ED2ECE2: English, Children and Education 2

Module code: ED2ECE2

Module provider: Institute of Education

Credits: 20

Level: Level 2 (Intermediate)

When you'll be taught: Semester 1 / 2

Module convenor: Dr Alison Silby, email: a.silby@reading.ac.uk

Pre-requisite module(s):

Co-requisite module(s):

Pre-requisite or Co-requisite module(s):

Module(s) excluded:

Placement information: NA

Academic year: 2024/5

Available to visiting students: No

Talis reading list: Yes

Last updated: 21 May 2024

Overview

Module aims and purpose

• To reflect on the ways that literacy may be taught in the classroom based on an understanding of heritage texts, contemporary fiction and media texts in line the English programmes of study for key stage 2 
• To understand and develop performance skills required for presenting literary and dramatic material such as Shakespeare’s plays in a dynamic and meaningful way 
• To develop skills for analysing and interpreting texts as critical readers enhancing understanding of authorial intent 
• To understand the forms and conventions of different genres of literature as outlined in the English programmes of study 
• To explore the theories of social constructionism and apply them to discussions of how identity is represented through literature, building on knowledge gained in Year 1 

Module learning outcomes

By the end of the module, it is expected that students will be able to: 

1. Develop an understanding of drama techniques and performance skills for presenting literary and dramatic material in a dynamic and meaningful way in line the English programmes of study for key stage 2 
2. Respond to and support each other’s understanding of using Shakespeare in the primary classroom 
3. Critically analyse children’s books and films, in terms of genre, themes and content 
4. Analyse and interpret literary texts, building on knowledge gained in Year 1 

Module content

There will be a focus on Shakespeare within this module. This includes exploring the appropriation and mediation of "Shakespeare" through a range of cultural institutions, including reference to the concept of literary heritage in the national curriculum. The module will also explore the interrelationship between the reading/interpretation of a text and its realisation in performance. There will be opportunities to practise the skills of reading aloud, storytelling, performance and exploration of drama techniques. Students will also consider film adaptations of children’s books and consider the role of film adaptations within the teaching of reading. 

The module makes reference to relevant and key aspects of the Primary Phase Curriculum and ITT Core Content Framework (CCF) to inform design. 

Structure

Teaching and learning methods

This module will be delivered in interactive sessions, which include teaching, discussion, workshops, group presentations and practical activities, and which will include blended learning, provided through Blackboard. Directed activities between sessions will involve independent research by individuals and groups. 

Study hours

At least 25 hours of scheduled teaching and learning activities will be delivered in person, with the remaining hours for scheduled and self-scheduled teaching and learning activities delivered either in person or online. You will receive further details about how these hours will be delivered before the start of the module.

Please note the independent study hours above are notional numbers of hours; each student will approach studying in different ways. We would advise you to reflect on your learning and the number of hours you are allocating to these tasks.

Semester 1 The hours in this column may include hours during the Christmas holiday period.

Semester 2 The hours in this column may include hours during the Easter holiday period.

Summer The hours in this column will take place during the summer holidays and may be at the start and/or end of the module.

Assessment

Requirements for a pass

Students need to achieve an overall module mark of 40% to pass this module.

Summative assessment

Penalties for late submission of summative assessment

The Support Centres will apply the following penalties for work submitted late:

Assessments with numerical marks

• where the piece of work is submitted after the original deadline (or any formally agreed extension to the deadline): 10% of the total marks available for that piece of work will be deducted from the mark for each working day (or part thereof) following the deadline up to a total of three working days;
• the mark awarded due to the imposition of the penalty shall not fall below the threshold pass mark, namely 40% in the case of modules at Levels 4-6 (i.e. undergraduate modules for Parts 1-3) and 50% in the case of Level 7 modules offered as part of an Integrated Masters or taught postgraduate degree programme;
• where the piece of work is awarded a mark below the threshold pass mark prior to any penalty being imposed, and is submitted up to three working days after the original deadline (or any formally agreed extension to the deadline), no penalty shall be imposed;
• where the piece of work is submitted more than three working days after the original deadline (or any formally agreed extension to the deadline): a mark of zero will be recorded.

Assessments marked Pass/Fail

• where the piece of work is submitted within three working days of the deadline (or any formally agreed extension of the deadline): no penalty will be applied;
• where the piece of work is submitted more than three working days after the original deadline (or any formally agreed extension of the deadline): a grade of Fail will be awarded.

The University policy statement on penalties for late submission can be found at: /cqsd/-/media/project/functions/cqsd/documents/qap/penaltiesforlatesubmission.pdf

You are strongly advised to ensure that coursework is submitted by the relevant deadline. You should note that it is advisable to submit work in an unfinished state rather than to fail to submit any work.

Formative assessment

Formative assessment is any task or activity which creates feedback (or feedforward) for you about your learning, but which does not contribute towards your overall module mark.

A formative piece of no more than 500 words outlining the benefits of using drama to enhance children’s understanding of literature studied in key stage 2.

Reassessment

Additional costs