Ba Primary Reading Lists and Tasks

Ba Primary Reading Lists and Tasks




  • Cottrell S (2008). The Study Skills Handbook, 3rd Ed. London: Pargrave MacMillan Publishers.
  • The 2014 Primary National Curriculum in England (2013)


  • Pollard A (2014). Reflective Teaching in Schools, 4th Ed. London: Bloomsbury Publishing PLC.

As preparation, please read chapter 1 of:

  • Cooper H (2014). Professional Studies in Primary Education. London: Sage.



Observe at least one phonics lesson in either Reception or Year 1.


  • the resources the teacher has prepared for the lesson;
  • how the children are involved in the lesson – what they say and do;
  • how the teacher says the phoneme – what do you notice about the pronunciation?
  • how the teacher blends phonemes into words for reading and segments words into phonemes for spelling.

Bring a record of your observations to the first phonics lecture on the Core English programme.

Task 2: GRAMMAR - Complete the 2016 Year 6 Grammar paper.

Highlight areas where you feel secure in your subject knowledge and your understanding of the terminology used for grammar. Read through the Seely text Grammar for Teachers to check areas where you feel less secure. Bring the test with you to the first Core English session.

Core Texts

  • Seely, J (2006). Grammar for Teachers: The essential guide to how English works. Oxpecker Book Publishers. (You can buy a hard copy or buy a cheaper PDF version by using this link.
  • Wyse D, Jones R, Bradford H & Wolpert M.A. (2013). Teaching English, Language and Literacy 3rd ed. Abingdon: Routledge *
  • Jolliffe W, Waugh D & Carss A. (2012). Teaching Systematic Synthetic Phonics in Primary Schools. London: Sage Publications

*Full text available on-line at KU


In order to prepare for the Year 1 core science programme you are asked to read Chapter 3 ‘Processes and methods of scientific enquiry’ and Chapter 4 ‘Children’s Ideas in:

  • Sharp J, Peacock G, Johnsey R, Simon S, Smith R, Cross A & Harris D. (2014). Primary Science: Teaching Theory & Practice, 7th Ed. Exeter: Learning Matters *

*The chapters will be available on Studyspace once you have enrolled on the programme

To support your personal subject knowledge, the core text will be:

  • Peacock G, Sharp J, Johnsey R & Wright D. (2014). Primary Science: Knowledge & Understanding, 7th Ed. Exeter: Learning Matters


In order to prepare for the first year programme, you are asked to carry out the following tasks which refer to texts which will be valuable throughout the whole of the three year course and therefore need to be purchased.

Read Chapter 1 on Understanding Mathematics in:

  • Haylock D & Cockburn A (2008). Understanding Mathematics for Young Children: A Guide for Foundation Stage & Lower Primary Teachers. London: Sage.

In addition, to support/revise your personal subject knowledge:

  • Haylock D. (2014). Mathematics Explained for Primary Teachers. 5th Ed. London: SAGE.
  • Haylock D. (2014) Student Workbook for Mathematics Explained for Primary Teachers. London: SAGE.


Useful introductory texts are available which would continue to be beneficial throughout the course. Try to keep abreast of the changes which are being discussed in the media.

  • Hoodless P. (2008). Achieving QTS: Teaching History in Primary Schools. Exeter: Learning Matters.
  • Catling S. and Willy T. (2009). Achieving QTS: Teaching Geography in Primary School. Exeter: Learning Matters.


Autumn 2014 marked a major change in the way technology was addressed in primary schools. The previous subject ‘ICT’ was replaced by ‘Computing’ and now contains strong elements of computer science and programming as well as the appropriate use of technology for teaching across the curriculum. Skills and knowledge in these areas will be developed during your course but it is recommended that you become familiar with the content of the new curriculum before you begin by reading this document.

If you have any doubts about your skill level in using basic technology, it is suggested that you work through self-study guides before the beginning of the course. We especially recommend that you become familiar with MS Office, particularly Word, Powerpoint and Excel. There are many self-study guides and tutorials available from general bookshops and on the Internet.


  • Ford R, Penny S. Price L & Young S. (eds) (2002). Teaching Arts in Primary Schools. (Achieving QTS Series)
  • Bloomfield A (2000). Teaching integrated arts in the primary school : dance, drama, music and the visual arts. London: David Fulton.


  • Key P & Stillman J. (2009). Teaching Primary Art and Design: Achieving QTS.
  • Website: Culturesteet


  • Russell J ‘Creative Dance in the Primary School’, or
  • Sabin V ‘Dance in the Primary School’


  • Bowell P and Brian SH, (2001) ‘Planning Process Drama’ David Fulton, London


  • Jones P, Robson C, (2010) ‘Achieving QTS Music’


All students will require the items of equipment listed below:

Curriculum Art Courses: Protective clothing: apron, overall or old shirt

Curriculum Performing Arts Courses: Loose clothing (not skirts), thin-soled flat shoes

Curriculum Physical Education Course: Students are required to provide the following clothing:

  • Tracksuit or similar
  • Tennis shirt/blouse
  • Gym shoes or lightweight training shoes for indoor work
  • Appropriate footwear for outdoor work (heavier training shoes