Below you will find resources provided by the contributors to discussion group presentations from CPRT’s national conference Primary Education: what is and what might be.
Morning session
A. Equity in curriculum and pedagogy – Chair, Michael Jopling
1. Rediscovering educational equity (Carmen Mohamed and Gill Johnson, University of Nottingham)
2. Exciting the imagination and making learning accessible to all children regardless of their background: a bespoke curriculum approach (Iain Erskine, The Fulbridge Academy, Peterborough) – presentation
3. How might the capacity of primary schools to respond to pupil diversity be supported in the context of primary school independence, autonomy and variety (Mel Ainscow and Lise Hopwood, University of Manchester) – presentation
B. Practical applications of children’s voice – Chair, Jo Evans
1. What does pupil voice work aim to achieve? (Carol Robinson, University of Brighton) – presentation
2. Curiouser and Curiouser: developing a pupil-led enquiry-based curriculum (Deborah Myers, Canterbury Christ Church University and Catherine Westgate, Hudson Rd Primary School, Sunderland) – presentation
3. Involving pupils in classroom decision-making: teacher perspectives (Geraldine Rowe, Educational Psychology Service, the Royal Borough of Windsor and Maidenhead) – presentation
C. Pedagogy, research and teacher education – Chair, Mary Anne Wolpert
1. Mantle of the expert in initial teacher education: an imaginative partnership (Hanneke Jones, Newcastle University) – presentation
2. Translating findings from research in cognitive sciences into practice: what does it look like in the classroom? (Derek Bell, Learnus)
3. Action research for mastery (Amelia Hempel-Jorgensen, The Open University and Georgina Nutton, Preston Park Primary School, Wembley)
D. Curriculum: subjects, subject knowledge and empowerment – Chair, Julia Flutter
1. Conceptions of subject knowledge in the initial training of primary school teachers (Deborah Pope, University of Chester)
2. How to nurture young mathematicians: is mastery enough? (Ems Lord, NRICH, University of Cambridge) – www.nrich.maths.org and wild.maths.org
3. What should we think about? How philosophy in primary school can help children become active citizens (Laura Kerslake and Sarah Rimmington, University of Exeter)
E. Sustainability and global citizenship – Chair, Ben Ballin
1. Embedding sustainability and global citizenship in educational policy and practice: the experience of the Global Learning Programme (England) (Harriet Marshall and Clive Belgeonne, Global Learning Programme) – presentation
2. Global Citizenship: creating a real life primary curriculum (Liz Newbon and Kate Kate Lea, Oxfam Education)
3. The Early Years Foundation Stage through a sustainability lens; practical implications for pedagogy (Nicky Hirst and Diane Boyd, Liverpool John Moores University) – presentation
F. Assessment reform – Chair, David Reedy
1. Formative and summative assessment in harmony (Wynne Harlen, independent consultant) – presentation
2. Understanding how feedback frames a pupil’s learning gap in the primary classroom (Ruth Dann, University College London) – presentation
3. Early years assessment: policy in the making (Nancy Stewart, TACTYC)
Symposium G: Successful Educational Actions for All (SEAs4ALL): towards learning, equity, and social cohesion through egalitarian dialogue – Chair, Rachel Snape – www.seas4all.eu, presentation, briefing
1. Linda Hargreaves, University of Cambridge
2. Maria Vieites, SEAs4ALL
3. Paul Bradford, West Earlham Junior School, Norwich
Symposium H: Power of the arts in primary schools: reflections on research – Co-chairs, Penny Hay and Emese Hall
1. Penny Hay, Bath Spa University and 5x5x5=creativity
2. Emese Hall, University of Exeter: Art, craft and design in English primary schools: could do better?
3. Katherine Evans, University of Exeter
4. David Allinson, St Vigor and St John’s Primary School, Chilcompton.
5. Sue East, St Andrew’s Primary School, Bath
Symposium I: Fostering creativity in early years science – Chair, Esme Glauert
1. Potential for creativity in early years science education (Esme Glauert, University of London Institute of Education)
2. Curriculum development in partnership: principles and practice (Teresa Cremin, Open University)
3. Curriculum Development in Partnership: advancing teaching and learning (Jillian Trevethan, University of London Institute of Education, Vanessa Henry-Edwards and Bryony Scudamore, lead teachers from the CEYS project)
Afternoon session
J. Childhood, aims and classroom practice – Chair, Linda Hargreaves
1. Importance of respect, reciprocity, trust and psychological safety in securing successful educational outcomes (Rachel Snape and Yvonne Hartley, The Spinney Primary School, Cambridge)
2. A model of early years music teaching informed by CPRT’s aims (Livia Sevier, School House Nursery, Sandwich)
3. Developing meta-cognition and resilience in key stage 1: how can we more effectively support young children to learn about learning? (Jane Reed and Rachel Barton, University of London Institute of Education) – presentation
K. Assessment and pedagogy in primary science – Chair, Marianne Cutler
1. Teacher Assessment in Primary Science (TAPS): using assessment to enhance learning (Sarah Earle, Bath Spa University) – presentation
2. Wonder-rich learning in science: an opportunity to thrive or an opportunity to squander? (Lynne Bianchi and Christina Whittaker, University of Manchester)
3. Thinking, doing, talking science (Helen Wilson, Oxford Brookes University)
L. Pedagogy and drama – Chair, Penny Hay
1. Drama for thought, talk and writing (Patrice Baldwin, National Drama and D4LC)
2. Using drama in pedagogy to develop children’s understanding: reflections on learning in science lessons (Deb McGregor, Oxford Brookes University)
3. Theatre in schools: possibilities and challenges (Catherine Greenwood, the Unicorn Theatre, Southwark and Susanna Steele, Greenwich University)
M. Schools and community, community in schools – Chair, Iain Erskine
1. Community engagement: diminished or enhanced? (Robert Young, NAPE, and Rachel Ford, Bannockburn Primary School, Greenwich)
2. Enriching children’s lives and curriculum provision through community partnerships (Marcelo Staricoff, Dawn Loader and Sandra Mullholland, Balfour Primary School, Brighton)
3. Dementia and the primary school: bringing the community together (Michael Jopling, Northumbria University and Andrew Bainbridge, Bernard Gilpin Primary School, Houghton-le-Spring) – presentation
N. Thinking outside the policy box – Chair, Nancy Stewart
1. How can we ensure primary education’s voice is heard? (Tony Eaude, University of Oxford) – handout
2. What might be: against prophetic pedagogy (Mandy Swann, University of Cambridge, Patrick Yarker, UEA, Holly Linklater, University of Edinburgh)
3. High quality practice in mastering standards (Jenny Short, Inspir.ed) – presentation
O. Embedding pupil voice in the learning of children and teachers – Chair, Julia Flutter
1. Researching pupils’ perspectives: developing trainee and early career teachers’ practice (Mary Anne Wolpert, Jane Warwick and Laura Matthews, University of Cambridge) – presentation
2. Independent enquiry in primary education: developing children’s research and self-directed learning skills (Tahreem Sabir and Foziya Reddy, Islamic Shakhsiyah Foundation) – presentation
3. How can student teachers’ pedagogy be enhanced by heeding feedback from children about their learning? (Kate Hudson, University of Bedfordshire)
Symposium P: Addressing 21st century literacies in the primary school: compelling questions and emerging responses – Chair, Cathy Burnett
1. A framework for 21st century literacies (Cathy Burnett and Guy Merchant, Sheffield Hallam University)
2. Literacy in everyday life (Julia Davies, University of Sheffield)
3. Children’s writing in the 21st century: curriculum, crafting and design (Clare Dowdall, Plymouth University)
Symposium Q: Global learning and sustainable development – Chair, Kevin Bailey
1. From theory into practice: towards a pedagogy of global learning (Ben Ballin, Tide~ Global Learning) – presentation
2. Can we think about the UN Sustainable Development Goals as a radical curriculum alternative? (William Scott, University of Bath) – presentation
3. A critical analysis of the intercultural dimension of teachers’ learning about global issues of hunger, poverty and sustainability (Fran Martin, University of Exeter)
Symposium R: The power of talk: the CPRT/IEE Education Endowment Foundation project on dialogic teaching and social disadvantage – Chair, Robin Alexander
1. Dialogic teaching and social disadvantage: principles and strategies (Robin Alexander, Universities of Cambridge and York, and CPRT)
2. Transforming teaching and learning: findings from the process evaluation (Jan Hardman, University of York)
3. A school leader’s response (Sarah Rutty, Bankside Primary School, Leeds)