Curriculum Developments
Secondary Teachers in the Primary Classroom
Two different approaches can be taken here. Both, it must be stressed, depend upon one
of the key strategies explained in the ‘Critical Support Mechanisms’ section: providing
the secondary teacher with an afternoon of non-contact time, so that visits to local
schools can be made.
In the first approach, the secondary teacher visits the Primary school when the timetable
allows it, and is used as an expert supporter of the primary teacher. After agreeing roles
and learning outcomes, the secondary teacher can take off some pupils to work on
specific aspects of a class project, while the primary teacher continues to work with the
rest of the class. For instance, one teacher helped some pupils develop some tuned
percussion work while the class teacher worked on dance with the rest of the class. The
two groups were then able to come together having separately developed their skills to a
higher level than would have been possible without the additional support. In this
situation, the primary teacher is seen to have the lead; but the secondary teacher is able to
give expert support, both to the pupils, and to the primary teacher (if needed!) during the
planning and post-lesson discussions.
Gradually, as the collaboration grows, the secondary teacher can be used in a greater
variety of ways:
 leading whole class warm-up sessions
 suggesting (and leading where appropriate) developments to modules of work where
their own expertise complements or enhances that of the class teacher
 providing specific materials and resources which they can bring from the secondary
school.
It becomes, in effect, a genuine partnership of team teaching, with each teacher using his
or her own strengths to balance the work of their partner teacher. Inevitably, with greater
individual and group support, and with additional expertise, the pupils achieve higher
standards.
The second way of working is for the secondary teacher to act in the role of an
‘Advanced Skills Teacher’. In this scenario, the Primary music coordinator and
Secondary Head of Music agree to plan for specific aspects of support which may have
been asked for by some primary class teachers. A programme of visits can then be
arranged, starting with planning time together. The secondary teacher then takes the
lessons, with the primary teacher present and joining in as appropriate, and as agreed in
advance. An important aspect of this approach is the post-lesson discussion time, so that
both teachers can learn from each other about the pupils, their progress, and the plans for
the next lesson. It is also important to agree what can be undertaken by the class teacher
before the next week’s joint session. A series of lessons (preferably lasting over a half
term) provides the best model, since there can be a real sense of shared development over
time. Alternatively, it is possible to plan for 1 week of shared teaching, and then 1 or 2
weeks when the secondary teacher works with other classes, before returning again the
following week. It is critical in this situation that the ‘what needs to be done between
joint sessions’ is agreed, and that, on the weeks without shared teaching, the class teacher
has the opportunity to talk with the secondary teacher to discuss progress made and issues
arising.
It is crucial in this developmental model that the lead is actually taken by the Primary
school teachers: they should decide what support they are looking for, and plan it with
their secondary colleague. The expert knowledge of the secondary teacher will only be
valuable if it can be seen genuinely to address the needs and aspirations of the primary
teacher. If it goes well, however, the benefits are great:
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the pupils benefit from expert teaching and should improve their work
the primary teachers develop expertise which they can continue to use after the shared
work is complete
the secondary teacher gains real insight into the working methods of primary schools,
and understands the standards which are achieved by the pupils before they arrive at
secondary school.