The University of Southampton
Courses

ENGL3049 Creative Writing in Schools

Module Overview

Are you interested in helping young people study English? This module will introduce you to teaching creative writing in secondary schools by providing training in effective classroom management and guidance on designing lesson plans for studying fiction and poetry. With a fellow student on the course, you will go on a placement in a secondary school in Southampton where you will help pupils develop their creativity and their knowledge of literary culture. Throughout the module, you will be encouraged to reflect on the critical and practical problems you encounter teaching, and to consider how the National Curriculum supports creativity in the classroom.

Aims and Objectives

Module Aims

• enable you to structure and deliver teaching sessions in secondary schools, using creative writing exercises . where appropriate • equip you with a critical vocabulary for communicating their knowledge and understanding of English to schoolchildren • provide you with practical experience teaching your subject beyond the university

Learning Outcomes

Knowledge and Understanding

Having successfully completed this module, you will be able to demonstrate knowledge and understanding of:

  • schoolchildren’s comprehension of literary texts and creative writing classroom management
  • the conceptualisation and implementation of lesson plans
  • the importance and value of student-centred learning
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, both as an individual and as part of a group, synthesize different types of information, and discuss it in depth
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
Subject Specific Intellectual and Research Skills

Having successfully completed this module you will be able to:

  • contribute to the development and implementation of a lesson plan
  • 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
  • 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

Syllabus

This module gives you the opportunity to teach creative writing to secondary school children in Southampton and the surrounding area. You will design and develop a series of lesson plans and teaching strategies in seminars and study a variety of fiction and poetry from a variety of different cultures. You will have up to five weekly placements in a local school, normally with a fellow student on the course, developing the children’s knowledge of international writing and culture through a series of creative writing tasks and projects. The module promotes wider access to higher education at Southampton in schools by actively involving local schoolchildren at Southampton in reading and writing fiction and poetry in different cultural contexts. The module will involve guest talks from local teachers and writers who have worked in education.

Special Features

This module is an introduction to teaching English in secondary schools, and as such assumes no prior experience of working in schools. For this reason, the module provides different forms of teaching, learning and assessment activities which will allow you to ask questions, to explore critical problems that you encounter in your experience of working with schoolchildren, and to have the opportunity to develop and improve your work. The self-reflective teaching log provides a space for you to reflect self-consciously on the challenges of teaching English in the classroom, and the importance of student-centred learning. The final portfolio will document your lesson plans, provide evidence of critical reflection on the challenges of teaching and knowledge transfer, and in so doing will broaden your portfolio of written and spoken communication skills, conform to the established assessment policy of the school, and enable you to synthesise the module and show an achieved understanding of the issues raised by your placement.

Learning and Teaching

Teaching and learning methods

This module will make use of pre-placement training on effective classroom management, regular on-module feedback, and up to five weekly placements with pupils in local secondary schools. Learning activities include preparing and delivering lessons, leading small-group discussions, and individual library research. Innovative features of this module include visits and talks by writers and teachers, and group presentations during the seminar sessions.

TypeHours
Independent Study116
Seminar24
Placement10
Total study time150

Resources & Reading list

ed. Graeme Harper (2006). Teaching Creative Writing. 

Stephen Tunnicliffe (1984). Poetry Experience: Teaching and Writing Poetry in Secondary Schools. 

Grainger, T. (2005). 'Teachers as writers: learning together. English in Education. ,39 , pp. 75-87.

ed. James Lynch, Celia Modgil and Sohan Modgil (1992). Cultural Diversity and the Schools. 

Vermam, G.K., and Pumfrey, P.D. eds (1993). Cross-curricular contexts, themes and dimensions in secondary schools. 

ed. Eleanor Kutz, Suzy Q. Groden and Vivan Zamel (1993). Discovery of Competence: Teaching and Learning with Diverse Student Writers. 

OSTED Learning: Creative Approaches that Raise Standards, 2010.

James Carter (2002). Creative Writers: A Creative Writing Manual for Schools. 

ed. Moira Monteith and Robert Miles (1992). Teaching Creative Writing: Theory and Practice. 

OFSTED Poetry in Schools, 2007.

Cremin, Teresa (2001). 'Taking Poetry off its Pedestal: The Place of Poetry Writing in an Assessment-Driven Curriculum. English in Education. ,35 , pp. 32-41.

eds. Carol Severino, Juan C. Guerra, and Johnella E. Butler (1997). Writing in Multicultural Settings. 

Cremin, Teresa (2006). Creativity, uncertainty and discomfort: teachers as writers. Cambridge Journal of Education. ,36 , pp. 415– 433.

Assessment

Formative

Review

Summative

MethodPercentage contribution
Portfolio  (4000 words) 100%

Referral

MethodPercentage contribution
Portfolio  (4000 words) 100%

Repeat Information

Repeat type: Internal

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