Summary
Contents
Subject index
In order to have a strong understanding of primary English, teachers need to understand how children learn reading, writing and language, and how these develop throughout childhood. Covering the interconnected areas of speaking, listening, reading and writing, and aware of the new National Curriculum in England, this book gives beginning teachers clear pragmatic guidance on how to plan, deliver and assess high-quality teaching. Key features: Recurring case studies in each chapter provide realistic examples of children’s literacy development across the primary age phase • Research focus boxes explore contemporary research findings and what they mean for the classroom • Activities and classroom application sections give practical advice that can be used in teaching. • This is essential reading for all students studying primary English on initial teacher education courses, including undergraduate (BEd, BA with QTS), postgraduate (PGCE, PGDE, School Direct, SCITT), and also NQTs.
What Do We Mean by Progression in Primary English?
What Do We Mean by Progression in Primary English?
Objectives
- To understand the differences between English, literacy and language
- To identify behaviourist, nativist and constructivist approaches to primary English progression
- To relate key areas of cognitive and language development to primary English progression
- To revise the principles of classroom assessment
Introduction
This book is a guide to progression in primary English but it is not a book about current educational policy or prescribed levels of attainment. Instead, this is an intensely practical volume intended for classroom use.
This book links research and theory from education, psychology and child development, to English teaching in primary classrooms. These three fields of knowledge make major contributions to our understanding of how and why children learn and ...
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