ED2EP2: English in the Primary Curriculum 2

Module code: ED2EP2

Module provider: Institute of Education

Credits: 20

Level: Level 2 (Intermediate)

When you'll be taught: Semester 1 / 2

Module convenor: Mrs Stephanie Sharp, email: s.sharp@reading.ac.uk

Pre-requisite module(s): BEFORE TAKING THIS MODULE YOU MUST TAKE ED1EP1 OR TAKE ED1EC1 (Compulsory)

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

This module builds on previous work by exploring English within the primary curriculum. It will cover current policy developments so that students become familiar with statutory and non-statutory documentation. 

The module focuses on developing young people’s language and communication skills. Key themes include progression and development in speaking, listening, reading and writing, including extending understanding of the teaching of systematic, synthetic phonics.  

Aims: 

• To build students’ subject knowledge regarding enabling children to communicate effectively 
• To reflect on how children communicate in a variety of genres 
• To develop students’ pedagogical, curricular and subject knowledge in English  
• To plan effective lessons and to assess children's learning 
• To critically evaluate the advantages and disadvantages of different delivery modes 
• To develop awareness and understanding of educational research 

Module learning outcomes

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

1. Plan lessons and sequences of lessons which secure progression in speaking, listening, reading and writing 
2. Demonstrate an understanding of different methods of assessing children's work, progress in subject knowledge and the importance of language and the function of talk, both cognitive and social, in learning. 
3. Appraise and evaluate their school-based experiences, including schemes and resources, and their impact on children’s learning 
4. Demonstrate knowledge of children’s literature across a range of genres and apply this knowledge to learning and teaching primary children 

Module content

• Practical ways to engage children in talk 
• Phonics – extending knowledge of phases of phonics learning and teaching/resources to include spelling in KS2  
• Developing comprehension 
• Becoming an independent reader 
• Progression and development in learning to write 
• Grammar subject knowledge  
• Planning a sequence of lessons for writing   
• Planning a simple session 
• Gaining confidence in using songs, rhymes, poems and stories 
• Progression, monitoring and developing and understanding of assessment 

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 which will include 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 26 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: https://www.reading.ac.uk/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.

Formative assessment will be made through ongoing observation of the students’ engagement with sessions, including peer to peer discussion of evidence reviews.

Reassessment

Additional costs