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 fourth edition of this bestselling textbook has been fully updated with the latest research and initiatives in the field, as well as the most recent changes to the National Curriculum across the UK. Twenty four new authors have contributed, sharing their expertise and experience as practitioners. Ten brand new units have been included on:

  • Becoming a professional in the current context
  • Building inclusive communities of engaged learners
  • Understanding schools’ aims and enacting your own
  • Teaching for social justice
  • Reading
  • Grammar and punctuation
  • Mastery in mathematics
  • The value of outdoor learning
  • Primary education in a digital age

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. In addition, each chapter contains M-level tasks and further reading to assist with research assignments, and differences in the National Curriculum and policy in Scotland, Wales and Northern Ireland are highlighted.

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 (www.routledge.com/cw/Cremin) and an accompanying series of books on Teaching Creatively across the curriculum.

chapter |2 pages


ByTeresa Cremin, Cathy Burnett

section Section 1|43 pages

Becoming a Teacher

chapter Unit 1.1|12 pages

Primary Teaching

A personal perspective
ByColin Richards

chapter Unit 1.2|15 pages

Becoming a Professional in the Current Context

BySamantha Twiselton, Janet Goepel

chapter Unit 1.3|14 pages

Making the Most of your Placements

ByJane Warwick, Mary Anne Wolpert

section Section 2|88 pages

Exploring the Nature of Learning and Teaching

chapter Unit 2.1|17 pages

Looking at Children

ByJane Payler, Mary Scanlan

chapter Unit 2.2|11 pages

Looking at Learning

ByDavid Wray

chapter Unit 2.3|11 pages

From Learning to Teaching

ByDavid Wray

chapter Unit 2.4|13 pages

Moving from Novice Towards Expert Teacher

BySamantha Twiselton, Sally Elton-Chalcraft

chapter Unit 2.5|19 pages

Building on Firm Foundations

Early years practice
ByJanet Rose, Sue Rogers, Elizabeth Carruthers

chapter Unit 2.6|15 pages

The Importance of Play and Explorative Learning

Why bother with play?
ByJo Trowsdale, Bernadette Duffy

section Section 3|94 pages

Planning and Managing Learning

chapter Unit 3.1|12 pages

Building Inclusive Communities of Engaged Learners

ByAlison Peacock

chapter Unit 3.2|13 pages

Approaching Short-term Planning

ByJane Medwell

chapter Unit 3.3|12 pages

Organising your Classroom for Learning

ByPeter Kelly

chapter Unit 3.4|15 pages

Managing Classroom Behaviour

ByRoland Chaplain

chapter Unit 3.5|14 pages

Handling Difficulties in Social, Emotional and Behaviour Development

ByJanice Wearmouth, Louise Cunningham

chapter Unit 3.6|13 pages

Organising Effective Classroom Talk

ByLyn Dawes

chapter Unit 3.7|13 pages

The Value of Outdoor Learning

ByStephen Pickering

section Section 4|44 pages

Approaches to the Curriculum

chapter Unit 4.1|15 pages

Investigating the Aims, Values and Purposes of Primary Education

The case of the Cambridge Primary Review
ByLiz Chamberlain, Roger McDonald

chapter Unit 4.2|11 pages

Aims Into Practice

Understanding schools’ aims and enacting your own
ByJo Evans, Emese Hall

chapter Unit 4.3|16 pages

Critical Perspectives on the Curriculum

ByAyshea Craig, Dominic Wyse

section Section 5|31 pages


chapter Unit 5.1|13 pages

Assessment for Learning

Formative approaches
ByEleanore Hargreaves, Caroline Gipps, Alison Pickering

chapter Unit 5.2|16 pages

Assessment and Learning

Summative approaches
ByKathy Hall, Kieron Sheehy

section Section 6|85 pages

Diversity and Inclusion

chapter Unit 6.1|14 pages

Providing for Differentiation

ByEve Bearne, Rebecca Kennedy

chapter Unit 6.2|16 pages

Special Educational Needs and Inclusion

ByNoel Purdy, Adam Boddison

chapter Unit 6.3|11 pages

Teaching for Social Justice

Creating equity for pupils living in poverty and those from black and minority ethnic backgrounds
ByHanneke Jones, Heather Smith

chapter Unit 6.4|15 pages

Responding to Cultural Diversity and Citizenship

ByPam Copeland, Des Bowden

chapter Unit 6.5|14 pages

Responding to Linguistic Diversity

ByVirginia Bower

chapter Unit 6.6|13 pages

Responding to Gender Differences

ByElaine Millard, Louise Wheatcroft, Eve Bearne

section Section 7|94 pages

Recent Developments

chapter Unit 7.1|11 pages

Engaging with Pupils

Listening to the voices of children and young people
ByCarol Robinson

chapter Unit 7.2|13 pages


Marrying word recognition with comprehension and pleasure
ByAngela Gill, David Waugh

chapter Unit 7.3|11 pages

The Creative and the Critical

Grammar and punctuation
ByDebra Myhill

chapter Unit 7.4|15 pages

Creativity and Creative Teaching and Learning

ByTeresa Cremin, Jonathan Barnes

chapter Unit 7.5|13 pages

Thinking Skills

ByRobert Fisher

chapter Unit 7.6|14 pages

Understanding Mastery in Primary Mathematics

ByMark Boylan, Vivien Townsend

chapter Unit 7.7|15 pages

Primary Education in a Digital Age

ByJohn Potter

section Section 8|36 pages

Partnership in Practice

chapter Unit 8.1|10 pages

Working With Teaching Assistants

ByAndreas O. Kyriakides, Jenny Houssart

chapter Unit 8.2|11 pages

Partnerships with Parents

ByJohn Ryan, Stephen Griffin

chapter Unit 8.3|13 pages

Understanding the Teacher’s Pastoral Role

ByHelen Childerhouse

section Section 9|44 pages

Your Professional Development

chapter Unit 9.1|12 pages

Applying for Jobs and Preparing for your Induction Year

ByJane Medwell

chapter Unit 9.2|18 pages

Understanding and Planning your Continuing Professional Development

ByAlison Fox

chapter Unit 9.3|12 pages

Research and Professional Development

Using research and enquiry to develop as a teacher
ByCathy Burnett