Learning to Teach in the Primary School

by Teresa Cremin (Editor), Helen Hendry (Editor), Anna Harrison (Editor)

Overview

How do you become an effective primary school teacher? What do you need to be able to do? What do you need to know?

Flexible, effective and creative primary school teachers require subject knowledge, an understanding of their pupils and how they learn, a range of strategies for managing behaviour and organising environments for learning, and the ability to respond to dynamic classroom situations.

The fifth edition of this bestselling textbook has been fully updated with the latest research and initiatives in the field, as well as the most recent curriculum and policy changes across the UK. It features two new co-editors and 13 new chapters and enhanced accessibility throughout. New or completely rewritten chapters have been included on:

• Reading curriculum
• Writing curriculum
• Maths curriculum
• Science curriculum
• Arts-enriched curriculum
• Humanities curriculum
• Adaptive teaching
• Education and wellbeing
• Education for sustainability
• Applying for jobs and preparing to be an ECT

A selection of extra tasks have been woven throughout, with an emphasis on innovative, reflective practice, and new ‘vivid examples’ bring each chapter’s argument to life in a classroom context.

Providing a comprehensive but accessible introduction to teaching and learning in the primary school, covering everything a trainee needs to know in order to gain QTS, this accessible and engaging textbook is essential reading for all students training to be primary school teachers.

This textbook is supported by a free companion website with additional resources for instructors and students and an accompanying series of books on Teaching Creatively across the curriculum.

Product Details

ISBN-13:	9781032691756
Publisher:	Taylor & Francis
Publication date:	06/30/2025
Series:	Learning to Teach in the Primary School Series
Edition description:	5th ed.
Pages:	654
Product dimensions:	7.44(w) x 9.69(h) x (d)

About the Author

Teresa Cremin is Professor of Education (Literacy) at The Open University, UK and Co-Director of the Centre for Literacy and Social Justice. She has served as President of the UKRA and UKLA, and as Board member of BookTrust, The Reading Agency and the Poetry Archive. Her research focuses on volitional reading and writing, creative pedagogies and teachers’ literate identities (https://ourfp.org/).

Helen Hendry is a Senior Lecturer in Primary Education at The Open University, UK and Co-Director of the Centre for Literacy and Social Justice. Her recent research focuses on teacher professional development for reading, informal book talk in the early years, and reading and writing for pleasure.

Anna Harrison is a Senior English Lecturer in ITE at Roehampton University, UK. Her research interests are young children’s engagement as readers and children’s literature within education. Her current PhD research at Cambridge University is focused on a newer area within children’s family literacy of siblings as independent peer to peer readers.

Table of Contents

SECTION 1 - BECOMING A TEACHER

1.1    Primary teaching: The editors’ perspective 

1.2    Becoming a professional in the current context                                                                 

1.3    Capitalizing on professional practice: making most of your placements

SECTION 2 - EXPLORING THE NATURE OF LEARNING AND TEACHING

2.1    Looking at children

2.2    Building on firm foundations: Early years practice                                                           

2.3    Revisiting ideas around learning and teaching                                                    

2.4    Developing as a professional                                                                                     

SECTION 3 - PLANNING AND MANAGING LEARNING

3.1    Building inclusive communities of engaged learners                                                    

3.2    Lesson planning: thinking beyond the template                                                 

3.3    Organising Your Classroom and Using Technology for Learning                                  

3.4    Managing classroom behaviour

3.5    Addressing Social, Emotional, Mental Health and Behaviour Needs                                    

3.6    Organising effective classroom talk

3.7    The value of outdoor learning                                                                                  

SECTION 4 - APPROACHING THE CURRICULUM

4.1    Critical perspectives on the curriculum                                                                                  

4.2    Reading: Developing a rich reading curriculum                                                        

4.3    Writing: Teaching the craft of writing

4.4    Mathematics: Teaching mathematics: what, how and why                                                    

4.5    Science: The science curriculum

4.6    Arts: An arts-enriched curriculum                                                                          

4.7    Humanities: Teaching the humanities                                                                       
/ 

SECTION 5 - ASSESSMENT

5.1    Assessment for learning: Formative approaches 

5.2    Assessment and learning: Summative approaches 
/ 

SECTION 6 - DIVERSITY AND INCLUSION

6.1    Understanding and Implementing Adaptive Teaching                                               

6.2    Special educational needs and inclusion                                                                                  

6.3    Teaching for social justice: Creating equity for pupils living in poverty and those from black and minority ethnic backgrounds                      

6.4    Responding to cultural diversity and citizenship                                                         

6.5    Responding to linguistic diversity                                                                             

6.6    Gender Matters: respectful approaches to gender equity in primary school            

SECTION 7 - WIDER CURRICULUM ASPECTS

7.1    Listening to Pupils: Developing mutually respectful teacher-pupil relationships to enhance pupils’ learning

7.2    Creativity and creative teaching and learning                                                                       

7.3    Teaching Thinking: developing children’s thinking skills and metacognition                          

7.4    Mental Health and Wellbeing in Initial Teacher Education

7.5    Sustainability and Climate Change Education

7.6    Primary education in a digital age                                                                                 
/ 

SECTION 8 - PARTNERSHIP IN PRACTICE

8.1    Working effectively with teaching assistants                                                                         

8.2    Partnerships with parents                                                                                                    

8.3    Understanding the teacher’s pastoral role                                                                               
/ 

SECTION 9 - YOUR PROFESSIONAL DEVELOPMENT

9.1    Ready, Steady, Teach..

9.2    Understanding and planning your continuing professional development

9.3    Research and professional learning: Using research and enquiry to develop practice through asking ‘What If?’, ‘What else?’ and ‘What for?’ as well as ‘What might work?’            

Editorial Reviews

The 5th edition of this important book, which includes 13 brand new chapters, is as relevant to the work of primary school teachers as it was when it was first published in 2006. It is a hugely useful resource for prospective and qualified primary teachers at all stages of their careers, from those going through their ITE, to Early Career Professionals and to those with many years' experience in the classroom as well as to those in leadership positions. It provides practical advice and support alongside an explanation of where that advice comes from, how it can be contextualised and how its impact can be evaluated. Subject knowledge and pedagogy are given equal weight. As the editors explain; ‘knowing how to support subject knowledge through different teaching strategies and interactions is as important as understanding the subject in its own right’. This book has made a positive difference to primary school teaching and will continue to do so.”

James Noble-Rogers, Executive Director, Universities Council for the Education of Teachers (UCET)
/ 

“Any book reaches a fifth edition only if it is a very valuable source for its readers, and so I am delighted to see this latest edition of Learning to Teaching in the Primary School. For me, it remains a classic text of its kind. This edition has added a series of new chapters in addition to the updates of the whole text. The book is important because it reflects a profound knowledge of the practice and relevant research that should underpin primary education.”

Dominic Wyse, Professor of Early Childhood and Primary Education, Institute of Education, University College London
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“There are many reasons why this outstanding, comprehensive text is the ‘go–to’ core reader for those embarking on a primary teacher education course.  This latest edition has retained the original key features of this very accessible, interactive book with wide-ranging contributions from experienced, highly respected teacher educators. The new chapters focusing on curriculum areas and professional behaviours are welcomed additions and further enhance the relevance for all anyone wanting to become a fully rounded professional teacher.” 

Jane Warwick, Associate Teaching Professor, University of Cambridge
/ 

“This updated edition is a thoughtful exploration into the heart of what it means to ‘Learn to Teach in the Primary School’. This comprehensive text invites the reader to reflect on their personal perspective of education and how their individual characteristics, encounters and strengths have drawn them into teaching. It explores how these can be harnessed to prepare for learning and teaching. The wide range of contributors masterfully combine a comprehensive guide to a knowledge based, inquiry led, enriched curriculum with practical wisdom. The result is a fantastic resource that is both deeply reflective and immensely practical. The reader is left in no doubt that they are being prepared to support the development of the ‘whole child’.

The authors emphasise the all-encompassing purpose of education: making sense of life and understanding how to develop the whole child. This holistic approach to education is refreshing and much needed in today's fast-paced, results-driven educational landscape. It reminds us that teaching is not just about imparting knowledge but about nurturing well-rounded individuals who are prepared for life's challenges.”

Megan Stephenson, Associate Professor, Leeds Trinity University
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“This is a welcome update to a classic text. The editorial team have made some excellent and timely updates responding to the current challenges facing teachers and the profession more generally. New chapters around gender, sustainability and wellbeing dovetail superbly with updated thinking around key areas such as planning, professionalism and social justice. This excellent text is ideal for a variety of audiences. On one level it will help trainee teachers build foundations from which to make evidence-based decisions about practice. On another level it makes a great 'go to' text for school-based mentors and yet another for teacher educators as an evidence-base for practice.”

Adrian Copping, Primary PGCE Programmes Lead, University of Cumbria
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“It comes as no surprise that there is now a fifth edition of Learning to Teach in the Primary School! Almost two decades after the publication of the first edition, it will be as invaluable to trainee and Early Career Teachers – and to those teaching and mentoring them – as ever. Thoughtful revisions mirror developments in research, policy and practice while retaining key perspectives and voices. New chapters dedicated to different curriculum areas, as well as to contemporary issues such as mental health and climate change, are testament to how effectively this book moves with the times, ensuring that it continues to offer the most current, relevant support to new teachers.” 

Claire Williams, Deputy Headteacher, St. Andrew's C of E Primary School, Reading, ECT Induction Lead, All Saints Academy Trust, Essex
/ 

“This is a great one stop shop for all your teaching questions. I used previous editions religiously in my degree through placement and in assignments.  I am particularly excited to use the new chapters on planning and adaptive teaching, I think these will be particularly useful for teaching students as they are the building blocks of good teaching practice. It was also nice to see the new mental health chapter, especially as this is my area of specialism but also because of its relevance with today’s challenges. I am looking forward to continuing to use this updated resource as part of my daily teaching practice.”

Ellen Carson, student teacher, Liverpool Hope University
/ 

“Learning to Teach in the Primary School is the most wonderful collection of wisdom for anyone learning to teach in the primary school.
It manages to balance being comprehensive, thoughtful, thought-provoking and, as you’d expect from the stellar set of contributors, full of carefully researched ideas and inspiration while all the time remaining readable and accessible.
The need to read as widely as you can means it might not be the only book you want to read as you begin your journey to becoming a primary teacher, but it should probably be the first one you reach for.”

James Clements, Education writer and researcher

 

From the Publisher