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Primary Mathematics Teaching Theory And Practice

Author: Claire Mooney
Publisher: SAGE
ISBN: 0857259091
Size: 80.60 MB
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The Sixth Edition of this popular core text provides the essential teaching theory and practice for primary mathematics. It promotes effective teaching through secure pedagogical knowledge, covering the key skills of planning, monitoring and assessment and class management, and relating these specifically to primary mathematics. This Sixth Edition is linked to the 2012 Teachers' Standards. With full coverage of the theory and practice required for effective and creative mathematics teaching, this text is an essential guide for all trainees working towards QTS. Throughout, practical guidance and features support trainees to translate this learning to the classroom, embed ICT in their lessons and to understand the wider context of their teaching. Trainees will find it helpful to use this book alongise Primary Mathematics Knowledge and Understanding. About the Achieving QTS series All the books in this successful series support trainees through their initial teacher training and guide them in the acquisition of their subject knowledge, understanding and classroom practice. All new titles within the series link to the 2012 Teachers' Standards and take into account recent changes in Initial Teacher Training.

Primary Mathematics

Author: Claire Mooney
Publisher: Sage
ISBN: 9781844452774
Size: 71.24 MB
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This invaluable coursebook is designed for all trainees working towards the UK's Qualified Teacher Status (QTS). Covering the essential skills of planning, monitoring and assessment, and class management, the book relates these specifically to primary mathematics. Separate sections examine management of mathematics learning and progression, as well as misconceptions in mathematics topics. The text is structured around the current UK curriculum and incorporates the Primary National Strategy. Content is linked to the 2007 QTS Standards. This new fourth edition makes links with the Early Years Foundation Stage.

Primary Mathematics Knowledge And Understanding

Author: Claire Mooney
Publisher: SAGE
ISBN: 085725913X
Size: 74.94 MB
Format: PDF
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The Sixth Edition of this popular core text is the essential subject knowledge book for primary mathematics. Helping trainees to establish and consolidate a secure subject knowledge and understanding of primary mathematics, it promotes the development of confident, creative and effective teachers. This lates edition is linked to the 2012 Teachers' Standards. Providing full coverage of the required subject knowledge for primary mathematics, this is a core text for primary trainees working towards QTS. Self assessment questions enable readers to understand their own level of knowledge and an M level extension feature in all chapters suggests avenues for further study at Master's level. Research summaries include the latest works in primary mathematics and, throughout interactive tasks engage the reader with the text, helping them to link theory and practice. Trainees will find it helpful to use this book alongside Primary Mathematics Teaching Theory and Practice. About the Achieving QTS series All the books in this successful series support trainees through their initial teacher training and guide them in the acquistion of their subject knowledge, understanding and classroom practice. All new titles within the series link to the 2012 Teachers' Standards and take in to account recent changes in Initial Teacher Training.

Primary Science Teaching Theory And Practice

Author: John Sharp
Publisher: Learning Matters
ISBN: 1473907101
Size: 10.30 MB
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The essential teaching theory and practice text for primary science. Covering the skills of planning, monitoring, assessment and class management, it relates these specifically to primary science. With full coverage of the theory and practice required for effective and creative science teaching, this text is an essential guide for all trainees working towards QTS. Throughout, practical guidance and features support trainees to translate this learning to the classroom, embed ICT in their lessons and to understand the wider context of their teaching. This 7th edition has been updated in line with the new National Curriculum.

Creative Teaching Mathematics In The Primary Classroom

Author: Mary Briggs
Publisher: Routledge
ISBN: 1317618580
Size: 57.75 MB
Format: PDF
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This stimulating text shows how primary mathematics can be creative, exciting and enjoyable. Offering teachers a dynamic and different perspective, it enables them to see and teach in creative ways that will develop their pupil’s mathematical thinking potential. Creative Teaching: Mathematics in the Primary Classroom encourages students, trainees and practicing teachers to envision and develop a classroom where children can take risks, enjoy and experiment with mathematical thinking, and discover and pursue their interests and talents in an imaginative yet purposeful way. This second edition contains key updates to reflect the changes to the primary curriculum and includes: new sections on: specialist teaching, parental engagement and approaches to homework; creative classroom environments; working walls, displays and outdoor settings; links to assessment, speaking, listening and learning theory; use of media, film, news and stories for creative learning; cross-curricula work. Featuring reflective tasks in every chapter, this book will prove essential and inspiring reading for all trainee and practising teachers looking to develop their creative practice. Aimed at primary and early years trainee teachers, NQTs and experienced teachers, this is a timely publication for teachers and schools seeking to broaden their maths curriculum, making it more creative and appealing to young minds.

Reflective Reader

Author: Louise O'Sullivan
Publisher: Learning Matters Limited
ISBN: 9781844450367
Size: 26.97 MB
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This book contains extracts from journals and books on key issues surrounding primary mathematics teaching, all of which have been included to prompt reflection on how children learn mathematical concepts and how teachers teach. The extracts lead trainees on from the skills and knowledge of teaching into territories where their beliefs and approaches are challenged.

Primary Mathematics

Author: Pearson Education
Publisher: Heinemann Educational Publishers
ISBN: 9780435029128
Size: 61.98 MB
Format: PDF, ePub, Mobi
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The Reflective Reader series by Learning Matters (UK) will support the Achieving QTS series by providing relevant and topical theory to underpin the reflective learning and practice of UK primary and secondary ITT education trainees. The books in this series will include extracts from key classic and current publications and documents; supported by an analysis, pre- and post-reading activities, links to the QTS Standards, a practical implications section, links to other titles in the Achieving QTS series and annotated further reading lists.

Primary Special Educational Needs

Author: Sue Soan
Publisher: Learning Matters Limited
ISBN: 9781844450381
Size: 28.26 MB
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The extracts contained in this Reflective Reader will help students work through some of the challenging aspects of teaching children with special educational needs. By reading some of the key writing on the subject, trainees are encouraged to think about the links between theory and classroom practice, and to develop critical thinking skills which will strengthen their development as reflective practitioners.

Primary Science

Author: Judith Roden
Publisher:
ISBN:
Size: 20.39 MB
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Still the biggest concern for many on initial teacher training courses is the acquisition of subject knowledge and the ability to translate that into effective teaching. This book extends and deepens UK trainees' science subject knowledge in a manner that assists them to use it more actively in planning and implementing lessons.

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

Author: Learning Matters, Ltd
Publisher: Bukupedia
ISBN:
Size: 79.87 MB
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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 www.standards.dfes.gov.uk/eyfs/resources/downloads/statutoryframework- 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