This comprehensive new textbook provides valuable support to student teachers on primary ITT, BEd and PGCE courses. It provides a sound and practical introduction to the teaching skills as well as the underlying theory. Written by experts in primary school teaching, the book is divided intotwenty-three sections and covers: How do you become an effective primary school teacher? What do you need to be able to do? What do you need to know?

A selection of extra tasks have been woven throughout, with an emphasis on innovative, reflective practice, and new ‘vivid examples’ bring each chapter’s argument to life in a classroom context. In addition, each chapter contains M-level tasks and further reading to assist with research assignments, and differences in the National Curriculum and policy in Scotland, Wales and Northern Ireland are highlighted. Teaching Geography Creatively was Winner of the Geographical Association Gold Award 2014and Winner of the Geographical Association Silver Award 2017.Teresa Cremin is Professor of Education (Literacy) at The Open University, UK. A former primary teacher and teacher educator, she has served as President of the UK Reading Association and the UKLA, and Board member of the Cambridge Primary Review Trust, BookTrust and the Poetry Archive. She has led and contributed to a number of projects on creativity and on teachers’ literate identities and practices and has published widely in these areas (https://researchrichpedagogies.org/research/). Thankfully, at least in official quarters, the image of primary teaching has changed and we now recognise that primary school is a crucial period, perhaps the most crucial, in children’s learning. During this time children have to be taught those complex skills that are the foundation of all the learning they will do in the rest of their lives. It is primary teachers who teach children to read, to write, to manipulate numbers and to observe, record and question their experiences of the world, and who provide them with opportunities that stimulate their imaginations and expand their worlds. It is also primary teachers who help to foster positive attitudes and creative learning dispositions, as well as develop children’s interpersonal skills and collaborative capacities. Far from being seen as childminders with little expertise, primary teachers are now viewed as professional learning enablers, possessing a wide subject knowledge base and a rich understanding of child development and teaching and learning, both within and beyond the classroom.

A selection of extra tasks have been woven throughout, with an emphasis on innovative, reflective practice, and new 'vivid examples' bring each chapter's argument to life in a classroom context. In addition, each chapter contains M-level tasks and further reading to assist with research assignments, and differences in the National Curriculum and policy in Scotland, Wales and Northern Ireland are highlighted. The fourth edition of this bestselling textbook has been fully updated with the latest research and initiatives in the field, as well as the most recent changes to the National Curriculum across the UK. Twenty four new authors have contributed, sharing their expertise and experience as practitioners. Ten brand new units have been included on: Access-restricted-item true Addeddate 2022-03-29 17:18:42 Associated-names Cremin, Teresa, editor of compilation; Arthur, James, 1957- editor of compilation Boxid IA40411822 Camera USB PTP Class Camera Collection_set printdisabled External-identifier Teaching in primary schools has sometimes been thought of as having a somewhat lower status than ‘real’ teaching – that is, teaching a proper subject in a proper school, which means a secondary school. Primary teaching, so the folklore tells us, is just looking after young children until they get to the ‘proper’ school – showing them how to hold a pencil, wiping their noses, telling them a story or two, but not actually teaching them too much of real importance. Those (fairly rare) teachers who have made the change from teaching in secondary schools to primary schools often find that parents, even pupils, ask them why they have ‘come down here’, the idea that someone might voluntarily choose primary teaching over secondary being a hard one to grasp. Faculty of Wellbeing, Education and Language Studies (WELS) > Education, Childhood, Youth and SportThe fourth edition of this bestselling textbook is fully updated with reference to the new National Curriculum and has been revised to provide even more practical advice and guidance to trainee primary teachers. Teaching Outdoors Creatively offers guidance and a variety of exciting ideas to suit the full range of primary schools and locations. Underpinned by current research and practical experience, it investigates innovative approaches to working creatively with children beyond the classroom. This third edition of Learning to Teach in the Primary School is fully updated with reference to the new National Curriculum, and has been revised to provide even more practical advice and guidance to trainee primary teachers. Twenty-two new authors have been involved and connections are now made to Northern Irish, Welsh and Scottish policies. In addition, five new units have been included on:

A welcome new edition of this outstanding, comprehensive book that should be a core reader for anyone embarking on primary teacher training. It will become the 'go-to text' for trainees across all routes into teaching. A highly accessible, interactive book written by highly qualified teacher educators who are experts in their field." Unquestionably, teaching in the primary school is a messy, complex, demanding business. For anyone starting out in the classroom, this book is an easily accessible guide to the challenges you may face, offering both theoretical rationales and practical advice to help." Flexible, effective and creative primary school teachers require subject knowledge, an understanding of their pupils and how they learn, a range of strategies for managing behaviour and organising environments for learning, and the ability to respond to dynamic classroom situations. Lccn 2013045628 Ocr tesseract 5.0.0-1-g862e Ocr_detected_lang en Ocr_detected_lang_conf 1.0000 Ocr_detected_script Latin Ocr_detected_script_conf 1.0000 Ocr_module_version 0.0.15 Ocr_parameters -l eng Old_pallet IA-NS-2000604 Openlibrary_edition

About the Series

Each chapter contains a brief introduction to the key concepts, issues and skills, and provides learning activities in the form of tasks. Annotated lists of further reading are included for students who want to explore topics in more detail.