Teaching the Primary Curriculum

Much to the surprise of anyone who meets him now, when he was a young man, Colin Forster spent two years working as an outdoor activities instructor and it was during this time that he developed an interest in education.  He began his primary teaching career in south west London before moving to Gloucestershire, where he continued to gain school leadership experience.  He is currently a senior lecturer in primary education at the University of Gloucestershire, where he has gained considerable experience of primary teacher education course leadership and in supporting students, at both undergraduate and postgraduate level, with research projects focused on improving practice.  His areas of interest include primary science, behaviour management and action research and he has undertaken research into children’s experience of homework in the primary years.  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.

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 McNeil
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