NEWMAN COLLEGE OF HIGHER EDUCATION



1776730-889635PGCE (SECONDARY)EnglishLevel 6/7Semesters 1 & 2Academic Year 2017/1800PGCE (SECONDARY)EnglishLevel 6/7Semesters 1 & 2Academic Year 2017/184583430-114300035433024130Handbook Professional Enquiry and Subject LeadershipEvidence-informed Learning, Teaching and Assessment00Handbook Professional Enquiry and Subject LeadershipEvidence-informed Learning, Teaching and Assessment IntroductionJohn Keenanjohn.keenan@newman.ac.ukExt 2681Website handbook includes details of the two academic modules which form part of the PGCE in English. On being completed successfully, each module gives 30 credits at either Level 6 or Level 7. If the modules are passed at Level 7 they are credited towards a Master’s programme. Module AModule TitleEvidence-informed Learning, Teaching and Assessment in EnglishModule Code: SGP609/SGP709Module SummaryThis module enables students to develop their understanding of how to manage the learning and teaching environment in school. Four strands of teacher practice are explored: how children and adolescents develop; how pupils learn; effective approaches to behaviour management for learning in school and assessment of learning in school. There are taught sessions that introduce theoretical perspectives and research evidence on these four aspects of practice and encourage reflection on the implications of evidence for developing practice. School placement will provide opportunities to develop personal practice that implements the implications of an evidence base and reflect on the relationship between theory and practice. Semester of Delivery: Semester 1CATS Value: 30ECTS Value: 15Scheduled HoursLectures (whole cohort): 24Seminars in subject specialisms: 24Tutorials: 2 Formative assessment tasks: 20Professional enquiry group tasks: 8Directed reading: 10Session related directed tasks: 12Independent: 100Placement: 100Total Hours for module: 300Module Leader: John KeenanModule Curriculum Led Outcomes: This module aims to:Develop a systematic understanding of professional knowledge and a critical awareness of current problems informed by current research and advanced scholarship;Prepare students to deal with complex issues both systematically and creatively, make sound judgements on the implications of an evidence base and communicate their conclusions clearly to a specialist audience;Develop and understanding of the informing principles and the key characteristics of evidence-informed arguments for effective school-based practice in understanding learning, behaviour management and assessment;Enable students to reflect upon a range of evidence drawn from first-hand observations, contemporary educational research and inspection findings to support an informed perspective of learning, behaviour management and assessment practice in school, classroom settings and related learning environments; Enable students’ to demonstrate critical reflection on observed practice that examines the limitations and constraints on practice in a school setting the makes reference to relevant reading, research and inspection findings.Learning Opportunities:Students will, by the end of the module, have had the opportunity to:Analyse the nature of behaviour control, exploring theoretical and expert views.Critically explore the nature of language and how it develops including the semiotic, schematic and paradigmatic nature of English.Examine adolescent development and learning stages of English, reviewing them against Key Stage expectations, the National Curriculum and exam board criteria for success.Explore the nature of a national curriculum and compare and contrast other designs for learning English and English literature.Engage with academic studies on formative and summative assessment methods in English and the pedagogy of an exam-based system. Assessment:Produce a 4000-word critical incident study on two current issues in English education. Reading StrategySuggested reading from core texts will be provided from e-books accessible to students off campus to support delivery of the module to school based trainees. Students will be expected to engage with policy documentation and guidance through online access. Students will be expected to read peer-reviewed literature accessible in journals included within the Newman subscriptions, accessed either online or through the library. Library support sessions are available to provide guidance to students in accessing and drawing upon appropriate reading.Key TextsAitchison, J. (1998) The Articulate Mammal: An Introduction to Psycholinguistics. London: Routledge Cope, B. and Kalantzis, M. (2000) Multiliteracies: Literacy Learning and the Design of Social Futures. London: RoutledgeCruttenden, T. (1998) An Introduction to the English Language. London: RoutledgeHarley, T (2005) The Psychology of Language. Hove: Psychology PressMcNamara, E. (2000) Positive Pupil Management and Motivation: a Secondary Teacher’s Guide. London: David Fulton Thomas, L. (2004) Language, Society and Power: an introduction. London: RoutledgeOwens. R. (2012) Language Development: an Introduction. London: PearsonSupplementary Reading TextsBernstein. B. (2000) Pedagogy, Symbolic Control and Identity: Theory. Oxford: Rowman and LittlefieldBlack, P. and Wiliam, D. (1998) Inside the Black Box: raising standards through classroom assessment. London: Kings College School of Education. Capel, S. Leask, M. & Turner, T. (2009) Learning to Teach in the Secondary School. 5th ed. Oxford: Routledge. Clarke, S. (2005) Formative assessment in the secondary classroom. London: Hodder & Stoughton.Coates J. (1998) Language and Gender: a Reader. Oxford: Blackwell Cranny-Francis, A. (1992) Engendered Fictions: Analysing Gender in the Production and Reception of Texts. SW: UNSW PressHattie, J. (2008) Visible Learning for Teachers: maximizing impact on learning. London: Routledge Holt, J. (1982) How Children Fail. London: PenguinKress, G. (2003). Literacy in the New Media Age. New York: Routledge Leask, M., Turner, T. and Capel, S. (2009) Readings for Learning to Teach in the Secondary School: a Companion to M Level Study. London: RoutledgePinker S. (1994) The Language Instinct. London: PenguinRogers, B. (2011) Classroom Behaviour. 3rd edition. London: Sage.Wright, T. (2005) How to be a Brilliant English Teacher. London: RoutledgeModule BModule TitleProfessional Enquiry and Subject Leadership in EnglishModule Code: SGP610/SGP710Module SummaryThis module engages students with problematic areas of teaching and learning in English in secondary school. Pedagogic approaches that facilitate learning in school of these areas are explored through practical engagement with subject specific pedagogic knowledge in seminar sessions. Students will develop areas of expertise in their subject pedagogy that encourages future leadership, initially leadership of classroom learning in their subject and then potential subject leadership within school. The development of this expert knowledge provides opportunity to show creative problem solving informed by research evidence in an area of practice.Semester of Delivery: Semester 2Scheduled HoursLectures (whole cohort): 24Seminars in subject specialisms: 24Tutorials: 2 Formative assessment tasks: 20Professional enquiry group tasks: 8Directed reading: 10Session related directed tasks: 12Independent: 100Placement: 100Total Hours for module: 300Module Curriculum-led OutcomesThis module aims to:Develop a systematic understanding of subject pedagogy, and a critical awareness of current problems informed by current research and advanced scholarship;Evaluate critically, current research and advanced scholarship in specialist subject pedagogy and children’s learning in English;Develop students’ originality in the application of knowledge to evaluate teaching strategies and develop critiques of them and, where appropriate, to propose new strategies to develop classroom leadership of learning;Develop students’ understanding of how established techniques of research and enquiry are used to create and interpret knowledge of the effective teaching of English;Encourage creative teaching of English;Develop the professional knowledge of issues in the teaching of English that will support future subject leadership in school.Learning Opportunities:Students will, by the end of the module, have the opportunity to:Critically analyse literature around the many Englishes which exist including dialects. Explore pedagogical views on Standard English. Examine reasons for studying literature including the sociological, psychological, aesthetic and cultural approaches. Consider why texts gain a position in the Classical Canon and political stances to teaching it. Examine through a review of literature, the nature of dyslexia, autism, ADHD and other learning disabilities and how they affect pupils’ language development.Critique a range of pedagogies in order to explore the most apt for teaching English in schools. Assessment:Produce a 4000-word critical analysis of an evidence-based approach to teaching English. Reading Strategy:Suggested reading from core texts will be provided from e-books accessible to students off campus to support delivery of the module to school based trainees. Students will be expected to engage with policy documentation and guidance through online access. Students will be expected to read peer-reviewed literature accessible in journals included within the Newman subscriptions, accessed either online or through the library. Library support sessions are available to provide guidance to students in accessing and drawing upon appropriate readingKey Texts:Brandes, D and Ginnis, P. (2001) A Guide to Student-centred Learning. Cheltenham: Nelson Thomas Dymoke S. (2009) Teaching English Texts 11-18. London: ContinuumMassey, J. (2001) Meeting the needs of students with dyslexia. London: Continuum Davison, J and Dowson, J. (2009) Learning to Teach English in the Secondary School. London: RoutledgeMillroy, J and Millroy, L. (1985) Authority in Language. London: Routledge and Kegan PaulSupplementary Reading TextsAlexander, R. (2006), Towards Dialogic Teaching. York: Dialogos Andrews, R. (2001) Teaching and Learning English. London: ContinuumBlum, P. (2004) Improving Low Reading Ages in the Secondary School. London : Routledge FalmerBaker, C. (2006) Foundations of Bilingual Education and Bilingualism. Clevedon: Multilingual MattersDonald, J. and Rattansi, A. (2005) Race, Culture and Difference, London: SageFautley, M. (2007) Assessment for Learning and Teaching in Secondary Schools. Exeter : Learning MattersFairclough, N (1989) Discourse and Power London: LongdonGalton, M. (2009) Motivating your Secondary Class. London : SageKress, G. (2003). Literacy in the New Media Age. New York: Routledge Pahl, K and Rosswell, J. (2005) Literacy and Education. London: Paul Chapman Pritchard, A. (2008) Ways of Learning. London: Routledge Sousa, D. (2001) How the Special Needs Brain Learns. Califoria: Corunia PressSpender D.(1994), Man Made Language, Glasgow: Harper-CollinsWatkins, C. (2000) Learning about Learning: resources for promoting effectiveLearning. London: RoutledgeWyse, D. and Jones, R. (2008) Teaching English Language and Literacy. London: RoutledgeAssignmentsModule Title: Evidence-informed Learning, Teaching and Assessment in EnglishModule Code: SGP609/709Academic Year: 2017/18Semester: 1 Module Leader: John KeenanModule Learning OpportunitiesDevelop a systematic understanding of professional knowledge, and a critical awareness of current problems informed by current research and advanced scholarship;Prepare students to deal with complex issues both systematically and creatively, make sound judgements on the implications of an evidence base, and communicate their conclusions clearly to a specialist audience;Develop and understanding of the informing principles and the key characteristics of evidence-informed arguments for effective school-based practice in understanding learning, behaviour management and assessment;Enable students to reflect upon a range of evidence drawn from first-hand observations, contemporary educational research and inspection findings to support an informed perspective of learning, behaviour management and assessment practice in school, classroom settings and related learning environments;Enable students’ to demonstrate critical-reflection on observed practice that examines the limitations and constraints on practice in a school setting the makes reference to relevant reading, research and inspection findings.Details of the AssignmentAssignment Name: Produce a 4000-word critical incident study on two current issues in English education. Assignment Weighting: 100%Assignment Details: Write a reflective discussion of two or more critical incidents from experience in school practice that examine the central themes of the module: child and adolescent learning and development; behaviour management and assessment. Each critical incident will need to reflect how evidence from research and theory could be drawn upon to understand the implications of the incident for practice. Assignment Deadline and Submission Details:Deadline: 8.1.18 at 12 noonSubmission Mode: via MoodleTo name your file please use the following protocol: studentnumber_modulecode_description (e.g. 00023344_PG720S_critical analysis) N.B. There is a file size upload limit of 10MB . If the file, especially if audio or video, is liable to be larger than this, please contact e-learning who can increase the file size limit.Students cannot submit any work for this assignment which they have submitted for any previous assignment.Feedback: via MoodleInstructions for Late submissions/ExtensionsWhere an extension has been granted assignments should be submitted using the submission mode stated on the assignment brief. Late electronic submissions (up to 7 days), should be submitted via the Moodle assignment link. Late hard copy submissions (up to 7 days), should be submitted via the Coursework Counter in the Hub.Assignment Marking Criteria (see below)Module InformationModule Title: Professional Enquiry and Subject Leadership in EnglishModule Code: SGP610/SGP710When the Module is runAcademic Year: 2017/18 Semesters: 1 and 2 Module Leader Name: John KeenanTelephone: 2681 Email: john.keenan@newman.ac.uk Module Learning Opportunities Assessed through this Assignment Critically analyse literature around the many Englishes which exist including dialects. Explore pedagogical views on Standard English. Examine reasons for studying literature including the sociological, psychological, aesthetic and cultural approaches. Consider why texts gain a position in the Classical Canon and political stances to teaching it. Examine through a review of literature, the nature of dyslexia, autism, ADHD and other learning disabilities and how they affect pupils’ language development.Critique a range of pedagogies in order to explore the most apt for teaching English in schools. Details of the AssignmentAssignment : Produce a 4000-word critical analysis of an evidence-based approach to teaching English. Assignment Weighting: 100% Assignment DetailsWrite a critical analysis of an evidence-based approach to teaching in English consisting of a review of research literature on a problematic aspect of teaching and learning English that has been agreed with the module leader. A discussion of the potential implications of the reviewed literature for the effective teaching of a problematic part of the English curriculum. Suggestions for how these implications might inform teaching of the chosen part of the curriculum.Assignment Deadline and Submission DetailsDeadline: 30.4.18 at 12 noonSubmission Mode: via Moodle Moodle Assignments: File name: To name your file please use the following protocol: studentnumber_modulecode_description (e.g. 00023344_PG720S_critical incident)Students cannot submit any work for this assignment which they have submitted for any previous assignment.How you will receive feedback: via moodle Instructions for Late Submissions, Extensions and ResitsWhere an extension has been granted assignments should be submitted using the submission mode stated on the assignment brief. Late electronic submissions (up to 7 days), should be submitted via the Moodle assignment link. Late hard copy submissions (up to 7 days), should be submitted via the Coursework Counter in the Hub.Patch TasksTaskDateFocusAssessed OutcomesHow to FeedbackPresent on a research articleWeeks 1-2Drawing on research evidenceBe able to access research literature. Be able to summarise research methodology and findings from a journal articleTutor and peer oral feedback in sessionProduce a table or graphic that compares and contrasts two research articlesWeeks 2-3Critical reflection on research Be able to comment critically on research evidenceIn pairs. Email chart to JK - blog feedback Write a critical discussion Weeks 3-4Minimum 500-word critical discussion in response to an educational topic.Be able to construct a written argument with appropriate structuring, paragraphing etc.Email critical discussion. Tutor feedback by email. Interview someone on a critical incidentWeeks 4-5Identifying a critical incident Be able to identify a critical incidentPeer and tutor oral feedback in sessionGrading writing against criteriaSD week 6Peer marking against grading criteria. Be able to interpret grading criteriaPeer and tutor feedbackPGCE Core only November day from placementIdentify subject to study. Weeks 18-19Identify study subject.Identify study subject. Peer and tutor feedback in sessionResearch articles search. Week 20Find at least three articles on your research area.Be able to identify an issue that could be addressed from an evidence base and find three articles on this topic. Email articles to JK. Feedback on blog. Minimum 500-word assignment proposalEnd of February breakWrite a critical discussion on the area of choice.Be able to present a synthesis of an area of literatureEmail proposal to JK for written feedback. Generic Transferable SkillsCommunication: the effective organisation and articulation of opinions and arguments in speech and writing, both individually and in constructive collaboration with others the ability to demonstrate critical reflection through personal reading and shared discourse Information Technology: effective use of electronic sources for research purposes Problem solving: the ability to show self-direction in identifying outcomes and tackling tasks and research. The creative exploration of problems/issues and using a reasoned selection of methods Improving own learning: the ability to reflect upon, evaluate and improve own practice.These modules addresses the Teachers' Standards (May 2012), for Part One (Teaching) where a teacher must:Set high expectations which inspire, motivate and challenge pupils Promote good progress and outcomes by pupils Demonstrate a good subject and curriculum knowledgePlan and teach well-structured lessons Adapt teaching to respond to the strengths and needs of all pupils Make accurate and productive use of assessment Manage behaviour effectively to ensure a good and safe learning environment Fulfil wider professional responsibilities e-resourcese-booksBarton, G. (2010) Grammar Survival: a Teacher’s Toolkit 2nd ed. London : New York Blum, P. (2004) Improving Low Reading Ages in the Secondary School. London : RoutledgeFalmer Carter, J. (2010) Creating Writers: a Creative Writing Manual for Key Stage 2 and Key Stage 3. London: Routledge Davison, J. and Dowson, J. (2009) Learning to Teach English in the Secondary School 3rd ed. London : Routledge Dymoke, S. (2003) Drafting and Assessing Poetry: a Guide for Teachers. London: Paul Chapman Fautley, M. (2008) Assessment for Learning and Teaching in Secondary Schools. Exeter : Learning Matters Galton, M. (2009) Motivating your Secondary Class. London : Sage Leask, M., Turner, T. and Capel, S., (2010) Readings for Learning to Teach in the Secondary School: a Companion to M Level Study. London : Routledge Naylor, A. (2012) Teaching Poetry: Reading and Responding to Poetry in the Secondary Classroom New York : Routledge Young, J. (2013) Secondary starters and plenaries: English. London : Bloomsbury Education Academic JournalsEducation Journal, Creative Education, English in Education, Language and EducationWebsites Criteria Fail, ( 0 – 24% recommendation to retake module at level 6) Fail (25 – 39% resubmit new assignment at level 6) Fail (40-49% resubmit reworked assignment with guidance for 50% pass only) Pass (50-59%) Merit (60-69%) Distinction( 70-79%) Strong distinction (80% or more)Knowledge and Understanding A relevant learning theory or research is poorly described and not related to the chosen theme.Issues relating to your practice are identified and some relevant evidence is described. However the evidence base is either weak or poorly used in your conclusions.An account of a relevant learning theory or research is presented but is descriptive and not clearly related to the chosen theme.Pertinent issues in relation to your practice are discussed. However, you have not fully engaged with an appropriate evidence base on which to draw firm conclusions. A clear account of a relevant learning theory or research is presented but not clearly related to the chosen theme.Some reflection on the issues is presented but it is not clearly related to the sources of evidence presented. Relevant learning theory, research evidence and/or professional guidance documents are clearly connected to the chosen theme.Analysis of the chosen critical incidents demonstrates an understanding of the issues discussed and synthesises sources of evidence within the chosen issues. Learning theories, research evidence and/or professional guidance documents are compared in connection with the chosen theme.Your analysis shows awareness of the complexity of the issues discussed in critically reflecting on the implications of the evidence sources for practice.Learning theories are synthesised and related to the chosen theme.The implications of research evidence to the chosen theme are communicated.Your work shows an awareness of the complexity of the issues identified and draws upon a range of sources of both research evidence and theory in exploring the implications of critical incidents.Learning theories are connected in novel and insightful ways that present new perspectives on the chosen theme.The implications of research evidence to the chosen theme are clearly articulated.Evidence and experience are synthesised in a way that presents an original perspective on the problems discussed in the essay.Problem solving Suggested improvements for practice are not supported by any systematic reflection or reference to evidence from your reading.Some improvements for practice are described but without a clear apparent connection to the evidence described in the essay.Sensible suggestions for developing the implications of the evidence outlined in the essay. However, the conclusions are not explicitly connected to an evidence base.You make reasonable suggestions for resolving the issues discussed and these are connected to the evidence and reflections presented. Appropriate conclusions to the issues discussed are supported by reference to evidence.Appropriate conclusions to the issues discussed are supported by critical reference to evidence and the extent to which it supports the conclusions.Your conclusions offer original ideas for developing practice in a specific topic and are well supported by a range of evidence and the extent to which it supports the conclusions.Research and reading An inadequate range of research evidence is poorly presented and no attempt is made to make critical comment on the methodologies.An inadequate range of research evidence is presented and little attempt is made to make critical comment on the methodologies.A limited range of research evidence is presented and whilst there is some attempt to make critical comment on the methodologies used these tend to be descriptive.A range of research evidence is presented and there is some attempt to make critical comment on the methodologies used.A range of research evidence is clearly presented and there is some critical comment on the methodologies used.A broad range of research evidence is clearly presented and synthesised. Critical comment on the methodologies used is well balanced.A broad range of research evidence is clearly presented and makes novel connections between areas of literature. Critical comment on the methodologies used is well balanced.Standard of written presentation The work is presented clearly in Standard English but with frequent grammatical or spelling errors that obscure the intended meaning. Referencing has significant errors or inconsistencies. The work is presented clearly in Standard English but with some errors, and you are using the University referencing system but with some errors or inconsistencies. The work is well presented and consistently written in Standard English with few errors. You are using the University referencing system with minor errors to identify the sources of information you have used. The work is well presented and consistently written in Standard English. You are using the University referencing system to identify the sources of information you have used. The work is consistently written in formal Standard English in a way that aids the reader in following arguments, and uses University referencing norms. The work is consistently written in formal Standard English in a way that makes arguments and complex issues clear to the reader, and will use University referencing norms intelligently to deal with unusual sources as needed.The work is consistently written in elegant formal Standard English in a way that aids the reader in following complex arguments,, and uses University referencing norms fluently. ................
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