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2010/11 Taught Postgraduate Module Catalogue

EDUC5923M Learning and Language in Primary Classrooms

30 creditsClass Size: 30

Module manager: Jean Conteh
Email: J.Conteh@leeds.ac.uk

Taught: Semester 2 (Jan to Jun) View Timetable

Year running 2010/11

Pre-requisite qualifications

Students will normally need to demonstrate some experience of having worked in primary education.
Non-native speakers of English will need to have one of the following qualifications or equivalent:
IELTS 6.0 with no grade below 6.0
TOEFL paper-based 580 + TWE 4.0
TOEFL computer-based 240 with essay 4.0

This module is approved as an Elective

Module summary

This module is designed to provide students with an understanding of the distinctive features of primary education in England, their historical antecedents, and their sociocultural, international and global contexts. Through a focus on language and learning, it enables students to understand the important links among research, policy and practice and to develop critical awareness of different approaches to researching classroom practices.

Objectives

This module will provide the theoretical understandings to analyse and evaluate professional knowledge about policy and practice in primary education in England, situated within international and global contexts. Students will be introduced to the following indicative themes:

- The historical, sociocultural, theoretical and policy bases for current practice in primary education
- Theories of child development and learning, and their relevance to the progress of primary education in England
- The role of language in the processes of teaching and learning in primary classrooms
- Current developments in primary education, particularly in curriculum and pedagogy
- Current research and policy concerns in the field of language and literacy in primary classrooms

Learning outcomes
By the end of the module, students will:

- Understand the historical and sociocultural contexts of primary education in England and its situation within international and global contexts
- Have knowledge of relevant theoretical frameworks related to child development, learning and language development and their influence historically on primary education
- Understand the links among research, policy and practice in the development of primary curriculum and pedagogy
- Have critically reflected on current developments in primary education in England within international and global contexts
- Be aware of current research and policy concerns in language and literacy in primary classrooms
- Be able to compare and critique different approaches to researching the role of language in teaching and learning in primary classrooms

Skills outcomes
Through participating in the module, students will develop expertise in the following transferable skills:

- To search for information
- To evaluate and synthesise information from a range of sources
- To critically evaluate research, policy and classroom practice
- To critically evaluate different approaches to classroom-based research
- To write lucidly and concisely
- To develop an argument in writing

Syllabus

Within a historical and sociocultural overview of primary education in England, the module provides:

- Background to current formations of policy, curriculum and pedagogy in primary education, with particular reference to language education
- A critical overview of theoretical frameworks for understanding language and learning in the field of primary education
- Consideration of current issues in research, policy and practice in primary education
- An introduction to ways of researching issues of language and learning in primary classrooms
- Practice in and opportunities to critically reflect on different approaches to investigating language and learning in primary classrooms

Teaching methods

Delivery type	Number	Length hours	Student hours
Seminar	12	3.00	36.00
Private study hours			264.00
Total Contact hours			36.00
Total hours (100hr per 10 credits)			300.00

Private study

Students will be required to pursues a course of required and recommended reading, in order to prepare oral inputs to taught sessions. They will be required to engage in a range of informal and process writing tasks, including an assignment proposal, to be negotiated with the course tutors.

Opportunities for Formative Feedback

Student progress will be monitored informally in seminars and through process writing tasks (e.g. assignment proposal), to be shared in sessions.

Methods of assessment

Coursework

Assessment type	Notes	% of formal assessment
Essay	6,000 words	100.00
Total percentage (Assessment Coursework)		100.00

Normally resits will be assessed by the same methodology as the first attempt, unless otherwise stated

Reading list

The reading list is available from the Library website

Last updated: 07/07/2011

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