Module EDUM042 for 2019/0
- Overview
- Aims and Learning Outcomes
- Module Content
- Indicative Reading List
- Assessment
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.
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 1st 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%.
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/).