MODULE SPECIFICATION TEMPLATE
MODULE DETAILS
Module title
Module code
Credit value
Level
Enhancing Learning and Teaching in Language and Literacy
EE510
10
Level 4
Level 5 X Level 6
Level 7
Level 0 (for modules at foundation level)
Level 8
Entry criteria for registration on this module
Pre-requisites
Co-requisite modules
None
None
Module delivery
Mode of delivery
Taught
Other
x
Distance
Placement
Pattern of delivery
Weekly
x
Block
Other
When module is
delivered
Brief description of
module content and/ or
aims
Module team/ author/
coordinator(s)
School
Site/ campus where
delivered
Semester 1
Other
X
Semester 2
Online
Throughout year
This module enables students to further develop their own personal subject
knowledge and develop their understanding of the teaching and
assessment of English. They will use their deepening subject knowledge
and engagement with relevant theory and underpinning principles for
effective teaching and learning to inform pedagogic choices.
Jane Briggs
Education
Falmer
Course(s) for which module is appropriate and status on that course
Course
BA (Hons) Primary English Education with QTS (7-11)
BA (Hons) Primary Mathematics Education QTS (7-11)
BA (Hons) Primary English Education with Advanced Studies and QTS (7-11)
BA (Hons) Primary Mathematics Education with Advanced Studies and QTS (7-11)
Status
Compulsory
Compulsory
Compulsory
Compulsory
MODULE AIMS, ASSESSMENT AND SUPPORT
Aims
This module is designed to enable students to:
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Learning
outcomes
further develop their own personal subject knowledge of English, together with the
capacity to reflect on their own and children’s learning;
develop their understanding of the teaching and assessment of English;
use their deepening subject knowledge and engagement with relevant theory and
underpinning principles for effective teaching and learning in English to inform
pedagogic choices.
By the end of the module students will be able to:
1. Demonstrate secure English subject knowledge;
2. Analyse children’s learning in English and be able to identify the next stages of
learning;
3. Critically review a range of key principles, pedagogies and knowledge that underpin
effective teaching of English and that enhance children’s learning.
Content
The module content will reflect the age phase route 7-11 and will include:
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Learning
support
Further development of personal subject knowledge
Further exploration of the nature of English and the associated skills,
vocabulary, attitudes and values
Explore effective and creative approaches and the relevant theory that
underpins primary English teaching
Reflection on the relevant statutory requirements and current initiatives in
primary English (and their impact on teaching and learning)
Development of a wider repertoire of teaching and learning methods to
challenge, extend and support all children’s literacy learning
Planning for progression
Approaches to teaching and assessing English with an emphasis on the writing
process
Planning for teaching English on school placement
Continuing to develop subject knowledge (including Systematic Synthetic
Phonics in early reading; phonics for reading and writing at KS2; grammar;
children’s literature)
English:
Barrs, M. & Cork, V. ( 2002) The Reader in the Writer, London: CLPE
Bearne, E. (2002) Making Progress in Writing, London: Routledge
Bearne, E. Chamberlain, L.Cremin, T. & Mottram, M. (2011) Teaching Writing
Effectively: Reviewing Practice UKLA
Browne, A. (2009) Developing Language and Literacy 3 – 8,3rd Ed London: Paul
Chapman
Goodwin, P. (Ed) (2005) The Literate Classroom, London: Fulton
Kennedy, R & Bearne, E (2012) Raising Standards in Writing UKLA
Lewis, M. & Ellis, S., (2006), Phonics, Practice, Research and Policy, London:
Medwell, J., Griffiths, V., Moore, G. & Wray, D. (2014) Achieving QTS Primary English:
Knowledge and Understanding (7th Edition.), London: Sage
Reedy, D. & Bearne, E. (2013) Teaching Grammar Effectively in the Primary School
UKLA
Wray, D. (2004) Teaching Literacy: Using Texts to Enhance Learning, London: Fulton
Journals:
Language Matters CLPE
Literacy and Learning Questions Pub Co.
Literacy Today National Literacy Trust
Literacy UKLA
NATE Classroom
Books for Keeps School Bookshop Ass.
Electronic sources: (accessed July 2015)
DfE Standards (Primary
Strategy):<http://webarchive.nationalarchives.gov.uk/20110202093118/http://nationalstra
tegies.standards.dcsf.gov.uk/>
ITE English: <http://www.ite.org.uk/>
National Literacy Trust:< http://www.literacytrust.org.uk/>
Teaching and learning activities
Details of teaching and
learning activities
Contact Time:
Lectures and practical workshop activities to:
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Develop subject knowledge through engagement with lecturers,
research and literature
Exploration of key ideas both individually, pairs and in groups
Explore the ways children learn and how key teaching strategies
and approaches facilitates children’s development in literacy
Watch and discuss videos of filmed classroom practice prepare
and evaluate practical tasks and activities
Non-contact Time:
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read and research about subject pedagogy
preparation for group activities for workshops
audit and develop personal subject knowledge
engage with serial school placement tasks
prepare for school placement
Allocation of study hours (indicative)
Where 10 credits = 100 learning hours
Study hours
SCHEDULED
48
GUIDED INDEPENDENT
STUDY
152
PLACEMENT
0
TOTAL STUDY HOURS
200
Assessment tasks
Details of assessment on
this module
Task (Weighting 100%)
Students to produce and discuss a group poster detailing the
analysis of a child’s writing (including phonics/spelling development)
and a range of appropriate teaching strategies to enhance the child’s
writing (with explicit reference to theory). Each group will also be
allocated 15 minutes to discuss the analysis and ways forward with
the tutor.
This task will be marked on a percentage basis; each member of the
group will receive the same mark. However, in the event of significant
unequal contribution from any individual member, students will be
required to present their interpretation of the task in a one–to–one
discussion with the tutor.
Referral task:
A written statement detailing the analysis of the child’s writing and
appropriate teaching strategies to facilitate the child’s writing
development (2,000 words)
Types of assessment task1
Indicative list of summative assessment tasks which lead to the award of credit or
which are required for progression.
% weighting
(or indicate if
component is
pass/fail)
WRITTEN
COURSEWORK
Written assignment/ essay
PRACTICAL
Oral assessment and presentation, practical skills
assessment, set exercise
Poster &
Viva 100%
1 Set exercises, which assess the application of knowledge or analytical, problem-solving or evaluative skills, are included
under the type of assessment most appropriate to the particular task.
EXAMINATION INFORMATION
Area examination board
Combined Area Examination Board (English)
External examiners
Name
Position and institution
Dr Deborah Jones
Brunel University, Reader (Education)
QUALITY ASSURANCE
Date of first approval
Date of last revision
Date of approval for this version
Version number
Modules replaced
Available as free-standing module?
Date appointed
01/10/2012
May 2014
NA
September 2015
2
N/A
Yes
Tenure ends
30/09/2016