Faculty of Social Science and Public Policy
School of Education, Communication and Society
PGCE/School Direct
English Subject Handbook
2016/17
Dr Bethan Marshall
Subject Director – English
Office: Room 2/12, WBW
T: 020 7848 3114
E: [email protected]
Dr Simon Gibbons
English Tutor and Programme Director
Office: Room 14, WBW
T: 020 7848 3184
E: [email protected]
PGCE Office
Room 1/1
Waterloo Bridge Wing (WBW)
Franklin-Wilkins Building
Waterloo Road
London
SE1 9NH
Desmond Bates
Senior Initial Teacher Education Officer
T: 020 7848 3160
E: [email protected]
Grace Harkin
Initial Teacher Education Officer
T: 020 7848 3162
E: [email protected]
1
Contents
O INTRODUCTION .............................................................................................................. 3
o STRUCTURE .................................................................................................................... 4
o TEACHING AND LEARNING STRATEGIES ........................................................................ 4
o COURSE TEXTBOOK ........................................................................................................ 4
o COURSE AIMS ................................................................................................................. 5
o LEARNING OUTCOMES ................................................................................................... 5
o ENGLISH TIMETABLE AND SUBJECT SESSION INFORMATION........................................ 6
o SUBJECT-SPECIFIC TASKS.............................................................................................. 13
o KEY CLASSROOM QUESTIONS AND ACTIVITIES ........................................................... 17
o LESSON PLAN................................................................................................................ 18
o LESSON EVALUATION FORM ........................................................................................ 19
o LESSON OBSERVATION SCHEDULE ............................................................................... 20
o EVALUATING IN-COLLEGE SESSIONS AND ACTIVITIES ................................................. 22
o READING LIST ............................................................................................................... 23
Last updated 5th September 2016.
2
Introduction
Welcome to the English PGCE. You are about to embark on the roller coaster year of initial teaching
training. It will undoubtedly contain some highs with the accompanying lows. Our task, along with
your school mentors, is to guide you as painlessly and productively as possible through this process.
Sessions in college will focus on introducing you to ways in which you can practically apply and
extend your subject knowledge in order to become effective teachers of English. You will be
introduced to resources and ideas for use in the classroom. But we are also concerned with the
theory that underpins these ideas, believing that in good teaching there is interplay between the
how and the why. Your time in college will enable you to explore your ideas of what makes for
effective English teaching and hopefully embark you on a lifetime's habit of reflecting on your
practice.
School will provide you with the opportunity to experiment with those ideas in practice; to learn
from your mistakes under the guidance of your mentor and to explore at first hand different
methods of delivering the curriculum. It will enable you to assess and monitor pupils' work and begin
to understand how this process can be used to ensure the progression of pupils. This booklet is
designed to aid you in this process and acts as a vital link between your school and college work. It
aims:
•
to let you and your Mentor know what is happening through the term in College taught
sessions.
•
to form a link between your taught course and your school experience by enabling you to
prepare for College sessions by reading, and by carrying out a programme of practical
activities in your placement school. These are outlined at the end of each section under the
heading Key Classroom Questions and Activities and are designed to feed into the subject
tasks. By asking the right questions, and by having particular issues to focus on in your
observation, you should be in a good position to discuss them with your colleagues at school
and your College Tutors.
We hope that using this booklet actively and critically will assist you to develop quickly on the course
into an informed and principled professional. Certainly, college sessions will be much more use to
you individually, and more successful generally, if all those taking part have done some preparatory
work in terms of reading, observing and thinking. There are many questions in English teaching and
this booklet asks a good number of them; we want to signal at the outset that the answers are often
complex and controversial - certainly not easy and definite. An important process for you this year
will be to find your way towards answers that you find consistent with your personal philosophy and
educational practice.
The first term's work should not only mark for you the start of a rapid achievement of a sound level
of professional competence, but also help you set an agenda for your further professional
development in the medium term. With that in mind, some of the readings recommended here will
take you well beyond basic classroom survival; we do not expect that everyone will read everything
listed here during the Autumn Term, or even maybe during the PGCE year.
3
Structure
In this programme we address parts (only parts because we have little time) of what we call the
'field of English teaching'.
Three principles inform the way we have structured the programme:
1. Generally, in each session we foreground either a substantive topic (e.g. pre-20th century
prose, the history of English teaching) or a pedagogic topic (e.g. group work); but in the same
process we also address the other sort of topic: so, for instance, we might look at modern
poetry from outside the UK but use a particular sort of group organisation to do it; or we
might look at self-assessment by working on the example of students' speech performances.
Think of each session as twin-track.
2. Rather than tackle a topic in a block of successive sessions or deal with a topic a week, we
have found it more effective to structure topics in strands that extend over time, with the
structure: introductory activity -- independent task -- presentation/debriefing/initiation of
next stage.
3. Each week we specify activities to be carried out in school. These are more or less closely
linked to the current in-college work.
Teaching and Learning Strategies
We adopt a variety of teaching and learning strategies during the course of the year. Our aim is to
use the subject session not only to give practical and theoretical ideas on the teaching of English but
to model ways in which you might teach English in the classroom.
Sessions include, therefore:
o
o
o
o
opportunities to discuss and debate in small groups
interactive whole class teaching
trial materials for use in schools
drama, media and ICT resources
They will also include:
o
o
lectures
opportunities for students to do presentations
Course Textbook
There will be many references to a “course reader” in the following pages, and we would like you to
buy this if possible. The book is:

Marshall, B-J & Brindley, S (2015) 'Master Class in English'. in BM S.Brindley (ed.), Master
Class in English. Bloomsbury Academic.
Also useful, particularly on language and grammar, is

D. Cameron (2007) The Teacher’s Guide to Grammar Oxford, Oxford University Press
There is a full bibliography at the end of this handbook.
4
Course Aims
The central aims of the English PGCE are to develop:
o
o
o
o
o
reflective, innovative and creative professional practitioners
with a sound knowledge and understanding of their subject
capable of planning appropriate, well targeted and differentiated lessons with high
expectations of all their pupils
able to assess and monitor pupils' progress and use that information to inform future
planning
in a classroom environment that is conducive to learning
Learning Outcomes
By the end of the course it is our aim that students will have:
Professional Practice and Values
o
o
o
demonstrated that they have high expectations of the pupils they teach and made these
expectations clear by the standards that they set
critically examined and evaluated their own teaching and applied this reflection to improve
their practice
begun to critically engage in some of the wider debates that surround the teaching of
English
Knowledge and Understanding
o
o
o
o
o
o
o
o
audited subject knowledge
extended their subject knowledge base through teaching, wider reading and attendance at
subject sessions
understood the significance of language for learning and applied this knowledge to the
pupils they teach
become familiar with the requirements of the National Curriculum and National Framework
for English
become familiar with the requirements of relevant post 16 courses
understood how ICT may be effectively used in the English curriculum
understood how ICT may be used to aid their teaching and professional role
become aware of the specific educational needs of all the pupils they teach
Teaching
o
o
o
o
o
o
o
o
o
critically examined the efficacy and appropriateness of a variety of teaching strategies
effectively used teaching and learning objectives in the planning of their work
used appropriate resources for pupil learning to take place
learned how pupils can learn in a variety of contexts including out of school settings and
through the setting of homework
delivered appropriately the course and assessment requirements of the National
Curriculum, GCSE and post 16 courses
develop appropriate recording strategies of pupil attainment
used both the formative and summative assessment process in planning appropriate well
differentiated work for individual pupils and whole classes
used both formative and summative assessment to set appropriate targets for their pupils
created a classroom environment that is conducive to learning
5
English Timetable and Subject Session
Information
Session
Type
Date
AM/PM
Title
Description
PGCE
12
September
2016
a.m.
Welcome Lecture
English
12
September
2016
p.m.
English: Welcome
to the course
A session for all PGCE students
including a welcome from the PGCE
Programme Director and induction
talks from speakers in other
Departments.
A chance to explore the teaching
of English and meet your fellow
students
PGCE
13 -16
September
2016
All Day
Primary
Experience 1
English
19
September
2016
a.m.
Exploring English
A chance to think through some of
the implications of teaching English
and an introduction to the first two
tasks of the course – planning a 10
minute lesson on poetry and
grammar.
S3P
19
September
2016
p.m.
Please refer to S3P handbook
S3P
19
September
2016
20
September
2016
p.m.
Studying Policy
and Professional
Practice (S3P)
Lecture
S3P Seminar
Group Session
a.m.
Models of English
1
Beginning to understand the
various models of English that
there are
English
20
September
2016
p.m.
Models of English
2
Taking part in a practical ‘textual
recasting’ activity, students will
explore different pedagogies that
have evolved within secondary
English teaching, and consider their
own initial views as teachers of
English in the light of these models.
English
21
September
2016
a.m.
Reading National
Curriculum
English
21
September
2016
22
September
2016
p.m.
Subject
Knowledge Audit
a.m.
Language in the
Primary
classroom
English
English
This session will outline the
teaching of English in primary
school. It will also examine ways of
reading, look at primary aged
readers and translate these into
secondary school practice.
Reading List (if applicable)
Marshall, B. (2000). English
teachers - the unofficial guide:
researching the philosophies of
English teachers. London:
Routledge Falmer
Rosen, C., & Rosen, H. (1973). The
language of primary school
children. Harmondsworth:
Penguin
Corden, R. (2000). Literacy and
Learning through Talk: Strategies
for the primary classroom.
Buckingham: Open University
Press.
Martin, N., Williams, P., Wilding,
J., Hemmings, S., & Medway, P.
(1976). Understanding children
talking. Harmondsworth: Penguin.
6
Session
Type
Date
AM/PM
Title
Tutorial
23
September
2016
Check
with
tutor
Tutorial 1
English
26
September
2016
a.m.
History of English
teaching
S3P
Description
Reading List (if applicable)
Having previously considered
different pedagogical ‘models’ for
the teaching of English, in this
session students will take a critical
overview of developments in
subject English through the 20th
Century and beyond. This will
involve consideration of key policy
changes, the role of subject
associations, and the significance of
particular individuals.
Barnes, D., Britton, J. N., & Rosen,
H. (1969). Language, the learner
and the school. Harmondsworth:
Penguin.
26
September
2016
26
September
2016
27
September
2016
p.m.
S3P Lecture
p.m.
S3P Seminar
Group Session
All Day
Observing a
lesson in school.
Introduction to
task 4
28
September
2016
29
September
2016
a.m.
Study Day
p.m.
Plan Unit of work
English
30
September
2016
a.m.
Introduction to
task 5
Approaches to
Oracy in the
English classroom
English
30
September
2016
p.m.
Approaches to
Oracy in the
English classroom
Through an extended practical
activity, this session will give
students the opportunity to
consider how to set up ‘formal’ oral
activities in the English classroom
and to explore the opportunities
these offer for pupils’ learning.
English
03 October
2016
a.m.
Analysing
students writing
Intro task 6
This first session on writing will
allow students to explore the range
of writing undertaken by pupils in
English and look at some popular
activities used by teachers to
support pupils in their production
of written work.
S3P
English
English
English
Barnes, D. (2000). Becoming an
English teacher. Sheffield: NATE.
Cox, B. (1991). Cox on Cox: An
English Curriculum for the 1990's.
London: Hodder and Stoughton.
Please refer to S3P handbook
We will visit a school and watch a
lesson being taught. We will then
discuss the lesson with the teacher,
who will talk through what it meant
to plan the lesson. Students will
then be asked to write up the
lesson using the agreed format.
Students will be asked to start
planning a unit of work for KS3 on a
novel of their choice
This session will introduce students
to aspects of group talk in the
English classroom, using practical
activities to explore the importance
of group talk in English, and
strategies for the effect
organization of group talk in the
classroom.
Barnes, D., Britton, J. N., & Rosen,
H. (1969). Language, the learner
and the school. Harmondsworth:
Penguin
Britton, J. N., Burgess, T., Martin,
N., McLeod, A., & Rosen, H.
(1975). The development of
writing abilities (11-18). London:
Macmillan.
Britton, J. N. (1982). Writing to
learn and learning to write. In G.
M. Pradl (Ed.), Prospect and
retrospect: selected essays of
James Britton (pp. 94-111).
Montclair, NJ: Boynton/Cook
Heinemann
S3P
03 October
2016
p.m.
S3P Lecture
Please refer to S3P handbook
7
Session
Type
Date
AM/PM
Title
Description
Reading List (if applicable)
S3P
03 October
2016
p.m.
S3P Seminar
Group Session
English
04 October
2016
a.m.
Grammar
In this session students will
consider some of the key
arguments around the teaching of
grammar within English. Debates
about the importance of grammar
teaching and research in the area
will be addressed, along with some
practical classroom approaches.
Hilton, M. (2001). Writing Process
and Progress: Where do we go
from here? English in Education,
35(1), 4-12.
English
04 October
2016
p.m.
Analysing
students writing
Through reading an analysis of
examples of pupils’ work, students
in this session will consider issues
related to how we value and assess
what pupils write, and explore
contrasting paradigms for the
teaching and assessment of writing
in English.
PGCE
05 October
2016
English
10 October
2016
a.m.
Visit to the Globe
This is an opportunity for students
to go to the Globe theatre and try
out ways of bringing Shakespeare
to life through dramatising texts.
S3P
10 October
2016
p.m.
S3P Lecture
Please refer to S3P handbook
S3P
10 October
2016
p.m.
S3P Seminar
Group Session
English
11 October
2016
a.m.
English through
drama
The session will explore the use of
drama teaching in the English
classroom, and how to draw on
dramatic techniques when
approaching texts.
English
11 October
2016
p.m.
Shakespeare on
Film
This session looks at the numerous
versions of Shakespeare on film
and analyses them using media
techniques.
English
17 October
2016
a.m.
Differentiation
This session will explore the
problematic issue of differentiation
in English; what does
differentiation mean in this
subject? How is it best achieved
within lessons? How can we ensure
the needs of all learners are met?
S3P
17 October
2016
p.m.
S3P Lecture
Please refer to S3P handbook
S3P
17 October
2016
p.m.
S3P Seminar
Group Session
English
18 October
2016
a.m.
Learning Kolb
English
18 October
2016
p.m.
Learning Vygotsky
SE1 Visit and Start
This session will examine the
theory of learning styles focusing
particularly on Kolb’s learning cycle.
This will then be applied to the
teaching of Blake’s poetry. Students
will then have the opportunity to
use Kolb’s cycle in planning a lesson
of their own.
Drawing on the work already
undertaken around group work,
talk, language and learning, this
session will consider some of the
insights of Vygotsky and consider
how his work on the development
of thought and language may help
to offer a theoretical underpinning
Gibson, R. (Ed.). (1990). Secondary
School Shakespeare: Classroom
Practice: Cambridge.
Britton, J. (1987) Vygotsky’s
Contribution to Teaching and
Learning English in Education
8
Session
Type
Date
AM/PM
Title
Description
Reading List (if applicable)
to support practical approaches to
structuring learning opportunities
in English.
English
24 October
2016
a.m.
Classroom
management
A chance to consider ways of
managing a classroom.
S3P
24 October
2016
p.m.
S3P Lecture
Please refer to S3P handbook
S3P
24 October
2016
p.m.
S3P Seminar
Group Session
English
25 October
2016
All Day
Study
Opportunity to work on
presentation.
English
31 October
2016
a.m.
Assessment for
Learning (AfL)
Students will look at what AfL
means in the English classroom and
how it can make a difference to
what and how they teach.
S3P
31 October
2016
p.m.
S3P Lecture
Please refer to S3P handbook
S3P
31 October
2016
p.m.
S3P Seminar
Group Session
English
01
November
2016
a.m.
Pre twentieth
Century prose and
poetry
This session will look at the specific
difficulties associated with
introducing children to prose from
the English literary canon. Students
will consider some of the issues in
this area and explore practical
strategies to support children in
this area.
English
01
November
2016
p.m.
Non Fiction texts
A chance to consider how to
approach non fiction texts including
pre twentieth century non fiction
texts.
Deadline
04
November
2016
4pm
SE1 Teaching
Timetable
Deadline
Please upload your SE2 teaching
timetable to the submission area
on KEATS by this deadline.
Tutorial
07
November
2016
a.m.
Tutorial 2
S3P
07
November
2016
07
November
2016
14
November
2016
p.m.
S3P Lecture
p.m.
S3P Seminar
Group Session
a.m.
Group
Presentation
14
November
2016
14
November
2016
21
November
2016
p.m.
S3P Lecture
p.m.
S3P Seminar
Group Session
a.m.
Introducing SSA
This session will introduce the SSA
and will look at previous examples
of how students in the past have
completed the assignment.
21
November
2016
p.m.
S3P Lecture
Please refer to S3P handbook
S3P
English
S3P
S3P
English
S3P
Marshall, B (2011) Testing English:
Formative and Summative
Approaches to Assessment in
English. London, Continuum.
Please refer to S3P handbook
Students will present the units of
work that they have been
preparing. They will have 15 mins
to present and answer questions.
This is an opportunity for peer
assessment.
Please refer to S3P handbook
9
Session
Type
Date
AM/PM
Title
S3P
21
November
2016
28
November
2016
p.m.
S3P Seminar
Group Session
a.m.
Introducing GCSE
28
November
2016
28
November
2016
05
December
2016
p.m.
S3P Lecture
p.m.
S3P Seminar
Group Session
a.m.
English as an
Additional
Language
(EAL)/Teaching in
London
05
December
2016
05
December
2016
12
December
2016
p.m.
S3P Lecture
p.m.
S3P Seminar
Group Session
a.m.
The Old Vic
An opportunity to work with an arts
organisation and a chance to
explore working with texts.
12
December
2016
12
December
2016
16
December
2016
p.m.
S3P Lecture
Please refer to S3P handbook
p.m.
S3P Seminar
Group Session
a.m.
British Library
A chance to see what the British
Library has on offer for classroom
teachers.
Deadline
16th
December
2016
p.m.
SSA Literature
Review Deadline
Hand in SSA literature reviews as
directed by your tutor or subject
director.
English
03 January
2017
a.m.
Post 16 media
S3P
03 January
2017
p.m.
English
09 January
2017
a.m.
School Data
Portfolio
Preparation
Visit to the EMC
In this session a guest lecturer
Andrew Webber will look at issues
relate to the teaching of post-16
media studies.
Please refer to S3P handbook
S3P
09 January
2017
p.m.
PGCE
12 January
2017
All Day
Deadline
13 January
2017
p.m.
School Data
Portfolio Deadline
English
16 January
2017
a.m.
Short Films
English
S3P
S3P
English
S3P
S3P
English
S3P
S3P
English
School Data
Portfolio
Preparation
Visit to SE2 School
Description
Reading List (if applicable)
Pete McKeowan, head of English at
Queen’s Bushey will talk about how
to introduce, plan and assess this
course.
Please refer to S3P handbook
English and media website –
overview of new GCSEs
A session that will support the
Professional Studies sessions on
EAL Learners, offering the
opportunity to consider aspects of
EAL and EAL learners which may be
of particular relevance to the
English classroom.
Please refer to S3P handbook
A visit to the English and Media
Centre – a charitable organisation
based in Islington that offers high
quality training courses and
publications to support teachers of
English, media and drama.
Please refer to S3P handbook
You should make sure your group
has prepared your portfolio ready
for submission by this deadline. The
group coordinator is responsible for
uploading the file to KEATS.
A chance to look at the teaching of
Short Films
10
Session
Type
Date
AM/PM
Title
Description
Deadline
20 January
2017
p.m.
PPR1 Deadline
Please ensure that your
mentor/PCM has sent your PPR1
report to
[email protected]
English
23 January
2017
a.m.
Post 16 English
English
23 January
2017
p.m.
Performing poetry
In this session a guest speaker, Kate
Spencer Ellis, will talk about the
introduction of the new A level
English and will discuss its
implementation in the classroom.
This session will look at how poetry
can be understood through
performance.
PGCE
30 January
2017
All day
SSA Study
Deadline
31 January
2017
p.m.
SSA Submission
English
01 February
2017
a.m.
Feedback–
sharing resources
English
01 February
2017
p.m.
Revisiting the
theory
An opportunity to revisit some of
theory while looking at lessons you
have taught.
English
02 February
2017
All Day
British Museum
English
06 February
2017
a.m.
BFI visit
S3P
06 February
2017
p.m.
SER Support
Sessions
A guided visit to the British
Museum to explore the
opportunities offered by the
institution to teachers who wish to
bring their classes to the Museum.
A visit to the BFI to explore further
how short films might be used in
the English classroom, and consider
the resources on offer at this highly
rated institution.
Please refer to S3P handbook
Tutorial
07 February
2017
All Day
Tutorial 3
English
08 February
2017
a.m.
Exploring London
Galleries
English
09 February
2017
All Day
Study Day
English
10 February
2017
13 February
2017
All Day
Study Day
a.m.
Gallery feedback
Group will present findings from
gallery visits
English
13 February
2017
p.m.
Let’s Think English
A workshop on the project Let's
Think English undertaken by Laurie
Smith.
English
14 February
2017
All Day
National Theatre
An opportunity to work with the
National theatre. A chance to work
on texts and view the archives.
English
15 February
2017
All Day
Study Day
PGCE
20 February
2017
All Day
SE2 Placement
Start
English
Reading List (if applicable)
Andrews, R. (1991). The problem
with poetry. Milton Keynes and
Philadelphia: Open University
Press
You must submit your SSA in
person to the PGCE office, and
online via the submission area on
KEATS.
A chance to share experiences and
resources from the first school
placement.
In groups, students will visit
another London gallery or museum
(e.g. War Museum, Natural History
Museum, Dickens Museum) to
explore how the institution might
be used as an out of school
resource for classes. Groups will
present findings.
11
Session
Type
Date
AM/PM
Title
Description
Deadline
01 March
2017
p.m.
SE2 Teaching
Timetable
Deadline
Please upload your SE2 teaching
timetable to the submission area
on KEATS by this deadline.
Tutorial
03 March
2017
All Day
Tutorial 4
Deadline
31 March
2017
p.m.
PPR2 Deadline
Tutorial
18 April
2017
All Day
Tutorial 5
Deadline
18 April
2017
p.m.
SER Submission
You must submit your SER online
via the submission area on KEATS.
Deadline
26 May 2017
p.m.
PPR3 Deadline
Please ensure that your
mentor/PCM has sent your PPR3
report to
[email protected]
PGCE
31 May 2017
p.m.
Primary 2 Lecture
Details will be provided by the
PGCE office nearer the time.
Study
01 June 2017
All Day
File Day
An opportunity to prepare your
PDP and teaching files for
submission.
Tutorial
02 June 2017
All Day
Tutorial 6
Deadline
02 June 2017
p.m.
Teaching File
Submission:
Please check with your tutor when
and where they would like you to
submit your files.
Deadline
11 June 2017
a.m.
Exit Survey
Deadline
You must have completed the Exit
Survey by this date.
PGCE
12 – 16 June
2017
All Day
Primary 2
Placement
Please ensure you inform the PGCE
office which school you will be
based at.
Deadline
14 June 2017
a.m.
End of Course
Transfer
Document
You must have submitted your
Transfer Document to the
submission area on KEATS by this
date.
Deadline
15 June 2017
a.m.
Destinations
Survey
You must have completed the
Destinations Survey by this date.
English
19 June 2017
All Day
Enrichment Day
English
20 June 2017
All Day
Enrichment Day
Tutorial
21 June 2017
p.m.
Tutorial 7
English
22 June 2017
a.m.
Assessment Board
– External
Examiners
Meeting
Science
23 June 2017
a.m.
Final Subject
Session
PGCE
23 June 2017
p.m.
Valedictory
Reading List (if applicable)
Please ensure that your
mentor/PCM has sent your PPR2
report to
[email protected]
Students will be asked to attend
either individual or group meetings
with the English PGCE External
Examiners.
A final celebratory lecture from the
Programme Director and prizegiving ceremony.
12
Subject-specific Tasks
Task Number
Description
Date Set
Deadline
TASK 1
Poetry: prepare microteaching
September 20th
Various
TASK 2
Grammar: prepare microteaching
September 20th
Various
TASK 3
Subject knowledge portfolio
September 21st
Ongoing /
Tutorials
TASK 4
Writing about a lesson
September 27th
September 29th
TASK 5
Planning a unit of work
September 29th
November 14th
TASK 6
Assessment portfolio
September 28th
Ongoing
SSA
Subject Studies Assignment
Autumn
January 31st
All these tasks will be fully explained in class.
TASK 1
Poetry: Prepare Microteaching
Prepare and carry out a short lesson for your small group on a contemporary poem
TASK 2
Grammar: Prepare Microteaching
Prepare and carry out a short lesson for your small group on a grammatical item selected
from the LINC glossary
TASK 3
Subject Knowledge Portfolio
Throughout the year you will be extending your subject knowledge in your areas of
weakness through:
o
o
o
o
o
your own reading
self-help sessions
college sessions
lesson observations
teaching a unit of work or lesson which addresses a gap in your subject knowledge
13
Set up a portfolio (or scrapbook, logbook, whatever) in which you preserve documentation
of these activities in the form of:
o
o
o
o
o
brief book reviews
notes and resources from sessions
lesson observations and plans
theatre programmes with accompanying comment
TV programmes and films watched
TASK 4
Writing about a Lesson
Write two or more accounts, in different genres and according to different research
paradigms, of the lesson observed by the whole group.
TASK 5
Planning a Unit of Work
In groups students will produce a unit of work around a text for teenagers which will take
between fifteen and eighteen lesson to deliver. The unit will be presented by the group to
the whole cohort and each student will submit an individual reflection on the scheme of
work [approx. 500 words].
In producing the unit of work students will consider the following:
o
o
o
o
o
o
o
the overall aims of the unit of work
the National Curriculum
the learning outcomes of each lesson within the unit
the success criteria by which pupils' learning will be assessed
the activities which will scaffold the pupils' learning
the means by which the work will be differentiated
the resources which you will use
The presentation should include:
o
o
o
contributions from each member of the group
use PowerPoint, Prezzi etc
examples of at least three student resources for the whole cohort
You should avoid a presentation that simply goes through lesson by lesson. The presentation
is designed to be a group effort and should reflect the overall aims and rationale for the
scheme along with illustrations and examples of how this might be achieved.
The individual reflections should include:
o
o
o
o
your own particular contribution to the unit of work
one example a of lesson within the scheme that you planned
your understanding of the rationale for the unit of work
any changes or additions you consider might lead to its improvement
.
14
TASK 6
Assessment Portfolio
Throughout the year it is anticipated that students should use this portfolio to reflect on
both what constitutes good practice in assessment and their own developing practice in this
area.
Students should include observations of or lesson plans including:
o
o
o
o
self-assessment
peer marking
use of criteria with pupils
oral feedback to the pupils during the course of the lesson
Students should also include:
o
o
o
o
photocopied samples of anonymised work
comment only marking that gives productive feedback on what the pupils might do to
improve, particularly at the drafting stage
examples of record keeping that focus on pupil targets
examples of the department's assessment policy
Cross-PGCE Task
Subject Studies Assignment (SSA)
Guidance specific to English – main guidelines are in the PGCE Programme Handbook.
These notes are to be taken together with those in the PGCE handbook. Different subjects
will inevitably produce different sorts of SSA's and need assessment criteria that are to some
extent specific. Here are ours for English.
The specs in the main handbook are written for all students, including those in subjects for
which degree courses have not been heavily based on academic reading and writing. For
English students they represent the bare minimum, not the acceptable norm; so our
demands are tougher.
Our main criteria:
o
The central business of English is with the sole or collaborative production or
appreciation or performance of continuous discourse. Your focus will be on one or more
central aspects of this (though the topic within that aspect will of course be quite small).
That is, you will be seeking to improve the students' experience and capabilities in






Reading and studying literature (prose, poetry)
Reading non-fiction prose, drama, talk
Talk
Writing
Drama
Media
and not in work on discontinuous or decontextualised bits of language (grammatical
terms, sentence formation etc). (This is not to imply that knowledge of language is not
valuable as one aspect of your programme, but simply that we want your SSA to be
about language, images etc in use).
15
o
Your project will be informed by a spirit of inquiry; it should illuminate your topic in
some refreshing way.
o
You will have thought deeply (philosophically) about the issues raised by the enterprise
of teaching your topic.

The quality of your thinking will be central to the assessment, particularly in
relation to the appropriateness of your aims within a larger conception of
English, and your discussion of the significance of the evidence you've
gathered on the students' learning. Your discussion section(s) must be
substantial.
o
Your thoughts are informed by wide reading that you have undertaken since the
beginning of the year, drawing on but going beyond the provided lists. You are expected
to be well-read in the literature around English and must have a serious bibliography.
o
Your report will have at its core a substantial body of fine-grained evidence of the
activities and productions of selected individual students. Your evaluations and
commentaries, critical to the success of your SSA, must be strongly evidence-based.
Your work should convey a sense of curiosity about, and close attention to, students’
processes.
o
You have recorded, transcribed and analysed an episode of student-student talk. This
can take place outside the main class activities and, if necessary, outside the 4 hours
(though it must be related to your teaching); in addition, it can provide part of your
evaluation data.
Other points:
o
'Starters' that have no connection with the main lesson can be a useful device (we use
them regularly in our college sessions), but in the SSA you have only 4 hours overall and
we want them to be devoted to a single enterprise. So, no 'starters' unless they are
genuinely integrated with and essential to your main scheme. (It does not count as
integration to do spellings or punctuation exercises that just happen to take the current
novel as material).
o
For the same reasons, your teaching should result in what is also central to English, the
production of major pieces of continuous extended discourse. In writing that means
either one or two substantial, complete pieces of writing, or a great number of shorter
pieces; they needn't all be finished, 'best', publication-quality work: you can include
'thinking-on-paper' stuff, working logs, diary-type entries etc. In speaking it means,
most typically, extended serious oral interaction – whether discussion or improvised
drama; or talks perhaps.
o
Keep the information about the school, class and NC to a minimum. This is a major
assignment, which is why we will be starting you on it early.
o
Accordingly, your concluding section, in which you will move to a more general level of
thinking, will need to be relatively substantial.
o
Your aims and objectives need to be discussed and justified. (It isn't enough to say that
they are imposed by schemes or tests or exams. You may be required to follow the
Framework but you should still evaluate the objectives and strategies that it dictates,
and say whether you are following them with full agreement or whether you disapprove
and why, although trying to make the best of a bad job.)
16
Key Classroom Questions and Activities
Week 1 (of placement)
o
o
o
Observe the beginnings and ends of lessons – consider how aims are set and revisited
and the role of beginnings and ends of lessons in classroom management.
Look at room layout and teacher mobility.
Describe the way in which the lesson is paced and timed.
Week 2
o
o
o
Observe the use of body language and intonation as a means of classroom management
with individuals and the whole class.
Note the different types of interventions/questions teachers use – what are the
features.
How are tasks differentiated – consider the variety and type of activity and how these
are connected to the learning intentions of the lesson.
Week 3
o
o
Take a pupil’s exercise book and focus on one or two pieces of work. Consider what
features of teaching led to the final product and how the work might have been
scaffolded.
Design a short task to be completed first by an individual pupil and then by a group of
pupils. Compare the outcome.
Week 4
o
o
Listen and note the type of interventions/ questions made during the course of a lesson.
Describe the way in which they enable pupils to progress.
Consider whether different types of tasks prompt different types of questions and what
types of tasks prompt the most effective interventions
Week 6
o
o
Find and photocopy three examples of comments written on pupils’ work that you feel
are particularly effective.
Interview a pupil and ask them what they find useful in the kind of comments teachers’
give including verbal and written.
17
Lesson Plan
Lesson
Date
NC/Framework refs
Considerations
(prior learning, context etc)
Resources
Learning Outcomes
Success Criteria and Indicators
What will count as evidence that LO's have
been achieved?
Sequence / Timings of Activities
Student Learning
Differentiation
Assessment Opportunities
18
Lesson Evaluation Form
Focus
Monitoring, assessment,
recording, reporting and
accountability
Evaluation
Comment on:
• What pupils learnt
• Evidence of this
• What you would do
differently in the future
• What you need to take
forward to the next
lesson
Planning, teaching and
classroom management
Comment on:
• The appropriateness of
your planning
• Good conditions for
learning?
• Behaviour and discipline
• Appropriateness of
differentiation
Subject knowledge and
understanding
Comment on:
• Your subject knowledge
and skills demonstrated
in the lesson
• Your teaching methods
and how appropriate
they were
• What you did to interest
the students
Other issues arising
Comment on:
• Homework
• Other professional issues
– targets
19
Lesson Observation Schedule
This form and questions will be introduced and you should use it as a means to make meaningful
observations of classroom interactions:
Teacher:
Class:
No. of Pupils:
Learning Aims/Objectives:
Lesson
Phase
What is the
teacher doing?
Observer:
Other Adults/LSA:
What mode is the
teacher using?
What are the
pupils doing?
What mode are pupils
working in?
Conclusion/Evaluation:
20
Lesson Observation Schedule
At each phase of the lesson:
What is the teacher doing?
•
•
•
•
•
Continuous talk/explication?
Dialogue, including questioning?
Modelling/demonstrating?
Intervening with groups or individuals?
Observing etc….?
Mode in which teacher is working?
•
•
•
•
IWB?
DVD?
Whiteboard?
OHP etc….?
What are the pupils doing?
•
•
•
•
Working in groups?
Whole class?
Individually?
Pairs etc…?
Mode in which pupils are working?
•
•
•
•
•
•
•
Writing?
Talking?
Watching moving image?
Examining still images?
Designing/working on computer?
Listening to recording?
Watching/performing drama etc….?
Conclusion/Evaluation
Thinking of the lesson as a whole, what aspects of subject knowledge were conveyed and how
was this done?
21
Evaluating In-College Sessions and Activities
One a week from start of course until you are mainly out in school
Mainly English activities, but Professional Studies also when it relates
What I have learned and begun to think about
What I need to develop further
What I have taken forward from last week
22
Reading List
History, Theory, Institutional and regulatory contexts
o
Barnes, D., Britton, J. N., & Rosen, H. (1969). Language, the learner and the school.
Harmondsworth: Penguin.
o
Barnes, D. (2000). Becoming an English teacher. Sheffield: NATE.
o
Boomer, G. (1988). Metaphors and meanings: essays on English teaching Garth Boomer.
Edited by Bill Green. n.p.: Australian Association for the Teaching of English.
o
Britton, J. N. (1982). Prospect and retrospect: selected essays of James Britton. Edited by
Gordon M. Pradl. Montclair, NJ: Boynton/Cook.
o
Britton, J. N. (1992). Language and learning. 2nd edition. Harmondsworth: Penguin.
o
Burgess, T., & Martin, N. (1990). The teaching of English in England, 1945-1986: politics and
practice. In J. N. Britton, R. Shafer & K. Watson (Eds.), Teaching and learning English
worldwide. Clevedon and Philadelphia: Multilingual Matters.
o
Cook, H. C. (1922). The Play Way (4th Edition ed.). London: Heinemann.
o
Cox, B. (1991). Cox on Cox: An English Curriculum for the 1990's. London: Hodder and
Stoughton.
o
Cox, B. (1995). Cox on the Battle for the English Curriculum. London: Hotter and Stoughton.
o
Departmental Committee of the Board of Education. (1921). The teaching of English in
England ((Newbolt Report)). London: HMSO.
o
DfEE. The National Literacy Strategy.
o
Doyle, B. (1989). English and Englishness. London: Routledge.
o
Goodwyn, A. (1999). The Cox Models Revisited: English teachers' views of their subject and
the National Curriculum. English in Education, 33(2).
o
Griffith, P. (1992). English at the core: dialogue and power in English teaching. Milton
Keynes: Open University Press.
o
Holbrook, D. English for the rejected: training literacy in the lower streams of the secondary
school.
o
Holbrook, D. English for maturity.
o
Holmes, E. (1911). What is and what might be. London.
o
Jones, K. (1996). Rhetorical hope and little faith. The English & Media Magazine, 7-8.
o
Lightfoot, M., & Martin, N. (1988). The word for teaching is learning: essays for James
Britton. London & Portsmouth, NH: Heinemann Educational Books.
o
Marshall, B. (1998). English Teachers and the Third Way. In B. Cox (Ed.), Literacy is Not
Enough: Essays on the importance of reading. Manchester: Manchester University Press.
23
o
Marshall, B., & Brindley, S. (1998). Cross-phase or Just a Lack of Communication: Models of
English at Key Stage 2 and 3 and their possible effect on pupil transfer. Changing English,
5(2), 123-134.
o
Marshall, B. (2000). English teachers - the unofficial guide: researching the philosophies of
English teachers. London: Routledge Falmer.
o
Matthieson, M. (1975). The preachers of culture: a study of English and its teachers. London:
Allen & Unwin.
o
Medway, P. (1980). Finding a language: Autonomy and learning in school. London: Writers
and Readers Publishing Collective.
o
Medway, P. (1992). From production to deployment: Talking and writing for social action. In
S. Parker & M. Hayhoe (Eds.), Reassessing Language and Literacy (pp. 25-35): Open
University Press.
o
Peim, N. (1993). Critical theory and the English teacher: transforming the subject. London:
Routledge.
o
Pennac, D. Reads like a novel.
o
Potter, S. (1937). The muse in chains: a study in education. London: Cape.
o
Protherough, R. (1993). "More Absurd than in Other Subject"? Assessing English Literature.
English in Education, 27(1).
o
Protherough, R., & Atkinson, J. (1994). Shaping the Image of an English Teacher. In S.
Brindley (Ed.), Teaching English. London: Routledge.
o
Rosen, C., & Rosen, H. (1973). The language of primary school children. Harmondsworth:
Penguin.
o
Rosen, B. (1988). And none of it was nonsense: the power of storytelling in school. London;
Portsmouth, NH: Mary GlaSGow Publications; Heinemann.
o
Sampson, G. (1921). English for the English. Cambridge: Cambridge University Press.
o
Shayer, D. (1972). The teaching of English in schools 1900-1970. London: Routledge & Kegan
Paul.
o
Simons, M. (1976). Where we've been: A brief history of English teaching 1920-1970. English
& Media Magazine.
o
Traves, P. (1997). The Entitlement to be 'Properly Literate'. In M. Simons (Ed.), Where We've
Been: Articles from the English and Media Magazine. London: English and Media Centre.
o
Turvey, A. (1996). On Becoming an English teacher. Changing English, 3(1).
o
West, A. (1994). The Centrality of Literature in Teaching English. In S. Brindley (Ed.), Teaching
English: Routledge for the Open University.
24
Pedagogy for English: The English ‘Method’, General texts
NB: Many of these texts include sections on separate aspects such as writing, poetry etc
o
Brindley, S. (Ed.). (1994). Teaching English. London: Routledge for the Open University.
o
Brown, J., & Gifford, T. (1989). Teaching A-Level English Literature: A student-centered
approach: Routledge.
o
Davidson, J., & Moss, J. (2000). Issues in English teaching. London: Routledge.
o
Davies, C. (1996). What is English teaching? Buckingham & Philadelphia: Open University
Press.
o
Davison, J., & Dowson, J. (1998). Learning to teach English in the secondary school: a
companion to school experience. London: Routledge Falmer.
o
NATE Post 14 Committee. (1988). English 'A' Level in Practice: NATE.
o
NATE Post 16 Committee. (1990,). 'A' Level English - Pressures for Change: NATE.
o
NATE Post 16 Committee. (1993). 'AS' English and English Literature: NATE.
o
Reid, J. A., Forrestal, P., & Cook, J. Small Group Learning in the Classroom: English & Media
Centre/NATE.
o
SCAA. (1996). Promoting Continuity: Between Key Stage 2 and Key Stage 3. Hayes: SCAA
Publishing.
o
Williamson, J., Flemming, M., Hardman, F., & Stevens, D. (2001). Meeting the Standards in
English Teaching: A guide to the ITT NC. London: Routledge Falmer.
English-specific Subject Areas
Drama
o
Gibson, R. (Ed.). Cambridge School Shakespeare Editions of the Shakespeare plays.
o
Gibson, R. (Ed.). (1990). Secondary School Shakespeare: Classroom Practice: Cambridge.
o
McEvoy, S. (1991). The Politics of Teaching Shakespeare. English in Education, 25(3).
Language
o
Carter, R. (Ed.). (1991). Language in the National Curriculum: The LINC reader. London:
Hodder and Stoughton.
o
Carter, R. (Ed.). (1992). Language in the National Curriculum: Materials for Professional
Development. Nottingham: Nottingham University Department of English.
o
Keen, J. (1992). Language and the English curriculum. Buckingham: Open University Press.
o
NATE. The Grammar Book: NATE.
o
Paulin, T. (1984). A New Look At The Language Question: Bloodaxe Books.
o
Taylor, M. (1992). Looking into Language: Classroom Approaches to Knowledge about
Language: Hodder and Stoughton.
25
Media
o
Bazalgette, C. Media Education: Hodder and Stoughton.
o
Buckingham, D. (1990). Watching Media Learning: Making Sense of Media Education: The
Falmer Press.
o
Buckingham, D., & Grahame, J. (1993). Media Studies at A Level: Comments and Case
Studies. English & Media Magazine (29).
o
English & Media Centre. (nd). Production Practices: Media Simulation.
o
English & Media Centre. (nd). The English Curriculum: Media Years 7-9.
o
Oldham, J. (1999). The Book of the Film: Enhancing Literacy at Key Stage 3. English in
Education, 33(1).
o
Sefton-Green, J., & Buckingham, D. (1993). Making Sense of the Media: from Reading to
Culture. English in Education, 27(2).
o
Thomas, K. Using the Media to Teach Pre-twentieth Century Texts: Copies available at
College.
Poetry
o
Andrews, R. (1991). The problem with poetry. Milton Keynes and Philadelphia: Open
University Press.
o
Britton, J. N. (1983). Reading and writing poetry. In Prospect and Retrospect (pp. 9-19).
Montclair, NJ: Boynton/Cook.
o
English & Media Centre. (nd). The English Curriculum: Poetry.
o
English & Media Centre. (nd). The Poetry Pack.
o
Pirrie, J. (1987). On common ground. London: Hodder and Stoughton.
Prose
o
Barrs, M., & Thomas, A. (Eds.). (1991). The Reading Book. London: Centre for Language in
Primary Education (CLPE).
o
English & Media Centre. The English Curriculum: Reading.
o
English & Media Centre. (nd). Powerful Texts.
o
English & Media Centre. (nd). Reading Stories.
o
English & Media Centre. (nd). The English Curriculum: Reading - 1 Comprehension.
o
English & Media Centre. (nd). The English Curriculum: Reading - 2 Slow Readers.
o
English & Media Centre. (nd). Shared Reading: Ideas for reading in groups.
o
Meek, M. On Being Literate. London: Bodley Head.
o
Meek, M. How Texts Teach What Children Learn. London: Thimble Press.
Talk
o
Barnes, D., Britton, J. N., & Rosen, H. (1969). Language, the learner and the school.
Harmondsworth: Penguin.
26
o
Barnes, D. (1976). From communication to curriculum. Harmondsworth: Penguin.
o
Barnes, D. (1992). The Role of Talk in Learning. In K. Norman (Ed.), Thinking Voices. The Work
of the National Oracy Project. London: Hodder and Stoughton.
o
Barnes, D., & Todd, F. (1995). Communication and learning revisited. Portsmouth, NH:
Boynton/Cook Publishers.
o
Bruner, J. S. (1983). Child's talk: learning to use language. New York: W.W. Norton.
o
Corden, R. (2000). Literacy and Learning through Talk: Strategies for the primary classroom.
Buckingham: Open University Press.
o
Martin, N., Williams, P., Wilding, J., Hemmings, S., & Medway, P. (1976). Understanding
children talking. Harmondsworth: Penguin.
o
Medway, P. (1992). From production to deployment: Talking and writing for social action. In
S. Parker & M. Hayhoe (Eds.), Reassessing Language and Literacy (pp. 25-35): Open
University Press.
Writing
o
Barnes, D., Britton, J. N., & Rosen, H. (1969). Language, the learner and the school.
Harmondsworth: Penguin.
o
Bearne, E., & Farrow, C. (1991). Writing policy in action: the middle years. Milton Keynes:
Open University Press.
o
Britton, J. N., Burgess, T., Martin, N., McLeod, A., & Rosen, H. (1975). The development of
writing abilities (11-18). London: Macmillan.
o
Britton, J. N. (1982). Writing to learn and learning to write. In G. M. Pradl (Ed.), Prospect and
retrospect: selected essays of James Britton (pp. 94-111). Montclair, NJ: Boynton/Cook
Heinemann.
o
Britton, J. N. (1983). Reading and writing poetry. In R. Arnold (Ed.), Timely voices: English
teaching in the 1980s (pp. 1-16). Melbourne, Oxford and New York: Oxford University Press.
o
Elbow, P. (1973). Writing without teachers. New York: Oxford University Press.
o
Elbow, P. (1981). Writing with power: techniques for mastering the writing process. New
York: Oxford UP.
o
Elbow, P. (1985). The shifting relationships between speech and writing. College Composition
and Communication, 36(3October), 283-303.
o
English & Media Centre. (nd). The English Curriculum: Writing.
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Freedman, A., & Medway, P. (1994). Introduction:
New views of genre and their
implications for education. In A. Freedman & P. Medway (Eds.), Learning and teaching genre
(pp. 1-22). Portsmouth, NH: Heinemann.
o
Graves, D. H. (1984). A researcher learns to write: selected articles and monographs. Exeter,
NH: Heinemann.
o
Graves, D. H. (1993). Writing: teachers and children at Work. Exeter, NH: Heinemann.
27
o
Harris, R. (2000). Rethinking writing. London: Athlone Press.
o
Hilton, M. (2001). Writing Process and Progress: Where do we go from here? English in
Education, 35(1), 4-12.
o
Holbrook, D. (1967). Children's writing: a sampler for student teachers. Cambridge:
Cambridge University Press.
o
Medway, P. (1986). What gets written about. In A. Wilkinson (Ed.), The writing of writing (pp.
22-39). Milton Keynes: Open University Press.
o
Medway, P. (1990). Language with consequences: Worldly engagement for critical inquiry.
English Education, 22(3), 147-164.
o
Medway, P. (1991). Modes of engagement through language. Educational Review, 43(2),
159-169.
o
Medway, P. (1992). From production to deployment: Talking and writing for social action. In
S. Parker & M. Hayhoe (Eds.), Reassessing Language and Literacy (pp. 25-35). Buckingham
and Philadelphia: Open University Press.
o
Murray, D. (19xx). A writer teaches writing.
o
National Writing Project. (1989). Audiences for Writing. London: Nelson.
o
National Writing Project. (1989). Writing and Learning. London: Nelson.
o
National Writing Project. (1990). Writing Partnerships. London,: Nelson.
o
Perera, K. (1984). Children's writing and reading: analysing classroom language. Oxford:
Blackwell.
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Protherough, R. (1983). Encouraging writing. London and New York: Methuen.
o
QCA. (1999). Improving Writing at Key Stage 3 and 4: QCA Publications.
o
Sharples, M. (1999). How we write: writing as creative design. London: Routledge.
o
Sheeran, Y., & Barnes, D. (1991). School writing: discovering the ground rules. Milton Keynes
and Philadelphia: Open University Press.
o
Sheeran, Y., & Barnes, D. (1991). School writing: Open University Press..
o
Styles, M. (Ed.). (1989). Collaboration and Writing: Oxford University Press.
o
Thomas, P. (1994). Gender and Genre: Reading routes to writing. English & Media
Magazine(31), 18-21.
Pedagogy Learning
o
Barnes, D., Britton, J. N., & Rosen, H. (1969). Language, the learner and the school.
Harmondsworth: Penguin.
o
Barnes, D. (1976). From communication to curriculum. Harmondsworth: Penguin.
o
Barnes, D., & Todd, F. (1995). Communication and learning revisited. Portsmouth, NH:
Boynton/Cook Publishers.
o
Schoen, D. (1983). The Reflective Practitioner: How Professionals Think in Action. New York:
Basic Books.
28
o
Torbe, M., & Medway, P. (1982). The climate for learning. Montclair, NJ: Boynton/Cook.
o
Vygotsky, L. S. (1978). Thought and Language. Cambridge Mass: Harvard University Press.
o
Wells, G., & Nicholls, J. (1985). Language and learning: an interactional perspective. London,
Philadelphia: Falmer.
Assessment
o
Barrs, M. (Ed.). (1990). Words Not Numbers: NATE.
o
Black, P., & Wiliam, D. Inside the Black Box. London: NFER
o
Black, P., Harrison, C., Lee, C., Marshall, B., & William, D. (2002). Working Inside the Black
Box. London, NFER.
o
Marshall, B. and Wiliam, D. English Inside the Black Box London NFER
o
Marshall, B (2011) Testing English: Formative and Summative Approaches to English
Assessment. London, Continuum.
29