Module EDUS3371: ENGLISH FOR PRIMARY TEACHING 3

Department: Education [Queen's Campus, Stockton]

EDUS3371: ENGLISH FOR PRIMARY TEACHING 3

Prerequisites

• English for Primary Teaching 1 (EDUS1631) AND English for Primary Teaching 2 (EDUS2541).

Corequisites

• None.

Excluded Combination of Modules

• None.

Aims

• To develop students' knowledge and understanding of different approaches to teaching speaking and listening, reading and writing,
• To develop students' critical awareness of issues in ensuring the effective provision of the National Curriculum for English for all children,
• To develop students' understanding of effective teaching and assessment methods in English in the primary school.

Content

• Models of talking and listening as tools for learning,
• Syllabic and phonological features of words in English
• Theories relating to the teaching of reading,
• Theories relating to the teaching of writing,
• The theoretical concept of a differentiated curriculum in English,
• Planning and assessment for learning in English,
• Using ICT to enhance literary learning,
• Achieving continuity and progression in the teaching and learning of English from foundation stage to key stage 3,
• Teaching English to children for whom English is an additional language,
• The effective teaching of English to children of all abilities,
• Teaching literature to children - narrative fiction, poetry, drama,
• Teaching non-fiction reading and writing.

Learning Outcomes

• Students should be able to:
• distinguish between accent and dialect, standard and non-standard forms of English
• demonstrate knowledge and understanding of the process of creating narrative, poetic and dramatic texts
• demonstrate an ability to apply the above ideas in new situations and contexts, identify the principles which underpin the effective teaching of English in the primary school,
• demonstrate an informed and critical awareness of research in English teaching which can enhance the effectiveness of the primary English teacher
• demonstrate a critical awareness of the National Literacy Strategy and other current developments and how best these can facilitate the teaching of English
• use developing knowledge and understanding of how aspects of educational theory relate to the learning of English by primary age children in the context of effective planning and assessment for teaching and learning in the classroom,
• 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.

• communicate ideas, principles and theories effectively in a variety of ways;
• work effectively on given tasks and activities;
• use Information and Communications Technology in a variety of ways;
• manage time and work to deadlines.

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 designed to promote analysis and discussion.
• All learning outcomes can be assessed appropriately by a 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