Module EDUS2541: ENGLISH FOR PRIMARY TEACHING 2

Department: Education (ITE)

EDUS2541: ENGLISH FOR PRIMARY TEACHING 2

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' knowledge and understanding of the main features of word formation and vocabulary;
• To develop students’ understanding of the role of phonics in the teaching and learning of reading and spelling;
• To provide students with developing knowledge of how grammar and punctuation functions to convey meaning in written language and of how sentences work in written discourse;
• To enhance students' understanding of the contrasts between written and spoken language forms.

Content

• Teaching and learning in reading
• Teaching and learning in writing
• Detailed study of systematic synthetic phonics and its role in teaching and learning reading and spelling
• Teaching and learning in grammar
• The effects of accent, dialect and Standard English on oracy
• Planning and assessing in the teaching of English
• Inclusion and differentiation in English, challenges in progression in reading and writing.

Learning Outcomes

• Knowledge of phonics
• Knowledge of grammar and vocabulary
• 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
• 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

• understand the importance of reader response in relation to meaning in literary and dramatic texts, understanding of the way in which knowledge of key issues related to language and child development can inform the teaching of English in the primary school
• apply subject knowledge to the planning and teaching of English in the primary classroom
• analyse critically a range of activities and resources for primary teaching using theoretical perspectives
• be able to observe, record and relate educational practice to theory in relation to the above ideas

• Communicate ideas, principles and theories effectively in written and verbal form
• Work effectively, both independently and as part of a team, on given tasks and activities
• Manage time and work to deadlines
• Construct and sustain a reasoned argument
• Evaluate critically, and make use of information from a variety of primary and secondary sources
• Analyse, synthesise, evaluate and identify problems

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

• The course will be delivered through lectures, workshops that integrate lecture input with student participation in specific tasks, directed study for analysis and reflection, self-study and fieldwork.
• 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 written assignment for formative feedback. Feedback will focus on the development of arguments, critical thinking and originality.

■ 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