a. Enable, extend and apply knowledge to scaffold students’ learning experiences to become
independent learners;
b. Foster and sustain active participation through (early moving to later) progression of literacy stages
by applying different media and digital tools;
c. Evaluate, design and carry out English lessons effectively through activities which sustain
communication and engage students actively;
d. Organise the English curriculum systematically for class implementation.
e. Use different strategies to guide learners towards acquisition which range from very basic to more
advanced skills depending on the specific learning needs of each learner.

a. Identify the fundamental concepts and principles of basic literacy;
b. Define the concept of print awareness and the conventions of print;
c. List the key aspects in the development of reading, writing, speaking and listening;
d. Describe different learning strategies which support learners in the processes of English acquisition;
e. Identify the different reading and writing strategies and techniques;
f. Identify the principles and techniques of differentiated instruction;
g. Identify best practices for promoting the teaching of English in the primary school.
h. Identify key concepts and skills central to the teaching of English;

The learner will be able to:
a. Engage critically with theories related to the principles of English language teaching at primary
school level;
b. Discuss the key concepts and skills in the light of their own teaching experience;
c. Identify and select appropriate resources aligned to the learning outcome of the lessons;
d. Plan and design activities and learning opportunities which depict an understanding of the concept
of differentiated instruction;
e. Propose, plan and/or create a range of educational materials and resources to support all learners
in the development of their English language skills in primary school settings;
f. Understand the pedagogy of teaching English in the primary school;
g. Use multisensory teaching techniques in supporting students in developing reading, writing,
listening and speaking skills;
h. Develop literacy strategy approaches (such as phonological awareness, alphabetic principle,
decoding and word reading, comprehension, fluency, spelling).
i. Integrate theory and practice in the development of communicative competence in the target
language;

This module will be assessed through: Microteaching, Self-Reflection and Assignment.

Core Reading List
1. Bearne, E., & Reedy, D. (2017) Teaching Primary English: Subject Knowledge and Classroom
Practice. London: Routledge.

Supplementary Reading List
1. Bald, J. (2007) Using Phonics to Teach Reading and Spelling. London: Paul Chapman
2. Brien, J. (2012) Teaching Primary English. London: Sage.
3. Medwell, J., Wray, D., Minns, H., Coates, E. & Giffiths, V. (2014) Primary English: Teaching Theory
and Practice. London: Learning Matters.
4. Soderman, A.K., Gregory, K. M. & McCarty L. (2005). Scaffolding emergent literacy: a child-centered
approach for preschool through Grade 5. Pearson/Allyn & Bacon.
5. Waugh, D., Carter, J., & Desmond, C. (2015) Lessons in Teaching Phonics in Primary Schools.
London: Sage.
6. Wray, D. & Medwell, J. (2008). Primary English: Extending knowledge in practice. Exeter: Learning
Matters.