This module is not currently running in the selected year. The information shown below is for the academic year that the module was last running in, prior to the year selected.

2017/18 Taught Postgraduate Module Catalogue

EDUC5086M Teaching and Learning - Primary English

15 creditsClass Size: 120

Module manager: Mr Graham Chambers
Email: g.chambers@education.leeds.ac.uk

Taught: Semesters 1 & 2 (Sep to Jun) View Timetable

Year running 2017/18

Pre-requisite qualifications

None

Co-requisites

EDUC5084M	Evidence-based Teaching
EDUC5087M	Teaching and Learning - Primary Mathematics
EDUC5088M	Teaching and Learning - Primary Science

This module is not approved as an Elective

Module summary

This module addresses key contemporary issues in relation to best professional practice in teaching and learning in primary English. Taught sessions will be closely linked to students' teaching in schools through school-based tasks and the module assignment. The module is also designed to develop students' research skills, these will be applied through the school-based tasks and the module assignment. The content of the module is set in the context of an 'evidence-based' approach to teacher education and professional development.

Objectives

This module is designed to explore a number of important areas of teaching and learning in primary English through the examination of a range of evidence, including academic literature and first hand data collected in the classrooms and schools. The objectives of this module are to develop student':
- understanding of the nature and philosophy of English and its significance in primary education;
- knowledge and understanding of how primary school children learn English and potential barriers to learning they might encounter;
- knowledge of primary English, pedagogical approaches to primary English and relevant curriculum requirements;
- knowledge, understanding and skills in teaching and assessment of primary English;
- ability to evaluate critically information from a variety of sources to extend and deepen their knowledge and understanding of teaching and learning primary English;
- skills in methods of educational enquiry and research, e.g. using pupil data, case study approaches, etc.
- skills of scholarship: academic writing and the presentation of findings;
- understanding of evidence-based teacher education as an approach to professional development and how it can be applied in their own specific context.

Learning outcomes
On completion of this module, students will be able to:
- critically understand key contemporary research and theories on how primary school children learn English;
- critically understand how children's different life experiences can affect their learning of English;
- critically and systematically understand key concepts in the teaching and assessment of primary English;
- understand and evaluate critically current national priorities and their impact on teaching, learning and assessment of primary English;
- evaluate critically research evidence (personal and published) in relation to developments in teaching, learning and assessment of primary English;
- apply data collection instruments systematically and appropriately in the context of researching aspects of primary English teaching, learning and assessment;
- articulate and apply the principles of best practice to the teaching and learning of primary English;
- communicate research findings effectively to their peers and other professionals;
- critically understand how classroom research can support professional development.

Syllabus

Outline syllabus: Evidence-based teacher education related to the teaching and learning of English in primary schools.
Approaches to the teaching of reading: the phonics debate, learning to read and reading for pleasure- students will read and discuss curriculum documents, government publications and journal articles to inform understanding of contexts for learning to read.
Writing: technical subject knowledge and contexts for learning. Students will develop subject and curriculum knowledge, with emphasis on grammar and punctuation, and will discuss approaches to writing which include direct instruction and situated practice.
Spoken language and difficulties in language and literacy development. Students will explore the role of talk in learning, including key learning theories, and different forms of classroom talk. Barriers to literacy learning will be examined, with a focus on communication and language difficulties.
Assessment, feedback and curriculum development. Students will discuss and analyse approaches to assessment of children's work in English, including focus on specific school contexts and wider national initiatives.
Research skills: data collection and analysis through case studies, classroom observations, and interviewing skills; reading, analysing and critiquing research papers and reports.

Teaching methods

Delivery type	Number	Length hours	Student hours
Lecture	4	1.00	4.00
Seminar	4	2.00	8.00
Tutorial	2	1.00	2.00
Private study hours			136.00
Total Contact hours			14.00
Total hours (100hr per 10 credits)			150.00

Private study

Students will be expected to undertake seminar readings prior to each session and prepare to contribute to discussions about these. Specific tasks will be set for students to make observations and collect data in relation to primary English teaching and learning in their school settings and to prepare to disseminate their findings in seminars.
The reading, research and writing associated with the module assignment will account for a significant proportion of the private study time.

Opportunities for Formative Feedback

Monitoring of students' progress will be via:
- their contribution to seminars : discussion of readings, student presentation, etc.
- their feedback from their school-based tasks

Methods of assessment

Coursework

Assessment type	Notes	% of formal assessment
Portfolio	portfolio of evidence collected with commentary equivlent of 2,000 words	66.00
Presentation	Verbal presentation (5-10 minute presentation of the evidence in the portfolio with conclusions drawn, reference to theoretical contexts and implications for future practise. Equivalent of 1,000 words	34.00
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: 31/03/2016

Disclaimer

Browse Other Catalogues

• Undergraduate module catalogue
• Taught Postgraduate module catalogue
• Undergraduate programme catalogue
• Taught Postgraduate programme catalogue

Errors, omissions, failed links etc should be notified to the Catalogue Team.PROD