MODULE SPECIFICATION TEMPLATE
MODULE DETAILS
Module title
Consolidating Teaching, Learning and Assessing English (3-7)
Module code
Credit value
EE602
10
Level
Mark the box to the right of the
appropriate level with an ‘X’
Level 4
Level 5
Level 6
Level 0 (for modules at foundation
level)
x
Level 7
Level 8
Entry criteria for registration on this module
Pre-requisites
None
Specify in terms of module codes or
equivalent
Co-requisite modules
None
Specify in terms of module codes or
equivalent
Module delivery
Mode of delivery
Taught
Other
x
Distance
Placement
Pattern of delivery
Weekly
x
Block
Other
Online
When module is delivered
Semester 1
Semester 2
Throughout year
x
Other
Brief description of module This module will build on earlier core subject modules and students’
experiences of teaching English on school placements. It focuses on the
content and/ or aims
learning, teaching and assessment of English in KS1 and the EYFS
Overview (max 80 words)
(including ‘Communication & Language’ and ‘Literacy’. It is designed to
enable students to teach and assess English effectively in KS1 and the
EYFS; prepare for their final school placement and identify areas for
development in their own subject knowledge in order to meet the
standards for the award of QTS.
Module team/ author/
coordinator(s)
School
Site/ campus where
delivered
Chloe Berrisford, Jane Briggs, Sinead Kennedy , Hilary Westlake
School of Education
Falmer
Course(s) for which module is appropriate and status on that course
Course
BA (Hons) Primary Education with QTS (3-7)
BA (Hons) Primary with Advanced Studies and QTS (3-7)
Status (mandatory/ compulsory/
optional)
Compulsory
Compulsory
MODULE AIMS, ASSESSMENT AND SUPPORT
Aims
The aims for this module are set into the context of the QAA
Framework for Higher Education Qualifications and they relate to the
SEEC level descriptors for level 6 study. In order to meet the
standards for the award of QTS by the end of the course, this
module aims to equip students to:
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Learning outcomes
consolidate and enhance their personal subject knowledge in
English and identify and address areas for further development;
develop their understanding of key principles underpinning creative
and informed English teaching and identify effective strategies to
facilitate this in the classroom;
apply their deepened subject knowledge to the assessment of
children’s reading, writing, speaking and listening, using this to
foster learning and development in English and promote pupil
progress;
plan for principled, high quality English teaching and learning
experiences during their final school placement, drawing on
relevant research and initiatives;
use their subject knowledge to reflect critically on their teaching of
English and on the children’s learning.
In relation to the QAA Framework for Higher Education Qualifications
and the SEEC descriptors for level 6 study, by the end of the module
and in the context of English, students should be able to:
1. demonstrate an understanding of children’s literature, phonics and
grammar, appropriate to teaching English in Key Stage 1 /EYFS
(including ‘Communication and Language’ and ‘Literacy’);
2. demonstrate knowledge and understanding of key principles,
theories and practices relevant to insightful and informed teaching
and assessment of English in KS1 /EYFS (including
‘Communication and Language’ and ‘Literacy’).demonstrate ability
to plan effectively for principled teaching of English in KS1 /EYFS
( including ‘Communication and Language’ and ‘Literacy’).
Content
The content will be directly related to the Standards for Qualified
Teacher Status (QTS), as specified in the Teachers’ Standards 2012
and to new initiatives in teaching in EYFS and Key Stage 1.
To include:
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Review of key theories and principles which underpin effective
English teaching in KS1/EYFS (including ‘Communication and
Language’ and ‘Literacy’) Review of recent research and
developments (statutory and non- statutory) relating to the
teaching of English at KS1 /EYFS ( including ‘Communication and
Language’ and ‘Literacy’);
Planning and teaching of SSP and grammar;
Planning for teaching English at KS1/EYFS (including
‘Communication and Language’ and ‘Literacy’);
The role of assessment in enhancing the teaching and learning of
English;
Making explicit connections between theory and practice.
Learning support
Books
Bearne, A. (2007) Literacy and Social Inclusion: Closing the Gap
Stoke-on, Trent: Trentham
Browne, A. (2009) Teaching and Learning Communication, Language
and Literacy, London: Sage Publications
Baldwin, P. & Fleming, K. (2003) Teaching Literacy through Drama:
Creative Approaches, London: Routledge Falmer
Cremin, T. (2009) Teaching English Creatively, London: Routledge
Larson, J. & Marsh, J. (2005) Making Literacy Real: Theories and
Practices for Learning and Teaching, London: Sage
Marsh, J. & Hallett, E. (2008) Desirable Literacies: Approaches to
Language and Literacy in the Early Years, London: Sage
Publications
Medwell, J. et al (2011) Achieving QTS Primary English: Knowledge
and Understanding, Exeter: Learning Matters Ltd
Medwell, J. et al (2010) Achieving QTS Primary English : Teaching
Theory and Practice, Exeter: Learning Matters Ltd
Waugh,D. Neaum,S. & Waugh, R. (2013) Children’s Literature in
Primary School, London: Sage
Wyse, D. & Jones, R. (2008) Teaching English: Language and
Literacy, London: Routledge
Journals
CLPE Language Matters
Journal of Early Childhood Literacy
NATE: English in Education
UKLA Literacy
Electronic sources (accessed September 2013)
CLPE http://clpe.co.uk
Early Years Foundation Stage
http://www.education.gov.uk/schools/teachingandlearning/curric
ulum/a0068102/early-years-foundation-stage-eyfs ite english
http://www.ite.org.uk
National Curriculum http://www.education.gov.uk/
Primary Framework:
http://webarchive.nationalarchives.gov.uk/20110202093118/http://
nationalstrategies.standards.dcsf.gov.uk/
Teaching and learning activities
Details of teaching and
learning activities
Contact time
 workshop activities, lectures, discussions
 school-based training
Non-contact time, reflectively and analytically to:
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read, view video material, explore teaching resources,
engage in activities as required;
undertake personal research into aspects of subject knowledge
identified as requiring further development.
Formative Assessment Task
Submission of completed Subject Knowledge Portfolio to include:
phonics audit, grammar paper, analysis of selected children’s literature
and selected examples from school- based module tasks. (500 word
equivalence)
All students will receive formative feedback. In the event of a student
being unable to demonstrate their knowledge and understanding,
additional work, based on the formative feedback, will be required.
Allocation of study hours (indicative)
Study hours
Where 10 credits = 100 learning hours
SCHEDULED
This is an indication of the number of hours students can expect to
spend in scheduled teaching activities including lectures, seminars,
tutorials, project supervision, demonstrations, practical classes and
workshops, supervised time in workshops/ studios, fieldwork,
external visits, and work-based learning.
30
GUIDED INDEPENDENT
STUDY
All students are expected to undertake guided independent study
which includes wider reading/ practice, follow-up work, the
completion of assessment tasks, and revisions.
70
PLACEMENT
The placement is a specific type of learning away from the University
that is not work-based learning or a year abroad.
TOTAL STUDY HOURS
100
Assessment tasks
Details of assessment on
this module
Assessment will be in the context of the University of Brighton
Assessment Policy and the Faculty Code of Practice in Assessment,
and students will be required to complete the following tasks:
Task 1 (0% weighting)
Students will submit evidence of their knowledge and understanding of
the module content, arising from the formative task.
Task 1 will be marked on a pass/fail basis.
Task 2 (100% weighting)
Small group presentations (15 mins) with group vivas (15 mins): an in
depth analysis of the teaching and assessment of English in relation to
key principles, theories and practices
The task will be marked on a percentage basis: students will receive
individual marks based on individual contribution to/performance in
group task and viva. (2000 word equivalence)
Task 2 will be marked on a percentage basis.
The overall mark for the module will be determined by task 2.
Referral task:
Task 1: Reworking of original task(s)
Task 2: Written statement (2,000 words) in lieu of presentation and
viva.
Types of assessment task1
% weighting
Indicative list of summative assessment tasks which lead to the award of credit or which are required for
progression.
(or indicate if
component is
pass/fail)
WRITTEN
COURSEWORK
Written assignment
PASS/FAIL
PRACTICAL
Oral presentation
100%
EXAMINATION INFORMATION
Area examination board
Combined Area Examination Board
Refer to Faculty Office for guidance in completing the following sections
External examiners
Name
Position and institution
Dr Deborah Jones
Reader; Course Leader:
Brunel University
Date appointed
Date tenure
ends
2013
2016
Yes
No
QUALITY ASSURANCE
Date of first approval
July 2011
Only complete where this is not the
first version
Date of last revision
Only complete where this is not the
first version
Date of approval for this
version
September 2013
Version number
2
Modules replaced
Specify codes of modules for which
this is a replacement
Available as free-standing module?
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.
x