Module EEDM009 for 2019/0
- Overview
- Aims and Learning Outcomes
- Module Content
- Indicative Reading List
- Assessment
Postgraduate Module Descriptor
EEDM009: Semi Specialist English (Primary)
This module descriptor refers to the 2019/0 academic year.
How this Module is Assessed
In the tables below, you will see reference to 'ILO's. An ILO is an Intended Learning Outcome - see Aims and Learning Outcomes for details of the ILOs for this module.
Formative Assessment
A formative assessment is designed to give you feedback on your understanding of the module content but it will not count towards your mark for the module.
| Form of assessment | Size of the assessment (eg length / duration) | ILOs assessed | Feedback method |
|---|---|---|---|
| Specialist reading task: Research paper critique | 1000 words | 1,10,12,13 | Verbal (group tutorial) |
| Written assignment: Literature review Using research, policy & theory to explore a question. | 1,500 words | 1,2,6-12,14 | Written feedback |
Summative Assessment
A summative assessment counts towards your mark for the module. The table below tells you what percentage of your mark will come from which type of assessment.
| Coursework | Written exams | Practical exams |
|---|---|---|
| 100 | 0 | 0 |
...and this table provides further details on the summative assessments for this module.
| Form of assessment | % of credit | Size of the assessment (eg length / duration) | ILOs assessed | Feedback method |
|---|---|---|---|---|
| Written assignment: Research Based Enquiry | 100 | 5,000 words | 1-12,14 | Written feedback |
Re-assessment
Re-assessment takes place when the summative assessment has not been completed by the original deadline, and the student has been allowed to refer or defer it to a later date (this only happens following certain criteria and is always subject to exam board approval). For obvious reasons, re-assessments cannot be the same as the original assessment and so these alternatives are set. In cases where the form of assessment is the same, the content will nevertheless be different.
| 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 (5,000 words) | 1-12,14 | 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 st September. 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 Reading List
This reading list is indicative - i.e. it provides an idea of texts that may be useful to you on this module, but it is not considered to be a confirmed or compulsory reading list for this module.
Core Reading:
Alexander, R. (2004), Towards Dialogic Teaching: Rethinking Classroom Talk. Cambridge: Faculty of Education.
Waugh, D., and Jolliffe, W., (2012), Teaching Systematic Synthetic Phonics in Primary Schools (Transforming Primary QTS). London: Sage.
Waugh, D., Warner, c., Waugh, R., (2013) Teaching Grammar, Punctuation and Spelling in Primary Schools. London, Sage.
Bearne, E. and Wolstencroft, H. (2007), Visual Approaches to Teaching Writing: Multimodal Literacy 5-11. London: Sage.
Carrington, V. and Robinson, M. (2010), Digital Literacies. London: Sage.
Fisher, R., Jones, S., Larkin, S., Myhill, D., (2010) Using Talk to Support Writing. London: Sage.
Lewis, M. and Ellis, S. (2006), Phonics: Practice, Research and Policy. Leicester: UKLA.
Johnston, R. and Watson, J. (2007), Teaching Synthetic Phonics. Exeter: Learning Matters.
Riley, J. (2006), Language & Literacy 3-7: Creative Approaches to Teaching. London: Sage.
Stainthorp, R. & Flynn, N (2006) The Learning and Teaching of Reading, London: John Wiley and Sons Ltd.
Whitehead, M.R. (2010), Language & Literacy in the Early Years 0-7: 4th Edition. London: Sage.
Medwell, J., Moore, G., Wray, D. and Griffiths, V. (2017), Primary English Knowledge and Understanding 8th Edition). London: Learning Matters.
Medwell, J., Wray, D., Coates, L., Moore, G., Griffiths, V. (2017), Primary English: Teaching Theory and Practice(8th Edition). London: Learning Matters.
Myhill, D. Jones, S. and Lines, H. (2016), Essential Primary Grammar. Maidenhead: Open University Press.
