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Teaching the Primary Curriculum
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Teaching the Primary Curriculum

Edited by:


December 2019 | 248 pages | SAGE Publications Ltd

Planning for authentic learning begins with engaging children. This book explores each subject in the primary curriculum offering clear guidance on the distinctive elements of each and effective pedagogical approaches that support informed teaching.

Key aspects include:

·         Real-life case studies including student teacher and expert commentaries

·         Critical tasks for reflection and evaluation with suggested responses

·         How effective teaching can nurture children’s intellectual development

This is essential reading for all students on primary initial teacher education courses including university-based (PGCE, BEd, BA with QTS), and schools-based (School Direct, SCITT, Teach First) routes into teaching.

Colin Forster and Rachel Eperjesi
Chapter 1: Introduction
Rachel Eperjesi with Alice Parkin
Chapter 2: Art and design: Modelling to promote creativity
Richard Brice and Lindsay Evans
Chapter 3: Computing: Developing computational thinking
Richard Brice
Chapter 4: Design and technology: Using real world applications
Rachel Eperjesi and Tracey Wire
Chapter 5: English: Developing children's ability to form, articulate and justify opinions
Joanna Rigg
Chapter 6: Geography: Using practical approaches to promote engagement
Kate Thomson and Tracey Wire
Chapter 7: History: Developing children's higher order thinking through historical inquiry
Cathy Burch
Chapter 8: Languages: Creating purposeful communication through meaningful context
Ruth Hollier, Emma Howell and Jackie McNeil
Chapter 9: Mathematics: Promoting talk to develop reasoning
Colin Forster
Chapter 10: Music: Developing collaborative skills
Barbara Brown
Chapter 11: Physical education: Meeting individual and diverse needs
Jude Penny
Chapter 12: Personal, social, health and economic education: Developing empathy
Simon Hyde-White
Chapter 13: Religious education: Developing children's understanding of lived experienceslived
Colin Forster and Jude Penny
Chapter 14: Science: Questioning skilfully to promote intelligent answers
Rachel Eperjesi and Colin Forster
Chapter 15: Conclusion

The chapter offers accessible practical ideas which trainee teachers can relate to. Selected critical tasks with detailed responses enables them to reflect on creating robust, inclusive teaching environments. By understanding the purpose of segmental analysis, trainee teachers have a clear focus when addressing individual needs and developing physical literacy.

Gwenda Lappin
Lecturer in Physical Education, University of Reading

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Colin Forster

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... More About Author

Rachel Eperjesi

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... More About Author