Module overview
Aims and Objectives
Learning Outcomes
Subject Specific Intellectual and Research Skills
Having successfully completed this module you will be able to:
- question the ways in which English is taught in the national curriculum, and consider how the delivery of a particular aspect of the English curriculum might be improved
- contribute to the development and implementation of a lesson plan
- develop a critical position on your own practice as a teaching assistant
- reflect on the challenges of teaching and effectively communicating knowledge specific to the discipline of English to secondary school children via a self-reflective teaching log
Subject Specific Practical Skills
Having successfully completed this module you will be able to:
- work practically with schoolchildren and classroom teachers in a group to explore appropriate ways of reading and writing in the classroom
- conduct independent research into the teaching of English in secondary schools using research tools and resources available via the library and the internet
Transferable and Generic Skills
Having successfully completed this module you will be able to:
- communicate with schoolchildren in a concise and clear manner
- write with sensitivity about learning and teaching experiences
- discuss complex issues in a clear way that is appropriate to the needs of school pupils
- research a problem, synthesize different types of information, and discuss it in depth
Knowledge and Understanding
Having successfully completed this module, you will be able to demonstrate knowledge and understanding of:
- the importance and value of student-centred learning
- schoolchildren’s comprehension of literary texts and creative writing classroom management
- the conceptualisation and implementation of lesson plans
Syllabus
Learning and Teaching
Teaching and learning methods
| Type | Hours |
|---|---|
| Seminar | 24 |
| Placement | 10 |
| Independent Study | 116 |
| Total study time | 150 |
Resources & Reading list
Internet Resources
OFSTED Poetry in Schools, 2007.
OSTED Learning: Creative Approaches that Raise Standards, 2010.
Journal Articles
Cremin, Teresa (2006). Creativity, uncertainty and discomfort: teachers as writers. Cambridge Journal of Education, 36(3), pp. 415– 433.
Grainger, T. (2005). 'Teachers as writers: learning together. English in Education, 39(1), pp. 75-87.
Cremin, Teresa (2001). 'Taking Poetry off its Pedestal: The Place of Poetry Writing in an Assessment-Driven Curriculum. English in Education, 35(3), pp. 32-41.
Textbooks
ed. Moira Monteith and Robert Miles (1992). Teaching Creative Writing: Theory and Practice. Buckingham: Open University.
eds. Carol Severino, Juan C. Guerra, and Johnella E. Butler (1997). Writing in Multicultural Settings. New York: MLA.
Vermam, G.K., and Pumfrey, P.D. eds (1993). Cross-curricular contexts, themes and dimensions in secondary schools. London: Falmer.
ed. James Lynch, Celia Modgil and Sohan Modgil (1992). Cultural Diversity and the Schools. London: Falmer.
Stephen Tunnicliffe (1984). Poetry Experience: Teaching and Writing Poetry in Secondary Schools. London: Methuen.
ed. Eleanor Kutz, Suzy Q. Groden and Vivan Zamel (1993). Discovery of Competence: Teaching and Learning with Diverse Student Writers. Portsmouth: Heinemann.
ed. Graeme Harper (2006). Teaching Creative Writing. London: Continuum.
James Carter (2002). Creative Writers: A Creative Writing Manual for Schools. London: Routledge.
Assessment
Formative
This is how we’ll give you feedback as you are learning. It is not a formal test or exam.
Review
- Assessment Type: Formative
- Feedback: Students will receive feedback on drafts throughout the module and in one-to-one tutorials, and group feedback on the presentations and self-reflective reviews
- Final Assessment: No
- Group Work: No
Presentation
- Assessment Type: Formative
- Feedback: Students will receive feedback on drafts throughout the module and in one-to-one tutorials, and group feedback on the presentations and self-reflective reviews
- Final Assessment: No
- Group Work: No
Summative
This is how we’ll formally assess what you have learned in this module.
| Method | Percentage contribution |
|---|---|
| Portfolio | 100% |
Referral
This is how we’ll assess you if you don’t meet the criteria to pass this module.
| Method | Percentage contribution |
|---|---|
| Portfolio | 100% |
Repeat
An internal repeat is where you take all of your modules again, including any you passed. An external repeat is where you only re-take the modules you failed.
| Method | Percentage contribution |
|---|---|
| Portfolio | 100% |
Repeat Information
Repeat type: Internal & External