When you start your programme you will be given recommended reading lists for each module.

    However, if you want to make a start now, we recommend any of the following texts:

    Harlen, W. and Qualter, A. (2018) The Teaching of Science in Primary Schools 7th edn. Oxon: Routledge

    Hattie, J. and Clarke, S. (2018) Visible Learning: Feedback Oxon: Routledge

    Medwell, J., Wray, D., Minns, H., Griffiths, V. and Coates, E. (2017) Primary English: Teaching Theory and Practice. 8th edn. Exeter: Learning Matters

    Mooney, C., Briggs, M., Hanson, A., McCullouch, J. and Fletcher, M. (2018) Primary Mathematics: Teaching Theory and Practice. 8th edn. Exeter: Learning Matters

    Pritchard, A. (2018) Ways of Learning 4th edn. Oxon: Routledge

    Rogers, B. (2014) Classroom Behaviour: A Practical Guide to Effective Teaching, Behaviour Management and Colleague Support. 4th edn. London: Sage

    Prior to starting your programme aim to read and review at least three children's books to develop your knowledge of children's literature.

    You can join the online book-shelf at Goodreads and contribute to a growing bank of reviews.

    You can access free phonics resources and information about reading at KS1 and 2 from the Oxford Owl website

    Please note that this is one of the reading and phonics scheme that local schools use (it is linked to Read Write Inc, sometimes termed Ruth Miskin Literacy- RML) and you will encounter others on placement.

    The pronunciation of phonemes is universal, however.

    You will be asked to keep a reflective journal, to log your thoughts, experiences and aspects of your learning during the programme. Your reflective writing will feed in to your teaching practice and specifically to the M-level assignments you will be required to complete.

    If you haven't been required to engage in reflective practice before, there's plenty written on the subject and, of course, more guidance will be provided in September. But at it's most basic level reflection is about recording experiences in a way that may prompt new thoughts, and also so that you can return to experiences and reconsider them in-depth at a later time.

    Why not start now? Begin by writing down your feelings about starting your programme, including your hopes and fears. Record some of the experience(s) you will bring to the programme which will prove valuable.

    Perhaps make a note of aspects you feel less prepared to deal with - but don't dwell on negatives. Your writing should also support positive, purposeful thought. So, before you finish, describe a particular strength which will help you ensure you have a successful year.

    If you think you may be dyslexic, or have a specific learning difficulty, make contact with UEL's Disability, Dyslexia & Access Centre (DDAC)