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Pre-Course Reading List and Subject Audits for the PGCE Primary & Early Years programme

We are looking forward to your joining us in September when you will embark on the next stage of your educational career. I know that many of you are eager to begin your preparation for the programme and to support this activity we are providing you with subject audits and a recommended readings list.

As you will be aware there is much to learn during your PGCE year. This an intense programme which will require 100% attendance at taught sessions (20 hours per week of lectures and seminars during the taught part of the programme). Many of our former students have found that addressing gaps in subject knowledge and gaining additional experience in schools prior to the start of the programme to be of real benefit.

The following audits are essential pre-course activiites. They will be needed in the first few weeks of the Programme in your discussions with English, maths, science, and ICT tutors.

Action: Complete subject knowledge audits and begin to work on any significant gaps in your subject knowledge before starting the course inSeptember.

The recommended reading list will also support your development of the subject knowledge required for teaching. In addition we have suggested texts that you will find useful for your training and teaching. Finally, and perhaps of most importance, if you have any time free to spend in school or early years settings you will find any additional practical experience of great value to your training.

Action: Gain additional experience in schools and nurseries. You need to ensure that you have a good understanding of thethe age phases for which you are training. Early Years students should have experience in Nurseries as well as schools; Primary trainees should have experience in both: Lower and Upper Key Stage 2

We are all looking forward to working with you in September.

Best wishes,

Sarah Whitehouse, Programme Leader

PGCE Primary/ Early Years Pre-course English Audit

Name …………………………………………………..

During the course you are required to take personal responsibility for renewing and updating your subject knowledge and understanding in English, identifying areas for development, setting personal targets and addressing any areas of weakness. This process commences now, before the course starts, and will continue throughout. You will develop your knowledge and understanding through self-study, through contact sessions and through school experiences.

Initial against each item in the middle column to indicate your current ‘Subject Knowledge’ Use a self-study guide e.g. Primary English: Knowledge and Understanding by Medwell et al, published by Learning Matters. There are many other such guides so do look to see which best suit your needs.

As part of all courses trainees must demonstrate that they know and understand:

Current Knowledge I already have a thorough and secure knowledge of this topic

Pre-course Revision I have revised this topic and now have a thorough and secure knowledge

The nature and role of Standard English

Can you define Standard English?

dialect

accent

standard English;

to be able to pick out of a written passage pieces thatare in dialect and those written to signify an accent

some of the grammatical differences between standardEnglish and some N-S forms of English like Creole;some of the grammatical terms necessary to describeNon-standard English,

About Texts

Do you know the text structure and key language features of the following genres:

Narrative, e.g. fables and fairy stories, includingsequencing events, plot line, climax and resolution,characterisation and the use of temporal connectives.

Poetry – the structure of various forms, e.g. haiku,sonnet, couplet, limerick as well as language features,e.g. simile metaphor, personification, alliteration andassonance.

Non-fiction – the structure and language features ofnon-fiction genre, e.g. recounts, reports, explanations,instructions, persuasion and discussion?

Do you know how to evaluate texts critically: Are you able to discuss the devices used by authors to create desired effects, convey meaning…?

The spoken and written language systems of English

Lexical

Can you explain the difficulties of representing the (approximately) 44 phonemes of English with only 26 letters of the alphabet? Do you understand technical terms? Can you segment words by phoneme? Do you know the difference between a digraph and a blend?

Can you define terms such as morpheme (bound and unbound), root, suffix, prefix? Do you know what synonyms and homonyms are?

Can you explain how derivational suffixes change the function of a word in a sentence or form new words? Do you know how inflectional suffixes are grammatical in function?

Grammatical

Do you know the 8 main word classes? Can you define a sentence? Do you understand the subject and predicate? Can you explain the difference between a simple, compound and complex sentence? Can you identify components of sentences – phrases, clauses, and define a main clause, subordinate clause and an adverbial phrase? Do you know what a compound word is? Can you explain the difference between an active and a passive sentence? Can you describe the differences between first, second and third person? Do you know the different types of verbs and how verbs change according to tense? Finite and non-finite verbs? Verb tense? How to write in the first, second and third person? Present and past participles?

Punctuation

Can you identify common errors such as the comma splice and suggest alternatives? Do you know when you can use a semicolon? Do you know when you can use a comma? Can you explain how to use an apostrophe to show possession? Omission? Can you explain and use other punctuation marks? Are you aware of the conventions of punctuating dialogue?

What grade would you give yourself after your first pre-course audit? Initial and date below in the right-hand column.

After doing your pre-course revision, what grade would you now give yourself? Again, initial and date in the right-hand column.

Initial and date

A You have secure knowledge and understanding of all the subject items. You see and understand the links between your knowledge of the spoken and written systems of language and your knowledge of children’s texts and can use that understanding for planning, to respond to pupils’ learning needs as speakers, listeners, readers and writers.

B You have secure knowledge and understanding of almost all the subject items. You have action planned to address any misconceptions and gaps in knowledge before the end of the course. You can see connections between your understanding and the needs of developing readers and writers in school but need to extend this knowledge through further experience.

C You have adequate knowledge and understanding of the majority of the subject items. You have action planned to address any misconceptions and gaps in knowledge before the end of the course and view this as a priority during University and school-based training.

D You have serious weaknesses in knowledge and understanding of a majority of the subject audit items. You will need to provide abundant evidence of you successfully addressing all of your misconceptions and gaps in knowledge before the end of the course. You will need to work very hard to satisfy the requirements for qualified teacher status and for the successful completion of the course.

REMEMBER TO BRING THIS COMPLETED AUIDT TO YOUR FIRST ENGLISH SEMINAR SESSION

PGCE PRIMARY AND EARLY YEARS MATHEMATICS: DEVELOPING SUBJECT AND PEDAGOGICAL KNOWLEDGE

During the course you are required to take personal responsibility for renewing and updating your subject knowledge and understanding in mathematics, identifying areas for development, setting personal targets and addressing any areas for development. This process now commences before the course starts and will continue throughout. You will develop your knowledge and understanding through self-study, through contact sessions and through school experiences.

a. Self-Supported Studyi. At the beginning of the course, you will be required to form study groups and directed to

materials to enable you to identify areas for development. Materials to support yourdevelopment are provided in the resource base. These include books, assessmentmaterials, CD-ROM based materials and videos. You will also be required to keep a ‘mathsdiary’ in which you will record aspects of your progress and development in subjectknowledge. This diary will form part of the evidence for the final subject knowledge gradegiven before your final professional practice.

ii. In addition to the subject knowledge that underpins teaching, you will be required to knowand understand the pupils’ curriculum for mathematics, how to secure progress inmathematics and appropriate teaching and assessment methods. Although theserequirements will be addressed in mathematics sessions, any weaknesses or difficultiesmust be identified and developed as part of your Faculty-based and school-based tasks.Relevant materials including videos and curriculum information are provided in theresource base.

iii. Although the uses and applications of ICT in teaching mathematics will permeate taughtsessions you are required to take personal responsibility for ensuring that your knowledgein this area is up to date. Internet and mathematics related software and hardware areavailable for you to use. Faculty based tasks and assessment materials will direct you toareas you need to develop.

iv. Materials and resources (including those provided by the TDA) are available to support youin your development in professional numeracy.

Mathematics tutors and the mathematics technician are available to support and guide you in your studies and help you to match materials and resources to your needs.

b. Taught Sessions

i. Each mathematics module includes elements of subject knowledge teaching with a focuson the particular areas being taught in pedagogic studies.

ii. There will be taught sessions focusing on the teaching of national curricular with particularreference to the Primary Framework.

iii. The uses and applications of ICT to meet teaching objectives will permeate all taughtsessions and some will discuss uses of ICT by pupils in mathematics lessons. Personalskills in using ICT for mathematical activity will be developed in mathematics modules andgeneric skills workshops.

TESTING AND ASSESSMENT OF SUBJECT KNOWLEDGE

a. Self assessments

i. Profiles.A profile of mathematics subject knowledge should be completed at the beginning of thecourse and up-dated throughout.

A profile of knowledge gained in school should be completed during/after all schoolpractices.

ii. Mathematics DiaryA record of targets set and addressed, reading, peer/tutor support to evidence progress anddevelopment of subject knowledge.

iii. Mathematics Subject Knowledge FileEvidence of personal subject knowledge development is kept in this file and built up duringthe course. It will provide the basis for the final subject knowledge grade.

iv. Audit FormsYou will be asked to audit your subject knowledge, both prior to and during the comingacademic year, identifying your progress and achievements in subject knowledgedevelopment and identifying targets. You will also be required to audit your knowledge andunderstanding of the uses and applications of ICT in mathematics teaching.

PGCE Early Years & Primary Pre-course Mathematics Subject Audit

Name …………………………………………………..

During the course you are required to take personal responsibility for renewing and updating your subject knowledge and understanding in mathematics, identifying areas for development, setting personal targets and addressing any areas for development. This process now commences before the course starts and will continue throughout. You will develop your knowledge and understanding through self-study, through contact sessions and through school experiences.

Initial against each item in the middle column to indicate your current ‘Subject Knowledge’ Use a self-study guide (examples are in the list below) to check your current understanding.

As part of all courses trainees must demonstrate that they know and understand:

Confidence

(1(low) – 4(high))

Current Knowledge:

I already have a thorough and secure knowledge of this topic

Action Plan – trainees initial

here and highlight item

Number & algebra

I understand and can explain place value notation and can work with a variety of number bases.

I can understand and use negative numbers appropriately

I can add, subtract, multiply and divide with decimals.

I understand the meaning of a fraction: - to represent part of a whole (e.g. a shape) - to represent part of a set (e.g. a number of objects) - to represent a mixed number on a number line and show its improper fraction equivalent - to link fractions with division - as a ratio to compare the size of one number or quantity with another

I can add, subtract, multiply and divide with fractions and use understanding of equivalence of fractions to perform calculations.

I can express a quantity as a decimal, fraction or percentage of another.

I understand the meaning of the square, cube, square root and cube root of a number.

I understand the meaning of positive and negative indices.

I understand the meaning of: - product

- quotient, dividend and divisor? - factor - multiple - prime number - test of divisibility - digital root

I can write any number in standard form.

Number operations & algebra

I understand the associative, commutative and distributive laws and know when they apply with numbers.

I can use an empty number line to model mental calculations: - such as 48 + 36 - such as 297 + 304 - such as 8003 – 2890

I can model multiplication using: - repeated addition - arrays - scaling - a grid method - an efficient method such as ‘long multiplication’ - a range of ‘real-life’ examples based on numbers, money or measures - multiplying or dividing by 10 or 100

I can model division using: - equal sharing - equal grouping or repeated subtraction - the inverse of multiplication - a ‘chunking’ method based on subtracting multiples of the divisor - an efficient method such as ‘short division’ - a range of ‘real-life’ examples based on numbers, money or measures

I understand the distinction between the remainder after a division and the numbers after the decimal point in the calculator answer, or the equivalent fraction

I can find factors and produce a prime factorisation of any natural number.

I can: - solve problems involving direct proportion - express a proportion as a percentage, both without and with a calculator - calculate a percentage of a quantity, both without and with a calculator - divide a quantity into two parts in a given ratio

- appreciate the difference between ratio and proportion

I understand how to recognise patterns in a number sequence and how to define its nth term as an algebraic expression.

I can factorise and expand simple algebraic expressions and simplify by cancelling.

I can change the subject of a formula.

Equations, functions and graphs

I can solve a linear equation.

I can solve simultaneous equations with two unknowns.

I understand and can use the idea of a function and its inverse.

I know that a straight line represents a linear relationship.

I know the significance of the gradient of a straight line and its intercepts on the two axes.

I can use a graph to find an approximate solution of an equation.

Mathematical reasoning & proof

I know when it is appropriate to use the symbols , ,

, .

I can recognise, construct and follow a simple deductive proof.

I understand the method of proof by exhaustion.

I understand the method of disproof by counter example

Measures

I understand the difference between estimation and measurement.

I know the standard metric units for measuring length, area, volume, mass and capacity.

I know the metric divisions and multiples of standard measures and the relationships between them.

I know the relationships between the metric units of length, mass, capacity and volume.

I understand the difference between weight and mass, volume and capacity.

I can select an appropriate measure for use in practical situations.

I know the common imperial measures still in daily use, the relationships between them and approximate metric equivalents.

I can estimate the size of an angle in degrees and use a protractor accurately.

I understand the various units for measuring time.

I can draw an accurate scale diagram and interpret information from diagrams, plans and maps involving the use of scale.

I understand the concept of speed and know and can use units for measuring speed.

Shape & Space

I can use plane co-ordinates to specify a location.

I understand and can use the plane-transformations translation, rotation, reflection, enlargement and reduction to produce patterns and explore properties of shapes.

I understand angle as a rotation and understand the meanings of acute, obtuse right and reflex when referred to angles.

I understand the notion of parallel lines and angle properties associated with them.

I understand the meaning of congruence and similarity when applied to shapes.

I can test for congruence and similarity between triangles, and understand the relationship between the sides of similar triangles.

I can visualise and construct nets for 3D containers and solids.

I can recognise and state appropriate angle, side and diagonal properties of the following 2D shapes: Polygon, triangle (equilateral, isosceles, scalene), quadrilateral (kite, trapezium, parallelogram, rhombus, rectangle, oblong, square), pentagons, hexagons, octagons.

I know Pythagoras’ Theorem for right-angled triangles.

I know the formula for calculating the area of a rectangle and can deduce from it formulae for the area of a triangle, trapezium and parallelogram.

I can calculate the area of a circle and sectors of a circle, the length of its circumference and arcs.

I can identify the following 3D solids and shapes and recognise their properties: polyhedron, cube, cuboid, prism, pyramid, cylinder, cone, sphere.

I know how to calculate the volume and surface area of a cube, cuboid and prism.

I can recognise and use reflective and rotational symmetry in 2D shapes and reflective symmetry in 3D shapes.

Probability & statistics

I understand the difference between discrete and continuous data.

I understand and can use procedures for collecting, tabulating and representing data diagrammatically and graphically.

I can use pictograms, pie-charts, block graphs, bar charts, scattergrams and relationship graphs to display data and understand when each is appropriate.

I can use a spreadsheet and a data handling package to display data.

I know how to interpret and make predictions from data.

I understand significance of and can use the notion of range as spread and average as an indication of central tendency.

I know how to calculate the mode, mean and median averages for a set of data, and understand when each is relevant.

I use systematic methods, including tree diagrams, for identifying and counting all the possible outcomes of an event.

I understand the difference between a probability value based on equally likely outcomes and one estimated from experiment and observation.

I can recognise independent and mutually exclusive events.

Calculators: I can use a basic calculator efficiently.

I can use a scientific calculator efficiently.

Subject Knowledge Grade

What grade would you give yourself after your first pre-course audit? Initial and date below in the right-hand column.

After doing your pre-course revision, what grade would you now give yourself? Again, initial and date in the right-hand column.

Please highlight the grade and descriptor that is the ‘best fit’ for your current subject knowledge in mathematics.

Initial and Date

A

You have secure knowledge and understanding of all the subject items. You see and understand the links between your knowledge of the various areas within mathematics and can use that understanding for planning, to respond to pupils’ learning needs as confident investigators of mathematics.

B

You have secure knowledge and understanding of almost all the subject items. You have action planned to address any misconceptions and gaps in knowledge before the end of the course. You can see connections between your understanding and the needs of developing confident users of mathematics in school but need to extend this knowledge through further experience.

C

You have adequate knowledge and understanding of the majority of the subject items. You have action planned to address any misconceptions and gaps in knowledge before the end of the course and view this as a priority during University and school-based training.

D

You have serious weaknesses in knowledge and understanding of a majority of the subject audit items. You will need to provide abundant evidence of you successfully addressing all of your misconceptions and gaps in knowledge before the end of the course. You will need to work very hard to satisfy the requirements for qualified teacher status and for the successful completion of the course.

REMEMBER TO BRING THIS COMPLETED AUDIT TO YOUR FIRST MATHEMATICS SEMINAR SESSION

PG Primary/ Early Year Pre-course Science Audit

Name …………………………………………………..

Initial against each item in the middle column to indicate your current ‘Subject Knowledge’. The list may appear a little daunting at first but our children deserve to be taught by expert teachers of science who have secure subject knowledge. The Secretary of State requires you to know and understand all these topics before the award of qualified teacher status.

Use a self-study guide (e.g. PARSONS, R, ed. (1998). KS3 Science The Revision Guide (higher). Newcastle-upon-Tyne: Co-ordination Group Publications.) or online study guides (e.g. BBC Bitesize revision at http://www.bbc.co.uk/schools/gcsebitesize/) to revise topics and then initial against items in the right-hand column.

You will be expected to address any remaining topics in your study groups. You can also attend informal workshops in the university, where science technicians will be on hand to help you.

As part of all courses trainees must demonstrate that they know and understand:

Current Knowledge I already have a thorough and secure knowledge of this topic

Pre-course Revision I have revised this topic and now have a thorough and secure knowledge

a. life processes

i. functioning of organisms

organisms have the potential to carry out the lifeprocesses of nutrition, movement, growth,reproduction, respiration, sensitivity and excretion;

the functions of nutrition, circulation, movement, growthand reproduction in humans;

tissues and organs of a multi-cellular organism carryout specialised functions;

most organisms are made up of cells and almost allcells have a nucleus which controls their activities;

the health of an organism can be affected by a range offactors, for example, in humans, drugs, exercise andother physical, mental and environmental factors;

ii. continuity and change

a species is a group of organisms which can inter-breed to produce fertile offspring;

there is variation within any species;

the principal agent controlling the characteristics andworking of cells and organisms is their genetic material, DNA;

reproduction results in DNA from the parent or parentsbeing passed on to future generations;

before reproduction, the genetic material of anorganism is replicated;

mutations may occur during the process of DNAreplication and during sexual reproduction, and geneticmaterial will inevitably be re-combined, both of whichwill cause variation in the offspring. In asexualreproduction (cloning) the amount of variation ischaracteristically very small and the offspring lookexactly like the parent;

most biologists believe that variation caused by geneticmutation and re-combination, coupled with interactionbetween organisms and their environment, leads tonatural selection and evolutionary change;

iii. ecosystems

a diversity of organisms exists, and includes bacteria,fungi, plants and animals;

a diversity of organisms is found in most habitats;

the organisms, including humans, in an ecosysteminteract with each other and with the physical aspectsof the environment;

micro-organisms are widely distributed.

b. materials and their structure

i. materials

the types of particles that make up all materials includeatoms, protons, neutrons and electrons;

there are about 100 elements which join together indifferent combinations to make up all biological andother materials;

when atoms of different elements combine together the resulting material is a compound;

atoms can be held together in different ways;

the properties of a compound depend on the way inwhich the particles making it up are arranged and heldtogether, such as in molecules and giant structures;

in chemical reactions new substances are formed;

physical changes involve changes in the arrangementand spacing of the particles but no new substances areformed;

the properties of materials can often be predicted froma knowledge of their structures, and vice versa, but canalso depend on their shape and size;

most materials can exist as solid, liquid and gas,depending on conditions;

changes of state can be brought about by transferringenergy.

ii. particle theory and the conservation of mass

finely divided substances still contain many atoms andmolecules;

the movement of particles explains the properties ofsolids, liquids and changes such as dissolving, meltingand evaporating;

during chemical changes bonds joining atoms togetherare broken and new bonds are formed;

mass is conserved in physical and chemical changes.

c. physical processes:

i. electricity and magnetism

all matter is made up of particles which includeelectrons; these carry a negative charge;

in good conductors, such as copper, a small proportionof electrons (so called “free electrons”) can moveeasily; in poor conductors, like wood, movement is very difficult;

“resistance” (measured in ohms) is a measure of thedifficulty of flow of electrons in the material;

when a cell (or battery) is attached in a circuit, itprovides a “push” which causes electrons to move inone direction around the circuit; this movement (flow)of electrons is called current (measured in amps);

current is not consumed and is the same in all parts ofa simple circuit;

voltage (measured in volts) is a measure of the energyper unit charge and this might be considered as drivingthe current;

energy (measured in joules) stored in a battery istransferred to the circuit as the battery is used;

the power (measured in watts) of a device such as abulb or motor is the rate at which energy is transferredto the device;

as moving electrons collide with fixed atoms in a circuitthey make the atoms vibrate more; this vibrationcauses components such as bulb filaments to becomehot and emit light;

a circuit including its components can be representedby standard symbols in circuit diagrams;

magnets have poles; like poles repel, unlike polesattract; the pole that points northwards is the North-seeking pole;

magnetism can act over a distance, so magnets canexert forces on objects with which they are not incontact;

a current flowing through a conductor produces amagnetic effect.

ii. energy

there is a distinction between energy and force;

there is a distinction between energy and fuel;

particular fuels can be used in the generation ofelectricity;

transfer of energy is not confined to physics; it isimportant in chemical and biological processes too;

although energy is always conserved it may bedissipated, reducing its availability as a resource.

iii. light

light travels in a straight line unless something preventsit from doing so, for example, reflection or scattering,and that this can be used to explain the formation ofshadows;

light can differ in intensity and wavelength;

the distinction between reflection and scattering andhow images are formed in a mirror;

the colour of an object depends on the wavelengths oflight that it scatters, e.g. a black object scatters littlelight, and absorbs light of all visual wavelengths; agreen object scatters more green light than othercolours which it absorbs more;

objects are seen when light is emitted or reflected fromthem and enters the eye through the pupil, causing theretina to send messages, carried by nerves, to thebrain.

iv. sound

sound travels through a medium from a vibratingsource;

sound waves can differ in amplitude and frequency and this leads to differences in loudness and pitchrespectively;

sounds are heard when vibrations from an object enterthe ears, causing the eardrums to vibrate and impulsesto be carried by nerves to the brain.

v. the Earth and beyond

the universe includes galaxies which include stars;

the Sun is one star in our galaxy and is at the centre ofthe solar system;

the order of the planets in our solar system, their majorfeatures and relative distances from the Sun whichthey orbit;

the explanations for the phases of the Moon andeclipses;

the explanation for the seasons and length of year;

the explanation of day and night and the evidence forit.

the relationship between speed, distance and time and the relationship between speed, velocity and acceleration.

vi. Forces and motion

when an object is stationary or moving at a steady speed in a straight line, the forces acting on it are balanced;

balanced forces produce no change in the movement or shape of an object, whereas unbalanced forces acting on an object can change its motion or its shape;

the change in movement and/or shape of an object depends on the magnitude and direction of the forces acting on it;

forces such as friction, air resistance and water resistance oppose the relative motion between an object and what it is touching;

in most situations there are forces such as friction retarding the motion of objects and so a driving force is needed to keep them moving at a steady speed;

frictional force between surfaces can also enable motion, e.g. by opposing the relative movement between shoe and floor or tyre and road;

the SI unit in which forces are measured is the Newton;

the mass of an object is the amount of matter in it; mass is measured in grams and kilograms;

gravitational attraction exists between all objects; this depends on the masses of the respective objects and how far apart they are;

the weight of an object is a force measured in newtons, caused by the gravitational attraction between the Earth and the object and directed towards the centre of the Earth;

the specific object will have the same mass on the Earth and on the Moon because it contains the same amount of matter;

an object will weigh more on the Earth than on the Moon because the Earth is more massive and exerts greater gravitational attraction than the Moon;

objects of different mass dropped at the same instant from the same point will land at the same time unless the air resistance is different;

What grade would you give yourself after your first pre-course audit? Initial and date below in the right-hand column.

After doing your pre-course revision, what grade would you now give yourself? Again, initial and date in the right-hand column.

Initial and date

A You have secure knowledge and understanding of all the subject items. You see and understand the links between science concepts, knowledge, language and symbols, processes and strategies and can use that understanding for planning, to respond to pupils’ questions, to unexpected ‘leaps in understanding’ and to address pupils’ misconceptions.

B You have secure knowledge and understanding of almost all the subject items. You have action planned to address any misconceptions and gaps in knowledge before the end of the course. Your school professional tutor/ class teacher will support the successful completion of your personal action plan and will monitor your subject knowledge during planning, teaching and assessment practices.

C You have adequate knowledge and understanding of the majority of the subject items. You have action planned to address any misconceptions and gaps in knowledge before the end of the course and view this as a priority during University and school-based training. Your school professional tutor/ class teacher will monitor the successful completion of your personal action plan and will support your subject knowledge during planning, teaching and assessment practices.

D You have serious weaknesses in knowledge and understanding of a majority of the subject audit items. You will need to provide abundant evidence of you successfully addressing all of your misconceptions and gaps in knowledge before the end of the course. You will need to work very hard to satisfy the requirements for qualified teacher status and for the successful completion of the course.

PGCE Pre-course subject knowledge reading list April 2013

English You are strongly advised to purchase at least one text relating to English subject knowledge in the following reading list. Whilst we recommend Medwell, J. et al. you may find other study guides accessible and useful:

CHALLEN, D. (2001) Primary English Audit and Test. Exeter: Learning Matters EYRES, I. (2007) 2nd Ed. English for Primary and Early Years. London: Sage. JOHNSON, J. (2001) The Literacy Skills Test. Learning Matters MEDWELL, J. et al (2007) Primary English Knowledge and Understanding. Exeter: Learning Matters Ltd.

Additonal key texts Johnston, R. & Watson, J. (2007) Teaching Synthetic Phonics Exeter: Learning Matters Goodwin, P. (2005) Understanding Children's Books London: Sage And/or Gamble, N. Yates, S. (2008 2nd Ed) Understanding Children's literature London: Sage

Early Years specific Riley, J. (2006) Language and Literacy 3-7. London; Sage Marsh, J. and Hallett, E. (2nd Ed.) (2008) Desirable Literacies. London: PCP Whitehead, M. (2007) Developing Language and Literacy with Young Children. London; Paul Chapman

Primary and Early Years Goodwin, P. (2005) The Literate Classroom (Second Edition). London: David Fulton

Essential Children’s literature (linked to events with partnership schools in October)

Early Years The Stickman by Julia Donaldson We’re Going on a Bear Hunt by Michael Rosen Into the Forest by Anthony Browne 10 Things I can do to help my world by Melanie Walsh Lila and the secret of rain by David Conway and Jude Daly

Primary Once by Morris Gleitzman Goodnight Mr Tom by Michelle Magorian War Boy: a wartime childhood by Michael Foreman War Horse by Michael Morpurgo (1st world war)

Science

Primary Devereux (2007 2nd Ed) Science for Primary & Early Years Developing Subject Knowledge Harlen, W. (2005). Teaching, Learning and Assessing Science 5 - 12 Monk, M. & Osborne, J., (2010) Good Practice in Science Teaching: What Research Has to Say. Buckingham: Open University Press

Early Years Johnson, J (2005). Early explorations in science. Maidenhead: OUP Devereux (2007 2nd Ed) Science for Primary & Early Years Developing Subject Knowledge

Harlen, W. (2005). Teaching, Learning and Assessing Science 5 - 12 Monk, M. & Osborne, J., (2010) Good Practice in Science Teaching: What Research Has to Say. Buckingham: Open University Press

Mathematics Cotton, T. (2010) Understanding and Teaching Primary Mathematics. Longman Primary Mathematics: Audit and Test (2007 3rd Ed) Learning Matters Primary Mathematics: Knowledge and Understanding (2009 4th Ed) Learning Matters Primary Mathematics: Extending Knowledge in Practice (2008) Learning Matters The Really Useful Maths Book Routledge https://www.ncetm.org.uk/ Register (free) and explore the audit in the Personal Learning Section

ICT AGER, R Information and Communications Technology in Primary Schools (2nd ed). London: Fulton LOVELESS, L. & DORE, B. (eds) ICT in the Primary School. Buckingham: Open University Press

Professional Studies Bruce, T. (2003) Developing Learning in Early Childhood – 0-8 Years. Paul Chapman Publishing Arthur, J. and Cremin, T. (2010) Learning to teach in the Primary School (2nd Edition) London: Routledge. Hayes, D. (2008) Foundations of Primary Teaching 4th Ed. London: Routledge Pollard, A.et al. (2008) Reflective Teaching: evidence-informed professional practice (Paperback 3rd edition) London: Continuum International Publishing Group Ltd. Woolfolk, A., Hughes, M.& Walkup, V. (2007) Psychology in Education London: Pearson.