Debates in Primary Education.

Cover -- Half Title -- Series Page -- Title Page -- Copyright Page -- Table of Contents -- List of illustrations -- List of contributors -- Introduction to the series -- Introduction -- Chapter 1 The purpose of education : The purpose of primary education -- Introduction -- What lies behind our beliefs? Three theoretical models -- Bringing the models together -- The purpose of primary education -- Challenges -- Summary -- Questions for reflection -- Further reading and resources -- References -- Chapter 2 Intimations of Utopia : Values, sustaining environments and the flourishing of children and teachers -- Introduction -- Seeking signs of Utopia outside 'the West' -- Learning from non-Western classrooms -- Summary -- Questions for reflection -- Notes -- Further reading and resources -- References -- Chapter 3 Reconceptualising teacher identity -- Introduction -- Teachers' and student teachers' positioning - a brief history -- Teachers' identity -- Teacher as competent craftsperson -- The teacher as professional scholar -- Reconceptualising 'the teacher' -- Summary -- Questions for reflection -- Further reading and resources -- References -- Chapter 4 Fundamental British Values : Are they fundamental ? -- Introduction -- Introducing fundamental British values -- Role of the Prevent Strategy and the Trojan Horse Affair -- Origins of FBV -- The policy: the problem -- Schools and FBV -- Summary -- Questions for reflection -- Further reading and resources -- References -- Chapter 5 What is effective pedagogy in the Reception Year? -- Introduction -- The central role of developmental psychology -- Child-centred learning and free play as a meaningful context for learning -- Learning dispositions -- Discourses of quality and effectiveness -- School readiness -- The political nature of pedagogy -- Who decides what is effective pedagogy? -- Summary.

Questions for reflection -- Further reading and resources -- References -- Chapter 6 Exploring how early years settings might promote high-quality communication and language opportunities through community-based projects -- Introduction -- The community approach - developing an imaginary community as a resource -- Pause for thought -- Outdoor excursions - using the local community as a resource -- Pause for thought -- Resident artists - using the wider community as a resource -- Pause for thought -- Summary -- Questions for reflection -- Acknowledgements -- Further reading and resources -- References -- Chapter 7 Teaching early reading : The phonics debate -- Introduction -- Learning to read -- A potted history 1988-present -- What works? -- How do we measure reading? -- What do we know about the phonics check data? -- Summary -- Questions for reflection -- Further reading and resources -- References -- Chapter 8 The arts as handmaiden -- Introduction -- The debate in practice -- The arts education landscape: teaching and accessing the arts -- Specialist or generalist teachers? -- Instrumental value of the arts -- Perspectives on the arts 'for their own sake' -- Transdisciplinary approaches to arts education -- Summary -- Questions for reflection -- Notes -- Further reading and resources -- References -- Chapter 9 The place of foreign languages in the primary school -- Introduction -- The historical and cultural context of foreign languages in the primary school -- Current context -- Times are changing? -- The earlier, the better? -- Who is best placed to teach foreign languages? -- Should all schools teach the same language? -- Could a language awareness programme provide a more secure foundation for language learning? -- Summary -- Questions for reflection -- Further reading and resources -- References.

Chapter 10 Promoting a bilingual approach in the primary classroom -- Introduction -- History of the debates around bilingualism -- The debates in schools -- The dangers of a monolingual approach -- Summary -- Questions for reflection -- Further reading and resources -- References -- Chapter 11 Debates in primary science education -- Introduction -- The 'coreness' of science -- Science capital -- STEM gaps -- Science and lifelong learning -- Summary -- Questions for reflection -- Further reading and resources -- References -- Chapter 12 Religious Education - what is it trying to do? -- Introduction -- What is the purpose of RE? -- Religious Education in the UK - a brief history -- RE and devolution in the UK -- RE pedagogy -- Commission on RE - the way forward? -- Summary -- Questions for reflection -- Further reading and resources -- References -- Chapter 13 Geography and history - a sense of time and place -- Introduction -- Facts, skills and history -- The nature of geography -- Evolving pedagogies -- Enquiry and theories of learning -- Summary -- Questions for reflection -- Further reading and resources -- References -- Chapter 14 Using digital strategies for primary learning -- Introduction -- Strategies of digital pedagogy within contemporary education -- Perceived benefits and limitations of digital strategies -- Connectivism and technologically mediated learning -- Criticisms of connectivism as a new learning theory -- Rhizomatic learning and the virtual -- Summary -- Questions for reflection -- Further reading and resources -- References -- Chapter 15 The teaching and learning of primary mathematics -- Introduction -- How does teaching for mastery challenge perceptions of what it is to understand primary mathematics? -- What are the issues raised by the specific recommended approaches for teaching for mastery?.

What are the implications of the mastery approaches for meeting individual needs of children? -- Summary -- Questions for reflection -- Further reading and resources -- References -- Chapter 16 Debates in the teaching of primary physical education -- Introduction -- What is physical education? -- Why should physical education be taught? -- What should be taught in physical education and how should it be delivered? -- Funding and accountability -- Who should teach physical education in schools? -- Summary -- Questions for reflection -- Further reading and resources -- References -- Chapter 17 Teachers as readers and writers -- Introduction -- Teachers' and children's literate identities -- Teachers as writers -- Teachers as readers -- Exploring literate role models in the classroom -- Summary -- Questions for reflection -- Further reading and resources -- References -- Chapter 18 Teaching poetry within an accountability culture -- Introduction -- An accountability culture -- A 'culture of positivism' -- Poetry in schools -- The CPD -- What the poets tell us -- Summary and ways forward with 'bubbles' -- 3 × 10 poetry planning -- Summary -- Questions for reflection -- Further reading and resources -- References -- Chapter 19 'The needs of the many outweigh the needs of the few' : Support for children with SEND in times of austerity -- Introduction -- Historical context -- Moral and economic imperatives -- 'The body politic' -- Summary -- Questions for reflection -- Further reading and resources -- References -- Chapter 20 Leading the way -- Introduction -- What does leadership mean? -- Who is a leader? -- What is key to great leadership? -- What happens when times are tough? -- A way forward -- Summary -- Questions for reflection -- Further reading and resources -- References -- Index.

This text encourages both pre-service and established teachers to engage with contemporary debates in primary education. The chapters explore a wide range of key themes including the importance of values in primary education and the imperative for a curriculum which embraces the whole range of available subjects.

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