ED1ECE2: English, Children and Education 1

Module code: ED1ECE2

Module provider: Institute of Education

Credits: 20

Level: Level 1 (Certificate)

When you'll be taught: Semester 1

Module convenor: Dr Alison Silby, email: a.silby@reading.ac.uk

Pre-requisite module(s):

Co-requisite module(s):

Pre-requisite or Co-requisite module(s):

Module(s) excluded:

Placement information: NA

Academic year: 2024/5

Available to visiting students: No

Talis reading list: Yes

Last updated: 21 May 2024

Overview

Module aims and purpose

• To introduce a range of children’s literature which can be used to develop reading for pleasure in the primary classroom 
• To consider what ‘texts’ are within the context of the primary curriculum and to evaluate the impact of stories and poetry on the development of children’s literacy 
• To consider historical and philosophical perspectives on the teaching of English literature 
• To develop practical skills related to sharing literature in the primary classroom 
• To reflect on the ways that literacy may be taught in the classroom based on an understanding of fiction, poetry and media texts 

Module learning outcomes

By the end of the module, it is expected that students will be able to:

1. Propose and defend a pedagogy for English/literacy teaching and learning in primary schools, drawing on school-based experience and research literature
2. Explain the contribution made by key writers in children’s English conceptual development
3. Describe early development in literacy and the role of narrative and poetry, demonstrating an understanding of texts that may be used in a primary classroom
4. Show an awareness of how an appreciation of the arts may support delivery of the national curriculum for English

Module content

• Investigate pedagogy and practice through the exploration of narrative and poetry 
• Develop knowledge and understanding of the origin of storytelling and traditional tales 
• Analyse fairy tale and characterisation through adaptations 
• Explore storytelling through narrative structure 
• Deconstruct visual storytelling through picture books 
• Understand narrative using multimodal texts 
• Evaluate the importance of rhythm, rhyme and performance in poetry 
• Build a rationale for using poetry in the primary classroom 

The module makes reference to relevant and key aspects of the Primary Phase Curriculum and ITT Core Content Framework (CCF) to inform design. 

Structure

Teaching and learning methods

This module will be delivered in interactive sessions, which include teaching, discussion and practical activities and blended learning, provided through Blackboard. Some sessions may require some pre-viewing and students should be prepared to work collaboratively for different tasks. 

Study hours

At least 25 hours of scheduled teaching and learning activities will be delivered in person, with the remaining hours for scheduled and self-scheduled teaching and learning activities delivered either in person or online. You will receive further details about how these hours will be delivered before the start of the module.

Please note the independent study hours above are notional numbers of hours; each student will approach studying in different ways. We would advise you to reflect on your learning and the number of hours you are allocating to these tasks.

Semester 1 The hours in this column may include hours during the Christmas holiday period.

Semester 2 The hours in this column may include hours during the Easter holiday period.

Summer The hours in this column will take place during the summer holidays and may be at the start and/or end of the module.

Assessment

Requirements for a pass

Students need to achieve an overall module mark of 40% to pass this module.

Summative assessment

Penalties for late submission of summative assessment

The Support Centres will apply the following penalties for work submitted late:

Assessments with numerical marks

• 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 three working days;
• the mark awarded due to the imposition of the penalty shall not fall below the threshold pass mark, namely 40% in the case of modules at Levels 4-6 (i.e. undergraduate modules for Parts 1-3) and 50% in the case of Level 7 modules offered as part of an Integrated Masters or taught postgraduate degree programme;
• where the piece of work is awarded a mark below the threshold pass mark prior to any penalty being imposed, and is submitted up to three working days after the original deadline (or any formally agreed extension to the deadline), no penalty shall be imposed;
• where the piece of work is submitted more than three working days after the original deadline (or any formally agreed extension to the deadline): a mark of zero will be recorded.

Assessments marked Pass/Fail

• where the piece of work is submitted within three working days of the deadline (or any formally agreed extension of the deadline): no penalty will be applied;
• where the piece of work is submitted more than three working days after the original deadline (or any formally agreed extension of the deadline): a grade of Fail will be awarded.

The University policy statement on penalties for late submission can be found at: /cqsd/-/media/project/functions/cqsd/documents/qap/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.

Formative assessment

Formative assessment is any task or activity which creates feedback (or feedforward) for you about your learning, but which does not contribute towards your overall module mark.

A sample of writing (1,000 words approx) will be used to give formative feedback on writing style, organisation and referencing. 

Reassessment

Additional costs