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 a range of texts including poetry
• To develop students' knowledge of the national curriculum English programmes of study and the values and assumptions which underpin it.

Content

• Students will study:
• word classes.
• phonics and its place in the school curriculum
• spelling strategies
• Finite and non-finite verbs.
• Improved and Complex sentences.
• Clauses - main and subordinate
• Subject specific pedagogies for reading and writing
• The role of talk in learning and specifically the role of talk in English
• Understanding of literary theories and their relevance in education
• key features of texts - cohesion and coherence; notion of story grammar
• classic and contemporary works of children's literature
• Knowledge of children's literature and representations of children in fiction

Learning Outcomes

• Students should be able to:-
• recognise the major word classes of English and how to distinguish them,
• understand the English alphabet code and how to teach grapheme-phoneme correspondences
• 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 of children's literature and 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;
• develop critical reflection of sources;
• 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 lectures and seminars or 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 combination of an examination and written assignment.

Teaching Methods and Learning Hours

Summative Assessment

Formative Assessment:

Students will be invited to submit a percentage of their assignment for formative feedback which will provide guidance on relevant further reading and the effectiveness of the presented argument. Students will be given feedback at least two weeks before the submission deadline. Students will get access to this feedback at least two weeks before the summative assignment is due. DUO assessment submission sites will be used for these. Exam questions form part of the revision sessions.

■ 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