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Education Journal Magazine EDUCATION JOURNAL MAGAZINE Volume: 1 (2) Term: Spring 2021 Welcome Welcome to the second edition of the Birmingham City University (BCU) Education Journal Magazine (EJM). Our first edition, released in December 2020, contained ten articles, with nine articles from across the partnership and one guest writer article. This edition has proven to be another challenging experience, with contributions arriving during what has been the country’s third National lockdown, but it has turned into a bumper edition for the journal. This edition contains 18 articles in total from an amazing 23 contributing authors! With 15 articles written from across the partnership and three from guest writers, this is a fantastic edition of insights into current research, reflections and lines of enquiry. What is exciting about this edition is not only the increased quantity of articles on offer, but that we have a have a fantastic variety of contributions on offer from varying writers. We have an increased number of articles from our trainee teachers (both undergraduate and postgraduate), our partnership teachers and a wider contribution from across the school of education and social work at BCU, including academic tutors, research professors and members of the senior leadership team. We have topics this time based upon school key stages, subject specific articles to whole school issues and teacher and trainees perspectives. We have articles for teaching staff and articles for those involved in initial teacher training. Whatever your specialism, you will hopefully find something here to captivate you and arouse interest. We will now look forward to a summer term that will hopefully be getting us back towards some level of ‘normal’, where we can see and speak to each other in person rather than through a screen. If you read this edition and feel inspired to write something yourself, please feel free to reach out and contact us. We love hearing your thoughts surrounding new and interesting articles – especially from new writers! Best wishes Grant Huddleston Meet the editorial team: Grant Huddleston Course Leader for BSc/BA Hons. Secondary Education (QTS) Dr. Tina Collins Senior Teaching Fellow/ITE Secondary Partnerships Research Lead Mary Bennett-Hartley Senior Lecturer in Primary Education Dr. Chris Bolton Senior Lecturer in Drama Education Page | 2 Our Aim Our aim is to help support practice across our partnership schools and promote enquiry and research. We welcome contributions from students, teachers and academics who wish to make a positive difference to teaching and learning and believe they could help develop and support other’s practice. We aim to support new and experienced writers to submit their work so that we share a variety of perspectives. Our Goals Showcase the excellent work our BCU students produce. Allow an opportunity for those interested to publish their work to promote positive development and reflection across our partnership schools. Promote confidence and competence to write for an education publication Promote interest towards research and enquiry How to Contribute Anybody wishing to contribute an article for consideration should email their draft to [email protected]. You do not need to decide which chapter you wish your article to appear, but you can indicate this if you wish. Please ensure you follow the house style. Final decisions on publication are made by the editorial board. You can submit as many articles as you wish. If the editorial team have received a large number of contributions, your article may be held for later editions. House style When submitting an article for consideration, please aim to follow the subsequent house style: Documents must be submitted in Word in font Calibri, size 11, with 1.5 line spacing. Include your full name and role – this will appear under the title. Any web links given should be accessible by the reader and not sit behind passwords or paywalls. Word count is expected to be 500 to 3000 words “all in” (references included). Acronyms and abbreviations must be written in full the first time they are used in each article; thereafter the abbreviation may be used, e.g. “The special educational needs and disability co- ordinator (SENDCO) is … “ UK English should be used, e.g. “…ise” endings instead of “…ize” Numbers one to ten written in full; thereafter numerical (e.g. 28 pupils aged nine completed… etc.) Double speech marks for direct speech or quotes; otherwise single speech marks Please use the Harvard referencing system (where applicable – we can support with this if necessary). Please note that the editorial team will amend the final copy to suit our house style. You will may receive a copy back if any major changes have been made for you to proof read. Page | 3 Contents Title Author/s Page Enquiry and Support within the Partnership Developing Subject Knowledge for Secondary English teaching during a pandemic Fiona Darby 5 Are teachers trained to deliver the kind of education needed for the twenty- Joanne Hill and Simon 10 first century? Spencer Reflections on preparing university staff for a non-judgemental, inquiry- Ilana Pressick, Kath Minett- based model of peer observation: opportunities and challenges Waller, Joanne Thomas and 15 Matt O’Leary How prepared are primary pre-service teachers in delivering physical education as they approach their NQT Year? Grant Huddleston 21 Evaluation of a Social Constructivist approach to education: How questioning, scaffolding and modelling can be used to address said Siobhan Taylor 34 misconception Current Enquiry and Practice Classroom Behaviour: The relationship between self-efficacy and its impact on newly qualified teachers Izaaz Varachhia 37 Dr. Chris Bolton and Adele Tune-Up Tuesday: Re-valuing the role of arts in education 41 Waites The Problems with PEE-ing Nina Matthews 49 ‘Bringing Construction into the Classroom’ – A trainee teacher’s experience of developing the Construction and Built Environment programme at Alexandra Roche 51 Halesowen College The Importance of Physical Education within the National Curriculum Oliver Quinton 54 Individual Enquiry and Scholarship Tackling the issue of Race on pupil’s attainment and wellbeing Faizah Mehmood 56 A critical analysis of the aims of the English Baccalaureate, and its implications for professional practice and student learning: a conference David Weber 62 paper Being a Gay Male PE teacher: a biographical insight Andrew Prestidge (G) 66 How much do you really know about eating disorders? Carolina Mountford (G) 70 Too blessed to be stressed: What are the implications of work related stress on teacher retention? Elise Jones 75 Be Wary Of Hattie’s Use Of Meta-Analyses And Effect Sizes Nikki Booth 80 UK Education and the Covid-19 Pandemic 2020-21 Megan Daly 84 From mathematician to all-rounder - an autoethnographic account of Beth Garrett (G) 91 training to teach and evolving identities Page | 4 Developing Subject Knowledge for Secondary English teaching during a pandemic Fiona Darby – Deputy Course Leader Secondary PGCE and Secondary English PGCE Subject Leader This article was originally published on the NATE website (National Association for the teaching of English) in 2020. https://www.nate.org.uk/are-you-preparing-to-start-secondary-english-teacher-training-during-a-pandemic/ Tips from a Secondary English PGCE Subject Leader. We are very lucky to have English as our specialist subject as the first stage of developing our subject knowledge is likely to involve getting immersed in novels, plays and poems – a perfect distraction from the stress and uncertainty we might be feeling right now or a way to spend any extra time we might find ourselves with during a lockdown. Where to start your reading: NATE resources One of the best places to start is NATE’s newly designed website where there is: • A dedicated page for new English teachers • A NATE ITE Working Group who provide a forum to share ideas and a build a community of good practice • A termly newsletter – designed exclusively for new English teachers – NATENET. • Magazines, journals and newsletters that include a range of support for trainee teachers. • NATE’s teaching resources, including GCSE Poetry, 19th century novels and Shakespeare lesson materials. • Opportunities for your personal development, including the chance to have your work published with NATE. • Latest news page that provides you with regular updates about opportunities for English teachers at all stages of their career. • Home-Learning support page which provides a whole host of free resources, enrichment opportunities, wider reading, blogs and much more that will be useful in preparing for your trainee year. From my experience as a Secondary English PGCE Subject Leader and English Subject Knowledge Enhancement Course Tutor at Birmingham City University, as well as 15 years as an English teacher, I have been able to collate a selection of the most popular texts that are taught in the schools across the West Midlands. Looking online at the different GCSE English Literature specifications (AQA, EDEXCEL, EDUCAS, and OCR) to see what the named texts are is a good place to start expanding your knowledge of different texts and writers. Use this as a starting point and then see where your reading takes you beyond the set texts as there are so many wonderful books, plays and poems to enjoy. Page | 5 If it’s English Language that you want to develop, using the glossary of terms on the KS3 English Programme of Study will give you a good starting point: https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/244215/SECO NDARY_national_curriculum_-_English2.pdf. Websites such as Cyber Grammar http://www.cybergrammar.co.uk/index.php or Englicious http://www.englicious.org/ are good places to start developing and revising your English grammar knowledge. Drama Texts I would say that the most popular text of all in English departments is J B Priestley’s play An Inspector Calls.
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