Kirstie Hewett

About

I joined the University of Chichester in 2015 as a senior lecturer, teaching on the Foundation Degree, BA and PGCE programmes on a range of modules related to English and Professional Studies. I also work for the University of Chichester’s Academy Trust team as a School Improvement Specialist in Primary English.

Before joining the University, I spent twenty years as a primary school class teacher and Deputy Head teacher. In addition to my senior leadership roles, I have been subject leader of Maths and English, and a SENDCo and Inclusion Lead.

As well as the development of the primary English curriculum, I have always been passionate about working with initial teacher education students, early career teachers, and middle leaders, and regularly run professional development courses for teachers.

Professional

I have overall module responsibility for the English strand of our PGCE Programme and for the final module undertaken by our undergraduate initial teacher education students.

I am a Fellow of the Higher Education Academy and hold a role on the editorial board of the UKLA & EA’s English 4-11 publication for teachers. I am a Trustee and Chair of the English Association’s Primary and Early Years Committee, and a Fellow of the English Association.

Publications

• Hewett, K. (2024) Planning Primary English: How to Design and Teach Brilliant Lessons. London: SAGE.
• Hewett, K. (2022) ’Why are professional networks and research networks useful for primary teachers?’ in Stone, G. (ed.) Professionalism in Primary Teaching, London: Sage.
• Hewett, K. (2020) ‘Teaching Effective Spelling’ in Education Today (August, 2020).
• Hewett, K. (2019) ‘Seven Ways to Boost Spelling Publication’ in Teach Primary (01/12/2019).
• Hewett, K. (2019) Teaching Spelling 6-11: designing effective learning in English and across the curriculum. UKLA Minibook 49, Leicester: United Kingdom Literacy Association.

Research

I am currently studying at doctoral level, exploring pre- and in-service teachers’ conceptualisations of pedagogy for teaching English. In conjunction with a colleague, I am researching initial teacher education students’ experiences of seminar group learning. I am also currently working supporting a number of small-scale research projects for schools within the University of Chichester’s Academy Trust.