ED2CE: Primary Curriculum English 2
Module Provider: |
Institute of Education |
Number of credits: |
15 [7.5 ECTS credits] |
Level: |
I (Intermediate) |
Terms in which taught: |
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Module Convenor: |
Mrs
PE
Goodwin |
Pre-requisites: |
ED1CE
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Co-requisites: |
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Modules excluded: |
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Current from: |
2005/6 |
Aims:
To develop knowledge and insight into the teaching of English in Foundation, KS1 and KS2
To plan effectively for progression in speaking, listening, reading and writing for children
To gain familiarity with national documentation and work effectively with their recommendations
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Assessable learning outcomes:
Students should be able to:
Demonstrate a developing understanding of language and literacy, a knowledge about language and an ability to plan and conduct English teaching which secures progression in speaking, listening, reading and writing for all of the children in the classes they teach.
Observe and analyse a child's writing and reading in order to identify specific strengths and weaknesses.
Use the analysis to set appropriate literacy targets for the child and to plan appropriate teaching for the achievement of these targets.
Show familiarity with procedures used in schools to monitor and assess progress in English within the Early Learning Goals, National Curriculum and Primary National Strategy.
Develop their knowledge and appreciation of children's literature across a range of genres and to appreciate the role of children's literature in the learning and teaching of English.
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Additional outcomes:
Students should develop a critical awareness of the factors which have shaped current policies in language development, literacy and communication. They should be able to formulate ways of teaching which incorporate authentic dialogue into the discourse patterns demanded by the National Curriculum and the Primary National Strategy. |
Outline content:
During terms 4 & 5 students on the Year 2 BAEd course will:
Focus on language and learning by considering such questions as: What is knowledge about language (KAL)? How do cognition and language use inter-relate? (e.g. with reference to pupils with EAL).
Explore the structure of written text, from grapheme to chapter to whole text.
KAL: linguistic units of meaning: grapheme, phoneme, morpheme, syllable, onset & rime.
Focus on the reading process over threes sessions:
1. An introduction to teaching strategies for reading - shared, guided and individual approaches.
2. The NLS 'searchlights' model. Early progression and development in learning to read. Miscue analysis.
3. Developing the higher order reading skills - getting beyond the literal. Talking about books and reader response. Assessing reading through QCA assessment tasks.
Consider the role of children's books in the classroom by looking at the range and purposes of different books. Discussion will encompass reluctant readers and reading for pleasure.
Focus on a structured approach to teaching reading which follows and develops the requirements of Early Learning Goals, the National Curriculum and the National Literacy Strategy documents. It will include planning a literacy lesson.
Focus on the writing process. Progression and development in learning to write, including aspects of spelling
Consider writing development at Foundation and key stages 1 and 2 which will include: shared writing, guided writing, independent writing and monitoring writing development.
An introduction to the role of speaking and listening in learning.
During term 8, students on Year 3 BAEd course will:
Revisit language and learning especially related to spoken language: the functions of talk, both cognitive and social, in learning.
The National Curriculum requirements for speaking and listening in relation to learning across the curriculum and specifically to literacy. To include consideration of story telling, drama, circle time and other practical opportunities for purposeful talk.
Differentiation and teaching for inclusion, especially for pupils with EAL.
Three sessions to revisit the reading and writing processes to develop deeper understanding of the need for creative, flexible and cross curricular approaches in the teaching of literacy - with reference to Excellence and Enjoyment (DfES 2003), Expecting the unexpected (HMI/Ofsted 2004) and QCA website Creativity: Find it, promote it.
Planning a creative and flexible curriculum through children's literature.
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Brief description of teaching
and learning methods:
Students will be taught by lecture presentations supported with audio and video recordings. They will view and discuss video material from the Primary National Strategy resources. Sessions will also involve reflection on their own literacy behaviours, relating their experience to analysis and assessment of samples of children's reading and writing. Time will be dedicated in most of the sessions to evaluative discussion of a variety of genres of children's literature, including those selected and introduced by the students. |
Contact hours:
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Autumn |
Spring |
Summer |
Autumn |
| Lectures |
20 |
10 |
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20 |
| Tutorials/seminars |
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| Practicals |
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| Other contact (eg study visits) |
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| Total hours |
20 |
10 |
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20 |
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| Number of essays or assignments |
1 |
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1 |
| Other (eg major seminar paper) |
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Assessment:
Coursework:
* Year 2: Students will be assessed on the basis of an assessment file containing: a written assignment, evidence of ICT based tasks and book reviews. The written assignment will be in three parts:
1. A general description of the teaching of reading during school experience. Comment on any aspect of reading observed.
2. A detailed account of a reading lesson which should include:
- Clear statement of intended learning outcome of the session
- Planning
- Description of the session
- Evaluation of lesson and careful analysis of teaching according to the intended learning
outcome.
3. Theoretical perspectives of reading development gained from analysis of observation and wider reading.
* Year 3: Students will be assessed on the basis of a written assignment (1500 words) on analysis of a child's writing, planning targets to support the child's development with an emphasis on the role of talk in supporting the young writer.
Relative percentage of coursework : 100%
Examinations: none
Requirements for a pass: 40% score on written assignments
Reassessment arrangements: resit essay titles based on module content to be submitted by dates to be agreed by the appropriate assessment boards.
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