ED3PGE-Teaching and Learning of English

Module Provider: Institute of Education
Number of credits: 20 [10 ECTS credits]
Level:6
Terms in which taught: Autumn / Spring / Summer module
Pre-requisites:
Non-modular pre-requisites:
Co-requisites:
Modules excluded:
Current from: 2017/8

Module Convenor: Miss Cara Broadhurst

Email: c.broadhurst@reading.ac.uk

Type of module:

Summary module description:
This module is concerned with the nature of English as a subject and as a means of learning. The role of literature as the bedrock of the curriculum underpins the whole module as trainees are encouraged to explore creative ways of responding to and creating texts. Trainees are introduced to speaking, listening, reading and writing through exploration of their own experiences, leading to an understanding of how English is learned and taught. The rationale and structure of English teaching is explored and pedagogical strategies to identify, assess and ensure progression and development are identified. Issues of inclusion are key to the module. English is established as a social and cultural process and strategies for recognising and including all cultural and linguistic understandings are addressed.

Aims:
• To enable trainees to become effective teachers of literacy with a well articulated philosophy and understanding of the teaching and learning of English. • To develop trainees as effective, enthusiastic and critical readers, writers, speakers and listeners with a firm knowledge of high quality resources and texts. • To help trainees develop a secure knowledge of the processes involved in the teaching and learning of English. • To develop trainee’s awareness of children’s development in speaking, listening, reading and writing across the foundation and primary stages, enabling them to identify and address children’s needs in learning and using English effectively. • To enhance trainees subject knowledge thus allowing them to plan for teaching and learning with appropriate expectations and targets, including the implementation of ICT.

Assessable learning outcomes:
On successful completion of the module, trainees should: • Know the progression of children’s learning from Foundation Stage through to the end of Key Stage 2 • Be able to recognise and articulate links between speaking, listening, reading and writing. • Be able to plan for English using the statutory requirements and the non-statutory guidelines and to set curricular targets against age-related expectations. • Be able to create a learning environment which supports oral and written language development and makes appropriate provision for children with a diverse range of abilities and backgrounds. • Be familiar with a significant body of children’s literature.

Additional outcomes:
This module is designed to address the needs of trainees with respect to essential knowledge and skills for teaching, learning and assessing English as a core subject in order to meet the required Teachers' Standards.

Outline content:
These sessions will explore the pedagogy of English teaching and learning. The course covers all aspects of English in the primary school including curriculum requirements, teaching strategies, learning environment, theory into practice and subject knowledge. Areas addressed include:
•Knowledge and understanding of children’s books
•Teaching of reading
•Phonics
•Speaking and Listening
•Dialogic teaching
•Teaching of writing
•Grammar and Punctuation
•Handwriting
•Assessment of reading and writing
•Teaching poetry
•Multi modal texts
•Cross curricular planning

Global context:
All schools engage with the global citizenship agenda.

Brief description of teaching and learning methods:

A range of university based lectures, presentations, seminars and workshops will be used which are linked with school based tasks and independent study. A key element of the module capitalises on links with local schools, experienced literacy teachers and other experts. Trainees will have opportunities to talk to skilled teachers, trial pedagogic approaches and observe good practice, with reflective discussions linking these opportunities to the taught sessions. The placement school experience allows consolidation of learning done in sessions.


Contact hours:
  Autumn Spring Summer
Lectures 32 18 11
External visits 7
Guided independent study 14 44 59
Placement 5 5 5
       
Total hours by term 51.00 67.00 82.00
       
Total hours for module 200.00

Summative Assessment Methods:
Method Percentage
Project output other than dissertation 100

Summative assessment- Examinations:
n/a

Summative assessment- Coursework and in-class tests:
An English File comprised of School Based Tasks and Subject Knowledge Audit Tasks.

Formative assessment methods:
Occasional contributions to seminar discussions and tasks; preparation and analysis of teaching materials; completion of school-based tasks; and follow up of supplementary and school-based work is expected. Auditing and follow up of subject knowledge are an essential part of professional development towards attaining QTS.

Penalties for late submission:
The Module Convener will apply the following penalties for work submitted late:

  • where the piece of work is submitted after the original deadline (or any formally agreed extension to the deadline): 10% of the total marks available for that piece of work will be deducted from the mark for each working day[1] (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.

    Assessment requirements for a pass:

    Satisfactory engagement (see Assessment Criteria) with all prescribed School Based and Subject Knowledge Audit Tasks (evidenced in the English File) is required to pass this module (Pass/Fail)


    Reassessment arrangements:
    Resubmission of school-based tasks within one month of return.

    Additional Costs (specified where applicable):
    1) Required text books: Perkins. M. (2012). Observing Primary Literacy. London: Sage

    Medwell, J., Wray, D., Moore, G. &Griffiths, V. (2014). Primary English: Knowledge and Understanding (7th Ed). Exeter: Learning Matters
    2) Specialist equipment or materials: There is a small cost in the Autumn term associated with a task based around making a teaching resource. Trainees may need to purchase materials up to approximately £20
    3) Specialist clothing, footwear or headgear:
    4) Printing and binding: Occasional printing of materials. Some photocopies of materials will be provided in the teaching sessions. Electronic copies of handouts are uploaded to Blackboard prior to sessions and it is expected that students will EITHER print these OR access and take notes on an electronic device during the session
    Students will need to provide a printed copy of their assessment. (Library printing costs are 5p for B/W page and 15p for colour page)
    5) Computers and devices with a particular specification:
    6) Travel, accommodation and subsistence:

    Last updated: 11 May 2018

    THE INFORMATION CONTAINED IN THIS MODULE DESCRIPTION DOES NOT FORM ANY PART OF A STUDENT'S CONTRACT.

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