1st Edition

Purposeful Planning for Learning Shaping Learning and Teaching in the Primary School

Edited By Natasha Serret, Catherine Gripton Copyright 2021
    128 Pages 10 B/W Illustrations
    by Routledge

    128 Pages 10 B/W Illustrations
    by Routledge

    Purposeful Planning for Learning puts the passion and depth back into how teachers plan for learning in the primary classroom. Offering a unique perspective on what constitutes purposeful planning for learning, this book encourages a mindset where planning is integral to, supportive of and informed by learning, including learning that is social, emotional, physical and cognitive.

    Written by a variety of teacher educators and primary teachers, this book reconceptualises planning by focusing on different themes such as outdoor learning, assessment, questioning and inclusion, that all influence and inform planning. In each chapter, you can find:

    • Voices of teachers and teacher educators
    • The unpicking of practice and key terminology
    • Vignettes that shed light on classroom life (examples from practice) and
    • Opportunities for reflection (points to ponder)

    This cross-curricular resource provides aspirational, professional and practical insights into current issues that surround planning. It includes student and experienced qualified teacher insights which will serve as inspiration to support the reader in making real changes in their classroom.

    Chapter 1 What is planning?

    Natasha Serret and Catherine Gripton

    Chapter 2 Roles and responsibilities in learning

    Paul Waring-Thomas and Catherine Gripton

    Chapter 3 Inclusive planning for learning

    Fiona Hunter and Natasha Serret

    Chapter 4 Principles of lesson design

    Simon Brown, Laura Malpas and Nick Mills

    Chapter 5 Assessment and planning for progress

    Natasha Serret, Liz Ruston and Rob Perkins

    Chapter 6 Questioning

    Alison Murphy, Vicky McEwan and Catherine Gripton

    Chapter 7 Planning for learners of English as an additional language

    Nicky-Jane Kerr-Gilbert

    Chapter 8 Planning for children’s needs

    Steven Sharp, Clare Orridge and Richard Muge

    Chapter 9 Outdoor learning

    Sarah Hindmarsh and Susan Hunt

    Chapter 10 Planning for sustainability

    Elaine Haywood

    Chapter 11 Lesson as narrative

    Nicky-Jane Kerr-Gilbert and Eleanor Power

    Chapter 12 Planning for children’s creativity

    Suzanne Gomersall and Catherine Gripton

    Chapter 13 Promoting a positive climate for learning

    Helen Fielding, Eleanor Power and Nick Page


    Natasha Serret was a primary teacher and is now a senior lecturer working with the Primary Education team at Nottingham Trent University, where she is the course leader for BA Primary Education. She has collaborated on several research projects, with universities in the UK and across Europe, that have focused on outdoor learning in science, Cognitive Acceleration in Science Education (CASE) and assessment in science education.

    Catherine Gripton is a lecturer, author and researcher with many years of experience in primary teacher education. She is an assistant professor in the School of Education at the University of Nottingham and has a special interest in 3–7 education and early childhood mathematics. Catherine was formerly a teacher in Nottingham and Nottinghamshire primary schools.