primary languages effective learning and teaching effective learning and teaching achieving qts series

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Primary Languages Effective Learning And Teaching

Author : Cynthia Martin
ISBN : 9781844455379
Genre : Education
File Size : 68. 63 MB
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Primary languages are to be an entitlement for all pupils in KS2 from 2010. There is therefore a need to ensure that trainee primary teachers are equipped with the required skills, knowledge and understanding to contribute to this process. This book supports specialists, and also non-specialist trainees with an interest in MFL, who may need to deliver languages across the curriculum, providing them with a clear understanding of the methodology and helping them to develop linguistic competence and confidence.

Primary English Extending Knowledge In Practice

Author : David Wray
ISBN : 9780857252302
Genre : Education
File Size : 50. 84 MB
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Still the biggest concern for many on initial teacher training courses is the acquisition of subject knowledge and the ability to translate that into effective teaching. This book addresses this - building on the core subject knowledge covered in the Achieving QTS series and relating it to classroom practice. It supports trainees in extending and deepening their knowledge of English and demonstrating how to apply it to planning and implementing lessons. Practical and up-to-date teaching examples are used to clearly contextualize subject knowledge. A clear focus on classroom practice helps trainees to build confidence and develop their own teaching strategies.

Primary English Teaching Theory And Practice

Author : Jane Medwell
ISBN : 9781526413475
Genre : Education
File Size : 50. 96 MB
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Now with online resources to support teaching practice! An extensive knowledge of the primary English curriculum is not enough for trainee teachers, they need to know how to teach English in the primary classroom. This is the essential teaching theory and practice text for primary English that takes a focused look at the practical aspects of teaching. It covers the important skills of classroom management, planning, monitoring and assessment and relates these specifically to primary English, with new material on assessment without levels. Greater coverage of teaching grammar is also included, whilst practical guidance and features support trainees to translate their learning to the classroom and understand the wider context of their teaching. And to support students even further with the very latest strategies in classroom practice, this 8th edition now includes online resources on the brand new companion website: - Practical lesson ideas for the classroom - The Primary National Curriculum for English in Key Stages one and two - Tips for planning primary English - A recommended children’s book list - Useful weblinks for primary English teaching Using this new edition with the supporting online material makes it an essential guide to effective and creative English teaching.

Primary English Knowledge And Understanding

Author : Jane Medwell
ISBN : 9781526413758
Genre : Education
File Size : 52. 32 MB
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The is the essential subject knowledge text for primary English that will secure the knowledge and understanding needed for confident, creative and effective teaching.

Assessment For Learning And Teaching In Primary Schools

Author : Mary Briggs
ISBN : 9781844458080
Genre : Education
File Size : 78. 86 MB
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This core text for primary trainee teachers is a clear introduction to the different kinds of assessment and their purposes. Throughout the book, tasks encourage the reader to practise assessment skills and to reflect on planning, listening, questioning, observing, diagnosing and target-setting. This second edition is referenced throughout to the 2007 QTS Standards and has been fully updated to reflect the Primary National Strategy and key initiatives such as Every Child Matters. There is increased emphasis on peer assessment and target-setting linked to personalised learning. In addition, new material on Early Years observation and foundation/core subjects has been added.

Primary English Audit And Test

Author : Doreen Challen
ISBN : 9780857252296
Genre : Education
File Size : 23. 10 MB
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This book supports trainees on primary initial teacher training courses where a secure knowledge and understanding of English is required for the award of Qualified Teacher Status (QTS). A rigorous test enables trainees to identify their strengths and weaknesses in English and this can be revisited in order to monitor and evaluate progress towards QTS. Trainees are able to direct their studies more usefully and quickly develop confidence in topics they find difficult. This edition is fully up to date with the 2007 QTS Standards.

The Primary English Encyclopedia

Author : Margaret Mallett
ISBN : 9781317232087
Genre : Education
File Size : 45. 93 MB
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This newly updated, user friendly Primary English Encyclopedia addresses all aspects of the primary English curriculum and is an invaluable reference for all training and practising teachers. Now in its fifth edition, entries have been revised to take account of new research and thinking. The approach is supportive of the reflective practitioner in meeting National Curriculum requirements in England and developing sound subject knowledge and good classroom practice. While the book is scholarly, the author writes in a conversational style and includes reproductions of covers of recommended children’s books and examples of children’s writing and drawing to add interest. The encyclopedia includes: over 600 entries , many expanded and entirely new for this edition, including entries on apps, blogging and computing; short definitions of key concepts; input on the initial teaching of reading including the teaching of phonics and the other cue-systems; extended entries on major topics such as speaking and listening, reading, writing, drama, poetry, non-fiction, bilingualism and children’s literature; information on new literacies and new kinds of texts for children; discussion of current issues and input on the history of English teaching in the primary years; extended entries on gender and literacy; important references for each topic, advice on further reading and accounts of recent research findings; and a Who’s Who of Primary English and lists of essential texts, updated for this new edition. This encyclopedia will be ideal for student teachers on BA and PGCE courses preparing for work in primary schools and primary school teachers. Anyone concerned with bringing about the informed and imaginative teaching of primary school English will find this book helpful and interesting.

Primary Science Teaching Theory And Practice

Author : John Sharp
ISBN : 9780857250872
Genre : Education
File Size : 65. 38 MB
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The essential teaching theory and practice text for primary science. Covering the key skills of planning, monitoring and assessment and class management, it relates these specifically to primary science. The 5th edition of this popular text includes new features making specific links to Every Child Matters and outlining how ICT can be embedded into the teaching of primary science. This text is an indispensable guide for primary trainees on the theory and practice required for effective and creative science teaching. Includes features and activities to help the reader make essential links between theory and practice.

Learning To Teach In The Primary School

Author : James Arthur
ISBN : 9780415359283
Genre : Education
File Size : 72. 34 MB
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Presents strategies for effective elementary school teaching, covering such topics as managing classroom behavior, lesson plans, and understanding how students learn.

Primary English Teaching Theory And Practice 4th Ed Medwell Wray Minns Coates Griffiths 2009

Author : Learning Matters, Ltd
Genre : Education
File Size : 20. 93 MB
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Achieving QTS Meeting the Professional Standards Framework About this book This book has been written to cater for the needs of trainees on all courses of primary initial teacher training in England and other parts of the UK. By the end of their course, trainees are required to have developed a defined set of professional attributes, professional knowledge and understanding and professional skills. Such teaching skills are required for the award of Qualified Teacher Status (QTS) or its equivalent. The book will also be useful to Newly Qualified Teachers (NQTs) and other professionals working in education who have identified aspects of their English teaching which require attention. This book has been written with the requirements of the Professional Standards for Qualified Teacher Status firmly at its core. Section 3 of these Standards describes the professional skills essential for those to be awarded QTS. Specifically, these skills include the ability to plan appropriately for the English work of a specified group of pupils, to monitor, assess and record pupils’ progress in the various aspects of English, and to teach effectively the material specified in the National Curriculum and the Primary Framework for literacy teaching. This book aims to address the essential skills of English teaching as spelt out in these documents. Features of each chapter of this book include: . clear links with the Professional Standards for Qualified Teacher Status; . links to the English National Curriculum for England (DfEE/QCA, 1999); . links to the Early Years Foundation Stage (DCSF, 2008); . links to the Primary Framework for literacy and mathematics (DfES, 2006); . English knowledge and understanding; . classroom stories to illustrate important points; . research boxes; . practical activities; . reflective tasks; . moving on sections suggesting ideas for further development; . further reading; . a glossary of important terms. Each chapter of this book addresses the teaching of particular areas of English, such as reading and writing. The subject knowledge that primary teachers need in order to become effective teachers of English and literacy is addressed in the companion volume, Primary English: Knowledge and Understanding (Learning Matters, 2009). However, the authors of the present book have also attempted to make clear the knowledge you will need in order to carry out successful English teaching. What is primary English? There is a good deal of consensus about what we want children to achieve in primary English, but it can still be difficult to define primary English as a subject. For the purposes of this book we feel that primary English is about acquiring the skills, knowledge and attitudes to become an empowered reader, writer, speaker and listener. Teaching primary English involves ensuring children learn the skills and processes of literacy and oracy, but these are not always defined simply. Literacy can be construed as having the skills necessary for effective reading and writing, but this raises many questions. For instance: what degree of expertise must one achieve to be ‘literate’? Are some people more literate than others, and what do we mean by this? Does literacy involve reading certain texts and not others? What about media literacy – the ability to ‘read’ and be critical about media such as TV and the internet? The National Curriculum looks very broadly at literacy, aiming for all children to be able to read and write a full range of texts. They should learn not only to decode and encode written English, but also to be critical about what they read so that they can identify the stance of the author and the intended effects on the reader. The National Curriculum aims for children to read a wide range of texts, including electronic texts. In writing, too, the aims of the National Curriculum are not only for children to be able to write in a technical sense, but also for them to be able to write to express themselves and achieve their purposes for writing. In oracy it is also important to recognise that children need to be able to listen not only to the literal sense of what is said, but also to listen critically and evaluate the veracity, relevance and intent of what they hear – to become critical listeners. The National Curriculum aims to empower children to become critical speakers, too, so that they are able to speak appropriately and effectively in a whole range of situations, whatever the purpose of their speech. To use reading, writing, speaking and listening skills, children need a great deal of knowledge. They need to know about the technical aspects of speaking, listening, reading and writing if they are to be able to use them effectively. These ‘technical aspects’ include a vast range of specialised knowledge, for instance knowing the sounds of English, knowing about word order in sentences, knowing how to listen for the key points from a text. The most important and complex knowledge children must gain is knowledge about how to orchestrate their skills and understandings about reading, writing, speaking and listening effectively. To do this, children need to know about successful texts – these can be written examples of literature or non-fiction, spoken discussions or reports. If children have clear, effective models they can analyse why these are effective and begin to make their own texts effective. All this knowledge is part of primary English. In addition to skills and knowledge, primary English also involves attitudes. We aim for children to find reading fiction an enjoyable experience, so that they will be motivated to do more. We aim for children to find non-fiction persuasive, interesting or useful. We aim for children to learn fromlistening and to speak powerfully. These are only a few of the attitudes towards literacy and oracy that we aim for children to develop. The texts by themselves will not develop useful attitudes in children. It is the way the texts are treated by teachers and children that develops attitudes. Primary English is about empowering children with a range of skills, knowledge and attitudes for schooling and life. Primary English involves studying and creating spoken and written texts. English texts and language are worth studying for themselves and also as a gateway to every other subject in the curriculum. The Professional Standards for Qualified Teacher Status The Professional Standards for Qualified Teacher Status include three areas. 1. Professional Attributes – defined as the attitudes and commitment to be expected of anyone qualifying to be a teacher. 2. Professional Knowledge and Understanding – defined as an authoritative knowledge of the subject being taught and an understanding of pupils’ progress within that subject. 3. Professional Skills – defined as the skills needed to plan, manage, monitor and assess pupils’ learning. The Guidance accompanying the statement of Professional Standards clarifies these requirements and gives several examples of them in action, as well as of the kinds of evidence that a trainee teacher could use to demonstrate achievement of the Standards. In this book we are focusing mainly on the third of the above three areas, the skills needed to plan, manage, monitor and assess learning in English, including literacy. English in the National Curriculum English in the National Curriculum is organised on the basis of four Key Stages. Key Stage 1 for 5 to 7 year olds (Years 1 and 2) and Key Stage 2 for 7 to 11 year olds (Years 3 to 6) cover the primary range. The components of each Key Stage include Programmes of Study which set out the English that children should be taught: Attainment Targets which set out the English knowledge, skills and understanding that children should attain, and Level Descriptions which describe the types and range of performance that children working at a particular level should be able to demonstrate within each Attainment Target. English in the National Curriculum is a minimum statutory requirement. Since its introduction in 1989 it has been significantly revised three times. The Programmes of Study for English currently include: . En1 Speaking and Listening; . En2 Reading; . En3 Writing. English in the National Curriculum also emphasises links with other subjects, and suggestions for the use of ICT. Although Englishwill be the specific focus of English lessons it is also a part of most of the other subjects you will teach in the primary years. This offers valuable opportunities to work across the primary curriculum so that children not only gain extra practice in English skills, but use their literacy or oracy in ways which make it more meaningful or develop flexibility and focus. The Early Years Foundation Stage The Early Years Foundation Stage, including the Early Learning Goals, describes what most children should achieve by the end of their reception year and offers a structure for planning the Foundation Stage curriculum. These documents identify features of good practice during the Foundation Stage (the Foundation Stage begins when children reach the age of 3) and set out the early learning goals in the context of six areas of learning. One of these areas is that of Communication, Language and Literacy. The early learning goals for language and literacy development mirror exactly the NLS key objectives for reception. The aim is for children to continue their learning seamlessly between the Foundation Stage and Key Stage 1. Primary Framework for Literacy The Primary Framework for Literacy is a non-statutory document which is intended to supplement the statutory National Curriculum for English and offer a sort of national ‘scheme of work’ for English. Although schools do not have to use this Framework, a great many have chosen to do so. The Framework identifies objectives for each year group and encourages recording attainment against these. It also ensures that children addressing these objectives study a very broad range of text types as they go through the primary years. Although the Framework focuses on literacy, it also includes speaking and listening, and a great deal of speaking and listening is implicit in the objectives identified in the Framework and certain objectives in the Framework specify drama work. The Framework is designed to be used flexibly both for the planning and the teaching of English, but must always be used alongside the National Curriculum. Statutory and exemplary documentation DfEE/QCA (1999) English: the National Curriculum for England. London: HMSO. DCSF (2008) Statutory Framework for the Early Years Foundation Stage. Nottingham: DCSF (available online at update.pdf) DfES (2006) Primary Framework for Literacy and Numeracy. London: DfES. TDA (2007) Standards for the Recommendation for Qualified Teacher Status. London: TDA. Introduction

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