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:
Current from: 2023/4

Module Convenor: Mrs Stephanie Sharp
Email: s.sharp@reading.ac.uk

Type of module:

Summary module description:

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

The module is designed to emphasise the role of talk in learning, the teaching of early reading, including systematic synthetic phonics, (SSP) and early writing.



Students reflect on their own experiences as readers and writers and their observations of reading and writing, as it is modelled in the classroom, and the impact these experiences have on their own classroom practice. The use of children’s literature in teaching and learning in the primary classroom is embedded throughout this module.Ìý Ìý Ìý Ìý Ìý Ìý Ìý Ìý Ìý Ìý Ìý Ìý Ìý Ìý Ìý Ìý Ìý Ìý Ìý Ìý Ìý Ìý Ìý Ìý Ìý Ìý Ìý Ìý Ìý Ìý Ìý Ìý Ìý Ìý Ìý Ìý Ìý Ìý Ìý Ìý Ìý Ìý Ìý Ìý Ìý Ìý Ìý Ìý Ìý Ìý Ìý Ìý Ìý Ìý Ìý Ìý Ìý Ìý Ìý Ìý Ìý Ìý Ìý Ìý Ìý Ìý Ìý Ìý Ìý Ìý Ìý Ìý Ìý Ìý Ìý Ìý Ìý Ìý

Aims:

• To introduce students to the teaching of English in primary schools


• To develop students’ subject knowledge towards being confident and competent teachers of EnglishÌýÌýÌý Ìý Ìý


• To develop understanding of the pedagogy of primary English teaching, including the role of oracy skills that underpin the teaching and learning 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 EnglishÌýÌý Ìý Ìý Ìý Ìý Ìý Ìý Ìý Ìý Ìý Ìý Ìý Ìý Ìý Ìý Ìý Ìý Ìý Ìý Ìý Ìý Ìý Ìý Ìý Ìý Ìý Ìý Ìý Ìý Ìý Ìý Ìý Ìý Ìý Ìý Ìý Ìý Ìý Ìý Ìý Ìý Ìý Ìý Ìý Ìý Ìý Ìý Ìý Ìý Ìý Ìý Ìý Ìý Ìý Ìý Ìý Ìý Ìý Ìý Ìý ÌýÌý Ìý Ìý Ìý Ìý Ìý Ìý Ìý

Assessable learning outcomes:

On successful completion of the module, trainees will be able to:

• Recognise and describe effective oracy skills in support the learning of early reading and early writing


• Appraise and evaluate their school-based experiences of English 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 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. 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


• 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 to develop a response to, and appreciation of, text (stories, songs, poems and rhymes)


• Developing early writing


• Talk for writing


• Modelled/shared/guided reading and writing


• 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:

Ìý	Autumn	Spring	Summer
Lectures		20	8
Work-based learning		4
Guided independent study:		100	68
Ìý	Ìý	Ìý	Ìý
Total hours by term		124	76
Ìý	Ìý	Ìý	Ìý
Total hours for module	200

Summative Assessment Methods:

Method	Percentage
Written assignment including essay	100

Summative assessment- Examinations:
n/a

Summative assessment- Coursework and in-class tests:

An essay outlining the importance of early reading with reference to the Simple View of Reading model (SVR) (2,500 words)

Formative assessment methods:

Formative feedback will be given by the tutor and peers.

Penalties for late submission:

The Support Centres 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 (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: /cqsd/-/media/project/functions/cqsd/documents/cqsd-old-site-documents/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:
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:Ìý Jolliffe, W. &Waugh, D. (2019). Teaching Systematic Synthetic Phonics in Primary Schools. London: Sage. ISBN 978-1526436405 Price £16.00

Medwell, J., Wray, D., Minns, H., Griffiths. V. &Coates, E. (2017). Primary English: teaching theory and practice (8th Ed.). Exeter: Learning Matters. ISBN 978-1526404121 Price £15.00

Medwell, J., Wray. D., Moore, G. &Griffiths, V. (2017). Primary English: knowledge and understanding (8th Ed.). Exeter: Learning Matters. ISBN 978-1526402981 Price £16.00

2) Specialist equipment or materials:Ìý None

3) Specialist clothing, footwear or headgear:Ìý None

4) Printing and binding:Ìý 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:Ìý None

6) Travel, accommodation and subsistence:Ìý None

Last updated: 18 January 2024