What does ′Good progress′ in primary schools look like?
How do new teachers ensure they are planning for it?
How can they evidence it?
This text is a focused exploration of, and guide to, the concept of ′progress′ for trainee primary school teachers and their mentors. It examines what we mean by ′good progress′ in the context of the CCF and other frameworks and accountabilities operating in primary schools today. It outlines different understandings of progress, explores the relationship with other concepts such as knowledge, curriculum and assessment, and highlights the links between progress and social justice. Offers practical support for trainees on how to plan for, identify, promote, evidence and communicate information about progress.
Table of Content
Introduction
PART 1: WHAT IS PROGRESS?
Chapter 1: Different ways of understanding progress
Chapter 2: National context 1988-2014
PART 2: PROGRESS IN YOUR SCHOOL
Chapter 3: The current national context
Chapter 4: Progress through primary school
PART 3: PROGRESS IN YOUR CLASSROOM
Chapter 5: Frameworks for practice
Chapter 6: In practice
PART 4: REFLECTIONS
Chapter 7: Reflections and final thoughts
About the author
Paul Richardson is Senior Lecturer on the primary PGCE programme at Bath Spa University. Paul has research interests in multi-academy trusts, rural schools and the teaching of writing to children. He has taught in primary schools and taught English as a second language abroad to schools and universities in Thailand, Vietnam and Czech Republic.
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