Postgraduate Module Descriptor

EDUM042: Secondary English Subject Knowledge and Pedagogy

This module descriptor refers to the 2019/0 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 Skills	1. 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 National Curriculum for English;
Discipline-Specific Skills	5. 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 Skills	10. 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.

How this Module is Assessed

In the tables below, you will see reference to 'ILO's. An ILO is an Intended Learning Outcome - see Aims and Learning Outcomes for details of the ILOs for this module.

Formative Assessment

A formative assessment is designed to give you feedback on your understanding of the module content but it will not count towards your mark for the module.

Form of assessment	Size of the assessment (eg length / duration)	ILOs assessed	Feedback method
Written notes about 2 week school induction period	2 weeks in schools prior to beginning course	1, 2, 5, 13	Verbal (tutorial) and written
Medium Term Plan for Scheme of Work	Two sides of A4	2, 3, 4, 7, 10 and 14	Written and verbal
Formative assignment using work with academic literature	1,500 words	1, 3, 4, 5, 6, 7, 8, 9	Written feedback

Summative Assessment

A summative assessment counts towards your mark for the module. The table below tells you what percentage of your mark will come from which type of assessment.

Coursework	Written exams	Practical exams
100	0	0

...and this table provides further details on the summative assessments for this module.

Form of assessment	% of credit	Size of the assessment (eg length / duration)	ILOs assessed	Feedback method
Development of a Scheme of Work, plus a critical analysis of its design	100	6,000 words (or equivalent)	1, 6, 8, 9, 11 and 12	Written and verbal

Re-assessment

Re-assessment takes place when the summative assessment has not been completed by the original deadline, and the student has been allowed to refer or defer it to a later date (this only happens following certain criteria and is always subject to exam board approval). For obvious reasons, re-assessments cannot be the same as the original assessment and so these alternatives are set. In cases where the form of assessment is the same, the content will nevertheless be different.

Original form of assessment	Form of re-assessment	ILOs re-assessed	Timescale for re-assessment
Development of a Scheme of Work, plus a critical analysis of its design	Development of a Scheme of Work, plus a critical analysis of its design (6,000 words)	1, 6, 8, 9, 11 and 12	See notes below.

Re-assessment notes

RE-ASSESSMENT NOTES If a submitted assignment is deemed to be a Fail, you will be given feedback outlining what needs to be done to bring the assignment to a pass standard and one opportunity for resubmission will be allowed.

You can choose to resubmit a failed assignment ‘in year’ (i.e. before the final Exam Board in July). The resubmission would normally be made 4 weeks after receiving feedback on the first submission. Alternatively, you may opt to go to the Exam Board with the fail mark. You will then be referred to the Consequences Board who will confirm the conditions for resubmission of the work. Normally the resubmission should be by 1^st September. You should discuss these options with your tutor

Note: if you choose the second option, the award of PGCE will be delayed until the Exam Board following any successful resubmission (normally held in December).

In the case of the assignment for the Education and Professional Studies module, there may not be time to mark a resubmitted assignment before the end of the programme; this will mean that the award of PGCE will be delayed until the first Examination Board after July (this is normally held in December).

If an assignment is deemed to be a Fail by the Exam Board, the mark obtained on resubmission will be capped at 50%.