PGCE2011 -12

Professional StudiesHandbookSemester 1

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Tutorial Team

Mark Jenkins

SGC 124 7060 mark.jenkins@winchester.ac.uk

Emma Morley

SGC 18 7584 emma.morley@winchester.ac.uk

Guest Tutor

Allison Goddard 7585 allison.goddard@winchester.ac.uk

Module Organisation

Students are divided into 4 groups for professional studies.

Sessions take place on a Friday

Professional Studies days consist of lead lectures, seminar workshops and student self study tasks (see the following timetable)

Students will note that self study tasks form an essential aspect of the module and students are expected to fully engage with these in the furtherance of their professional development (details on pages 18-21)

Students will compile a portfolio of evidence related to their self study activity during the professional studies module

Self study tasks will be set regularly during the module

Semester 1 Outline

In preparation for student’s first school experience semester 1 will focus on professional practice. This will involve examining aspects of the learning cycle (planning, teaching, differentiation and assessment), a consideration of behaviour management strategies and individual needs whilst placing current issues in teaching and learning under scrutiny.

Students are encouraged to actively engage with the sessions through discussion, participation and analysis. It is hoped the sessions will challenge student’s thinking and allow them the opportunity to openly reflect in developing and refining their own practitioner pedagogy.

Throughout this module, links will be made between theory and practice. We will draw upon your previous experiences in schools and other settings and we will suggest ways in which you might apply aspects of this module within your next placement. Specific school based tasks will be included within the relevant School Experience handbook. Please ensure that you note these prior to starting your School Experience. We will make reference to these during sessions and will expect you to draw upon these when completing the assignment.

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Week 1 Week 2 Week 3 Week 4 Week 59-10 LL- Introduction to PS room The Vault(including self-study tasks and IST’s)Groups 1-4MJ & EM

9-11 Planning seminarGr 3 MJ MCT 1 Gr 4 EM MCT 2

9-10 LL SE BriefingThe Vault

9-11 Behaviour Management seminarGr 3 MJ HJB 304 Gr 4 EM HJB 305

9-10 LL- Preparation for Paired Placements EM/BHGroups 1-4The Vault

10.00-11.30 Good Schools seminarGr 1 MJ HJB 304, Gr 2 EM HJB 305

10-11.30Gr 1 AFL seminar and mini lesson set up EM HJB 304Gr 2 Differentiation seminar MJ HJB 305

10-11.30IEP seminarGr 4 MJ MCT 1 Gr 3 EM MCT 2

11.30-1 Good Schools seminarGr 3 MJ HJB 304 Gr 4 EM HJB 305

11-1 Planning seminarGr 1 MJ MCT 1 Gr 2 EM MCT 2

11.30-1pmGr 3 AFL seminar and mini lesson set up EM HJB 304Gr 4 Differentiation seminar MJ HJB 305

11-1 Behaviour Management seminarGr 1 MJ HJB 304 Gr 2 EM HJB 305

11.30-1IEP seminarGr 2 MJ MCT 1Gr 1 EM MCT 2

2-2.30 LL Intro to PS AssignmentGroups 1-4 SLRMJ & EM

2-3 LL AEN (AG) SLRGroups 1-4Finding the key

2-3.30Gr 2 AFL seminar and mini lesson set up EM HJB 304Gr 1 Differentiation seminar MJ HJB 305

2-4 pm Assignment Drop in Clinic MJ and EM HJB 304Groups 1-4 Mini Lesson preparation

HJB 212 available

2-3.30 Mini LessonsGr 3 MJ MCT 1Gr 4 EM MCT 2

2.45-3.45 Good Teachers seminarGr 1 EM MCT 1 Gr 2 MJ MCT 2

3-4 Gr 3 and 4 AEN Directed task- computer RoomFWB 204

3.45-4.45 Good Teachers seminarGr 3 EM MCT 1 Gr 4 MJ MCT 2

4-5 Gr 1 and 2 AEN Directed task- computer Room FWB 204

3.30-5pmGr 4 AFL seminar and mini lesson set up EM HJB 304Gr 3 Differentiation seminar MJ HJB 305

3.30-5 Mini LessonsGr 1 MJ MCT 1 Gr 2 EM MCT 2

SST- Personal reflection on own learning experience- inspiration and barriers

SST - What’s in the educational news?

SST- Draft initial SE targetsBefore next session -Directed reading of Rogers Article

HJB 212 available

SST- Mini-lesson preparation

SST- Mini-Lesson EvaluationsFinalisation of SE targets and reflection on the learning cycle

Semester 1 PS Programme Outline

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PROFESSIONAL STUDIES ASSIGNMENT

(Equivalent to 4000 words)

Title: Creating a Positive Learning Environment.

Essay (2500 words)

Select one specific aspect of an effective environment for learning and teaching.

Critically analyse how embedding this aspect within classroom practice will help to promote effective learning.

Your ‘aspect’ must be chosen from one of the following areas of pedagogy.

Either

i. The importance of reward in developing both learning and motivation. Reference should be made to praise and both intrinsic and extrinsic motivational strategies within the discussion.

ii. How group dynamics can be managed by the teacher to promote effective learning in a social context

iii. How an understanding of children’s emotional development is essential to the promotion of effective working relationships in fostering learning

iv. How teachers differentiate in the classroom in order to support the progress of all children

v. The importance of feedback and marking in developing children’s learning – an evaluation of formative assessment strategies

You will need to draw on observations from your initial school placement, notes from sessions, further reading, reflections, and relevant research articles. 

The assignment will be structured so that theory and practice are interwoven and you will explore how educational research is related to what teachers do in creating effective learning environments for their pupils.

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Appendix (1500 word equivalence)

As part of the assignment, you are required to submit a short portfolio of appendices demonstrating the processes undertaken to support the writing of your essay.

You need to include:

1. A detailed essay plan, in a format of your choice e.g. mind map, flow chart, etc. This should be a working document, indicating the ways in which your essay structure has evolved over time

2. A reading diary, to provide evidence of the range of reading you have undertaken. This should be completed as you read and should include details of the source (author, year, title and publisher) and brief notes re its content. The diary may make reference to sources which are not ultimately included in your bibliography.

3. Relevant observations (3-4) from experience in school, including your initial 2-week placement. Each of these should be accompanied by a brief (200 words maximum) commentary, indicating the impact of what was noted on teaching / the learning environment and therefore on pupil learning.

Submission Date: Friday, 4th November (Week 6)

Return date: Friday 16th December (Week 12)

Marking Criteria: See generic marking criteria below

Marking process will be in accordance with the University’s Moderation of Assessed Work Policy

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PGCE ASSIGNMENT MARKING CRITERIA 2011/12

These marking criteria are based on expectations for level 7 marking at the University of Winchester as set out in Appendix 4 of the Academic Regulations for Taught Programmes 2011

GENERICASSESSMENT CRITERIA

Level 7 Distinction70 – 100%

Level 7 Merit60 – 69%

Level 7 Pass50 – 59%

Level 6 pass40 – 49%

Fail

Relevance Excellent context and justification for an appropriate area of professional enquiry.

Comprehensive context and justification for an appropriate area of professional enquiry

Good professional enquiry with sound rationale

Descriptive professional enquiry with limited rationale

Context / area chosen for professional enquiry do not support the assignment. No rationale included.

Excellent focussed exploration of key issues, posing questions and identifying issues related to professional area under review

Detailed exploration of key ideas, making good connections and identifying issues related to professional area under review

Fully answered questions, appropriately focussed

Questions answered although relevance of all content not always clear

Does not answer the question; significant omissions, or inclusion of incorrect or irrelevant material.

Content Knowledge ofSubject area

Conceptual Understanding

Substantial knowledge base demonstrating ability to discriminate key issues and make links to wider context.

Good knowledge base demonstrating ability to discriminate key issues with some links to wider context identified

Secure level of knowledge and understanding of key issues

Knowledge and understanding are adequate although there are some weaknesses

Knowledge and

understanding show

serious deficiencies.

Confident and innovative expression and development of ideas, with firmly articulated conclusions and excellent grasp of implications for practice

Good, clear expression of ideas and conceptual understanding demonstrated with a clear grasp of implications for practice

Sound expression of ideas and conceptual understanding with some attempt to draw conclusions and identify implications for practice

Expression of ideas and conceptual understanding not consistent. Some attempt to draw conclusions and identify implications for practice, not always fully developed.

Expression of ideas and conceptual understanding weak. No attempt to draw conclusions or identify implications for practice.

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Critical analysis Analysis / Synthesis

Reference to PersonalExperience

Skilfully crafted, demonstrating rigorous critical analysis and synthesis of theory and practice including thorough and insightful identification of practical implications.

Explicit and critical reference to own observation / experience which supports ability to make valid generalizations and show originality of thought

Good level of critical analysis which achieves synthesis of theory and practice and identification of practical implications

Explicit reference to own observation / experience which matches theoretical understanding

Includes some critical analysis which may achieve a synthesis of theory and practice; some identification of practical implications

Some reference to own observation / experience, not necessarily consistently linked with theoretical understanding.

Descriptive; limited analysis or synthesis of theory and practice.

Limited reference to own observation / experience

Almost wholly descriptive with some inaccuracies. Where analysis is attempted inappropriate conclusions are drawn. Almost no match of theory to practice and observation.

Minimal / no reference to own observation / experience

Evidence ofindependent research/Use of Literature

References

Use

Discerning and wide ranging with excellent range of primary and secondary sources

Substantial and well-chosen selection of primary and secondary literary sources

A sound range of relevant reading and a general familiarity with key contributions to the subject.

Limited reading with some omission of key texts.Over-reliance on web-based references.

Little evidence of reading related to the focus. Over-reliance on web-based references.

Insightful, critical use of reading to inform, analyse and evaluate

An ability to use and organize research materials in a focused manner

Some demonstration of ability to use reading in supporting ideas and arguments

Limited use of theory from reading to support and develop the discussion.

Little reference to theory from reading.References used incorrectly within the discussion.

Communication Academic writing

Referencing/Presentation

Scholarly, lucid discussion. Excellent, coherent organisation and structure Fluent expression, no errors in use of English.

Comprehensive, articulate discussion; clear organisation and structure. Fluent expression, no errors in use of English.

A sound discussion with clear structure and very few errors in written English.

Structure muddled or unclear in places. A number of errors in written English.

Structure significantly weak.Serious errors in written English.

Excellent presentation with accurate Harvard referencing throughout.

Well presented with accurate Harvard referencing.

Well presented with mostly accurate use of Harvard system and/or well ordered material in appendix (where relevant.)

Some errors in use of Harvard Referencing system. Materials in appendix (where relevant) mostly well-organised.Adequate presentation.

Incorrect use of Harvard Referencing system.No bibliography.Appendices (where relevant) poorly organised.Poor presentation.

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Weekly Seminar Outlines

Week 1

Good Schools

TDA StandardsQ1, Q3a, Q3b, Q5, Q15

Learning Objectives and Outline Content

To consider the holistic role of schools in promoting children’s development beyond the academic

To consider stakeholder perspectives of what constitutes a good school

To consider the features of an effective school To consider students’ awareness of current government

education policy Key Readings Alexander R (Ed) (2010) Children, Their World, Their Education

London: Routledge

Cohen L, Manion L, Morrison K and Wise D (2004) A Guide to Teaching Practice London: Routledge

MacGilchrist B, Myers K and Reed J (2004) The Intelligent School London: SAGE (Chapter 2)

Tassoni P (2007) Child Development – 6 – 16 Years Oxford: Heinemann

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Good Teachers

TDA StandardsQ1, Q2, Q3a, Q6 Q7a, Q7b, Q8

Learning Objectives and Outline Content

To reflect on student perspectives about what makes a good teacher

To consider the holistic role of the teacher in developing a positive learning environment

To overview effective teaching skills To understand the personal and professional

characteristics of good teachers Key Readings Dean J (2008) Organising Learning in the Primary School

Classroom London: Routledge Falmer (Chapter 4)

Hayes D (2006) Inspiring Primary Teaching Exeter: Learning Matters (Chapter 2)

Jacques K and Hyland R (2007) Professional Studies – Primary and Early Years Exeter: Learning Matters (Chapter 1)

www.tda.gov.uk/standards

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Week 2

Planning

TDA StandardsQ1, Q8, Q10, Q19, Q22, Q25

Learning Objectives and Outline Content

To be introduced to the learning cycle To review the levels of planning likely to be encountered

within schools To analyse the aspects of short term planning To begin to devise a lesson plan of their own conception

based on specific learning objectives and success criteria4 Key Readings English E and Newton L (2005) Professional Studies in the

Primary School London: David Fulton (Chapter5)

Hayes D ((2004) Foundations of Primary Teaching London: David Fulton (Chapter5)

Medwell J (2010a) Approaching Long and Medium Term Planning in Arthur J and Cremin T (2010) Learning to Teach in the Primary School Abingdon: Routledge

Medwell J (2010b) Approaching Short Term Planning in Arthur J and Cremin T (2010) Learning to Teach in the Primary School Abingdon: Routledge

Additional Educational Needs (1)

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Special Educational Needs: ‘SEN Finding the Key.’ Part 1 –

Allison Goddard

TDA StandardsQ1, Q3 (a /b), Q5, Q7 (a), Q10, Q15, Q17 , Q19, Q20, Q21, Q25(d), Q30

Explore the requirements of the SEN Code of Practice (2001) recent legislation .

Key skills for inclusion the teachers role Use of ICT – a tool for inclusion?

Developing skills for the liaison of a child’s network.Power Point Presentation: ‘Finding the Key’

Key Readings

recommended text book

Ekins, A. Grimes, P. (2009) Inclusion: Developing an Effective Whole School Approach. Maidenhead: OUP chapter 6

Farrell, M. (2008) Educating Special Children. London: David Fulton chapter 1

Wearmouth, J. (2009) A Beginning Teacher’s Guide to Special Educational Needs. UK: OUP chapter 3

Westwood, P. (2011)6th Ed. Commonsense Methods for Children with Special Educational Needs. London: Routledge chapter 14

All 4 readings in PGCE /SEN Reading Pack [available at end of lecture] – ALSO refer to SEN PGCE page for further readings.

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Week 3

Assessment for Learning and mini lesson set up

TDA StandardsQ1, Q4, Q11, Q12, Q26a, Q26b, Q27, Q28

Learning Objectives and Outline Content

To understand the difference between summative and formative assessment

To consider how formative assessment is a planned activity

To examine the value of effective feedback in promoting understanding

To analyse how formative approaches to assessment are linked to target setting and marking

To be introduced to the mini lesson directed task4 Key Readings Clarke S (2006) Targeting Assessment in the Primary Classroom

Abingdon: Hodder Murray (and other books by the same author)

Gipps C and Pickering A (2010) Assessment for Learning: Formative Approaches in Arthur J and Cremin T (2010) Learning to Teach in the Primary School Abingdon: Routledge

Hayes D ((2004) Foundations of Primary Teaching London: David Fulton (Chapter7)

Kyriacou C (2007) Essential Teaching Skills Cheltenham: Nelson Thornes

Differentiation

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TDA StandardsQ1, Q8, Q10, Q19, Q22, Q25, Q26b

Learning Objectives and Outline Content

To understand the notion of differentiation and of how this is essential to good teaching

How to plan for differentiation The way teachers differentiate their teaching and

learning activities How differentiation is essential in underpinning

personalised learning4 Key Readings Bearne E (2010) Providing for Differentiation in Arthur J and

Cremin T (2010) Learning to Teach in the Primary School Abingdon: Routledge

Jacques K and Hyland R (2007) Professional Studies – Primary and Early Years Exeter: Learning Matters (Chapter3)

Rose R and Howley M (2007) Special Educational Needs in Inclusive Primary Classrooms London: Paul Chapman

Wragg E C and Brown G (2001) Questioning in the Primary School London: Routledge Falmer

Week 4

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Behaviour Management

TDA StandardsQ1, Q2, Q3b, Q4, Q5, Q6, Q10, Q21a, Q21b, Q29

Learning Objectives and Outline Content

To understand that relationships and good teaching are essential to fostering effective approaches to behaviour management

To consider a range of strategies to encourage good behaviour in the classroom

To reflect, using video, on observed practice in determining successful approaches to implementation

To be aware that the purpose of behaviour management is to promote an effective learning environment for all children

4 Key Readings Chaplain R (2010) Managing Classroom Behaviour in Arthur J and Cremin T (2010) Learning to Teach in the Primary School Abingdon: Routledge

Cowley S (2006) Getting the Buggers to Behave London: Continuum

English E and Newton L (2005) Professional Studies in the Primary School London: David Fulton (Chapter7)

Rogers B (2006) Classroom Behaviour London: SAGE

Mini Lesson preparation time

Assignment Clinic

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TDA StandardsQ1, Q8, Q10, Q19, Q22, Q25, Q29

Learning Objectives and Outline Content

See the Independent Study Task (page 20)Students are given time to continue with their mini lesson in preparation for next week’s presentation

Emma and Mark will be available for advice on the assignment between 2 and 4 pm (a drop in session)

4 Key Readings See Planning readings for week 2 Planning

Week 5

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Additional Educational Needs (2) Collaborative Practice: ‘The Role of the SENCO’

Allison Goddard.

TDA StandardsQ3 (a,b) Q4, Q5, Q6, Q20, Q32, Q33

Learning Objectives and Outline Content

Have a critical understanding of the current role of the class teacher in supporting the child with an Additional Need through collaboration

Have a critical understanding of the current role of SENCO / Additional Needs Coordinator.

Knowledge of a child’s network4 Key Readings Glazzard, J. Hughes, A. Netherwood, A. Neve, L. Stokoe, J. (2010)

Teaching Primary Special Educational Needs. Exeter: Learning Matters chapter 9

Cheminais, R. (2010) Handbook for New SENCOs. London: Sage chapter 1

Cowne, E. (2008) 5th Ed. The SENCO Handbook. London: David Fulton chapter 2

N.B Further readings on Learning Network

Mini Lesson Presentation

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TDA StandardsQ1, Q8, Q10, Q19, Q22, Q25, Q29

Learning Objectives and Outline Content

See the Independent Study Task (page 20)

Students will present their mini lessons to their seminar group.Students should reflect upon and evaluate their teaching and lesson content after the session (study task)

4 Key Readings See Planning readings for week 2

Independent Self Study TasksProfessional Studies enables students to develop informed, professional attitudes and practice appropriate for teaching children in a democratic society. Opportunities to consider and discuss

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issues that arise in classroom practice in early years and primary education are key, in the development of reflective practice and will contribute towards you developing your identity as a teacher, your understanding of children’s lives and the skills necessary for teaching and learning.

As part of the Professional Studies module you will be given a number of self study tasks (SST’s).

The SST’s are set out below and will also be discussed in the first lead lecture. SSTs will be utilised in a variety of ways, as pre-reading, as informative reading, as practical tasks or for evaluative purposes. We suggest that you start a ‘PS portfolio’ in which you keep all the work that you do for these tasks. This portfolio will not be assessed or looked at by tutors but you will find that it will invaluable in developing your professional pedagogy.

SELF STUDY TASKSWeek 1

ReflectionWe would like you to start a reflective journal which you then use for your professional development. The aim of the journal is to develop your ability to take responsibility for your own professional development through reflecting on your learning and we would like you to start by reflecting on your own school experience both as a pupil when you were at school but also more recently when on your initial pre-course placement. Think about those time when your learning was effective – what were the ‘conditions of learning’, were you inspired by a particular person , the environment you worked in or something else. Were there any barriers you your learning, what were they, how could they have been overcome? Consider your future role as a teacher in light of these reflections, how do you think your own learning experience will impact on your future role? Share your reflections with someone else from the group, what was similar, what was different to your experience?

Week 2

AwarenessEducation is often in the news! We would like you to make yourselves aware of the key issues that are

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currently making the educational headlines. Think widely and beyond the National Curriculum. Take a look at the Department for Education website (http://www.education.gov.uk/). You can use TES (http://www.tes.co.uk/) and the Education Guardian (published on a Tuesday but also available at http://www.guardian.co.uk/education). Discuss some of the issues with your peers- consider some of the proposals in light of your recent school experience and then try and form an opinion about one or two issues. What is your vision for primary education is it similar or different to that put forward by the Department for Education

Week 3

Pre- Reading – Behaviour ManagementWe would like you to read the article by Bill Rogers entitled ‘The Language of Discipline’ from the reading pack. Discuss this article with peers in light of your experience in schools. Which of the strategies advocated could you have used in your initial placement or have you seen used, how effective or not were they?

Weeks 3 and 4 (Mini Lesson Preparation Study Task)

Work in a group of 3. On the Friday of Week 5, you will be taking turns to teach a mini-lesson. Each of you in turn will take the role of teacher, of pupil and of observer. You will have 10-12 minutes to

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Advanced Planning for School Experience 1In light of the SE briefing and thinking about the QTS standards and what you have already seen in school, we would like you to take some time to draft some specific SE targets. What you particularly want to see, what areas do you want to focus on, what do you think you might need to do in order to achieve your targets, are there particular staff in the school you might need to talk to?

teach your lesson, 5 to evaluate and then you will change roles. Ahead of this, you will need to plan your teaching in detail. You will use the standard University planner and evaluation grid, which will be available (in slightly adapted form) on the LN. Think about an introduction and main teaching, possibly with an interactive element. You will need to remain very focused.You will need to consider:

A sharp and focused learning objective (to know, be able to, understand) Clear success criteria Key questions Vocabulary Assessment opportunities, including A4L Any resources needed for your teaching Learning / teaching styles Timing

Your topic needs to be one which will be of interest to your peers and which you are confident your ‘pupil’ does not already know about. You need to include a mixture of didactic and interactive teaching. You will then evaluate, identifying personal areas of strength and areas which were less successful, setting yourself a target for hypothetical future planning / teaching. The session will end with group reflection / feedback on the processes undertaken. Examples of possible themes might be:

Gemstone jewellery The anatomy of horses The music of ***

Getting started with *** (A sport? A hobby?)

Be creative!

Week 5

Reflection and EvaluationWe would like you to evaluate the mini lesson that you have just taught. You need to evaluate 1) your pupils learning and 2) your own teaching. Use the ‘post lesson review’ (copies available from tutors) taken from Jacques K and Hyland R (Ed) [2007] Achieving QTS Professional Studies, Primary and

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Early Years Exeter: Learning Matters to frame your evaluation.

PlanningUsing the QTS standards as your starting point and your previously drafted targets we would like you to take some time to finalise your specific SE targets. What you particularly want to see, what areas do you want to focus on, what do you think you might need to do in order to achieve your targets, are there particular staff in the school you might need to talk to?

ReflectionThink about the work that you have done in Professional Studies this semester. How will you use what you have learnt to develop your practice in school, what other areas of your professional practice do you think you still need to develop. Take some time to read over your notes from the past few weeks and highlight any areas that you feel you will need to return to at some point in the future, what will you do to develop yourself in this particular area?

Bibliography

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Arthur, J. and Cremin T (2010) Learning to Teach in the Primary School. Abingdon: Routledge

Baines E, Blatchford P and Kutnick P (2009) Promoting Effective Group Work in the Primary Classroom Abingdon: Routledge

Black, P., Harrison, C., Lee, C., Marshall, B., Wiliam, D. (2003) Assessment for Learning – Putting it into Practice. Maidenhead: Open University Press

Blandford S and Knowles C (2009) Developing Professional Practice 0-7 London: Pearson

Clarke S (2006) Targeting Assessment in the Primary Classroom Abingdon: Hodder Murray

Clarke, S. (2005) Formative Assessment in Action: Weaving the Elements Together. London: Hodder & Stoughton

Clarke, S. (2003) Enriching Feedback in the Primary Classroom. London: Hodder & Stoughton.

Cohen L, Manion L, Morrison K and Wise D (2004) A Guide to Teaching Practice London: Routledge

Cowley S (2006) Getting the Buggers to Behave London: Continuum

Dean J (2008) Organising Learning in the Primary School Classroom London: Routledge Falmer

English, E. and Newton, L. (2005) Professional Studies in the Primary School: Thinking Beyond the Standards. London: David Fulton

Jacques, K. and Hyland, R. (2007) Professional Studies: Primary& Early Years (3rd Ed.) Exeter: Learning Matters

Hansen A (2011) Primary Professional Studies Exeter: Learning Matters

Hastings N and Chantrey Wood K (2002) Reorganising Primary Classroom Learning Buckingham: Open University Press

Hayes D ((2004) Foundations of Primary Teaching London: David Fulton

Hayes, D. (2006) Inspiring Primary Teaching Exeter: Learning Matters

Kyriacou, C. (2009) Effective Teaching in School: (Theory and Practice, (3rd edition)) Cheltenham: Nelson Thornes.

Kyriacou, C. (2007) Essential Teaching Skills (3rd edition). Cheltenham: Nelson Thornes.

MacGilchrist, B., Myers, K. and Reed, J. (2004) The Intelligent School. London: Sage

Muijs D and Reynolds D (2011) Effective Teaching London: SAGE

Pollard, A. (2002) Reflective Teaching in the Primary School, London: Continuum

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Pritchard, A. (2005) Ways of Learning: Learning Theories and Learning Styles in the Classroom. London: David Fulton

Proctor, A., Entwistle, M., Judge, B., McKenzie-Murdoch S. (1995) Learning to Teach in the Primary Classroom. London: Routledge Falmer

Rogers, B. (2006) Classroom Behaviour. London: Sage

Rose R and Howley M (2007) Special Educational Needs in Inclusive Primary Classrooms London: Paul Chapman

Tassoni P (2007) Child Development – 6 – 16 Years Oxford: Heinemann

Walker, L. (2008) The Essential Guide to Lesson Planning. London: Pearson

Wilson V and Kendall-Seatter S (2010) Developing Professional Practice 7-14 London: Pearson

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