||
| Social, emotional and mental health | 227 | ||
| Sensory and/or physical | 227 | ||
| Equipping teachers to meet the needs of children | 227 | ||
| Definition of SEN | 228 | ||
| The graduated response: assess, plan, do, review | 228 | ||
| The Local Offer | 229 | ||
| Education, Health and Care plans: the person-centred approach | 230 | ||
| International perspectives | 232 | ||
| Special educational needs provision in the European Union | 232 | ||
| Special educational needs provision in Asia | 233 | ||
| Special educational needs provision in America | 233 | ||
| Special educational needs provision in Australia | 234 | ||
| Taking it further | 235 | ||
| Books and journals | 235 | ||
| Web-based material | 235 | ||
| References | 236 | ||
| 13 Understanding learners with English as an additional language | 238 | ||
| Introduction | 239 | ||
| The children you might meet | 239 | ||
| Introducing Jameela | 241 | ||
| Understanding language acquisition | 242 | ||
| Language proficiency and academic achievement | 243 | ||
| Myths and misconceptions about second-language learning | 246 | ||
| Implications for teachers | 247 | ||
| Effective practice for children with EAL | 247 | ||
| Developing a positive ethos | 248 | ||
| Developing a positive physical environment | 249 | ||
| Developing an interest in other languages | 250 | ||
| Developing access to the curriculum | 250 | ||
| Taking it further | 253 | ||
| Books and journals | 253 | ||
| Web-based material | 254 | ||
| References | 254 | ||
| Index | 256 |