In preparation for the course and the interview process, you may wish to complete the following activities:
The Cambridge Primary Review is an independent enquiry into primary Education in England. The final report, which was the result of 3 years’ intensive research, Children, their World, their Education was published in 2009. It is 608 pages long, so we suggest that you read instead this short introduction.
It will be helpful to have a look at the National Curriculum or the Framework for the Early Years (depending on your age phase) to get a sense of the scope and expectations from September 2016. Please follow the links below.
Many beginning teachers find the teaching and learning of phonics difficult at first because there is a lot of specific terminology and the current emphasis on Systematic Synthetic phonics may not be familiar from your own school days.
Watch these videos about phonics. You will need to register on the website and then log in before clicking the below links.
Note any subject specific terminology that is new to you and try to find out what it means. Depending on your previous experiences, both as a child and as an adult observing in classrooms, different aspects of the videos will have greater impact on your thinking. What key messages do you take from these videos about the learning and teaching of phonics?
School Direct Reading List
The following texts may be useful as you prepare to teach in a primary school.
Cremin, T. and Arthur, J. (2014) (eds) Learning to teach in the primary school. 3rd Edition. Abingdon: Routledge.
Professional Studies in Primary
Moyles, J. ed. (2007) Beginning Teaching: Beginning Learning in Primary Education (3rd ed.) Berkshire: Open University Press
Pollard, A. (2014) Reflective Teaching in schools. 4th Edition. London: Bloomsbury
Medwell, J., Wray, D., Minns, H., Griffiths, V. and Coates, L. (2014) Primary English: Teaching Theory and Practice. 7th Edition. London: Learning Matters
Medwell, J., Wray, D., Moore, G. and Griffiths, V. (2014) Primary English: Knowledge and Understanding 7th Edition. London: Learning Matters
Hansen, A. (2011, Ed.) Children’s Errors in Mathematics. Understanding Common Misconceptions in Primary Schools, Exeter: Learning Matters 2 May 2015
Haylock, D. (2010) Mathematics Explained for Primary Teachers 4th Edition London: Sage
Haylock, D. & Cockburn, A. (2013) Understanding Mathematics for Young Children, London: Sage.
Harlen, W. & Qualter, A. (2014) The teaching of science in primary schools (6th ed.) Fulton
Harlen, W. (2005) Teaching, learning and assessing science 5-12 (4th ed.) Sage
Sharp, J., Peacock, G., Johnsey, R., Simon, S., Smith, R., Cross, A. and Harris, D. (2014) Primary Science: Teaching Theory and Practice. 7th Edition. London: Learning Matters
Adams, K. (2009) Behaviour for Leaning in the Primary School, London: Sage/ Learning Matters
Cambridge Primary Review (2009) Introducing the Cambridge Primary Review. Cambridge: University of Cambridge (available from http://www.primaryreview.org.uk/downloads/CPR_revised_booklet.pdf)
Dean, J. (2008) Organising Learning in the Primary School Classroom. (4th Edition)
Abingdon: Routledge (2nd edition is available as an e-book)
Hansen, A (2012) (ed.) Reflective Learning and Teaching in Primary Schools. London: Sage/Learning Matters
Grant, D. (2010) That’s the way I think; dyslexia, dyspraxia and ADHD explained, Oxon: Routledge.
Kyriacou, C (2009) Effective Teaching in School: Theory and Practice. Cheltenham: Nelson Thornes
Rogers, B. (2011) Classroom Behaviour: A Practical Guide to Effective Teaching, Behaviour Management and Colleague Support 3rd ed, London: Sage