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Surviving and Thriving as a Primary NQT

Tags: Education, Primary

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Surviving and Thriving as a Primary NQT

AUTHOR : By Catriona Robinson, Branwen Bingle and Colin Howard

ISBN : 9781910391587

Publication : Mar 8, 2016

Extent : 120 pgs

ISBN : 9781910391594

Publication : Mar 8, 2016

Extent : 120 pgs

ISBN : 9781910391600

Publication : Mar 8, 2016

Extent : 120 pgs

ISBN : 9781910391617

Publication : Mar 8, 2016

Extent : 120 pgs


This book is essential reading for your year as a primary newly qualified teacher (NQT). It provides support through advice, reassurance and practical strategies, and encourages you to critically reflect on your experiences so that you can get the most from your induction period.


Term by term, the book guides you through the transition from trainee teacher to becoming a confident class teacher responsible for the organisation, management and learning of the pupils in your charge. All aspects of life in the classroom are considered, from the practicalities of setting up and resourcing the classroom and creating displays to more strategic level thinking about leading learning and wider school responsibilities. The text tackles key issues such as classroom organisation, homework, writing Individual Education Plans, record keeping and the use of data for tracking pupil progress, and engaging with pupils, parents, colleagues and outside agencies. The final section focuses on the end of induction and what lies beyond for your future career in teaching.


Introduction: Warming Up

Chapter 1: Starting to prepare:  On the starting blocks

Chapter 2: First term:  Reading, steady, go!

Chapter 3: Second term:  Getting into your stride

Chapter 4: Third term:  the finish line is in sight

Chapter 5: Past the post

Chapter 6: Off the Track

Unpicking the jargon 




Catriona Robinson is an Associate Head of the Institute of Education (Quality) and a principal lecturer in primary Initial Teacher Education (ITE) at the University of Worcester. As a tutor she has supported both undergraduate and PGCE trainees and has worked in placement settings with them. In addition she has developed training programmes for school mentors, been the Primary Partnership Manager and Acting Head of Primary Strategic Partnerships investigating new and more creative placements for trainees. She has recently taken on the role of Assessment Only Route Lead for Primary and Secondary.

Branwen Bingle is a Senior Lecturer in primary Initial Teacher Education (ITE) at the University of Worcester. Always a committed mentor of students in the classroom, Branwen moved from primary teaching into ITE in 2008. She has been a supply teacher and support assistant for Service Children’s Education; a basic skills tutor working with adults in the military; a private day nursery teacher working with 3 & 4 year olds; a Secondary English teacher working across KS3 and 4, including the teaching of GCSE; and a subject leader for Literacy in two middle schools. In addition to supporting undergraduate and PG trainees, she is currently working on doctoral research into children’s literature and its potential influence on professional identity construction/aspiration.

Colin Howard is a senior primary lecturer in Initial Teacher Education (ITE) at the University of Worcester. He has been involved in primary education for over 24 years of which 14 years has been as a successful head teacher in both small village and large primary school settings. He has been involved in inspecting schools for the Diocese of Hereford as a S48 SIAS Inspector. He has recently been awarded a Phd linked to his interest in the influence that school buildings have upon their stakeholders.

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Your Reviews on this book

This book was so easy to read and quite enjoyable. It will be an excellent guide for the QTS to NQT transition.

Louise Wormwell, Newman University

Easy to follow, clear, practical and realistic advice writing about real issues.

Ann Jordan, University of Worcester

I like the clarity of it and it will provide the basis for some discussions about good practice in teaching and how to work towards improvements in practice.

Dr Colin Forster, University of Gloucestershire
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