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Playtimes in English primary schools are a perennial and mainly enjoyable event. They are, however, largely overlooked in educational reform and have experienced 'benign neglect'. The paper presents the findings from a research project which investigated the playtimes of primary school children. Questionnaire data gathered by pre-service teachers focused on children's views of playtimes, including the role of adults, and the children's use of playground space. Whilst generally positive about their playtimes, a minority of pupils find playtimes challenging. Pupils recognise the complexity and challenge of the social expectations of playtimes. This paper proposes that perhaps the time is right now to focus anew on playtimes to consider whether change should take place, why and how this change might be effected.

This paper considers how pre-service primary teachers in England (trainees) are supported to work with children with special educational needs (SEN) using a personalized learning task. The focus, in particular, considers how speech, language and communication skills are foregrounded in the reports describing children with moderate learning difficulties including difficulties with literacy. The context recognizes the importance of pupils' spoken and receptive language development and the prevalence of children categorized as having speech, language and communication needs (SLCN) and the educational, social and emotional impact of this disability. However analysis of sixty five reports identified only four children with SLCN. In contrast eighteen 5-7 year old children were identified who were struggling with literacy. Analysis was conducted on this sub-set due to the close links between reading development and spoken language skills. The analysis explored the question "what do trainees' descriptions of literacy reveal about their understanding of speech, language and communication?" Results revealed that speech, language and communication skills were referred to only briefly and with some limitations in understanding. Further analysis explored the task design and considered to what extent it supports trainees in referring to knowledge about speech, language and communication in practice. The article concludes that the personalized learning task could be adapted to ensure greater development of knowledge of speech, language and communication and the role of teacher talk. It considers the challenges posed for mentoring where the prevailing social semiotics of the classroom emphasizes performativity (Ball, 2003) over a more holistic view of children.

The recommendations from the Bercow Review of services for children with speech, language and communication needs (DCSF, 2008a) have significant implications for the training of pre-service teachers who will be expected to be more able to meet the needs of such children. This article explores the potential within the Standards for Qualified Teacher Status, the key framework for the development of pre-service teachers in England, to support the implementation of the Bercow Report. The discussion focuses on three recommendations: that language is central, a human right; the need for early identification and intervention; and the development of a continuum of services around the family. The article reflects on a successful and an unsuccessful implementation of policy within pre-service teacher training to better illustrate the issues entailed in realizing Bercow Review recommendations within pre-service teacher education.

This paper discusses the knowledge, skills and understandings of Foundation Stage teachers in relation to children's speech and language development. Results from a questionnaire to 294 teachers reveal limited initial and post qualification training. Teachers' knowledge of specific aspects of children's language revealed that key areas for training were centred on the identification of children who may have speech and language difficulties and speech sound development. The discussion centres on how changes to the curriculum in initial teacher training, in the consolidation of the revised Special Educational Needs Code of Practice and in the assessment requirements within the Foundation Stage may impact on teachers' knowledge of speech and language development and on their ability to identify children who have speech and language difficulties.

Presents a study in which ten teachers from England were observed teaching literacy skills to primary age children to determine if they were teaching in a manner that provided for class discussion. Finds that teacher-led question and answer sessions were the most frequently used form of interaction. (DAJ)

Following a study finding that British teachers of post-16 English primarily used teacher-led recitation, four teachers were coached in alternative discourse strategies. The training resulted in a higher level of student initiation, thinking, and reciprocal listening. (SK)