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Introduction to English. PGCE Full Time 2011-12 Tuesday September 27 th. In this lecture we will…. Look at the content of the module and directed tasks Explore, in outline, the documentation currently supporting the teaching of English Reflect on effective teachers of English

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Introduction to english

Introduction to English

PGCE Full Time


Tuesday September 27th

In this lecture we will
In this lecture we will…

  • Look at the content of the module and directed tasks

  • Explore, in outline, the documentation currently supporting the teaching of English

  • Reflect on effective teachers of English

  • Consider ourselves as teachers of English

Module content
Module content

  • Handbook of guidance outlines basic session content and guides in you in additional activities to support your preparation for taught sessions and your independent learning.

  • Speaking and Listening, Reading and Writing are explicit themes which are interwoven

  • Grammar is presented largely through self-managed learning and an on-line audit

  • The QTS skills test


  • Learning Matters test practice books

  • LN Forums for discussion will allow you to reflect further on issues raised in the taught sessions; for example discussion of the current reading debate, exploring planning for writing etc.

Directed tasks and independent learning
Directed tasks and independent learning

  • Book log

  • School based tasks for SE 1

  • Morris Gleitzman’sOnce (for week semester 2 discussion forum)

  • Writing journal (sem 2)

  • Audits (sem 1 and 2)

  • Early Reading Portfolio (SE1 & 2)

  • The reading pack supports understanding of the seminars and the writing of assignments. Tutors will assume that you have read those indicated prior to each session.

The national curriculum for english
The National Curriculum for English

There are three attainment targets:

AT 1: Speaking and Listening

AT 2: Reading

AT 3: Writing

Each attainment target is

supported by a programme

of study (PoS) for each Key Stage.

For example
For example…

  • EN 1 Speaking and Listening (AT 1)

  • Programme of Study (PoS) for KS 1

  • Speaking

    1. To speak clearly, fluently and confidently to different people, pupils should be taught to:

  • speak with clear diction and appropriate intonation

  • choose words with precision

  • organise what they say

  • focus on the main point(s)

  • include relevant detail

  • take into account the needs of their listeners.

The pns framework for literacy
The PNS framework for literacy

  • Divides children’s learning in to 12 strands which cover speaking and listening, reading and writing

  • Objectives are wide and may relate to several different units of work across a year


What you might have heard about
What you might have heard about…

  • National Literacy Strategy or NLS (1998)

  • Introduced explicit learning objectives at word, text and sentence level

  • Criticisms levelled at: coverage, clock, pace, extracts, organisation

What now
What now?

  • The Primary National Strategies – a Framework for Literacy

  • Sometimes called the PNS or Framework for Literacy but NEVER the NLS or the Literacy Hour


For example1
For example…

  • Strand 1 (Speaking), Year 1

  • Retell stories, ordering events using story language

  • Interpret a text by reading aloud with some variety in pace and emphasis

  • Experiment with and build new stores of words to communicate in different contexts

Resources on the pns website
Resources on the PNS website

  • Units by year group– follow links through to detailed units of work that identify teaching sequences

  • Literacy Resource Librarywill take you to a wealth of documentation showing you the rationale for the PNS and to many resources for teachers

  • EarlyReading - Find the related CLLD website for resources relating to early reading and phonics teaching.

Defining our subject
Defining our subject

  • What do we mean by literacy?

  • Is there a difference between the teaching of English and the teaching of literacy?

Defining our role effective teachers of literacy
Defining our role:effective teachers of literacy

  • Do you have positive memories of English lessons from childhood; to what are they related?

  • Consider good English teaching that you have observed recently; what made it good?

  • What are your priorities, at this point in your training, for yourself as a teacher of English?

Ofsted 2009 english at the crossroads
OfSTED (2009)English at the Crossroads

  • A focus on the curriculum

  • Engagement

  • Choice

  • Independence

  • Meaningful

  • Purposeful

  • Creative

  • Practical

  • Stimulating

  • Flexibly responding to children in your class

Successful students of english teaching do the following
Successful Students of English teaching do the following:

  • Read beyond the directed readings

  • Audit their own subject knowledge early and systematically address areas of lower confidence (eg. knowing phonemes; grammar)

  • Get to know the NC and PNS quickly

  • Think about creating meaningful literacy experiences that rest on their theoretical understanding of how children become literate