Planning for authentic learning begins with engaging children. This book explores each subject in the primary curriculum offering clear guidance on the distinctive elements of each and effective pedagogical approaches that support informed teaching.
Key aspects include:
· Real-life case studies including student teacher and expert commentaries
· Critical tasks for reflection and evaluation with suggested responses
· How effective teaching can nurture children’s intellectual development
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.
Table of Content
Chapter 1: Introduction – Colin Forster and Rachel Eperjesi
Chapter 2: Art and design: Modelling to promote creativity – Rachel Eperjesi with Alice Parkin
Chapter 3: Computing: Developing computational thinking – Richard Brice and Lindsay Evans
Chapter 4: Design and technology: Using real world applications – Richard Brice
Chapter 5: English: Developing children′s ability to form, articulate and justify opinions – Rachel Eperjesi and Tracey Wire
Chapter 6: Geography: Using practical approaches to promote engagement – Joanna Rigg
Chapter 7: History: Developing children′s higher order thinking through historical inquiry – Kate Thomson and Tracey Wire
Chapter 8: Languages: Creating purposeful communication through meaningful context – Cathy Burch
Chapter 9: Mathematics: Promoting talk to develop reasoning – Ruth Hollier, Emma Howell and Jackie Mc Neil
Chapter 10: Music: Developing collaborative skills – Colin Forster
Chapter 11: Physical education: Meeting individual and diverse needs – Barbara Brown
Chapter 12: Personal, social, health and economic education: Developing empathy – Jude Penny
Chapter 13: Religious education: Developing children′s understanding of lived experienceslived – Simon Hyde-White
Chapter 14: Science: Questioning skilfully to promote intelligent answers – Colin Forster and Jude Penny
Chapter 15: Conclusion – Rachel Eperjesi and Colin Forster
About the author
Rachel Eperjesi knew she wanted to be a teacher from the age of 5. However, some rather poor careers advice led her to embark on a medical degree, which quickly resulted in her declaring it ′too messy′ and she decided to follow her heart into teaching instead. After completing a BEd Hons, Rachel taught in Foundation Stage and Key Stage 1 (also quite messy) in Gloucestershire, as well as undertaking English consultancy for the local authority. She now works at the University of Gloucestershire, lecturing in primary English and professional studies, as well as currently leading the School Direct PGCE Primary course. Rachel has supported many students, both undergraduate and postgraduate, with research projects focusing on improving their educational practice.
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