Module EDUS1631: ENGLISH FOR PRIMARY TEACHING I

Department: Education [Queen's Campus, Stockton]

EDUS1631: ENGLISH FOR PRIMARY TEACHING I

Prerequisites

• None.

Corequisites

• None.

Excluded Combination of Modules

• None.

Aims

• To develop students' subject knowledge of the syntax of the English language, to develop students' understanding of the relationship between authors, readers and literary texts, their response to poetic texts and their appreciation of the ways in which children and childhood may be represented in poetry, to develop students' knowledge of the primary English curriculum and the values and assumptions which underpin it.

Content

• Students will study:-
• word classes.
• Finite and non-finite verbs.
• Improved and Complex sentences.
• Clauses - main and subordinate
• key features of texts - cohesion and coherence; notion of story grammar
• classic and contemporary works of children's literature-narrative, poetic and dramatic texts
• representations of children in fiction
• myths, legends, fairy tales, picture books.

Learning Outcomes

• Students should be able to:-
• recognise the major word classes of English and how to distinguish them,
• understand how a sentence is constructed and the meaning of the terms simple, compound and complex sentences,
• finite and non-finite verb,
• demonstrate knowledge and understanding of narrative example and poetic texts,
• demonstrate knowledge and understanding or representations of children and childhood in literary texts,
• demonstrate an ability to construct a coherent argument in the above contexts.

• think critically and independently;
• analyse, synthesise and evaluate primary and/or secondary data;
• critically analyse literature on a variety of contemporary education issues;
• demonstrate an ability to construct a coherent argument in the above contexts.
• 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 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:

Seminar presentations.

■ 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