Semi Specialist English (Primary)

Module title	Semi Specialist English (Primary)
Module code	EEDM009
Academic year	2023/4
Credits	30
Module staff	Dr Anthony Wilson (Convenor)

Duration: Term	1	2	3
Duration: Weeks	12	12	12

Number students taking module (anticipated)	25

Module description

This module meets the central Government requirements in relation to the National Curriculum for English, The Professional Standards for Qualified Teacher Status 2012, Ofsted, and other externally imposed requirements. The module will develop the knowledge, skills and confidence for you to teach English in Key Stage 1 and Key Stage 2, and to understand how it is taught in related phases. There is an emphasis within the module for peer support and developing you as a future subject leader in English. The module covers English in wider contexts beyond the classroom and it is hoped that you develop a longer-term view on effective teaching of English grounded in theory and practice.

Taught sessions will be delivered via lectures, seminars, and workshops, including peer teaching as appropriate.

Module aims - intentions of the module

The module will focus on extending the breadth and depth of your understanding of primary education in several directions, in order that you can develop children’s learning and your own teaching in a number of ways. These include:

acquiring a deeper understanding of Programmes of Study in the English National Curriculum as they relate to speaking and listening, reading and writing;
developing an awareness of creative approaches and professional and classroom communication skills for teaching English to children with a range of needs;
extending your understanding of the range resources for English, the importance of including a wide range of types of texts from literature to ICT based texts, and other resources, and their function in the process of learning to read, write, speak and listen;
understanding assessment in English across the school and the use of results at school level in considering ways to improve classroom practice;
developing skills in researching a chosen area of practice to deepen knowledge and understanding of theory and classroom based research and recognise the implications of this information for your own professional philosophy and for improving practice;
understanding the roles and responsibilities of the English subject leader, ways to support and inspire colleagues and approaches to the management of English in a school;

meeting the Standards required for the award of Qualified Teacher Status (2012) and thus be in a very good position to gain employment as a primary teacher able to specialize in English teaching.

Intended Learning Outcomes (ILOs)

ILO: Module-specific skills

On successfully completing the module you will be able to...

1. identify and evaluate educational concepts and issues related to the teaching of English ; and engage in critical debate about current educational issues in the teaching of English drawing on evidence from theory, research and practice;
2. recognise pupils learning needs in English and interpret these learning needs in order to plan, teach, assess and evaluate lessons and schemes of work;
3. demonstrate confident academic and pedagogic subject knowledge to teach English in Key Stage 1 and 2;
4. demonstrate secure understanding of the statutory requirements of the National Curriculum for English;

ILO: Discipline-specific skills

On successfully completing the module you will be able to...

5. critically evaluate the relevance of educational theory to practice;
6. synthesise relevant educational literature in support of an argument;
7. use appropriate technologies for data handling and writing in education;
8. present data and findings in a form appropriate in educational studies;
9. use research data in support of an argument in education;

ILO: Personal and key skills

On successfully completing the module you will be able to...

1. manage your own learning development;
11. learn effectively and be aware of your own learning strategies;
12. express ideas and opinions, with confidence and clarity, to a variety of audiences for a variety of purposes;
13. think creatively about the main features of a given problem and develop strategies for its resolution.

Syllabus plan

The module introduces students to current thinking in the teaching of English and develops students’ pedagogic and academic subject knowledge in the wider field of English education.

Whilst the module’s precise content may vary from year to year, it is envisaged that key elements of the module will include:

English seminar programme covering: drama games to foster class cohesion; use of role play ; how to plan for learners with EAL, including minority EAL contexts; grammar and writing research; planning for poetry; creative approaches to literacy; using the visual arts to plan for literacy; ); planning for cross-curricular English); the role of the subject leader in the twenty-first century, including planning for whole school assessment.

Learning activities and teaching methods (given in hours of study time)

Scheduled Learning and Teaching Activities	Guided independent study	Placement / study abroad
51	249	0

Details of learning activities and teaching methods

Category	Hours of study time	Description
Scheduled Learning & Teaching activities	33	Practical classes and workshops: English Pedagogy & theory workshops; Peer Teaching and Subject Support Groups
Scheduled Learning & Teaching activities	8	Seminar days
Scheduled Learning & Teaching activities	9	Pathway activities
Scheduled Learning & Teaching activities	1	Tutorials with academic tutor
Guided independent study	40	Reading set texts
Guided independent study	50	Wider reading
Guided independent study	22	Web based activities
Guided independent study	35	Seminar/Workshop prep/follow up
Guided independent study	12	Peer teaching activity
Guided independent study	30	Learning support group preparation
Guided independent study	60	Coursework assignment preparation

Formative assessment

Form of assessment	Size of the assessment (eg length / duration)	ILOs assessed	Feedback method

Written assignment: Literature review Using research, policy & theory to explore a question.	1,500 words	1,2,6-13	Written feedback

Summative assessment (% of credit)

Coursework	Written exams	Practical exams
100	0	0

Details of summative assessment

Form of assessment	% of credit	Size of the assessment (eg length / duration)	ILOs assessed	Feedback method
Written assignment: Research Based Enquiry	100	4,000 words	1-13	Written feedback

Details of re-assessment (where required by referral or deferral)

Original form of assessment	Form of re-assessment	ILOs re-assessed	Timescale for re-assessment
Written assignment: Research Based Enquiry	Written assignment: Research Based Enquiry (4,000 words)	1-13	See notes below.

Re-assessment notes

If a submitted assignment is deemed to be a Fail, you will be given feedback outlining what needs to be done to bring the assignment to a pass standard and one opportunity for resubmission will be allowed.

You can choose to resubmit a failed assignment ‘in year’ (i.e. before the final PGCE Assessment, Progression and Awarding Committee (APAC) in July).). The resubmission would normally be made 4 weeks after receiving feedback on the first submission. Alternatively, you may opt to go to the PGCE Assessment, Progression and Awarding Committee with the fail mark. You will then be referred to the College level Assessment, Progression and Awarding Committee who will confirm the conditions for resubmission of the work. Normally the resubmission should be by 1 ^stSeptember. You should discuss these options with your tutor.

Note: if you choose the second option, the award of PGCE will be delayed until the Assessment, Progression and Awarding

Committee following any successful resubmission (normally held in December).

If an assignment is deemed to be a Fail, the mark obtained on resubmission will be capped at 50%.

Indicative learning resources - Basic reading

Core Reading:

Booktrust (2015). The Write Book: Final Report: https://www.booktrust.org.uk/globalassets/resources/research/the-write-book-final-evaluation.pdf

Cremin, T., Gouch, K., Blakemore, L., Goff, E. and Macdonald, R. (2006). ‘Connecting Drama and Writing: seizing the moment to write’. Research in Drama Education, 11 (3), 273-291 http://oro.open.ac.uk/9778/1/9778.pdf

Cremin, T, Myhill, M., Eyres, I., Nash, T., Wilson, A. and Oliver, L. (2017). Teachers as Writers: A report for Arts Council England on the value of writers’ engagement with teachers to improve outcomes for all. UKLA/ Arts Council England. http://www.teachersaswriters.org/wp-content/uploads/2017/12/Teachers-as-Writers-Research-Report-2017-FINAL-.pdf

Cremin, T., Myhill, M., Eyres, I., Nash, T., Wilson, A. and Oliver, L. (2019). Teachers as writers: learning together with others. Literacy 54 (2), 49-55. https://onlinelibrary.wiley.com/doi/epdf/10.1111/lit.12201

DfES (2007), Letters and Sounds: Principles and Practice of High Quality Phonics: Six-phase Teaching Programme https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/190599/Letters_and_Sounds_-_DFES-00281-2007.pdf

DfE (2012), The Statutory Framework for the Early Years Foundation Stage

http://media.education.gov.uk/assets/files/pdf/eyfs%20statutory%20framework%20march%202012.pdf

DfE (2013) English programmes of study: key stages 1 and 2

https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/335186/PRIMARY_national_curriculum_-_English_220714.pdf

DfE. (2014). Key stage 1 English reading Sample questions, mark schemes and commentary for 2016 assessments. London: DfE. https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/328853/2014_KS1_English_reading_sample_materials.pdf

Ellis, S., and Moss, G. 2104. “Ethics, education policy and research: the phonics question reconsidered”. British Education Research Journal, 40 (2).https://bera-journals.onlinelibrary.wiley.com/doi/abs/10.1002/berj.3039

Rose, J. (2006), Independent review of the teaching of early reading: final report (The Rose Review)

http://webarchive.nationalarchives.gov.uk/20100526143644/http://standards.dcsf.gov.uk/phonics/report.pdf

Myhill, D. A., Jones, S. M., Lines, H. and Watson, A. (2012). Re-thinking grammar: the impact of embedded grammar teaching on students’ writing and students’ metalinguistic understanding, Research Papers in Education, 27 (2), 139–166.

https://www.tandfonline.com/doi/abs/10.1080/02671522.2011.637640

Shanahan, T. (2006). The National Reading Panel Report: Practical Advice for Teachers. Naperville, Il: Learning Point Associates. https://sites.google.com/site/timothyshanahan8/nationalreadingpanelreport%3Apracticaladvi

Wilson, A. with Metcalfe, E. (2011). Creativity, Confidence and Challenge: The Write Team Research Report. Bath: Bath Festivals.http://bathfestivals.org.uk/wp-content/uploads/2013/08/The-Write-Team-Creativity-Confidence-and-Challenge.pdf

Indicative learning resources - Other resources

https://literacytrust.org.uk/research-services/research-reports/

http://www.literacyshed.com/

https://www.pobble.com/

Key words search

Primary, PGCE, Primary English.

Credit value	30
Module ECTS	15
Module pre-requisites	None
Module co-requisites	Educational & Professional Studies module (EPSM000) Primary Professional Learning module (EDUM034) Primary Curriculum Studies module (EDUM033)
NQF level (module)	7
Available as distance learning?	Yes
Origin date	01/08/2009
Last revision date	06/05/2022