Getting into Primary Teaching.

Cover -- Half-title -- Series information -- Title page -- Copyright information -- Table of contents -- Meet the editors -- Meet the authors -- Series editor's introduction -- Acknowledgements -- 1 Introduction -- Structure and content of the book -- 2 Why teach? -- Introduction -- What's involved in teaching? -- Being professional -- What will you teach? -- Teaching as teamwork -- Multi-agency working -- Where might you teach? -- The rewards and challenges of teaching -- What next? Further career opportunities -- Conclusion -- 3 Preparing to apply for a teacher preparation programme -- Introduction -- What routes into teaching can you follow? -- Undergraduate teacher preparation courses -- Postgraduate teacher education courses -- School Direct -- Overseas training programme -- The assessment-only route to QTS -- Finding out more about primary teaching: which route is right for you? -- Gaining school experience -- Learning from school experience -- Writing a personal statement -- Question 1 -- Question 2 -- Question 3 -- Question 4 -- Question 5 -- Evidencing subject knowledge in English and mathematics -- Mathematics -- English -- Preparing for and taking the Professional Skills tests -- The literacy skills test -- Spelling -- Punctuation -- Grammar -- Comprehension -- The numeracy skills test -- Audio (mental arithmetic) -- On-screen questions -- Resilience and professionalism - psychometric tests -- The application process -- Individual and group interviews -- Presentations -- Conclusion -- 4 Learning to be a teacher -- Introduction -- What is teaching? -- What and who does a primary teacher teach? -- Beliefs about teaching -- Reflecting on teaching -- Models of initial teacher preparation -- Teachers' Standards -- Part One: Teaching -- A teacher must -- TS1 Set high expectations which inspire, motivate and challenge pupils.

TS2 Promote good progress and outcomes by pupils -- TS3 Demonstrate good subject and curriculum knowledge -- TS4 Plan and teach well-structured lessons -- TS5 Adapt teaching to respond to the strengths and needs of all pupils -- TS6 Make accurate and productive use of assessment -- TS7 Manage behaviour effectively to ensure a good and safe learning environment -- TS8 Fulfil wider professional responsibilities -- Part Two: Personal and Professional Conduct -- Collecting evidence to meet the Standards -- Responsibilities -- The participant's responsibility -- The class teacher's responsibility -- The mentor's responsibility -- Being assessed against the Teachers' Standards -- Conclusion -- 5 Developing subject knowledge in English -- Introduction -- Language and literacy in daily life -- Acknowledging children's experiences of language and literacy -- The curriculum for English -- Speaking and listening -- The teaching of reading -- The use of children's literature -- The teaching of early reading and phonics -- The role of phonics in the teaching of early reading -- The teaching of writing -- Providing purposeful and motivating contexts for writing -- Digital technology and its influence on ways of reading and writing -- Progression in writing -- Sample 1: Train track -- Commentary -- Sample 2: Christmas tree -- Commentary -- Sample 3: Crocodile facts -- Commentary -- Sample 4: Homes text -- Commentary -- Summary of Michael's writing development -- Teaching grammar -- Preparing for teaching primary English -- Conclusion -- 6 Developing subject knowledge in mathematics -- Introduction -- Attitude and confidence - they matter! -- Resilience and persistence -- A playful disposition -- Conviviality -- Attitude alone is not enough -- Subject knowledge per se -- Auditing your own subject knowledge -- Reviewing your subject knowledge -- Pupils' development.

Documenting progression -- Pedagogy: subject theory and practice -- Children's common misconceptions -- Conclusion -- 7 Organising the curriculum for learning -- Introduction -- Designing the curriculum -- How much time needs to be spent focusing on each subject? -- Cross-curricular learning -- A creative curriculum -- Developing children's thinking -- Example: Goldilocks and the three bears -- Learning through talk -- Dialogic teaching and exploratory talk -- Enquiry-based learning -- Philosophy for children -- Motivation -- Enquiry-based approaches -- Learning stimuli -- Conclusion -- 8 Learning to learn -- Introduction -- Ways of looking at learning in primary schools -- VAK (learning styles) -- Multiple intelligences -- Neuroscience -- Ways of looking at learning in primary schools: from theory to practice -- Learning about learning -- Embedding the language of learning -- Learning communities: developing reciprocity -- Modelling learning -- Children as interdependent learners -- Developing resourceful learners -- Curiosity in the classroom -- Assessment and feedback for learning -- Behaviour for learning -- The child's relationship with the curriculum -- The child's relationship with themself -- The child's relationships with others -- Conclusion -- 9 Meeting the needs of all learners -- Introduction -- Considering all learners -- Equality legislation and guidance -- Special Educational Needs and Disability (SEND) -- Removing barriers to learning: SEN -- Models of disability -- Labelling children -- English as an Additional Language -- Language acquisition -- SEN and EAL: making learning accessible -- Conclusion -- 10 Conclusion -- Key themes -- Future changes -- Employment prospects -- Enhancing your chances of getting a job -- Continuing professional development -- Index.

Essential reading if you are considering making an application for primary initial teacher education or preparing to begin your programme.

Description based on publisher supplied metadata and other sources.

Electronic reproduction. Ann Arbor, Michigan : ProQuest Ebook Central, 2024. Available via World Wide Web. Access may be limited to ProQuest Ebook Central affiliated libraries.