Module EDUS1631: ENGLISH FOR PRIMARY TEACHING I

Department: Education (ITE)

EDUS1631: ENGLISH FOR PRIMARY TEACHING I

Prerequisites

• None.

Corequisites

• None.

Excluded Combination of Modules

• None.

Aims

• To develop students' understanding of key elements related to teaching English in the primary school; reading, writing, literacy and oracy skills
• 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:
• phonics and its place in the school curriculum
• Progression and development, through teaching and learning, of reading.
• Progression and development, through teaching and learning, of writing.
• The relationship between reading and writing
• 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
• classic and contemporary works of children's literature
• Knowledge of children's literature and representations of children in fiction

Learning Outcomes

• Understanding of progression and development with regard to reading, writing and spoken language in relation to the National Curriculum and to a variety of learners
• A developing knowledge of knowledge of phonics
• A developing knowledge of knowledge of grammar and vocabulary
• Knowledge and understanding of how aspects of educational theory relate to the learning of English by primary age children
• Research related to Primary English and effective teaching and learning
• 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 up to 20% of their assignment for formative feedback.

■ 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