Postgraduate Module Descriptor

EDUM042: Secondary English Subject Knowledge and Pedagogy

This module descriptor refers to the 2017/8 academic year.

Module Aims

The principal aims of the module are to:

  • enable you to gain a comprehensive understanding of the research, principles and practice relating to current teaching of English in the secondary curriculum;
  • introduce you to how students learn in English;
  • develop your confidence in using principled practices for teaching English;
  • offer you contexts for learning through observation, participation, collaboration and co-operation;
  • develop your ability to reflect critically on your own practice;
  • encourage you to be an autonomous and independent learner;
  • encourage you to teach with imagination, enthusiasm and courage;
  • nurture an understanding of, and an enthusiasm for, continuing professional development: a lifelong commitment to developing your literary, linguistic, creative and aesthetic strengths; and
  • support you to meet the Standards required for the award of Qualified Teacher Status.

Intended Learning Outcomes (ILOs)

This module's assessment will evaluate your achievement of the ILOs listed here - you will see reference to these ILO numbers in the details of the assessment for this module.
On successfully completing the programme you will be able to:
Module-Specific Skills1. identify and evaluate educational concepts and issues related to English in education;
2. recognise pupils’ learning needs in English and interpret these learning needs in order to plan, teach, assess and evaluate lessons and schemes of work;
3. demonstrate confident academic and pedagogic subject knowledge to teach English;
4. demonstrate secure understanding of the statutory requirements of the National Curriculum for English;
Discipline-Specific Skills5. critically evaluate the relevance of educational theory to practice;
6. synthesise relevant educational literature in support of an argument;
7. use appropriate technologies for data handling and writing in education;
8. present data and findings in a form appropriate for educational contexts;
9. use research data in support of an argument in education;
Personal and Key Skills10. manage your own learning development;
11. learn effectively and be aware of your own learning strategies;
12. express ideas and opinions, with confidence and clarity, to a variety of audiences for a variety of purposes;
13. work productively in different kinds of teams (formal, informal, project based, etc); and
14. think creatively about the main features of a given problem and develop strategies for its resolution.

Indicative Reading List

This reading list is indicative - i.e. it provides an idea of texts that may be useful to you on this module, but it is not considered to be a confirmed or compulsory reading list for this module.

Beard R, Myhill D, Riley J. Nystrand, M.  (2009)  SAGE Handbook of Writing Development London: SAGE

Burn A, Durran J. (2007) Media Literacy in Schools London: Paul Chapman

Carter R, McCarthy M (2006) Cambridge Grammar of English Cambridge: Cambridge University Press

Gamble N, Yates S (2006) Teaching the Language and Reading of Fiction London: Paul Chapman

Gibson, R.  (1990) Secondary School Shakespeare  Cambridge: Cambridge Institute of Education

Goodwyn A and Stables W (2004) Learning to Read Critically in Language and Literacy Thousand Oaks, CA: SAGE Publications

Hopkins, D.  (2008) A Teacher’s Guide to Classroom Research Maidenhead: Open University Press

Kempe A, Nicholson H (2007) Learning to teach Drama 11-18 London: Continuum

Mercer, N.  (2000) Words and Minds: how we use language to think together  London: Routledge

Myhill D, Jones S, Hopper R. (2005) Talking, Listening, Learning: Effective Talk in the Primary Classroom Maidenhead: Open University Press

 

Web based and electronic resources: see PGCE English course on ELE (http://vle.exeter.ac.uk/). 

 

All students also receive a Course CD of Resources