How to Teach Primary Students (HTPS)

cambridge university press & assessment course

Fees: 820 USD

Duration: 120 hours

Mode of Study: Blended / Fully Online

Nature: Part Time / Full Time

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Content

Overview

How to Teach Primary Students course aims to prepare teachers for the specific challenges of working with young learners. This course is in high demand since many schools and kindergartens around the world are now focusing on language teaching for young children.


The course is specifically designed to help teaching children. Ideally the candidate should have some previous experience teaching English to adults as the course is not about teaching language but about learning new skills.

Course Components

Britishey Input Sessions

In these input sessions, candidates learn how teach both language and skills to young learners. They also understand the principles of classroom management for children’s classes.

Britishey Portfolio Tasks

Britishey provides candidates on the HTPS course with the opportunity of delivering portfolio tasks that are based on teaching practice, research and classroom practice reflection.

Cambridge LMS Modules

Teaching Very Young Learners

This module focuses on classroom dynamics in the very young learner classroom (3–8 year-olds). It considers: appropriate lesson structures, spaces and timings; making materials engaging; types of lesson dynamics; working on vocabulary and using storybooks; classroom management.

Classroom Management for Young Learners

This module focuses on how we can have a positive impact on the behaviour of learners, aged 3–12 years old, in our lessons. It considers: how we can use material and space to maximise student concentration; different lesson structures to ensure good behaviour; how we can catch and maintain student attention; the effectiveness of positive feedback.

Developing Creativity with Young Learners

This module focuses on ways of teaching and encouraging young learners to be more creative. It considers: the importance of developing creativity; resources which can foster learners’ creativity; new ways of approaching activities; how projects can expand creativity.

Developing Collaboration with Young Learners

This module focuses on developing meaningful collaboration among young learners in the language classroom. It considers: the nature of efficient collaboration; tasks and activities that engage learners in collaboration; roles of the teacher and learners in collaborative activities; how to encourage learners to use English in collaborative activities.

Developing Critical Thinking with Young Learners

This module focuses on developing critical thinking skills with young learners (age 6–11). It considers: how learning a language and learning to think can be connected; thinking and critical thinking skills; tasks and activities which facilitate critical thinking and language learning.

Introduction to Oracy for Young Learners

This module focuses on the development of oracy with young learners. It considers: the concept of oracy; the rationale for giving attention to oracy skills; key oracy teaching approaches.

Using Technology with Young Learners

This module focuses on using technology to support and enhance children’s language learning. It considers: ideas for using technology with young learners; using technology to enrich language lessons.

Teaching Primary CLIL

This module focuses on teaching CLIL (Content and Language Integrated Learning) to primary learners. It considers: CLIL methodology and aims; planning for CLIL; appropriate CLIL activity types; integrating assessment into CLIL settings.

Teaching Language to Young Learners

This module focuses on teaching language to young learners. It considers: how to teach vocabulary; how to integrate vocabulary into language structures; how to provide practice of grammatical structures; the importance of a communicative context.

Lesson Planning for Young Learners

This module focuses on planning individual lessons and also on planning programmes of study for young learners. It considers: the rationale when planning lessons, blocks of lessons and a course; the effects of different lesson distributions on the learners; the different types of activities within a lesson; the importance of anticipating problems at the planning stage; how planning can maximise language acquisition.

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