Module EEDM009 for 2021/2
- 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 2021/2 academic year.
Module Content
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 and Teaching
This table provides an overview of how your hours of study for this module are allocated:
| Scheduled Learning and Teaching Activities | Guided independent study | Placement / study abroad |
|---|---|---|
| 51 | 249 | 0 |
...and this table provides a more detailed breakdown of the hours allocated to various study activities:
| 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 |
Online Resources
This module has online resources available via ELE (the Exeter Learning Environment).
Other Learning Resources
https://literacytrust.org.uk/research-services/research-reports/
https://www.pobble.com/
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:
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
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)
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
