ED1EC1-English and Communication in the Primary Curriculum 1

Module Provider: Institute of Education
Number of credits: 20 [10 ECTS credits]
Level:4
Terms in which taught: Spring / Summer term module
Pre-requisites:
Non-modular pre-requisites:
Co-requisites:
Modules excluded:
Module version for: 2017/8

Module Convenor: Dr Naomi Flynn

Email: n.flynn@reading.ac.uk

Summary module description:
This compulsory module follows national requirements and introduces students to the teaching and learning of English and Foreign Languages in the primary school. The module develops students’ subject knowledge, which includes pedagogical and curricular understanding in both areas.

The module is designed to emphasise parallels between the two curricular areas. It includes the role of talk in learning, the teaching of early reading (including systematic synthetic phonics) and early writing.

The module is underpinned by the idea of developing Reading and Writing Teachers (teachers who read/write, and readers/writers who teach). Students reflect on their own experiences as readers/writers and the impact these experiences may have on their classroom practice. The use of children’s literature in teaching and learning in the primary classroom is embedded throughout this module.

Aims:
• To introduce students to the teaching of English and Foreign Languages in primary schools
• To develop students’ subject knowledge towards being confident and competent teachers of English and Foreign Languages
• To develop understanding of the pedagogy of primary English and Foreign Language teaching, including the role of talk in learning and the teaching of early reading and writing
• To recognise the importance of children’s literature in the classroom.
• To develop a reflective approach to teaching and learning
• To develop students’ confidence in teaching and learning English and Foreign Languages

Assessable learning outcomes:
On successful completion of the module, trainees will be able to:
• Recognise and describe effective teaching of early reading and early writing
• Appraise and evaluate their school-based experiences of English and Foreign Languages teaching and their impact on children’s learning
• Reflect on the works of children’s literature
• Identify targets for professional development
• Appraise and evaluate schemes and resources

Additional outcomes:
Students will develop an understanding of the pedagogical issues affecting the teaching and learning of English and Foreign Languages in primary schools. They will show an understanding of children’s language and literature. They will demonstrate confidence and ability to plan and teach effective lessons in English and Foreign Languages. Through opportunities for creative writing, students will gain insight into the process of writing and so develop understanding of the best ways of teaching pupils to write.

Outline content:
• Introduction to the primary curriculum and effective teaching in English and Foreign Languages
• Teachers of reading and Teachers as Readers (reflecting on reading as an adult reader)
• Teachers as language learners

Teaching early reading (The Simple View of Reading; Systematic Synthetic Phonics; Planning to teach phonics)
• Developing the learning environment
• Reading aloud
• Storytelling

Develop response to and appreciation of text (stories, songs, poems and rhymes)
• Developing early writing
• Talk for writing
• Modelled/shared/guided reading and writing
• Writing workshops

Understand the key features and patterns of language and how individual languages differ

Global context:
There will be some consideration of research dealing with the international context relating to the teaching of teaching reading and writing.

Brief description of teaching and learning methods:
Teaching and learning methods will be based on those used in primary classrooms. Each session will be framed by an explanation of the objectives and the relevance of the session content to primary teaching. Sessions will be interactive. Students will be expected to take an active part in discussion and to work collaboratively in small groups on a range of practical activities. Some preparatory work will be expected for each session.

‘Bookshare’ opportunities will be provided. These will involve talking about work from a particular genre. Students will be expected to come prepared to share examples from their own reading of children’s literature.

The module includes an element of blended learning through Blackboard.

Contact hours:
  Autumn Spring Summer
Lectures 30 12
Work-based learning 10 12
Guided independent study 100 36
       
Total hours by term 140.00 60.00
       
Total hours for module 200.00

Summative Assessment Methods:
Method Percentage
Portfolio 100

Other information on summative assessment:
A portfolio of subject knowledge -2,500 words

Formative assessment methods:
Subject Knowledge Files

For the Foreign Languages strand of this module students will develop a Languages Subject Knowledge file.
Formative feedback on the files will be given by the tutor and peers.

Penalties for late submission:
The Module Convenor will apply the following penalties for work submitted late, in accordance with the University policy.

  • where the piece of work is submitted up to one calendar week after the original deadline (or any formally agreed extension to the deadline): 10% of the total marks available for the piece of work will be deducted from the mark for each working day (or part thereof) following the deadline up to a total of five working days;
  • where the piece of work is submitted more than five working days after the original deadline (or any formally agreed extension to the deadline): a mark of zero will be recorded.

  • The University policy statement on penalties for late submission can be found at: http://www.reading.ac.uk/web/FILES/qualitysupport/penaltiesforlatesubmission.pdf
    You are strongly advised to ensure that coursework is submitted by the relevant deadline. You should note that it is advisable to submit work in an unfinished state rather than to fail to submit any work.

    Length of examination:
    n/a

    Requirements for a pass:
    40%

    Reassessment arrangements:
    Resubmission during the summer resit period by a date specified by Exam Board.

    Additional Costs (specified where applicable):
    1) Required text books: Jolliffe, W .&Waugh, D. (2012). Teaching Systematic Synthetic Phonics in Primary Schools. London: Sage. ISBN 978-1473908239 Price £16.00
    Medwell, J., Wray, D., Minns, H., Griffiths. V. &Coates, E. (2014). Primary English: teaching theory and practice (7th Ed.). Exeter: Learning Matters. ISBN 978-1446295229 Price £15.00
    Medwell, J., Wray. D., Moore, G. &Griffiths, V. (2014). Primary English: knowledge and understanding (7th Ed.). Exeter: Learning Matters. ISBN 978-1446295243 Price £16.00
    Perkins, M. (2012). Observing Primary Literacy. London: Sage ISBN 978-0857021595 Price £20

    2) Specialist equipment or materials:
    3) Specialist clothing, footwear or headgear:
    4) Printing and binding: Students are expected to read one article/ chapter each week and may wish to print these off
    5) Computers and devices with a particular specification:
    6) Travel, accommodation and subsistence:

    Last updated: 31 March 2017

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