Richard Day

I joined the tutor staff at York St John University in 2008 and am currently Head of Year for the first year of the Undergraduate Primary Education Degree. I teach within the English Team and across the Professional Modules, as well as Art (my own degree) and Design Technology, and Creativity.

Prior to beginning teaching at York St John I have taught in Primary Schools in a variety of areas of the Country. My own training was at Exeter, following which I taught in Birmingham, Tower Hamlets, Peckham and York itself. I have been a class teacher across the whole primary age range, but most recently seemed to be based in upper Key Stage Two. I have been subject leader in schools for Literacy and Art/DT and a member of senior leadership teams.

Further Information


As part of my role as Module Director for the undergraduate professional module, Awareness of Learning and Teaching, I am School Experience 1 Director. This gives student teachers their first taste of teaching in schools. I work closely with schools to support the students’ experience.

I teach across the second year undergraduate professional module and also the Primary English: Teaching Writing module. I also particularly enjoy being part of the Art and Design Technology module which leads up to an exhibition of the students’ work. I am heavily involved in the Postgraduate programme and teach within two large Professional modules.

It is a privilege to be Academic Tutor for a group of Undergraduate and Postgraduate students, helping support them throughout the various durations of their programmes and into employment.

Whilst employed as a class teacher in primary schools I taught children in Y1, Y2, Y3, Y4, Y5 and Y6 giving me an overview of the whole age range. Latterly I focused heavily in upper Key Stage Two. I have been a marker for the end of Key Stage Two English SATS tests for approximately ten years.


My own current research interests include the characteristics and developing identities of male Primary School teachers. The proportion of males entering the teaching profession is often a topic for debate, often fuelled by society’s attitudes towards gender roles and the perceived needs of children themselves.

I am also interested in the area of Behaviour Management, and how we can best support students during what seems often to be a worrying time in terms of establishing themselves as authority figures in the classroom.

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