Introductory description

Blended model of distance learning, workshops and seminars within the university and at school-based “Subject Hubs of Excellence”. Equivalent to 60 hours.

Module aims

Outline syllabus

This is an indicative module outline only to give an indication of the sort of topics that may be covered. Actual sessions held may differ.

The Secondary PGCE Subject Studies module has been developed to support the professional
practice of students, as undertaken in their school setting, as they work towards meeting the
Teachers’ Standards. It is designed to heighten students’ awareness of the pedagogy of their
subject area and enable them to adopt a range of approaches and strategies to ensure that their
teaching is sufficiently diverse to challenge or support as appropriate. It is also designed to ensure
that students have a broad understanding of issues in their subject(s), beyond those they may
encounter in their school setting. This will enable them to combine theory with practice and
systematically evaluate and reflect on action taken, thus ensuring that students (trainee teachers)
emerge from their PGCE as effective, competent and professionally aware educators in their
subject area.

Learning outcomes

By the end of the module, students should be able to:

• LO1 Show understanding of recent and current developments in teaching and learning in English.
• teaching and learning in English. LO2 Identify and critically evaluate the key principles underpinning leading edge approaches, methods and debates in the teaching and learning of English.
• LO3 Actively engage with and critically analyse current theories and practices in teaching English.
• LO4 Explore a range of relevant educational themes within the context of teaching English, including: inter- cultural awareness and cultural entitlement.
• LO5 Demonstrate the acquisition of and critical engagement with practical classroom skills.
• LO6 Critically reflect on the knowledge and appropriate pedagogic skills and knowledge needed for a rigorous and innovative approach to teaching English.

Indicative reading list

The reading list held by the University Library (via Tallis Aspire) will be kept up to date in accordance with developments in the subject area. Davison, J. & Dowson, J. (2010) Learning to teach English in the Secondary School Fleming, M. & Stevens,D. (2010) English Teaching in the Secondary School, London: David Fulton Goodwyn. A. (2011) The expert teacher of English, Oxon: Routledge Green, A. (2011) Developing the Reflective English Teacher Johnson, A. (1998) QTS English for Secondary Teachers: An audit and Self Study Guide, Letts Stevens,D. & McGuinn,N. (2004) in The Art of Teaching Secondary English Oxon: Routledge Neelands, J., (2004) Beginning Drama 11-14, 2nd Edition, David Fulton.

Subject specific skills

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Transferable skills

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