Module overview
Aims and Objectives
Learning Outcomes
Knowledge and Understanding
Having successfully completed this module, you will be able to demonstrate knowledge and understanding of:
- the conceptualisation and implementation of lesson plans
- schoolchildren’s comprehension of literary texts and creative writing classroom management
- the importance and value of student-centred learning
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
- 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
- contribute to the development and implementation of a lesson plan
Subject Specific Practical Skills
Having successfully completed this module you will be able to:
- conduct independent research into the teaching of English in secondary schools using research tools and resources available via the library and the internet
- work practically with schoolchildren and classroom teachers in a group to explore appropriate ways of reading and writing in the classroom
Transferable and Generic Skills
Having successfully completed this module you will be able to:
- write with sensitivity about learning and teaching experiences
- communicate with schoolchildren in a concise and clear manner
- discuss complex issues in a clear way that is appropriate to the needs of school pupils
- research a problem, both as an individual and as part of a group, synthesize different types of information, and discuss it in depth
Syllabus
Learning and Teaching
Teaching and learning methods
| Type | Hours |
|---|---|
| Placement | 10 |
| Seminar | 24 |
| Independent Study | 116 |
| Total study time | 150 |
Resources & Reading list
Internet Resources
OSTED Learning: Creative Approaches that Raise Standards, 2010.
OFSTED Poetry in Schools, 2007.
Journal Articles
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.
Grainger, T. (2005). 'Teachers as writers: learning together. English in Education, 39(1), pp. 75-87.
Cremin, Teresa (2006). Creativity, uncertainty and discomfort: teachers as writers. Cambridge Journal of Education, 36(3), pp. 415– 433.
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.
James Carter (2002). Creative Writers: A Creative Writing Manual for Schools. London: Routledge.
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.
Stephen Tunnicliffe (1984). Poetry Experience: Teaching and Writing Poetry in Secondary Schools. London: Methuen.
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.
Assessment
Formative
This is how we’ll give you feedback as you are learning. It is not a formal test or exam.
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
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
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