Module EDUS3361: ENGLISH FOR PRIMARY TEACHING 4: ENGLISH FOR SPECIALISTS

Department: Education [Queen's Campus, Stockton]

EDUS3361: ENGLISH FOR PRIMARY TEACHING 4: ENGLISH FOR SPECIALISTS

Prerequisites

• English for Primary Teaching 2 (EDUS2541).

Corequisites

• None.

Excluded Combination of Modules

• None.

Aims

• To deepen and extend students' knowledge and understanding of the role of the subject leader within primary school,
• To develop an understanding of the chalenges of leadership and how to work with colleagues effectively to support them in the teaching of English in the primary school.

Content

• Critical reflections on the effectiveness of subject curriculums in development of learning
• Extending understanding of theories of learning, subject specific pedagogy adn the challenges of connecting these in the primary classroom
• Exploring the challenges of planning and delivering in-service sessions for peers, planning and justifying a range of broad practical initiatives in primary English.

Learning Outcomes

• knowledge of how different conceptions of English (e.g. as an arts subject, as a mode of communication, as training in literacy) can determine the way the subject is taught in schools
• understand the theoretical background to and current debates about literacy across the curriculum
• understanding the role of the subject leader in schools
• explore relevant research and theory on effective leadership adn challenges of leadership

• relate educational practice to theory in relation to primary English
• Embedding critical reflection of English and leadership in relation to education

• communicate ideas, principles and theories effectively in written form;
• manage time and work to deadlines;
• construct and sustain a reasoned argument;
• distinguish between different types of sources, using these appropriately to develop arguments.

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

• The course will be delivered through weekly seminars integrating lecture input with student participation in specific tasks including relevant reading materials designed to promote analysis and discussion.
• All learning outcomes can be assessed by a composite written assignment.

Teaching Methods and Learning Hours

Summative Assessment

Formative Assessment:

Students will be invited to submit a plan of their academic poster 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. For the reflective essay students will be invited to submit a percentage of the essay (25%) for feedback which will focus on the development of arguments, critical thinking and originality. 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.

■ 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