James Coleman is a primary school teacher and a passionate advocate for the primary foundation subjects. He started his career teaching in inner London schools and led foundation subjects within his first teaching post. Since then he has been a director of a SCITT in the south of England and now works as an education consultant. Emma Hollis’ absolute passion is teacher education. After gaining a First Class degree in Psychology and training as a primary teacher, she became Head of initial teacher education for a SCITT provider in Milton Keynes. She sees teacher education as a continuum and, whilst her heart will always be very close to the initial stages of a teacher’s development, she is also dedicated to ensuring teachers are given access to high quality professional development throughout their careers. Emma took up the role of Executive Director Designate of NASBTT in April 2017 and has been in the post of Executive Director since September 2017.

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• Introduction Chapter 1 - Why foundation subjects? Chapter 2 - Jack of all trades? Foundation Subject knowledge for teachers Chapter 3 - Subject knowledge for pupils Chapter 4 - Making an impact: understanding subject concepts Chapter 5 - Finding time -how to plan foundation subjects Chapter 6 - Explicitly making links: cross-curricular approaches Chapter 7 – Less but better Chapter 8 - What comes next and where to find support

James Coleman is a primary school teacher and a passionate advocate for the primary foundation subjects. He started his career teaching in inner London schools and led foundation subjects within his first teaching post. Since then he has been a director of a SCITT in the south of England and now works as an education consultant. Emma Hollis’ absolute passion is teacher education. After gaining a First Class degree in Psychology and training as a primary teacher, she became Head of initial teacher education for a SCITT provider in Milton Keynes. She sees teacher education as a continuum and, whilst her heart will always be very close to the initial stages of a teacher’s development, she is also dedicated to ensuring teachers are given access to high quality professional development throughout their careers. Emma took up the role of Executive Director Designate of NASBTT in April 2017 and has been in the post of Executive Director since September 2017.

Select Guide Rating

• Introduction Chapter 1 - Why foundation subjects? Chapter 2 - Jack of all trades? Foundation Subject knowledge for teachers Chapter 3 - Subject knowledge for pupils Chapter 4 - Making an impact: understanding subject concepts Chapter 5 - Finding time -how to plan foundation subjects Chapter 6 - Explicitly making links: cross-curricular approaches Chapter 7 – Less but better Chapter 8 - What comes next and where to find support

James Coleman is a primary school teacher and a passionate advocate for the primary foundation subjects. He started his career teaching in inner London schools and led foundation subjects within his first teaching post. Since then he has been a director of a SCITT in the south of England and now works as an education consultant. Emma Hollis’ absolute passion is teacher education. After gaining a First Class degree in Psychology and training as a primary teacher, she became Head of initial teacher education for a SCITT provider in Milton Keynes. She sees teacher education as a continuum and, whilst her heart will always be very close to the initial stages of a teacher’s development, she is also dedicated to ensuring teachers are given access to high quality professional development throughout their careers. Emma took up the role of Executive Director Designate of NASBTT in April 2017 and has been in the post of Executive Director since September 2017.

Select Guide Rating

• Introduction Chapter 1 - Why foundation subjects? Chapter 2 - Jack of all trades? Foundation Subject knowledge for teachers Chapter 3 - Subject knowledge for pupils Chapter 4 - Making an impact: understanding subject concepts Chapter 5 - Finding time -how to plan foundation subjects Chapter 6 - Explicitly making links: cross-curricular approaches Chapter 7 – Less but better Chapter 8 - What comes next and where to find support