Primary English Teaching Theory and Practice

Author: Jane Medwell
Publisher: Learning Matters
ISBN: 1526413477
Format: PDF, ePub, Mobi
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Now with online resources to support teaching practice! An extensive knowledge of the primary English curriculum is not enough for trainee teachers, they need to know how to teach English in the primary classroom. This is the essential teaching theory and practice text for primary English that takes a focused look at the practical aspects of teaching. It covers the important skills of classroom management, planning, monitoring and assessment and relates these specifically to primary English, with new material on assessment without levels. Greater coverage of teaching grammar is also included, whilst practical guidance and features support trainees to translate their learning to the classroom and understand the wider context of their teaching. And to support students even further with the very latest strategies in classroom practice, this 8th edition now includes online resources on the brand new companion website: - Practical lesson ideas for the classroom - The Primary National Curriculum for English in Key Stages one and two - Tips for planning primary English - A recommended children’s book list - Useful weblinks for primary English teaching Using this new edition with the supporting online material makes it an essential guide to effective and creative English teaching.

Primary English

Author: Jane Medwell
Publisher: Sage
ISBN: 9781844452750
Format: PDF, ePub, Docs
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This invaluable coursebook is designed for all trainees working towards Qualified Teacher Status (QTS) in the UK. Covering the essential skills of planning, monitoring and assessment, and class management, the book relates these specifically to primary English. The text is structured around the current UK curriculum and incorporates the Primary National Strategy. Content is linked to the 2007 QTS Standards. This fourth edition includes links with the Early Years Foundation Stage and updated research summaries. The Assessing English chapter has been updated to include Assessment of Pupil Progress. Examples of cross curricular links with primary modern foreign languages are also added to this new edition.

Das kleine Mind Map Buch

Author: Tony Buzan
Publisher: Goldmann Verlag
ISBN: 3641160901
Format: PDF, ePub, Docs
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Endlich Schluss mit Chaos und Hektik - befreien Sie Ihr Denken! Tuning fürs Gehirn: Tony Buzan zeigt, wie man aus dem Stand brillante Ideen entwickeln, mühelos Dinge im Gedächtnis behalten, das perfekte romantische Date organisieren oder die persönliche Zukunft planen kann.

The Primary English Encyclopedia

Author: Margaret Mallett
Publisher: Taylor & Francis
ISBN: 1317232089
Format: PDF, Kindle
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This newly updated, user friendly Primary English Encyclopedia addresses all aspects of the primary English curriculum and is an invaluable reference for all training and practising teachers. Now in its fifth edition, entries have been revised to take account of new research and thinking. The approach is supportive of the reflective practitioner in meeting National Curriculum requirements in England and developing sound subject knowledge and good classroom practice. While the book is scholarly, the author writes in a conversational style and includes reproductions of covers of recommended children’s books and examples of children’s writing and drawing to add interest. The encyclopedia includes: over 600 entries , many expanded and entirely new for this edition, including entries on apps, blogging and computing; short definitions of key concepts; input on the initial teaching of reading including the teaching of phonics and the other cue-systems; extended entries on major topics such as speaking and listening, reading, writing, drama, poetry, non-fiction, bilingualism and children’s literature; information on new literacies and new kinds of texts for children; discussion of current issues and input on the history of English teaching in the primary years; extended entries on gender and literacy; important references for each topic, advice on further reading and accounts of recent research findings; and a Who’s Who of Primary English and lists of essential texts, updated for this new edition. This encyclopedia will be ideal for student teachers on BA and PGCE courses preparing for work in primary schools and primary school teachers. Anyone concerned with bringing about the informed and imaginative teaching of primary school English will find this book helpful and interesting.

Primary English Teaching Theory and Practice 4th Ed Medwell Wray Minns Coates Griffiths 2009

Author: Learning Matters, Ltd
Publisher: Bukupedia
Format: PDF, ePub, Docs
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Achieving QTS Meeting the Professional Standards Framework About this book This book has been written to cater for the needs of trainees on all courses of primary initial teacher training in England and other parts of the UK. By the end of their course, trainees are required to have developed a defined set of professional attributes, professional knowledge and understanding and professional skills. Such teaching skills are required for the award of Qualified Teacher Status (QTS) or its equivalent. The book will also be useful to Newly Qualified Teachers (NQTs) and other professionals working in education who have identified aspects of their English teaching which require attention. This book has been written with the requirements of the Professional Standards for Qualified Teacher Status firmly at its core. Section 3 of these Standards describes the professional skills essential for those to be awarded QTS. Specifically, these skills include the ability to plan appropriately for the English work of a specified group of pupils, to monitor, assess and record pupils’ progress in the various aspects of English, and to teach effectively the material specified in the National Curriculum and the Primary Framework for literacy teaching. This book aims to address the essential skills of English teaching as spelt out in these documents. Features of each chapter of this book include: . clear links with the Professional Standards for Qualified Teacher Status; . links to the English National Curriculum for England (DfEE/QCA, 1999); . links to the Early Years Foundation Stage (DCSF, 2008); . links to the Primary Framework for literacy and mathematics (DfES, 2006); . English knowledge and understanding; . classroom stories to illustrate important points; . research boxes; . practical activities; . reflective tasks; . moving on sections suggesting ideas for further development; . further reading; . a glossary of important terms. Each chapter of this book addresses the teaching of particular areas of English, such as reading and writing. The subject knowledge that primary teachers need in order to become effective teachers of English and literacy is addressed in the companion volume, Primary English: Knowledge and Understanding (Learning Matters, 2009). However, the authors of the present book have also attempted to make clear the knowledge you will need in order to carry out successful English teaching. What is primary English? There is a good deal of consensus about what we want children to achieve in primary English, but it can still be difficult to define primary English as a subject. For the purposes of this book we feel that primary English is about acquiring the skills, knowledge and attitudes to become an empowered reader, writer, speaker and listener. Teaching primary English involves ensuring children learn the skills and processes of literacy and oracy, but these are not always defined simply. Literacy can be construed as having the skills necessary for effective reading and writing, but this raises many questions. For instance: what degree of expertise must one achieve to be ‘literate’? Are some people more literate than others, and what do we mean by this? Does literacy involve reading certain texts and not others? What about media literacy – the ability to ‘read’ and be critical about media such as TV and the internet? The National Curriculum looks very broadly at literacy, aiming for all children to be able to read and write a full range of texts. They should learn not only to decode and encode written English, but also to be critical about what they read so that they can identify the stance of the author and the intended effects on the reader. The National Curriculum aims for children to read a wide range of texts, including electronic texts. In writing, too, the aims of the National Curriculum are not only for children to be able to write in a technical sense, but also for them to be able to write to express themselves and achieve their purposes for writing. In oracy it is also important to recognise that children need to be able to listen not only to the literal sense of what is said, but also to listen critically and evaluate the veracity, relevance and intent of what they hear – to become critical listeners. The National Curriculum aims to empower children to become critical speakers, too, so that they are able to speak appropriately and effectively in a whole range of situations, whatever the purpose of their speech. To use reading, writing, speaking and listening skills, children need a great deal of knowledge. They need to know about the technical aspects of speaking, listening, reading and writing if they are to be able to use them effectively. These ‘technical aspects’ include a vast range of specialised knowledge, for instance knowing the sounds of English, knowing about word order in sentences, knowing how to listen for the key points from a text. The most important and complex knowledge children must gain is knowledge about how to orchestrate their skills and understandings about reading, writing, speaking and listening effectively. To do this, children need to know about successful texts – these can be written examples of literature or non-fiction, spoken discussions or reports. If children have clear, effective models they can analyse why these are effective and begin to make their own texts effective. All this knowledge is part of primary English. In addition to skills and knowledge, primary English also involves attitudes. We aim for children to find reading fiction an enjoyable experience, so that they will be motivated to do more. We aim for children to find non-fiction persuasive, interesting or useful. We aim for children to learn fromlistening and to speak powerfully. These are only a few of the attitudes towards literacy and oracy that we aim for children to develop. The texts by themselves will not develop useful attitudes in children. It is the way the texts are treated by teachers and children that develops attitudes. Primary English is about empowering children with a range of skills, knowledge and attitudes for schooling and life. Primary English involves studying and creating spoken and written texts. English texts and language are worth studying for themselves and also as a gateway to every other subject in the curriculum. The Professional Standards for Qualified Teacher Status The Professional Standards for Qualified Teacher Status include three areas. 1. Professional Attributes – defined as the attitudes and commitment to be expected of anyone qualifying to be a teacher. 2. Professional Knowledge and Understanding – defined as an authoritative knowledge of the subject being taught and an understanding of pupils’ progress within that subject. 3. Professional Skills – defined as the skills needed to plan, manage, monitor and assess pupils’ learning. The Guidance accompanying the statement of Professional Standards clarifies these requirements and gives several examples of them in action, as well as of the kinds of evidence that a trainee teacher could use to demonstrate achievement of the Standards. In this book we are focusing mainly on the third of the above three areas, the skills needed to plan, manage, monitor and assess learning in English, including literacy. English in the National Curriculum English in the National Curriculum is organised on the basis of four Key Stages. Key Stage 1 for 5 to 7 year olds (Years 1 and 2) and Key Stage 2 for 7 to 11 year olds (Years 3 to 6) cover the primary range. The components of each Key Stage include Programmes of Study which set out the English that children should be taught: Attainment Targets which set out the English knowledge, skills and understanding that children should attain, and Level Descriptions which describe the types and range of performance that children working at a particular level should be able to demonstrate within each Attainment Target. English in the National Curriculum is a minimum statutory requirement. Since its introduction in 1989 it has been significantly revised three times. The Programmes of Study for English currently include: . En1 Speaking and Listening; . En2 Reading; . En3 Writing. English in the National Curriculum also emphasises links with other subjects, and suggestions for the use of ICT. Although Englishwill be the specific focus of English lessons it is also a part of most of the other subjects you will teach in the primary years. This offers valuable opportunities to work across the primary curriculum so that children not only gain extra practice in English skills, but use their literacy or oracy in ways which make it more meaningful or develop flexibility and focus. The Early Years Foundation Stage The Early Years Foundation Stage, including the Early Learning Goals, describes what most children should achieve by the end of their reception year and offers a structure for planning the Foundation Stage curriculum. These documents identify features of good practice during the Foundation Stage (the Foundation Stage begins when children reach the age of 3) and set out the early learning goals in the context of six areas of learning. One of these areas is that of Communication, Language and Literacy. The early learning goals for language and literacy development mirror exactly the NLS key objectives for reception. The aim is for children to continue their learning seamlessly between the Foundation Stage and Key Stage 1. Primary Framework for Literacy The Primary Framework for Literacy is a non-statutory document which is intended to supplement the statutory National Curriculum for English and offer a sort of national ‘scheme of work’ for English. Although schools do not have to use this Framework, a great many have chosen to do so. The Framework identifies objectives for each year group and encourages recording attainment against these. It also ensures that children addressing these objectives study a very broad range of text types as they go through the primary years. Although the Framework focuses on literacy, it also includes speaking and listening, and a great deal of speaking and listening is implicit in the objectives identified in the Framework and certain objectives in the Framework specify drama work. The Framework is designed to be used flexibly both for the planning and the teaching of English, but must always be used alongside the National Curriculum. Statutory and exemplary documentation DfEE/QCA (1999) English: the National Curriculum for England. London: HMSO. DCSF (2008) Statutory Framework for the Early Years Foundation Stage. Nottingham: DCSF (available online at update.pdf) DfES (2006) Primary Framework for Literacy and Numeracy. London: DfES. TDA (2007) Standards for the Recommendation for Qualified Teacher Status. London: TDA. Introduction

Creativity in Primary Education

Author: Anthony Wilson
Publisher: Learning Matters Limited
ISBN: 9781844450138
Format: PDF
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Being aware of creativity in teaching will help trainees become creative teachers and encourage creativity in their pupils. With contributions from leading experts, the book explores subjects that might be deemed traditionally creative, such as music and drama, as well as creative approaches across the broader curriculum. It includes clear guidelines for promoting innovative approaches in the classroom while fulfilling the National Curriculum.

Rekonstruktive Bildungsforschung

Author: Martin Heinrich
Publisher: Springer-Verlag
ISBN: 3658180072
Format: PDF, Mobi
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Der Band präsentiert innovative Zugänge der rekonstruktiven Bildungsforschung, indem ausgewiesene Wissenschaftlerinnen und Wissenschaftler ihre individuellen rekonstruktiven Forschungszugänge pointiert darstellen und darüber vermittelt den jeweils spezifischen Fokus ihres empirischen Zugriffs kennzeichnen. Vor dem Hintergrund unterschiedlicher methodischer Bezüge geben die Beiträge weiterführende Impulse zur Theorie- und Methodenentwicklung.


Author: Tom Wainwright
Publisher: Karl Blessing Verlag
ISBN: 3641161746
Format: PDF, ePub
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Was haben Coca-Cola, McDonald’s und der internationale Drogenhandel gemeinsam? Der Drogenhandel ist ein globalisiertes, vernetztes und hoch professionalisiertes Geschäftsfeld mit einem Jahresumsatz von 300 Milliarden Dollar, Tendenz steigend. Wie man sich als aufstrebendes Kartell ein Stück vom Kuchen sichert? Indem man von den Besten des Big Business lernt. Denn die Strategien, die für Konzerne wie H&M, Coca-Cola und McDonald’s funktionieren, haben sich längst auch international erfolgreiche Drogenbarone angeeignet – von der richtigen PR über Offshoring, Assessment-Center und E-Commerce. In Narconomics vollzieht Wirtschaftsjournalist Wainwright die Wertschöpfungskette von Drogen wie Kokain nach, von der Koka-Ernte in den Anden bis zum Verkauf an unseren Straßenecken. Jahrelange Recherchen, gefahrenreiche Reisen zu den Brennpunkten des Drogenhandels und Interviews mit Beteiligten, ob minderjähriger Profikiller in den Straßen von Mexico City oder Polizist, Ganglord oder Staatspräsident, haben Wainwright tiefe Einblicke in eine einzigartig einträgliche und tödliche Branche beschert.

Developing Writing Skills in German

Author: Uwe Baumann
Publisher: Taylor & Francis
ISBN: 9780415397469
Format: PDF, Docs
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"Presenting a wide range of authentic written materials, the book aims to develop reading strategies and the ability to write texts of various types while imparting an understanding of important aspects of German society. This course is suitable for classroom use and independent study."--Publisher.