Building Skills for Effective Primary Teaching

Rachael Paige Head of Department for Primary Education at the University of Worcester. Previously she was the Head of Programmes: Primary and Early Years at Bishop Grosseteste University, Lincoln. She started her career as a primary school teacher, leading in areas such as special needs, English and music.  Sue Lambert is Course Leader for the PGCE Primary and Early Years’ programmes at Bishop Grosseteste, Lincoln. She taught for nineteen years, teaching all ages in the primary phase. She was a SENCo for many years, was seconded for eighteen months as an advisory teacher for history and her final post was as a deputy head teacher. She mentored trainees, NQTs and supported staff in developing their mentoring role. She completed an MA in Education focusing on the role of questioning and whole school curriculum development. On entering H.E., she completed a research module focused on trainees’ reflective practice and also gained fellowship to the HEA. Her teaching role in H.E. has included all aspects of the professional role (particularly safeguarding), assessment, leading learning, the creative curriculum, behaviour and PE. Becky Geeson is Course Leader for the Undergraduate Primary ITT programmes at Bishop Grosseteste, Lincoln. She taught for twelve years in primary schools, focusing in the main in KS2. She was a phase leader and an Advanced Skills Teacher in mathematics and art. Much of her AST outreach work was spent supporting NQT and more experienced teachers in developing their classroom practice. She completed her MA in Education focusing on the role of mentoring, and effective teaching approaches in teacher education. Her current doctoral studies have so far considered reflection in initial teacher education, and university-based and school-based routes into teaching. Further work will focus on the identification of potential in applicants to ITT programmes.

Part 1: Developing yourself as a teacher
Chapter 1 Becoming a reflective learner and teacher - Rebecca Geeson
Chapter 2 Teacher Identity - Rachael Paige
Chapter 3 Teacher Presence - Rachael Paige
Part 2: Approaches to teaching for learning
Chapter 4: Principles of teaching for learning - Sue Lambert
Chapter 5: Learning and Teaching Approaches - Sue Lambert, Ashley Compton, Andy Dickinson
Part 3: Fundamentals of classroom practice
Chapter 6: Planning for learning - Rebecca Geeson
Chapter 7: Assessment - Elizabeth Farrar
Chapter 8: Questioning to stimulate dialogue - John Paramore
Chapter 9: Behaviour - Steve McNichol and Emma Clarke
Part 4: An inclusive learning environment
Chapter 10: Supporting children with Special Educational Needs and Disabilities - Shaun Thompson
Chapter 11: Supporting learners with English as an Additional Language (EAL) - Ami Montgomery
Chapter 12: Supporting children in learning about difference - Richard Woolley
Part 5: Being a Teacher
Chapter 13: Professional Responsibilities - Sue Lambert
Chapter 14: Working with other Adults - Emma Clarke
Chapter 15: Well-being and Resilience for All - Sue Lambert
Chapter 16: A chapter for mentors - Adam Hounslow-Eyre