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Professional Studies: Primary and Early Years
Third Edition
Edited by:
- Kate Jacques
- Rob Hyland - University of Durham, UK
Series:
Achieving QTS Series
Achieving QTS Series
Other Titles in:
Primary Professional Studies
Primary Professional Studies
September 2007 | 240 pages | Learning Matters
This key resource for trainee primary teachers helps them to understand and fulfil the new professional requirements for QTS. It focuses on a range of professional issues – including management of pupils' work, individual needs and equal opportunities, behaviour for learning and professional responsibilities outside teaching. Each chapter includes tasks, examples and further reading to highlight important concepts and key issues. New and revised chapters mean this third edition is up to date with the QTS Standards, latest documents and initiatives. Further, new reflective tasks and "Moving On" sections help trainees to build on the information in each chapter.
The complete teacher
SECTION 1: Planning and assessment
Planning for excellence and enjoyment
Planning for all abilities: inclusion and differentiation
Assessment for learning
SECTION 2: Management, organisation and delivery
Foundations for learning: Early Years
An introduction to children’s learning
Managing the learning environment
Creating a positive classroom climate
Managing classroom interaction
Managing challenging behaviour
SECTION 3: Children and individual needs
Spiritual, moral, social and cultural values in the classroom
Promoting inculsion and equal opportunities
Recognising special educational needs
Every Child Matters in your classroom: approaches to personalised learning
Teachers' professional duties and statutory responsibilities
SECTION 4: Becoming a professional
Emerging as a professional
THIS BOOK NEVER ARRIVED FOR REVIEW SO CAN'T BE EVALUATED AT THIS MOMENT
Faculty Of Education (Ormskirk), Edge Hill University
August 5, 2022
This text is used by trainees throughout their BA (Hons) Primary Education with QTS course. It is particularly effective in supporting their reflections of how they are applying their knowledge and understanding to their developing practice.
Early Childhood, Sheffield Hallam University
February 22, 2012
