Andrew Read is Head of Primary Initial Teacher Education. After completing his first degree in Music at Oxford University, he returned to London and completed a Primary PGCE at the Institute of Education. He worked in Primary schools in Tower Hamlets for some 14 years, teaching pupils from the Early Years to Year 6, and co-ordinating music and English.  He completed an MA in Feature Film Screenwriting at Royal Holloway College, University of London, in 2004. He has collaboratively written articles focusing in particular on independent learning, exploring ways in which learners in schools and Higher Education can take greater ownership of assessment. Andrew’s chapter on Reflective Practice is included in Sage’s Professional Studies in Primary Education. 

Head of Primary Initial Teacher Education

Independent learning; reflective practice; the progress of pupils with English as an additional language

Primary PGCE

PG3300 School-based learning

PGM300 Managing Professional Change and Development

PGM400 Critical Incidents in Teaching

August 2011 “Reflective Practice” in Cooper, H. (ed) Professional Studies in Primary Education. London: Sage.

June 2011 “Working collaboratively: reflecting on unexpected outcomes”. Brookes e-journal of Learning and Teaching, June 2011 in Volume 3, Issue 2, with Donna Hurford.

June 2011 “Do Podcasts and Screencasts enable or hinder independent learning?” Practitioner Research in Higher Education , Volume 5 Issue 1, pp. 30-38, with Donna Hurford.

2010 “I know how to read longer novels” – Developing pupils’ success criteria in the classroom. Education 3-13, with Donna Hurford.

December 2009 Working collaboratively: reflection on unexpected outcomes. Presentation with Donna Hurford at Beyond Teaching and Research - Inclusive understandings of Academic Practice, University of Oxford

September 2009 “I’m finding it really difficult to teach that way”: enabling teachers to implement independent learning. Presentation with Donna Hurford at BERA, Manchester

July 2009 “Too much independent learning is left to us”: developing effective approaches to self-regulation. Presentation with Donna Hurford at Engaging Students, Greenwich University

July 2009 “I already know how I feel about this”: using assessment to encourage criticality. Presentation with Donna Hurford at ESD/GC in ITE: UK ITE Network for ESD/GC, Southbank University, London

June 2009 Writing collaboratively: making it work. Presentation with Donna Hurford at EATAW, University of Coventry

May 2009 Making sense of assessment. Presentation with Donna Hurford at ESCalate, Glyndwr University.

September 2008 Opportunities for personalised learning: enabling or overwhelming? Practitioner Research in Higher Education with Donna Hurford

May 2008 “Tell me what to do”. Innovations and Development in Initial Teacher Education. 4th ESCalate ITE conference with A. Slater, S. Shaw, D. Hurford.

2008 Feedforward: helping students interpret written feedback. Assessment Perspectives, Oxford Brookes.

Fellow of the Higher Education Academy