Sue Meeke-Smith
Lecturer In Primary Education QTS
Before joining the Primary Education with QTS team at Wrexham, Sue taught for 15 years in various Shropshire and Gwynedd primary schools, teaching across age phases but latterly focusing on Reception. Despite having swapped the smallest people in primary school for fully fledged adults at university, Sue remains a passionate advocate for the joy of teaching and learning with Early Years aged children. Focuses in school were Music across the curriculum and the introduction of Systematic Synthetic Phonics programmes. These are now features of Sue's expertise as she supports Trainee Teachers through their QTS studies.
Sue gained a Masters in Education in Society at Chester in 2020, focusing on educational inequality pertaining to economic differences, with a specific emphasis on exploring the word gap which exists for some children as they begin school. Having moved into the sphere of Higher Education, Sue is now similarly interested in how to best support students within widening participation settings, and how education providers may enhance inclusive working practices for students. This is forming the core of her doctoral studies as she examines the lived experience of supporting students as they strive to become teachers in the current climate of education in both England and Wales.
Living in North Wales with her husband, three rapidly aging children (youngest just finishing primary school) and a dog, Sue generally has a loud house but relaxes by crocheting blankets and appreciating the green spaces that North Wales has to offer.
Research Interests
Sue gained a Masters with Distinction in Education in Society at Chester in 2020, focusing on educational inequality pertaining to economic differences, with a specific emphasis on exploring the word gap which exists for some children as they begin school. Having moved into the sphere of Higher Education, Sue is now similarly interested in how to best support students within widening participation settings, and how education providers may enhance inclusive working practices for students. This is forming the core of her doctoral studies as she examines the lived experience of supporting students as they strive to become teachers in the current climate of education in both England and Wales.
Sue's doctoral studies have focused primarily on qualitative research methodologies and she has a deep interest in autoethnography as a primary methodology.
Alongside her doctoral studies, Sue has also collaborated with colleagues from Liverpool Hope University to carry out research into the use of stories and related language to enhance the teaching of Mathematics in the early stages of primary schools. This research project was funded by the EEF and followed a theory of change methodology.
Research Projects
Title | Role | Description | From/To |
---|---|---|---|
Talking Maths: Developing Oracy in the classroom | Researcher/Developer | This programme aims to support children with a language deficit to be able to develop mathematical understanding through the use of story to explore maths concepts. By developing oracy within the Year 1 classroom the aim is for children to link their informal language with mathematical concepts to support conceptual understanding and as well as develop scaffolds for communicating mathematically. The aim of this programme is to equip practitioners to plan for and use stories within mathematics session to support conceptual understanding. By planning for oracy development and exploring how to integrate meaningful talk into learning sequences, pupils will develop confidence in communicating mathematical understanding, linking familiar story context to abstract mathematical concepts. The programme has been designed by drawing on high-quality evidence and the expertise of the team at Wrexham University. We hope the programme will provide: - Amongst teachers – increase teacher confidence to identify maths within a story or real life setting, to promote talk within learning and introduce mathematical language through crafted phrases that link informal talk to mathematical language. - Amongst pupils – pupils engage in discussions focused on mathematical concepts, developing a real world understanding of these. Increase in the use and understanding of mathematical language through participation and increased talk in lessons. | 2023 - 2024 |
Teaching Interests
English
Early Years
Expressive Arts - Music
Programs/ Modules Coordinated
Title | Subject |
---|---|
Curriculum Matters 1 | EDN501 |
Expressive Arts | PEQ4045 |
Elective Module 2 | PEQ5038 |
The Core Curriculum | PGP6047 |
Core English 2 | PEQ5030 |
Elective Module 1 | PEQ5037 |