How do you become an effective primary school teacher? What do you need to be able to do? What do you need to know? 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. The fifth edition of this bestselling textbook has been fully updated with the latest research and initiatives in the field, as well as the most recent curriculum and policy changes across the UK. It features two new co-editors and 13 new chapters and enhanced accessibility throughout. New or completely rewritten chapters have been included on: Reading curriculum Writing curriculum Maths curriculum Science curriculum Arts-enriched curriculum Humanities curriculum Adaptive teaching Education and wellbeing Education for sustainability Applying for jobs and preparing to be an ECT 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. Providing a comprehensive but accessible introduction to teaching and learning in the primary school, covering everything a trainee needs to know in order to gain QTS, this accessible and engaging textbook is essential reading for all students training to be primary school teachers. This textbook is supported by a free companion website with additional resources for instructors and students and an accompanying series of books on Teaching Creatively across the curriculum.

Table of Contents:
SECTION 1 - BECOMING A TEACHER 1.1 Primary teaching: The editors’ perspective 1.2 Becoming a professional in the current context 1.3 Capitalizing on professional practice: making most of your placements SECTION 2 - EXPLORING THE NATURE OF LEARNING AND TEACHING 2.1 Looking at children 2.2 Building on firm foundations: Early years practice 2.3 Revisiting ideas around learning and teaching 2.4 Developing as a professional SECTION 3 - PLANNING AND MANAGING LEARNING 3.1 Building inclusive communities of engaged learners 3.2 Lesson planning: thinking beyond the template 3.3 Organising Your Classroom and Using Technology for Learning 3.4 Managing classroom behaviour 3.5 Addressing Social, Emotional, Mental Health and Behaviour Needs 3.6 Organising effective classroom talk 3.7 The value of outdoor learning SECTION 4 - APPROACHING THE CURRICULUM 4.1 Critical perspectives on the curriculum 4.2 Reading: Developing a rich reading curriculum 4.3 Writing: Teaching the craft of writing 4.4 Mathematics: Teaching mathematics: what, how and why 4.5 Science: The science curriculum 4.6 Arts: An arts-enriched curriculum 4.7 Humanities: Teaching the humanities SECTION 5 - ASSESSMENT 5.1 Assessment for learning: Formative approaches 5.2 Assessment and learning: Summative approaches SECTION 6 - DIVERSITY AND INCLUSION 6.1 Understanding and Implementing Adaptive Teaching 6.2 Special educational needs and inclusion 6.3 Teaching for social justice: Creating equity for pupils living in poverty and those from black and minority ethnic backgrounds 6.4 Responding to cultural diversity and citizenship 6.5 Responding to linguistic diversity 6.6 Gender Matters: respectful approaches to gender equity in primary school SECTION 7 - WIDER CURRICULUM ASPECTS 7.1 Listening to Pupils: Developing mutually respectful teacher-pupil relationships to enhance pupils’ learning 7.2 Creativity and creative teaching and learning 7.3 Teaching Thinking: developing children’s thinking skills and metacognition 7.4 Mental Health and Wellbeing in Initial Teacher Education 7.5 Sustainability and Climate Change Education 7.6 Primary education in a digital age SECTION 8 - PARTNERSHIP IN PRACTICE 8.1 Working effectively with teaching assistants 8.2 Partnerships with parents 8.3 Understanding the teacher’s pastoral role SECTION 9 - YOUR PROFESSIONAL DEVELOPMENT 9.1 Ready, Steady, Teach.. 9.2 Understanding and planning your continuing professional development 9.3 Research and professional learning: Using research and enquiry to develop practice through asking ‘What If?’, ‘What else?’ and ‘What for?’ as well as ‘What might work?’