ED3ECE2: English, Children and Education 3

Module code: ED3ECE2

Module provider: Institute of Education

Credits: 20

Level: Level 3 (Honours)

When you'll be taught: Semester 2

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

This module deepens and consolidates students’ knowledge, understanding and skills in the application of their subject specialism to the primary curriculum. The module develops particular areas of expertise which are important for the English specialist in the primary school. This includes the wider role of the subject leader as a member of the school community related to the subject leader's role in resourcing the school and what it means to create a reading classroom. 

Aims: 

• To refine understanding of effective primary pedagogy for English 
• To further extend knowledge and understanding required for primary subject leadership 
• To continue to develop understanding of issues in primary English teaching and learning 

Module learning outcomes

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

1. Formulate their views on key issues in teaching English, combining their personal views, their professional experience and the research literature 
2. Propose and defend a pedagogy for English teaching in the contemporary political and cultural context, based on a secure evidence base regarding best practice in primary English teaching 
3. Make recommendations for resourcing the school and classroom in order to support effective learning 
4. Students will consolidate their understanding of English teaching and learning in the primary school and the role and responsibilities of the English subject leader, reflecting on improving their employability through articulating their own policies and understanding of progression for children 

Module content

• Refining a personal philosophy for the teaching of English in the primary school  
• Resourcing the school and the classroom, including managing the school library  
• The wider role of the English subject leader in school and understanding early leadership  
• The writing environment and importance of the school library  
• Developing skills for teaching poetry using a range of approaches 

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 24 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.

Students to engage in a peer-to-peer teaching activity to peer assess presentation skills.

Reassessment

Additional costs