EP315-15 Introduction to Secondary English Teaching
Introductory description
This module takes place in term 1 and/or 2 and is specially designed to introduce you to English curriculum and
pedagogy in the Secondary school age range. You will explore your subject from a new perspective through engaging
sessions at university led by teaching fellows and visiting teachers and have opportunity to support teaching and
learning in practice through creating teaching and learning resources for schools in partnership. Through engagement in English education you will have the opportunity to raise awareness of and encourage engagement with English education within the local community. The module is hosted by the Centre for Teacher Education (currently rated 'Outstanding' by OFSTED). Anyone who completes the module is automatically eligible for an interview for the Postgraduate Certificate in Education (PGCE) initial teacher training course (providing all entry requirements for Initial Teacher Training are met).
Module aims
- To develop knowledge and understanding about the UK education system and what it is like to be a secondary
English teacher. - To develop knowledge and understanding of English education.
- To develop key transferable skills through engagement with 11-18 education.
- To develop skills in personal reflection on professional practice.
- To relate educational theory to education practice.
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 theory which underpins the practice of English teaching is explored through seminars led by CTE Teaching
Fellows. The seminars begin by discussing the current context of the UK education system and national curriculum
before exploring a range of key themes in education such as how students learn, how ideas develop in the school
curriculum and using assessment for learning and specific aspects of pedagogy relating to the teaching of English. As
part of the module you engage in English education through developing materials, resources and teaching approaches to support learning in English. You will develop your practical understanding of the teaching of English Indicative activities might include: developing learning resources, providing exemplar materials to a professional brief, producing online learning resources. To prepare for and support you for this you will participate a series of workshops at the university. These are highly interactive, practice based sessions, delivered by university tutors and visiting teachers from local secondary schools. Sessions cover topics such as pitching and sequencing resources to support learning, overcoming barriers to learning and effective questioning.
Learning outcomes
By the end of the module, students should be able to:
- Critically analyse and reflect on key issues in English education in school.
- Critically reflect on practice in teaching English in school.
- Apply learning theory to school English teaching practices.
- Demonstrate professional skills in collaboration and effective communication with young people.
Indicative reading list
The reading list held by the University Library (via TALIS 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.
Interdisciplinary
Through exploring the teaching and pedagogy of your subject you will consider and build connections between your
subject, educational theory, the psychology of learning and cognition and also consider elements of policy, society
and sociology. You will develop your written communication skills in producing both academic and professional
evidence-informed rationales for practice.
Subject specific skills
You will develop skills relevant for teaching and the development of practice such as communication, collaboration
and reflection. You will also develop skills relevant to the academic study of education such as analysis and critique.
The module will also develop your skills in the pedagogy of your subject.
Transferable skills
Critical Thinking- Reasoning and Problem Solving- Active Lifelong Learning -Communication (verbal and written)-
Teamwork and working effectively with others- Information literacy (research skills)- ICT Literacy- Citizenship (local and global)- Ethical Values- Intercultural learning and diversity awareness- Professionalism- Organisational awareness
Study time
| Type | Required |
|---|---|
| Lectures | 2 sessions of 1 hour (1%) |
| Seminars | 7 sessions of 2 hours (9%) |
| Practical classes | 7 sessions of 2 hours (9%) |
| Assessment | 120 hours (80%) |
| Total | 150 hours |
Private study description
No private study requirements defined for this module.
Costs
No further costs have been identified for this module.
You must pass all assessment components to pass the module.
Assessment group A1
| Weighting | Study time | Eligible for self-certification | |
|---|---|---|---|
| Critical review on an issue in English Education | 50% | 60 hours | Yes (extension) |
|
A short planning and reflection piece (500 words) on a chosen issue in English Education followed by a group video presentation discussing the issue and implications for teaching English. |
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| Academic Poster | 50% | 60 hours | Yes (extension) |
|
A poster presentation of a learning resource, artefact or materials designed to support children's learning in English with a supporting rationale relating to secondary English curriculum, learning or pedagogic theory. |
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Feedback on assessment
Formative: During the course of the module students will have the opportunity to submit one annotated bibliography
and their planning sheet for the academic poster for either written or audio feedback.
Summative: A written feedback sheet and in-text comments will be provided on each component.
There is currently no information about the courses for which this module is core or optional.