Module EDUS3371: ENGLISH FOR PRIMARY TEACHING 3

Department: Education [Queen's Campus, Stockton]

EDUS3371: ENGLISH FOR PRIMARY TEACHING 3

Prerequisites

• None.

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 and comprehension
• Assessment and literacy skills
• 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

• knowledge of the National Curriculum and other government initiatives and a framework to evaluate them,
• knowledge of the relationship between learning, teaching and assessment.

• 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,
• observe, record and relate educational practice to theory in primary schools and classrooms.
• Assess and report on children's literacy skills

• communicate ideas, principles and theories effectively in written form;
• manage time and work to deadlines;
• construct and sustain a reasoned argument;
• evaluate and make use of information from a variety of primary and secondary sources.

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:

Students will be invited to submit a plan of their assignment and a percentage ( 25%) of their written 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. Feedback 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