Items where Department is "Primary PGCE" and Year is 2025

Elton-Chalcraft, Sally ORCID: https://orcid.org/0000-0002-3064-7249 (2025) Embedding anti racism in education with Professor Sally Elton-Chalcraft [podcast]. Research Spotlight at Cumbria: University of Cumbria Research Mini Series .

Elton-Chalcraft, Sally ORCID: https://orcid.org/0000-0002-3064-7249 and Twiselton, Samantha (2025) Developing as a professional. In: Cremin, Teresa, Hendry, Helen and Harrison, Anna, (eds.) Learning to teach in the primary school, 5th edition. Learning to teach in the primary school series . Routledge, Taylor and Francis, Abingdon, UK.

Mcpartlan, David ORCID: https://orcid.org/0000-0003-1445-8613 (2025) Young people as co-researchers in schools: a collaborative research methodology which benefits young people and school culture. Pastoral Care in Education, 43 (4). pp. 520-539.

Moses, Paula (2025) What is success in life and how can the primary school curriculum in England be designed and delivered to make this a reality for pupils, parents and teachers? In: British Educational Research Association (BERA) conference, 9-11 September 2025, University of Sussex, UK. (Unpublished)

Moses, Paula ORCID: https://orcid.org/0009-0003-7335-394X (2025) An exploration of how curriculum is designed and delivered in the English primary school to provide pupils with what is needed to ‘succeed in life’, through an analysis of the perceptions of pupils, parents and their teachers. Doctoral thesis, University of Cumbria.

Temple, Sue ORCID: https://orcid.org/0000-0002-0494-6704 (2025) History of Fusehill Street campus. In: Fusehill workhouse talk, 10 September 2025, University of Cumbria Fusehill Street Campus, Carlisle, UK. (Unpublished)

Temple, Sue ORCID: https://orcid.org/0000-0002-0494-6704 (2025) History of the Fusehill Street campus. In: University of the Third Age (U3A) talk and guided tour, 11 August 2025, University of Cumbria Fusehill Street Campus, Carlisle, UK. (Unpublished)

Wright, Phil and Forrester, Gillian (2025) “It starts with me!” Teachers’ shifting perspectives on developing their practice away from fixed ability grouping. Teaching and Teacher Education, 154 . p. 104870.