Module EDUS2541: ENGLISH FOR PRIMARY TEACHING 2

Department: Education [Queen's Campus, Stockton]

EDUS2541: ENGLISH FOR PRIMARY TEACHING 2

Prerequisites

• English for Primary Teaching 1 (EDUS1631).

Corequisites

• None.

Excluded Combination of Modules

• None.

Aims

• To develop students' knowledge and understanding of child language development, to develop students' understanding of literary texts representing children and childhood with particular reference to the social and cultural contexts in which they are created and experienced.
• To develop students' understanding of key and often contested related to teaching English in the primary school ('reading', 'writing', 'literacy', skills').
• To develop students' knowledge and understanding of main features of word formation;
• To provide students with secure knowledge of how punctuation functions to convey meaning in written language and of how sentences work in written discourse;
• To enhance students' understanding of the contrasts between written and spoken language forms.

Content

• Stages and features of child language development.
• Reader response in relation to meaning in literary texts: narrative, poetry, drama
• Language variation (speech and written forms).
• Similes and metaphors.
• Text genres - fiction and different types of non-fiction.
• Centrality of spoken English in language development and acusition of communicative competence
• Word formation, affixes, basic morphemic structure
• Sentence punctuation, aspects of text structure (paragraphs, topic sentences)
• Introduction to a range of views upon meanings of 'literary' and 'being literate'
• How different theorists portray processes of deriving meaning from and of constructing meaning in text
• The role of talk in effective learning
• Teaching grammar at the level of the sentence
• Introduction to planning in the teaching of English
• Introduction to completing views on the place of ICT in literary learning

Learning Outcomes

• Students should be able to:
• demonstrate knowledge of the systematic nature of speech sounds,
• demonstrate knowledge and understanding of two opposing theories behind child language acquisition,
• demonstrate knowledge and understanding of the key milestones in early language acquisition (phonetically, syntactically and morphologically),
• identify the relationship between literary and performance texts and the social and cultural settings in which they are experienced,
• understand the importance of reader response in relation to meaning in literary and dramatic texts,
• demonstrate an ability to construct a coherent argument in the above contexts,
• demonstrate understanding of the way in which knowledge of key issues related to language and child development can inform the teaching of English in the primary school,
• understand issues of progression with regard to reading, writing, speaking and listening in relation to the National Curriculum,
• show knowledge and understanding of how aspects of educational theory relate to the learning of English by primary age children,
• show a developing competence in applying subject knowledge to the planning and teaching of English in the primary classroom,
• analyse critically a range of activities and resources for primary teaching using theoretical perspectives,
• be able to observe, record and relate educational practice to theory in relation to the above ideas.

• think critically and independently;
• analyse, synthesise and evaluate primary and/or secondary data;
• critically analyse literature on a variety of contemporary education issues;
• construct and sustain a reasoned argument.
• observe, record and relate educational practice to theory in primary schools and classrooms.
• show a developing competence in applying subject knowledge to the planning and teaching of English in the primary classroom, analyse critically a range of activities and resources for primary teaching using theoretical perspectives,
• be able to observe, record and relate educational practice to theory in relation to the above ideas.

• communicate ideas, principles and theories effectively in a variety of ways;

Modes of Teaching, Learning and Assessment and how these contribute to the learning outcomes of the module

• The course will be delivered through weekly workshops integrating lecture input with student participation in specific tasks including fieldwork designed to promote analysis and discussion.
• All learning outcomes can be assessed appropriately by a combination of an examination and written assignment.

Teaching Methods and Learning Hours

Summative Assessment

Formative Assessment:

Formative assessment (equivalent to a total of about 1500 words).

■ Attendance at all activities marked with this symbol will be monitored. Students who fail to attend these activities, or to complete the summative or formative assessment specified above, will be subject to the procedures defined in the University's General Regulation V, and may be required to leave the University