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Faculty of Arts and Humanities

Institute of Education

PGCE Secondary English Pathway

Induction to Professional Teaching and Learning

EPGS615 – English Specific Content

2017 - 18

© Plymouth University 1 Secondary English IPTL 2017-18

Contents

Introduction to the module Page 3

Suggested Reading Page 4

Weekly Overview of the Semester Page 5

Assignment Brief Page 13

Submission requirements & Assignment checklist Page 14

Assessment Criteria Page 15


Induction in Professional Teaching and Learning – English Specific Content

So you have decided to become an English teacher! Welcome to the English Pathway, your first step in fulfilling your career aspirations.

The aims of this part of the module are • to reorient trainees from their varied subject backgrounds to the reality of teaching their

subject in schools and to the academic requirements of the programme• to start to develop in trainees the levels of knowledge, personal qualities and standards of

professional competence necessary to stimulate the imagination of pupils.

The focus of the module is experiential and practical with faculty and school sessions integrated to help you to acquire a range of practical teaching ideas and a graduated range of experiences of teaching in preparation for Practical Teaching 1. Practical workshops aim to broaden the English awareness, practice and facility of students at their own level as well as introduce approaches for work in the classroom and drama studio. Teaching seminars aim to help you to begin to understand how to plan, manage and assess school-based work, to develop theoretical understanding of english teaching practice and to develop subject knowledge; time will also be available for assignment support, professional development appraisal and tutorials.

The school experience provides practical experience working with pupils as well as Training Sessions with Subject Mentors and other Partnership School staff. While the work in this module is developed at all levels there is normally an emphasis on KS3. You will be introduced to the range of resources available in your subject, including ICT.

The module introduces you to short term lesson planning within NC requirements and to formative and diagnostic assessment and assessment within the NC and GCSE. You will be helped to start to audit your Subject Knowledge.

A number of aspects, e.g. lesson observation, lesson planning, Monitoring & Assessment, ICT, which are introduced in Professional Studies 1, are developed in a subject context. While Expected Reading is indicated for particular sections of the module, wider reading from the Reading List will be expected in the written assignment.

English Pathway Leader: Jo Lock Smith, [email protected]

07710 404460

English Tutor: Lydia [email protected]


mailto:[email protected]

mailto:[email protected]

Suggested Reading

Atherton, C., Green, A. and Snapper, G. (2013) ‘Teaching English Literature 16-19: an essential guide’. London: Routledge.Blake, J. (2006) ‘The Full English – an A-Z handbook of teaching activities’. NATE Teachit.Bowen, N. (2014) ‘The Art of Writing English Literature Essays: for GCSE’. Peripeteia Press.Brindley, S. and Marshall, B. (2015) ‘Master Class in English Education: Transforming Teaching and Learning’. London: Bloomsbury.Clarke, S., Dickson, P. and Westbrook, J. (eds) (2010) ‘The Complete Guide to becoming an English Teacher’. London: Sage.Coultas, V. (2006) ‘Constructive Talk in Challenging Classrooms: strategies for behaviour management and talk-based tasks’. Abingdon: Routledge.Davison, J. and Daly, C. (2014) ‘Learning to Teach English in the Secondary School: A companion to school experience’. 4th ed. London: Routledge.Davison, J., Daly, C. and Moss, J. (eds) (2011) ‘Debates in English Teaching’. Oxford: Taylor & Francis Ltd.Dymoke, S. (2009) ‘Teaching English Texts 11-18’. London: Continuum.Dymoke, S., Lambirth, A. and Wilson, A. (2013) ‘Making Poetry Matter: International Research on Poetry Pedagogy’. London: Bloomsbury.Dymoke, S., Lambirth, A. and Wilson, A. (2015) ‘Making Poetry Happen: Transforming the Poetry classroom’. London: Bloomsbury.Evans, C., Midgley, A., Rigby, P., Wareham, L. and Woolnough, P. (2009) ‘Teaching English: Developing as a reflective secondary teacher.’ London: Sage.Fleming, M. and Stevens, D. (2010) ‘English Teaching in the Secondary School: Linking Theory and Practice’. London: David Fulton.Giovanelli, M., Ives, G., Keen, J., Rana, R. and Ridman, R. (2015) ‘English Language A/AS Level for AQA Student Book’. Cambridge: Cambridge University Press.Gordon, J. (2015) ‘Teaching English in Secondary Schools. London: Sage.Green, A. (2012) ‘A Practical Guide to Teaching English in the Secondary School’. London: Routledge.Illingworth, M. and Hall, N. (2012) ‘Teaching English Language at 16-19: an essential guide’. London: Routledge.Littleton, K. and Mercer, N. (2013) ‘Interthinking: Putting Talk to Work’. London: Routledge.Marshall, B. (2011) ‘Testing English: Formative and Summative Approaches to English Assessment’. London: Continuum.Marshall, B. and Wiliam, D. (2006) ‘English Inside the Black Box’. London: GL Assessment Ltd.McCallum, A. (2012) ‘Creativity and Learning in Secondary English: Teaching in a Creative Classroom’. London: David Fulton.Millum, T. and Warren, C. (2014) ‘Sharing not Staring: 21 Interactive Whiteboard Lessons for the English Classroom’, 2nd ed. Abingdon: Routledge.Neelands, J. (2004) ‘Beginning Drama 11-14’. 2nd ed. London: Routledge.Rank, T., Warren, C. and Millum, T. (2011) ‘Teaching English Using ICT’. London: Continuum.Ross, A. (2013) ‘English Language Knowledge for Secondary Teachers’. London: David Fulton.RSC (2013) ‘The RSC Shakespeare Toolkit for Teachers’. London: Bloomsbury.Ryan, W. (2011) ‘Inspirational Teachers, Inspirational Learners’ Glasgow: Crown House Publishing Ltd.Thomas, P. (2010) ‘The Complete Shakespearience’. Sheffield: NATE.Stevens, D. (2012) ‘A Guided Reader for Secondary English: Pedagogy and Practice’. London: Routledge.Young, J. (2013) ‘Secondary Starters and Plenaries: English: Ready to use activities for teaching English’. London: Bloomsury.


Weekly Overview of the Semester

Tuesdays at Marine Academy Plymouth with Lydia Pollard

Wednesdays at Plymouth University combined with Drama cohort and Jo Lock Smith

9-10 – Session 1 9.00–10.30 - Session 1 10-11 – Session 211.20-12.20 – Session 3 10.45–12.00 - Session 212.20-1.20 – Session 41.50-2.50 – Session 5 1.00–3.00 - Session 3

EPGS615: Induction in Professional Teaching & Learning - English

Session Content Suggested Reading W712th Sept at MAP

Session 1 Welcome – Outline – Why teach English? – English Curriculum at MAPSession 2Tour of MAPSession 3Introduction to Renaissance ReadingSession 4Importance of English and Literacy Across the Curriculum – lesson observationsSession 5Reflection on observations - What key English skills are necessary for curriculum success and being taught?

Sessions 1, 2 and 3Chapter 1 in Fleming, M. and Stevens, D. (2015) ‘English Teaching in the Secondary School – Linking Theory to Practice’. Abingdon: Routledge.

Session 4Charles, A. (2013) ‘What is Literacy? An investigation into definitions of English as a subject and the relationship between English, literacy and ‘being literate’. Available at: http://www.cambridgeassessment.org.uk/Images/130433-what-is-literacy-an-investigation-into-definitions-of-english-as-a-subject-and-the-relationship-between-english-literacy-and-being-literate-.pdf

13th Sept9.30-3pm Rolle 313

Sessions 1, 2 and 3 Who am I and who are you? Practical games and exercises.

Boal, A. (2002) ‘Games for Actors and Non-Actors’, London: Taylor Francis.

Swale, J. (2009) ‘Drama Games for Classroom and Workshops’. London: Nick Hern Books.

Young, J. (2013) ‘Secondary Starters and Plenaries: Creative activities, ready-to-use for teaching English.’ London: Bloomsbury Education.


W8

19th Sept

9-3pm at MAP

Sessions 1

iGCSE S+L Legacy – Dialogic teaching

Session 2

Spoken language Endorsement KS4

Session 3 – Combined with Drama Cohort at MAP

Led by Lydia Pollard, Head of English at MAP. Promoting literacy in Drama. English and Drama - friend or foe? English topics at KS3.

Sessions 1 and 2

Coultas, V. (2015) ‘Revisiting Debates in Oracy: Classroom Talk – Moving Towards a Democratic Pedagogy?’. Changing English:Studies in Culture and Education. 22:1, 72-86.

Chapter 5 in Mercer, N. and Littleton, K. (2007) ‘Dialogue and the Development of Children’s Thinking’. Abingdon: Routledge.

Chapter 6 in Carke, S., Dickinson, P. and Westbrook, J. (2010) ‘The Complete Guide to Becoming an English Teacher’. London: Sage.

20th Sept

9-10.30 Rolle 313

10.45-12pm

Rolle 109

1-3pm Rolle 313

Session 1

Introduction to Teaching & Learning, Assignment, Programme proformas and Subject Knowledge Profile, Workshop Wednesday and Presentations.

Session 2 led by Howard Cotton, Lecturer in Primary English Education

Teaching Reading - phonics

Session 3

Tutorials.

Preparing for your first school placement.

Friday 22nd September Mentor Conference – meet your mentor 2pm tbc.

Reading to do by 22nd September

Check latest OFSTED report and website for Placement school.

Session 2

Edwards, K. (2008) ‘Examining the Impact of Phonics Intervention on Secondary Students’ Reading Improvements’. Educational Action research. 16:4, 545-555.

Education Endowment Foundation (2015) ‘Fresh Start’. Available at: https://educationendowmentfoundation.org.uk/projects/fresh-start/


W9

26th Sept

9-3pm at MAP

Session 1

Teaching and Learning – learning vs doing in English. Learning objectives (LO) and outcomes

Session 2

Approaches to learning – starters and plenaries in English at KS3

Session 3 and 4

Observation success criteria – what does a successful LO and plenary look like? Observation using success criteria created.

Session 5

Critical reflection of observations and preparation for feedback to teachers.

Sessions 1, 2 and 3

Chapter 7 in Fleming, M. and Stevens, D. (2015) ‘English Teaching in the Secondary School – Linking Theory and Practice’. Abingdon: Routledge.

Chapter 3 in Bartlett, J. (2015) ‘Outstanding Assessment for Learning in the Classroom’. Abingdon: Routledge.

Chapter 1 in Gordon, J. (2015) ‘Teaching English in Secondary Schools’. London: Sage.

Chapter 2 in Clarke, S., Dickinson, P. and Westbrook, J. (2010) ‘The Complete Guide to Becoming an English Teacher’. London: Sage.

27th Sept

9-12pm

Rolle 210

1-3pm Rolle 210

Sessions 1 and 2

Teaching and learning - Spelling, punctuation and grammar.

This session will be covered in ‘Developing Grammar Knowledge’ Conference 29th September at Mercure Hotel, Exeter.

Use these sessions to read the articles and prepare for the Conference

Session 3

Workshop Wednesday 1


Sessions 1 and 2

Chapter 4 in Davison, J., Daly, C. and Moss, J. (2011) ‘Debates in English Teaching’ Abingdon: Routledge.

Pages 279-292 in Crystal, D. (2012) ‘Spell it out: The Singular Story of English Spelling’. London: Profile Books.

Myhill, D., Jones, S., Lines, H., Watson, A. (2012). ‘Re-thinking grammar: the impact of embedded grammar teaching on students' writing and students' metalinguistic understanding’. Research Papers in Education, 27:2, 139-166.

Session 3

ppt and handout to be uploaded to Moodle.


W10

3rd Oct

9-3pm

at MAP

Session 1

Teaching and learning – assessment and marking in English.

Session 2

Behaviour management in English

Session 3 and 4

Paired observation of Year 10 class and critical reflection and teacher feedback (2.50pm)

Session 5

Approaches to teaching reading and literature texts.

Session 1

Chapters 4 and 5 in Marshall, B. (2011) ‘Testing English: Formative and Summative Approaches to English Assessment’. London: Continuum.

Harris, L. and Brown, G. (2013) ‘Opportunities and Obstacles to consider when using peer and self-assessment to improve student learning: case studies into teachers’ implementation’. Teacher and Teacher Education. 36, 101-111.

Session 2

Coultas, V. (2006) ‘Constructive Talk in Challenging Classrooms: Strategies for behaviour management and talk-based tasks’. Abingdon: Routledge.

Sessions 5

Chapters 1 and 3 in Dymoke, S. (2009) ‘Teaching English Texts 11-18’. London: Continuum.

Douthwaite, A. (2015) ‘Stone Cold: Worthy of Study?’ Changing English: Studies in Culture and Education. 22:1, 14-25.

Singh, S. (2015) ‘Twilight or Middlemarch? A Teacher’s Refusal to Choose’. Changing English: Studies in Culture and Education. 22:1, 3-13.


4th Oct

9.00 -10.30pm

MAP

11-12pm Rolle 313

1-3pm Rolle 210

Session 1

Observation and evaluation of behaviour management strategies in a Drama Year 9 class with Kayleigh Jones at MAP and contrasting with an English classroom

Session 2

Classroom management: ‘Acting like a teacher’ – discussion of professional behaviour.

Session 3



School Experience Tasks

1. How does the department create and develop schemes of work?

2. How does the school develop behaviour for learning?

3. What facilities and resources does the department have?

Session 2

Online resources for behaviour management strategies Behaviour2learn.

Canter, L. and Canter, M. (2001) ‘Assertive Discipline’ Chapter 3, available on Moodle.

Lee, C. (2007) Resolving Behaviour Problems in Your School. London: Paul Chapman (Sage).

‘Pedagogy in Practice: Teaching and Learning in secondary Schools’ DCSF Unit 10 on Moodle.

Session 3

English - Ppt and handout to be uploaded to Moodle

W11

10th Oct 9-3pm at MAP

Session 1

Observation of approaches to SEND and differentiation in English

Session 2

English 10 B SEND/Differentiation written report

Session 3

SEND at MAP and English

Session 4

Poetry session

Sessions 5

Approaches to teaching and learning writing at KS3.

Session 1

Chapters 1 and 3 in McGuinn, N. and Onyett, N. (2011) ‘Secondary English – Planning for Learning in the Classroom’. London: Continuum.

Chapter 15 of Fleming, M. and Stevens, D. (2015) ‘English Teaching in the Secondary School’. Abingdon: Routledge.

Session 5

Chapter 1 in Cremin, T. and Myhill, D. (2012) ‘Writing Voices – Creating Communities of Writers’. Abingdon: Routledge.

Gardner, P. (2012) ‘Paradigms and Pedagogy: revisiting D’Arcy’s critique of the teaching and the assessment of writing’. English in Education. 46:2, 135-154.


http://www.behaviour2learn.co.uk/

11th Oct

9-12pm Rolle 313

1-3pm

TR2

Sessions 1 and 2

Reflection on School Experience Tasks from W10.

Reflection on micro teaching and differentiation. Feed forwards into developing topic and lesson plans for school placement.

Session 3

The role of theatre in education. Working in partnership with theatres. Session led by Ben Lyon-Ross at TR2, Plymouth Theatre Royal

Sessions 1 and 2

Resources and lesson plans to be shared and uploaded to Moodle.

Ppt and handout to be uploaded to Moodle.

Session 3



1. How does the department set learning intentions for lessons?

2. How does the department make use of homework?

3. How does the school identify and support pupils with SEND?

W12

17th Oct

9-3pm

at MAP

Sessions 1 and 3

Approaches to teaching and learning plays – Observing ‘Romeo and Juliet’ teaching

Sessions 2

Approaches to teaching and learning about Shakespeare at KS3 and 4.

Session 4

Shakespeare at MAP written report

Session 5

Common playtexts KS3 and KS4 – Carousel activity to introduce play texts and prose texts.

Sessions 1 to 5

Chapter 9 in Fleming, M. and Stevens, D. (2015) ‘English Teaching in the Secondary School’. Abingdon: Routledge.

Brady, M. (2014) ‘On Being (and not being) Mrs Curley’s Wife’. Changing English: Studies in Culture and Education’. 21:4, 334-347.


18th Oct 9-12pm Rolle 313

1-3pm Rolle 313

Session 1

Reflection on School Experience Tasks from W11. Issues with homework in English.

1:1 Tutorials.

Session 2

Assignment support session

Session 3

Workshop Wednesday 5.

Workshop Wednesday 6.

Session 1

Fisher, D., Lapp, D. and Frey, N. (2011) ‘Homework in Secondary Classrooms: Making It Relevant and Respectful.’ Journal of Adolescent and Adult Literacy. 55:1, 71-74.

Education Endowment Foundation: https://educationendowmentfoundation.org.uk/toolkit-a-z/homework-secondary/

Session 3



1. How does the school track pupil progress? How does the department track pupil progress?

2. How does the school communicate with and involve parents in the education of the pupils?

3. How does the school monitor and manage attendance?

W13

24th Oct

9-3pm Rolle 313

Sessions 1, 2 and 3

Assignment Support: 1:1 Tutorials

Submission deadline: 9pm Monday 6th November 2017 on the EPGS615 Moodle site.


25th Oct

9-10am Rolle 313

Session 1

Reflection on School Experience Tasks from Week 12

Preparing for Practical Teaching 1: Professional responsibilities. Review of subject teaching skills; PDP & SKP; Targets for Practical Teaching 1 and teaching file.

Sessions 2 and 3

Assignment support.




W20

12th Dec

9-3pm at MAP

Sessions 1, 2 and 3

How to apply and what to write in the personal statement.

Sessions 4 and 5

How to get a job; the interview day; formal interview role play. Getting the interview! Professional Portfolio; start to create your unique selling point and how to evidence it.

Sessions 1 to 5

‘NQT getting your first job’ pdf, available on Moodle.

Article from TES 2013 ‘NQT job tips: how to get your first teaching post’, available here TES article.

‘Getting a teaching job – 2012/13’ pdf available on Moodle.

13th Dec

9-3pm Rolle 313

Sessions 1 and 2

English presentations

Session 3

1:1 Tutorials

Sessions 1 and 2



http://www.theguardian.com/teacher-network/teacher-blog/2013/feb/11/nqt-job-tips-career-advice-teaching

Assignment Brief - 100% CourseworkEPGS615 ST/SD Teaching and Learning - Assessment Brief

ASSIGNMENTS

The assignment for this module is a 1500 word report. The assessment is based on the observation of an experienced teacher in your own subject area (ideally key stage 3, could be key stage 4, but not A level). You will be asked to carry out lesson observations on a range of different foci in the first few weeks. You need to choose an observation on the topic of AfL or questioning (you will be directed by your pathway tutor) for this assignment. You will make notes* on the Focused Lesson Observation Form and have the opportunity to discuss the lessons with the teachers, your Subject Mentor and your Subject Pathway Leader. You will need to speak to the teacher about the context of this lesson (see point 1). You will be expected to use your reading to develop your own lesson plan to cover the same learning objectives as the chosen lesson. You need to include this as an appendix and refer to it in your writing.*Try to collect as much detail as possible during the lesson, including specific questions/assessments and pupil responses.Please note the following:

1. In your report you need to explain why the topic of the lesson is a part of the scheme of learning and wider curriculum. You will need to contextualise the learning, explaining how it fits in to the topic.

2. You need to analyse the parts of this lesson and explain the educational concepts that underpin what you observe. In doing this you need to link your explanation to your reading and understanding of the teaching and learning concepts (wider and subject specific) from the module. You should include the focused observation form in your report as an appendix and make reference to it when analysing the lesson.

Aspect of lesson Link to subject theory Reflect on learning in Practice

3. You will need to create your own lesson plan to cover the objectives of the observed lesson. You can use what you have observed but you must consider literature. The plan should be on the standard programme lesson plan proforma. You should include the lesson plan in your report as appendix and make reference to it when explaining how you would teach the learning objectives.

Your report should be structured in a logical way with clear sections and appropriate headings. Your report should also have a contents page at the start and a list of references at the end. Your referencing should follow the Harvard system. References are included in the word count.


Submission requirements & Assignment checklist

Submission deadline: 9pm Monday 6th November 2017. We recommend that you submit your work before or at the start of the day and do not leave last minute adjustments etc., until the day of the deadline.

Please complete this checklist before submitting.

I have:Carefully read the Assessment grid (following page).

Proof read my 1500 word report.

Included a contents page.

Suitably structured the report into clear sections with headings.

Used Harvard referencing

Included my lesson plan.

Included my completed observation form, as an appendix.


PGCE Secondary ProgrammeEPGS615/SD/ST Induction Professional Issues elementAssessment SheetLevel 6Date: First Marker:Level 6 Module Outcome: [Provisional until confirmed at Assessment Board]

PASS FAIL

High Level 6 Low Level 6 FailApplication of sufficiently robust specialist subject knowledge to their own observations, planning and presented work in faculty sessions and serial school practice

Knowledge and understanding of key concepts within the topic is demonstrated.

This knowledge and understanding is used to analyse the lesson’s place within the scheme of learning/topic and wider curriculum.

Relates some knowledge and understanding of key concepts within the topic area.

There is some relating of this knowledge and understanding, to the lesson’s place within the scheme of learning/topic and wider curriculum.

Knowledge and understanding of key subject and pedagogical concepts display major gaps, inaccuracies and/or serious misconceptions.

There is little or no awareness demonstrated of why this lesson is placed where it is.

Application of sufficient educational conceptual knowledge to the analysis of observed classroom practice, learners and teachers

Sufficiently wide use of educational knowledge of recognised good practice and ethics to demonstrate independent thinking, initiative and adaptation to ‘live’ classroom situations

Literature used is mostly relevant and sufficiently varied. The study identifies some different views from the literature and the resulting analysis.

There are a number of points made that are then related to well chosen aspects of the teaching and learning they have observed and also related to what they would do.

Literature used has some limitations regarding range, currency and/or appropriateness.

Some aspects of the observed lesson are related back to subject specific literature.

Some consideration is demonstrated for how subject specific literature has been used in the own planning.

Literature base seriously limited; insufficiently current and/or inappropriate.

There is very little, if any, linking of observation to subject specific literature.

There is very little, if any, consideration demonstrated for how subject specific literature is used in the own planning.

Independently structuring and communicating educational ideas, flexibly handling subject knowledge within individual and collaborative tasks

The work is structured and presented to communicate ideas. Written expression is generally clear and coherent throughout with some grammatical errors. References used are generally accurate and consistent.

Work follows a structure, but may at times become unclear or confused. Some grammatical errors may impair communication at times. References are attempted, but may contain errors and/or are used inconsistently.

Work weakly ordered and/or presented. Grammatical errors significantly impair communication. References are mostly inaccurate and/or inconsistent.

Overall Comment An EXCELLENT to GOOD piece of work. Some engaging features with some strong aspects. Some small issues may need addressing.

Does meet the L6 Assessed Learning Outcomes

A GOOD to SOUND piece of work. Some engaging features. Specific aspects require attention.

Does meet the L6 Assessed Learning Outcomes

An INADEQUATE piece of work. Significant aspects requiring attention.

Does NOT meet the L6 Assessed Learning Outcomes


Summary Comments

Feedforward Actions

Second Marker’s Comments

Signature: Date:

Please read the Assessment Grid, Summary Comments, Feedforward Actions and the in-text comments for further feedback on this assignment.


6€¦ · web viewatherton, c., green ... (2006) ‘constructive talk in challenging classrooms:...

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