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

• Talking and listening as tools for learning,
• Theories relating to the teaching of reading including the effective teaching of phonics,
• Theories relating to the teaching of writing including the effective teaching of spelling,
• 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:
• identify and be able to articulate 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 an informed and critical knowledge of the PNS Framework for Literacy and other government initiatives and be able to evaluate them,
• demonstrate critical awareness and understanding of the relationship between learning, teaching and assessment.

• critically analyse literature on a variety of contemporary education issues;
• 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.
• think critically and independently;
• analyse, synthesise and evaluate primary and/or secondary data;
• construct and sustain a reasoned argument.

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 presentation (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