Primary teaching is challenging and rewarding in equal measure. Schools are diverse and ever-changing communities where children and teachers learn alongside each other. When learning to teach, practical experience in the classroom is essential, as is learning from others and being able to reflect on your own learning and performance. Equally important is the ability to critically evaluate learning and teaching and to look at current practice in schools and in the UK and to question it. In fact, in teacher training, the questions are just as important as the answers:
What is teaching?
How do children learn?
What is pedagogy?
Does curriculum really matter?
Should teachers 'manage' behaviour?
How do I support children with SEND?
What can AI tools do for teachers?
This core text from Learning Matters tackles these questions and more. It poses questions to encourage a re-thinking of the world of schools and learning. It challenges trainee teachers to ask why,to engage with research and to reflect on their own practice and the practice in their placement schools.
Primary Teachingis a core text for trainee teachers.
A core text for the primary ITT professional studies module covering foundation principles and topical themes in teaching.
Part 1: Understanding primary teaching
1 What is teaching? - Catherine Carden and Virginia Bower
2 What matters in early childhood? - Ioanna Palaiologou
3 How do children learn? - Sean MacBlain
4 What is pedagogy? - Di Swift
5 Diversity, equity and inclusion in schools - Georgia Veness
Part 2: Essential principles for teaching
6 Why is teacher professionalism important? - Glenn Stone
7 What matters in planning? - Deborah Wilkinson and Lorna Earle
8 Does behaviour need managing? - Mark Sackville-Ford
9 What is oracy and why does it matter? - Virginia Bower
10 What is assessment? - Mary Briggs
11 What can teachers do to raise outcomes for children with special
educational needs and disabilities? - Jonathan Glazzard
Part 3: Developing skills for teaching
12 How can I work to ensure a positive primary school placement? - Cara
Broadhurst
13 My space, your space, our space. Re-thinking the learning environment: is
it fit for purpose? - Jon Audian, Julie Wharton and Lisa-Marie Martin
14 How can we build positive relationships with children and parents? - Noel
Purdy, Jill Dunn and Diane McClelland
15 Adaptive teaching: smashing through the glass ceiling? - Charlotte Mosey
and Jack Bryne Stothard
Part 4: Teaching now
16 Teacher Wellbeing: Are doughnuts in the staffroom enough? - Adrian Bethune
and Catherine Carden
17 How can teachers diversify the curriculum to ensure it reflects all of our
children? - Aleishia Lewis
18 Techology, AI and primary teaching - Matthew Tragheim
19 Why do teachers need to know about child mental health? - Sarah Adams,
Michelle OReilly and Khalid Karim
20 What is the true power of reading? - Louise Johns-Shepherd
21 What is sustainability, why is it important and what does it mean for my
teaching? - Nicola Kemp and Stephen Scoffham
22 Talk in the classroom: what counts as oracy? - Evan McCormick and Vikki
Chadwick
23 Relationship and Sex Education: How does getting to know ourselves, our
children and their families create a recipe for an inclusive RSE learning
environment? - Bonnie Kerr and Kat Vallely
24 How can our teaching embrace neurodivergent learners? - Jon Rainford
25 Rewilding learning: an opportunity for meaningful inclusion - Sarah
Watkins
26 What is coaching and how can I develop coaching approaches in my
classroom? - Catherine Carden and Clare Smale
Catherine Carden lecturers on the BA in Education Studies (Primary) at the Open University. Catherine is an Independent Education Consultant specialising in educational leadership and in particular people centred leadership, culture and wellbeing. Previous roles have included Director of Learning and Teaching in the Faculty of Arts, Humanities and Education, Director of Primary Initial Teacher Education and a teacher educator at a large HEI. Prior to that, Catherine held teaching and leadership roles within secondary and further education. Catherines professional and scholarly interests are in teacher education and development, educational leadership, organisatonal culture, coaching and mentoring, and wellbeing and self-care.
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