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As you go into schools as a representative of the University you should read the University Code of Conduct for Working with Children and Vulnerable Adults
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  • Chawla-Duggan, R and Pole, C J (eds.) (1996) Reshaping Education in the 1990s: Perspectives on primary schooling. London and Washington: Falmer Press
  • Cook, H (ed.) (2000) Primary Mathematics. London: Sage
  • Croll, P and Hastings, N (eds.) (1996) Effective Primary Teaching. London: David Fulton Publishers
  • Devereux, J (2000) Primary Science. London: Sage
  • Eyers, I (2000) Primary English. London: Sage
  • Hayes, D (1999) Foundations of Primary Teaching. London: David Fulton Publishers
  • Hayes, D (2003) (2nd edition) Planning, Teaching and Class Management in Primary Schools. London: David Fulton Publishers
  • Johnston, J, Chater, D and Bell, D (eds.) (2002) Teaching the Primary Curriculum. Milton Keynes: Open University Press
  • Jones, R and Wyse, D (2003) Creativity in the Primary School. London: David Fulton Publishers
  • Wray,D and Medwell, J (1991) Literacy and Language in the Primary Years. London: Routledge

It is not necessary to buy these books, although some may be of particular interest to you and could be useful for your post-primary experience.


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Primary School Experience Guidance Notes

In courses of initial teacher training for secondary education, it is recognised that there is benefit to be gained from students spending a period in a primary school, before embarking upon secondary experience. During placement in a primary school, students may experience life in the school by observing teaching and learning activity and supporting this in whatever ways are possible and appropriate.

The general aims of the primary school experience element of the PGCE course are to provide trainee teachers with the opportunity to:

  • Gain experience of school placement as a fundamental component of their training and in particular, to familiarise themselves with behaviours that are appropriate for school placement;
  • Observe and interact with teachers and pupils in a classroom setting;
  • Reflect upon their personal experience and perceptions of schooling;
  • Focus on the nature of teaching and the activities which it involves;
  • Focus on pupil learning and how this relates to a variety of teaching behaviours;
  • Distinguish characteristics and issues inherent in teaching and learning at Key Stages 1 and 2;
  • Reflect on the significance of these for continuity and progression to Key Stage 3.

The specific aims of the primary school experience element of the PGCE course are that they should provide trainees with opportunities for and experience in:

  • developing a knowledge of children, and of their individual differences;
  • recognising the interplay of social, emotional, physical and academic factors in children’s development;
  • observing the range of strategies used by teachers to meet individual needs;
  • developing skills in communicating with and relating to children at levels appropriate to their individual needs;
  • reflecting upon the variety and use of class, small group and individual teaching strategies;
  • appreciating the role and importance of meticulous preparation in successful teaching;
  • observing, reflecting on and, where appropriate, acquiring and implementing skills in the control of children and the management of their activity in the classroom.

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