Here, you will find student resources to accompany the fourth edition of Learning to Teach in the Primary School, including annotated links to useful websites and links to relevant video clips.
Section 1: Becoming a teacher
www.schoolsworld.tv/node/2410?terms=656
This is an interactive lecture to a group of third-year undergraduate trainee teachers about reflecting on outstanding teaching by Russell Grigg, quality assurance officer at Trinity University College.
While you are watching, reflect on your own experience and think about what makes an outstanding teacher. You will be supported to do this by thinking about children’s, inspectors’ and researchers’ perspectives.
www.schoolsworld.tv/node/2179?terms=656
This lecture by Ian Shirley, senior lecturer in primary music education at the Faculty of Education, Edge Hill University, explores teacher identity.
While you are watching, work through the activities to think about how you see education and teaching, and the impact this has on your pedagogy and practice.
http://archive.teachfind.com/ttv/www.teachers.tv/videos/how-be-inspirational.html
Trevor Wright, a senior lecturer from the University of Worcester, asks you to consider how you deal with dynamic tensions in the classroom.
Compare the different images of teaching Trevor explains with the different teaching activities that Colin Richards discusses in Unit 1.1.
Links to useful websites
1.3: Making the most of your placements
http://reflectiveteaching.co.uk
The resources on this website are designed to support the development of high-quality professional judgement and evidence-informed practice. It has further links to the Teaching and Learning Research Programme (TLRP).
Section 2: Exploring the nature of learning and teaching
Constructivism
www.youtube.com/watch?v=F00R3pOXzuk
John Abbott discusses constructivism in learning in a short (2:22) video. He focuses on expanding subjectivity as an aspect of good teaching.
www.youtube.com/watch?v=PK2NILj3BrU
This 5-minute video uses metaphors such as a house and cartography to explain constructivism in the classroom.
EYFS principles
www.teachersmedia.co.uk/videos/a-unique-child
This video considers what a unique child means to some EYFS practitioners. During the video, make notes about what the experts think ‘a unique child’ means and consider how these relate to your own perspective.
www.teachersmedia.co.uk/videos/positive-relationships
The focus of this video is positive relationships. While you watch the video, consider the steps you take to develop positive relationships with children and parents.
www.teachersmedia.co.uk/videos/enabling-environments
Enabling environments are considered in this video, from the perspective of the children and the practitioners. While you watch this video, consider the extent to which you have had an input into developing an enabling environment and how you would like to develop your work in this area.
www.teachersmedia.co.uk/videos/learning-and-development
This video considers how to develop a positive disposition to learning through structured play and active learning. During the video, make notes on what you notice and consider where you have seen similar principles in practice before.
Links to useful websites
2.1: Looking at children
www.ted.com/talks/sugata_mitra_the_child_driven_education.html
www.unicef.org/media/media_62521.html
2.2: Looking at learning
www.chomsky.info/articles/1967——.htm
www.chomsky.info/articles/19711230.htm
These contain Noam Chomsky’s review of Skinner and his attack on behaviourism.
www.emtech.net/learning_theories.htm
The emTech Learning Theories website contains probably the most comprehensive collection of links on the Internet on the topic of learning theories (and other aspects of education: www.emtech.net). Most of the links are to downloadable articles/papers on topics ranging from operant conditioning to cognitive dissonance.
The Learning Theories website provides a useful outline of the principal theories of learning. It also gives access to numerous links to academic and practical material that will expand your understanding of theories of learning.
2.3: From learning to teaching
www.education.qld.gov.au/curriculum/learning/teaching/technology/pedagogy/index.html
This site, maintained by the government of Queensland in Australia, is most useful because it gives access to the thinking underpinning the influential Productive Pedagogies project, which has defined and mapped all the characteristics of effective teaching in schools. Look at the Productive Pedagogies framework first of all, and then chase down the research papers underpinning this if you are interested.
The encyclopaedia of informal education contains a veritable cornucopia of material related to teaching and learning. As well as article-length pieces on a variety of topics, it also has a comprehensive collection of links to take you further into the subject. If you consult no other information from the web about teaching and learning, do look at this site.
2.4: Developing your teaching
The Cambridge Primary Reviewwebsite (www.primaryreview.org.uk)
2.5: Building on firm foundations: Early years practice
This is the government site for the new Early Years Foundation Stage.
This is a very useful support network and online community website for early years professionals.
2.6: Play and exploration in learning
Creative Little Scientists project: www.creative-little-scientists.eu
Creative Little Scientists aims to bring together creativity and science and mathematics in preschool and the first years of primary education. The project will propose guidelines, curricula and exemplary materials for teacher training.
Whole Education: www.wholeeducation.org
Whole Education is a partnership of schools, organisations and individuals that believe that all young people should have a fully rounded education. The partner projects within the site offer a range of models.
The Walker Learning Approach: http://walkerlearning.com.au/info/
This is an Australian teaching and learning site promoting play for all years of primary education. It is based on research and offers an approach that ‘personalises and engages students in active learning alongside explicit and formalised instruction’. The cultural dimensions are designed for the Australian context, but the principles can apply elsewhere.
Mantle of the Expert: www.mantleoftheexpert.com
The home of the UK-based, but international, site for schools and teachers developing MoE. It offers training courses, planning models, examples, guidance and video/downloadable resources.
Section 3: Planning and managing learning
https://www.youtube.com/watch?v=8oxxPi6c-Nw
A TEDxNorwichEd video in which Alison Peacock talks about how we must help all children by using a ‘learning without limits’ approach.
www.youtube.com/watch?v=tItvMjRxL_c
This video questions whether grouping according to attainment is effective and offers alternatives. While you are watching the video, consider how you would feel about being grouped by your attainment in your own teacher training, day after day. Also think about how you could have used the alternatives in your last placement school and how they might have impacted on how the children learned.
https://www.youtube.com/watch?v=SBxKmUFfzOo
This is a creative video to help you approach lesson planning, where seven teachers from across the UK share their strategies for success, following an ‘A to Z’ of planning. While you are watching the video, consider which of the strategies the teachers share you could try next time you are lesson planning. Keep notes to remind you!
www.youtube.com/watch?v=EeaNlqzBceA
This video follows two NQTs in different schools, in their first teaching post, who are struggling with behaviour management. As the video progresses, the teachers learn strategies to manage the children's behaviour. You may see similarities with your own placement experiences. If so, make a list of the strategies that the NQTs used to get the children’s behaviours on track. If you do not, make a list of the strategies you already possess and write a statement that would give the NQTs some advice, based on your experience and knowledge.
www.youtube.com/watch?v=nK9-qMDGITo
Neil Mercer gives a humorous and poignant talk on the ‘Thinking Together’ project and the implication for Talk for Learning. The focus is on language as a tool for thinking together to learn collaboratively. While you are watching the video, think about a time where you achieved something greater as part of a team than you would have working alone. How can you encourage thinking together in your classroom?
https://www.youtube.com/watch?v=edtWYcJuZaI
This video challenges you to think about providing opportunities for learning outdoors.
Links to useful websites
3.1: Building inclusive communities of engaged learners
The Learning without Limits website is at: http://learningwithoutlimits.educ.cam.ac.uk/
3.2: Approaching short-term planning
The Times Educational Supplement site: https://www.tes.com/teaching-resources
This site offers access to thousands of lesson plans and has invaluable advice from other teachers about many aspects of planning.
The document available to download at https://www.ncetm.org.uk/public/files/725865/Ofsted+key+indicators.pdf will provide food for thought about how you plan lessons. Although it is from the National Centre for Excellence in Teaching Mathematics, it is a generic document you could apply to all lessons.
The national curriculum is available at: https://www.gov.uk/government/collections/national-curriculum
3.4: Managing classroom behaviour
Department for Education: Behaviour and discipline in schools (2012): www.education.gov.uk/aboutdfe/advice/f0076803/behaviour-and-discipline-in-schools-a-guide-for-headteachers-and-school-staff
This site contains advice and information for teachers (and heads and governors) on behaviour and discipline in schools, including an overview of staff powers and duties.
ATL’s publication on Managing Classroom Behaviour is available at: http://www.chriswatkins.net/wp-content/uploads/2015/07/Watkins-11-Managing-crm-bhvr.pdf
The Guardian published a short series of ‘tips for teachers’ regarding behaviour management you may find helpful, available at: https://www.theguardian.com/society/joepublic/2010/feb/09/pupil-behaviour-management-tips
3.5: Handling difficulties in social, emotional and behavioural development
Supporting children with behavioural, emotional and social difficulties in the Early Years Foundation Stage: http://www.idponline.org.uk/downloads/ey-besd.pdf
A self-audit toolkit for trainee teachers to help them learn more about behavioural, emotional and social difficulties: http://dera.ioe.ac.uk/13773/1/task9.pdf
National Autistic Society website: www.autism.org.uk/working-with/health/screening-and-diagnosis/the-genetics-of-autism-spectrum-disorders.aspx
3.6: Organising effective classroom talk
http://thinkingtogether.educ.cam.ac.uk/
The EPPI-centre promotes evidence-informed policy and practice. Search for ‘talk’ at: http://eppi.ioe.ac.uk/
3.7: Organising and managing learning outside the classroom
Consult the following websites:
Association for Science Education: www.ase.org.uk
Council for Learning Outside the Classroom: www.lotc.org.uk
Forest School Association: www.forestschoolassociation.org
Geographical Association: www.geography.org.uk
Historical Association: www.history.org.uk
Learning Through Landscapes: www.ltl.org.uk
Outdoor Learning, Scotland: https://education.gov.scot/Documents/cfe-through-outdoor-learning.pdf
The Institute of Outdoor Education: www.outdoor-learning.org/
UNESCO: Teaching and Learning for Sustainable Development: www.unesco.org/education/tlsf/mods/theme_d/mod26.html
Wales GEM: Out-of-Classroom-Learning: www.gem.org.uk/res/advice/ball/res_out.php
Section 4: Approaches to the curriculum
www.youtube.com/watch?v=F64vjp2yH6Q
This is a short video from the Department for Education outlining the reasons why a curriculum review was needed. While you are watching the video, consider which aspects resonate with your own experience of teaching and learning in primary schools.
www.youtube.com/watch?v=RHt5LzDFFys
John Abbott reflects on the historical context of education in the 1940s, just as the idea of a national curriculum was first being mooted. While you are watching the video, consider what having a national curriculum has done to constrain/encourage education in our current context.
https://www.youtube.com/watch?v=WSMkgNu3ptw
Andrew Carter discusses the challenges and opportunities the National Curriculum provides for schools.
Links to useful websites
4.1: The aims of primary education
Alexander, R. (2012) ‘Neither national nor a curriculum’, Forum, 54(3): 369–84. Available at: www.robinalexander.org.uk/wp-content/uploads/2012/04/Forum-Neither-national-nor-a-curriculum-2012.pdf
This article provides Robin Alexander’s view on the proposed new curriculum. Here can be found a range of research-supported objections to the draft proposals, including the lack of clearly defined aims. Unsurprisingly, Alexander takes us back to the CPR.
4.2: The curriculum
Cambridge Primary Review: www.primaryreview.org.uk/
This website contains links to the evidence for the large-scale, wide-ranging independent review of primary education headed by Robin Alexander and based at the University of Cambridge’s Faculty of Education.
Educational Excellence Everywhere: https://www.gov.uk/government/publications/educational-excellence-everywhere
A White Paper that sets out the government’s plans for education for 2017–22.
International Review of Curriculum and Assessment Frameworks Internet Archive: www.inca.org.uk/
INCA’s archive is a useful resource for comparing different countries.
National Curriculum: https://www.gov.uk/government/collections/national-curriculum
This is the home of the National Curriculum for England.
The Early Years Foundation Stage (EYFS) curriculum requirements are shown here: https://www.gov.uk/government/publications/early-years-foundation-stage-framework--2
4.3: Critical perspectives on the curriculum
Learn more about the history of education at: http://www.educationengland.org.uk/history/
The NAHT provides an overview of the changes to the new national curriculum at: http://www.naht.org.uk/EasysiteWeb/getresource.axd?AssetID=28258.
Section 5: Assessment
https://www.youtube.com/watch?v=YcJdZGz6ifY
Dylan Wiliam identifies five key assessment strategies for teachers: questioning, feedback, success criteria, peer-assessment and self-assessment.
https://www.youtube.com/watch?v=NnqHERCFsWM
Paul Black discusses the value of peer- and self-assessment and how to include quality assessment in the classroom.
www.youtube.com/watch?v=kPf0nQFfv50
In this 3-minute video, Dylan Wiliam challenges some common misconceptions about formative assessment. When you are watching the video, consider how well you really understand formative assessment, and the reasons why you incorporate it in your lessons.
https://www.youtube.com/watch?v=Oeexuu058oo
Jane Turner explains assessment in the new science curriculum and the implications for schools and teachers. You may want to speak to the assessment coordinator in a school, asking them how assessment is used in the school.
Links to useful websites
5.1: Assessment for learning: Formative approaches
The ten principles of effective teaching and learning identified by the ARG: https://www.aaia.org.uk/content/uploads/2010/06/Assessment-for-Learning-10-principles.pdf
Recent research related to assessment for learning can be found at the Association for Achievement and Improvement through Assessment website: https://www.aaia.org.uk/blog/category/afl/
5.2: Assessment for learning: summative approaches
Assessment is for Learning (AifL): www.scotland.gov.uk/Publications/2005/09/20105413/54156
Information about national assessments and examples of tasks, which are open to anyone to browse, can be found at this site.
Department for Education: www.education.gov.uk
A useful source for details of assessment initiatives mentioned in the chapter and the results of statutory tests.
Northern Ireland Curriculum: http://ccea.org.uk/curriculum/
This has information on Northern Ireland’s curriculum and assessment arrangements.
Section 6: Diversity and inclusion
https://www.youtube.com/watch?v=RjcXuPeLDAQ
This is a video featuring how a teacher adapts her teaching style to encourage all the children to participate and uses differentiated questioning to ensure every pupil benefits from the lesson. While you are watching the video, consider how you differentiate your lesson plans for your learners, and what else you can do in light of Shahnaz's work.
www.youtube.com/watch?v=qZCtsfVtgGk
This video features three educational research projects that involve the wider workforce, many of whom work with children with special educational needs. While you are watching the video, consider the key aspects highlighted and the extent to which you have used these or similar strategies yourself.
https://www.youtube.com/watch?v=UptHOWrcd9A
Londoners are asked to define British values in four words. While you are watching the video, consider your own stance and what you, as a teacher, can do to place British values at the centre of your classroom.
www.youtube.com/watch?v=Gcyl5hA7-Nc
This is a short introduction to some of the theoretical and ethical debates surrounding linguistic diversity in the classroom. While you are watching the podcast, consider how the issues are centred on the role of language in learning and responses to linguistic diversity in the classroom.
Links to useful websites
6.1: Providing for inclusion
The Inclusion Development Programme (IDP) website. The IDP is part of the government’s strategy to improve outcomes for children with special educational needs and was first outlined in Removing Barriers to Achievement.
nasen is the leading organisation in the UK that aims to promote the education, training, advancement and development of all those with special and additional support needs.
This website provides information about special educational needs and Disability Pathfinder projects.
www.interventionsforliteracy.org.uk
The Dyslexia-SpLD Trust Interventions for Literacy website.
Department for Education. (2012) Teachers’ Standards, London: DfE. Available for download at: www.education.gov.uk
Education and Endowment Foundation. (2013) Teaching and Learning Toolkit. Available at: http://educationendowmentfoundation.org.uk/toolkit/
Hartley, R. (2010) Teacher Expertise for Special Educational Needs: Filling the Gaps, London: Policy Exchange. Available at: www.policyexchange.org.uk
United Nations. (2006) Convention on the Rights of Persons with Disabilities. Available at: www.un.org/disabilities/
Webster, R., and Blatchford, P. (2013) The Making a Statement Project Final Report: A Study of the Teaching and Support Experienced by Pupils with a Statement of Special Educational Needs in Mainstream Primary Schools. Available at: www.nuffieldfoundation.org/sites/default/files/files/mastreport.pdf
6.2: Special educational needs and inclusion
Cambridge Primary Review: www.primaryreview.org.uk
Demos: www.demos.co.uk
Particularly Hargreaves, D. (2005) About Learning, London: Demos. There are other interesting articles about education available on this site.
Department for Education and Skills (DfES). (2006) 2020 Vision: Report of the Teaching and Learning 2020 Review Group. Available at:
http://dera.ioe.ac.uk/6347/1/6856-DfES-Teaching%20and%20Learning.pdf
Teachers TV
Differentiation in Action. (2011). How One Teacher Handles Primary Pupils of Varying Achievement in a School in Bethnal Green, London. Available at: www.tes.co.uk/teaching-resource/Differentiation-in-Action-Primary-6084160
6.3: Teaching for social justice
Barnados have published UK child poverty statistics at: https://www.barnardos.org.uk/what_we_do/our_work/child_poverty/child_poverty_what_is_poverty/child_poverty_statistics_facts.htm. Another set can be found on the Child Poverty Action Group’s website at: http://www.cpag.org.uk/child-poverty-facts-and-figures
The Child Poverty Action Group website is full of up-to-date facts and figures about child poverty, and has a lot of information about campaigning and events: http://www.cpag.org.uk/
Find out how Children North East can help you to poverty-proof the school day: http://www.povertyproofing.co.uk/
The ATL has produced an informative booklet entitled, ‘Race equality and education’, which is available from: https://www.atl.org.uk/Images/Race%20equality%20and%20education.pdf
6.4: Responding to cultural diversity and citizenship
International Convention on the Elimination of All Forms of Racial Discrimination: http://www.ohchr.org/EN/ProfessionalInterest/Pages/CERD.aspx
European Convention on Human Rights: http://www.echr.coe.int/Documents/Convention_ENG.pdf
National Curriculum: https://www.gov.uk/government/collections/national-curriculum
No Name-calling Week: www.nonamecallingweek.org
United Nations Declaration of the Rights of the Child: http://www.ohchr.org/EN/Issues/Education/Training/Compilation/Pages/1DeclarationoftheRightsoftheChild(1959).aspx
6.5: Responding to linguistic diversity
National Association for Language Development in the Curriculum: https://naldic.org.uk/
This website has a wealth of information. Some of this is accessible without joining the association, but I would highly recommend joining. It has a very low subscription that then allows you access to all the online resources and the hard-copy journals.
http://www.eal-teaching-strategies.com
This website has useful ideas, resources, readings, games, audio stories, etc.
NALDIC, the National Association for Language Development in the Curriculum: www.naldic.org.uk
This website covers a wealth of resource materials to enhance the educational achievement of pupils from diverse backgrounds. It includes research articles, debates and ideas for the classroom, including for teaching EAL. It is the national subject association for teaching EAL.
ROTA, Race on the Agenda: www.rota.org.uk
Although not specifically dedicated to education, ROTA keeps a clear watching brief on education policy in relation to black and minority ethnic pupils.
6.7: Responding to gender differences
The BBC School Season of television programmes can be viewed at: www.bbc.co.uk/tv/seasons/schoolseason/
The DfE website holds a number of reports and articles on gender: https://www.gov.uk/search?q=gender&show_organisations_filter=true&filter_organisations%5B%5D=department-for-education
DfE Teachers’ Standards (2012): https://www.gov.uk/government/collections/teachers-standards
National Literacy Trust gender and literacy research pages: www.literacytrust.org.uk
A very comprehensive research index that you can use to follow up specific issues in relation to literacy and gender. The National Literacy Trust also hosts all the policy documents related to government research and initiatives to raise boys’ achievements on the Times Educational Supplement (TES) website: www.tes.co.uk
Section 7: Recent Developments
www.youtube.com/watch?v=iG9CE55wbtY
This 20-minute TED talk by Sir Ken Robinson asks, ‘Do schools kill creativity?’ Sir Ken Robinson makes an entertaining and profoundly moving case for creating an education system that nurtures (rather than undermines) creativity.
https://www.youtube.com/watch?v=dvKtndV2UDM
This is a video to help you approach cross-curriculum teaching, where eight teachers from across the UK share their strategies for success, following an ‘A to Z’ of cross-curriculum teaching. While you are watching the video, consider which of the strategies the teachers share you could try next time you are lesson planning. Keep notes to remind you!
https://www.youtube.com/watch?v=QaPkg-xza9A
This is a video to help you consider some ‘top tips’ in creative teaching. Teachers from across the UK share their strategies for success, following an ‘A to Z’ of creativity. While you are watching the video, consider to what extent you are a creative teacher and foster creativity in your lessons.
www.youtube.com/watch?v=y_2nA49p3yw
This is a short animation by the Children's Rights Alliance (www.childrensrights.ie) on the United Nations Convention on the Rights of the Child (UNCRC), aimed at children. How might you use this in school?
Links to useful websites
7.1: Listening to the voices of young people in school
Economic and Social Research Council (ESRC), Consulting Pupils about Teaching and Learning project: http://www.cpal.qub.ac.uk/
This site provides details of a major ESRC-funded project conducted in 2000–3. One of the aims of the project was to support teachers who wanted to develop ways of enhancing pupil engagement and achievement through consulting pupils and increasing opportunities for participation.
Pupil voice teaching resources: https://www.tes.com/resources/search/?&displayCountry=GB&q=pupil%20voice
This site includes links to free teaching resources relevant for pupil voice work, including lesson plans, worksheets and teaching ideas. It is free to join this site.
Pupil Voice Wales: http://www.childrensrights.wales/participation
This site provides practical advice on how to involve children and young people in school activities and decision-making processes. The advice given is based on the premise that professionals working with young children must realise that every child has a right to be involved, and that children and young people of all ages and backgrounds have a valuable contribution to make, and suitable platforms should be provided to enable all children to contribute. The site gives separate advice for each of nursery, primary and secondary settings.
Teachers’ Standards: https://www.gov.uk/government/publications/teachers-standards
These Teachers’ Standards set a clear baseline of expectations for the professional practice and conduct of teachers, from the point of qualification, and will apply to the vast majority of teachers, regardless of their career stage.
7.2: Reading: Marrying word recognition with comprehension and pleasure
https://researchrichpedagogies.org/research/reading-for-pleasure
A new OU research-informed reading for pleasure website, with practical ideas, surveys to review practice and rich examples of classroom work written by teachers for teacher. An energizing site to find ideas and to share your own development work.
A wide range of literacy discussions and resources to support development of reading skills in the middle years can be found at: http://www.myread.org/how.htm
For practical ideas for teaching phonics as well as excellent modelling of enunciation, see Mr Thorne Does Phonics: http://www.mrthorne.com/or/. It also encompasses wider literacy guidance.
Literacy Shed: http://www.literacyshed.com
This is packed with ideas and resources, including images and films to use in lessons.
The UK Literacy Association offers a range of resources including Building Communities of Readers, a CPD booklet to help teachers develop as ‘reading teachers’ and to record children’s attitudes.
The National Literacy Trust provides a wealth of research and practice materials. Its Literacy Guide for Primary Schools and Annual Literacy Review both contain sections on reading for pleasure.
7.3 The creative and the critical: grammar and punctuation
Cybergrammar: http://www.cybergrammar.co.uk/
Englicious: http://www.englicious.org/
Both of the above are useful sites if you want to develop your grammatical knowledge – they are designed with teachers in mind.
Larry Trask’s Guide to Punctuation: http://www.sussex.ac.uk/informatics/punctuation/
This is an invaluable site if you want to brush up your understanding of punctuation and where there are rules and where it is a matter of choice.
7.4: Creativity and creative teaching and learning
NACCCE report, All Our Futures: Creativity, Culture and Education: http://sirkenrobinson.com/pdf/allourfutures.pdf
Ofsted’s Expecting the Unexpected: http://dera.ioe.ac.uk/4766/1/Expecting_the_unexpected_%28PDF_format%29.pdf
Creative Little Scientists: www.creative-little-scientists.eu
7.5: Thinking skills
Sapere: www.sapere.org.uk
This site promotes philosophy for children throughout the UK.
The Sutton Trust: http://www.cem.org/attachments/1toolkit-summary-final-r-2-.pdf
Toolkit of Strategies to Improve Learning (2011) evaluates teaching strategies including teaching for metacognition.
Times Educational Supplement (TES): https://www.tes.com/resources/search/?q=thinking%20skills
This provides a range of resources for teaching thinking skills.
Thinking Skills and Creativity:www.journals.elsevier.com/thinking-skills-and-creativity
Thinking Skills and Creativity is a journal of peer-reviewed articles on teaching for thinking and creativity.
7.6: Understanding mastery in primary mathematics
The National Centre for Excellence in Mathematics Education: http://www.ncetm.org.uk
Maths Hubs: http://www.mathshubs.org.uk/
Association of Teachers of Mathematics (ATM): https://www.atm.org.uk/
The Mathematical Association: http://www.m-a.org.uk/
7.7: Primary Education in a digital age
EdFutures.net: http://edfutures.net
This wiki provides a wealth of information about the use of digital technologies in education, including information about 1:1 computing, BYOD, BYOT and other issues related to the provision of digital technology in schools.
Computing at School (CAS): www.computingatschool.org.uk
This is an invaluable source of information and support for teachers interested in teaching computer science.
The ICT Association (Naace): www.naace.co.uk
Naace is a membership organisation for all those with an interest in the use of digital technology in schools, spanning ICT, embedded technology and TEL.
Learn About Film: learnaboutfilm.com
A very helpful resource for all kinds of hands-on work making moving image media with children.
BFI Education: www.bfi.org.uk/education
A source of project links from moving image education work throughout the UK.
MIT Scratch Project: scratch.mit.edu/about
One of the most widely used resources for teaching programming, with freely downloadable materials.
Computing at School: www.computingatschool.org.uk
The home of many excellent resources to support teachers and children in learning programming.
The Safer Internet Centre: www.saferinternet.org.uk
Essential advice on safety issues around using the Internet with children and families.
Section 8: Partnership in practice
https://www.youtube.com/watch?v=dr2cWRHSHkg
This is a 15-minute video looking at the vital contribution of teaching assistants and trainee teachers to the teaching of literacy interventions. While you are watching the video, consider how you can work with teaching assistants and your class teacher to support children on intervention programmes.
https://www.youtube.com/watch?v=1dnOLcBc8sg
This video, produced by the University of Northampton, looks at the diverse role of teaching assistants.
https://www.youtube.com/watch?v=cH5lpDTmYwY
This is a 14-minute video on how one school develops the partnership between parents and school. While you are watching the video, consider how some of the strategies the school uses resonate with experiences you have seen in other schools.
Links to useful websites
8.1: Working with teaching assistants
DfE (Department for Education). (2012) Teachers’ Standards. Available at: https://www.gov.uk/government/collections/teachers-standards
DfES. (2003) Excellence and Enjoyment: A Strategy for Primary Schools. Available at:
Ofsted. (2017) School Inspection Handbook. Available at: https://www.gov.uk/government/publications/school-inspection-handbook-from-september-2015
8.2: Partnerships with parents
Department for Education (DFE): www.education.gov.uk
Type ‘parent support advisers’ into the search box and follow the links.
Department for Education Teaching Agency: www.education.gov.uk/get-into-teaching
8.3: Understanding the teacher’s pastoral role
Department for Education (DfE): https://www.gov.uk/government/publications
This website contains examples of good practice, latest guidance, etc. Type ‘school attendance’ or ‘safeguarding children’ into the home page search box.
Your Local Safeguarding Children Board (LSCB) will have an extremely useful website containing local procedures, etc. This is indispensable for best practice. Details can be obtained from your designated member of staff.
Section 9: Your professional development
https://www.youtube.com/watch?v=l6MNZcrsxnU
This is a 14-minute video outlining tips for securing a job, from application to interview. When you are watching the video, make notes about how to apply for jobs yourself.
https://www.youtube.com/watch?v=uFyse9EZHkA
This video works through applying for a job, rehearsing an interview and getting through an observed lesson. When you are watching the video, make notes about how to apply for jobs yourself.
https://www.youtube.com/watch?v=mG7fXp5BmOE
This video critiques traditional teacher professional development and identifies what makes effective professional development. Enquire about the professional development that some of your colleagues have engaged in, such as a Masters course or a Mathematics Specialist Teacher Programme. Discuss with them the extent to which they found the course effective.
Links to useful websites
9.1: Applying for jobs and preparing your induction year
Most school vacancies are advertised in the Times Educational Supplement (Fridays): https://www.tes.com/jobs/
The Guardian (Tuesdays): http://jobs.theguardian.com/
The Daily Telegraph (independent schools): www.telegraph.co.uk
The Independent (Thursdays): www.independent.co.uk
Some of these operate an electronic job alert system.
For general information about teaching in the private sector:
Independent Schools Council Information Service (ISCIS): www.iscis.uk.net
Independent Association of Prep Schools (IAPS): www.iaps.org.uk
Your union is an excellent source of help, advice and support in applying for a teaching post:
NASUWT: www.teachersunion.org.uk
NUT: www.teachers.org.uk
ATL: www.atl.org.uk
Other useful online resources for finding a teaching post are available at:
Teachers’ Standards (May 2012): www.gov.uk/government/publications/teachers-standards
Department for Education. (May 2012) Induction for newly qualified teachers (England): www.education.gov.uk/schools/leadership/deployingstaff/newstaff/b0066959/nqt-induction/useful-resources-for-nqt-induction
The statutory provisions that underpin this guidance are sections 135A, 135B and 141C(1)(b) of the Education Act 2002, and the Education (Induction Arrangements for School Teachers) (England) Regulations 2012.
9.2: Understanding and planning your continuing professional development
International Professional Development Association: www.ipda.org.uk
This site contains updates on the world of CPD, an opportunity to join blogs related to CPD, and access to the association’s refereed journal, Professional Development in Education. The site also provides information on the association’s annual conference and events in England and other countries.
National College for Leadership of Schools and Children’s Services: www.nationalcollege.org.uk
Look here for descriptors and programmes for development routes for leadership and management.
TeacherResearch: www.teacherresearch.net
This website shows how teachers in schools can initiate and sustain educational research within their everyday work in their classroom. Teachers as researchers are often supported by a process of ‘research mentoring’, integrating mentoring into action enquiry. Teachers and research mentors are ‘experts’ whose skills, values and understandings complement and enrich one another’s practice.
The National Foundation for Educational Research (NFER): http://www.nfer.ac.uk
This site provides independent evidence to support and promote improvement in learning and teaching. You will find examples of research projects that can be used to inform your own understanding of best practice.
9.3: Research and professional development: Using research and enquiry to develop as a teacher
Research Informed Practice Digests: www.education.gov.uk/schools/toolsandinitiatives/tripsresearchdigests
These are produced by the Department for Education.
Collaborative Action Research Network (CARN): https://www.carn.org.uk/
CARN is an international network that aims to raise the profile of action research and support its development.