School of Social Sciences, Business and Law
UCAPD Teaching English (Literacy)
in Education and Training
Module Title:
Learning and Teaching in Literacy
EDU2162-N
LEVEL 5
CREDITS: 20
ACADEMIC YEAR 2015/16
Please ensure that you complete this module at the correct level:
This module is completed at Level 5 for the Certificate in Educations and the Professional
Graduate Certificate in Education.
Module Aims
This module aims to enable trainees to work independently to plan and deliver effective literacy
and English sessions. It will ensure that trainees have a broad understanding of the key
components of effective learning, teaching and assessment in literacy and English for a variety of
learners in a range of contexts and that they can work within professional standards and explicitly
link their professional practice to these standards. The module aims to ensure that trainees
understand how to incorporate functional skills into their teaching in order to support and improve
learners’ development in these areas and that they understand how to develop English and literacy
skills across the curriculum whilst being able to make cross- curricula links for their students. The
module will also give trainees the skills needed to reflect consistently upon their own practice and
use this to further their own development in their specialist area.
Indicative Content
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Practical strategies for approaching the learning, teaching and assessment of English and
literacy skills in different contexts.
Working within professional contexts and meeting professional standards and expectations.
Applying learning, teaching and assessment strategies to English and literacy.
Inclusion, differentiation and personalised learning in literacy and English.
Developing opportunities to promote maths and e-learning in learning in literacy teaching.
Working with colleagues to promote and embed literacy in other subjects.
Planning for the progression of literacy and English skills in different contexts in the short,
medium and long term.
Developing, selecting and using creative, innovative and specialist approaches to learning,
teaching and assessment to meet the needs of learners.
Use of diagnostic assessment to identify learners' existing literacy and language skills.
The use of specialist assessment tools to measure the development of learners' language
and literacy skills.
Teaching and Learning
This module will draw on a range of learning and teaching approaches appropriate to the nature of
the cohort profile and the individual needs of the trainees. Throughout all taught and tutor led
sessions a range of good practice in learning and teaching will be modelled, discussed and
evaluated. This will draw upon best and new practice from a range of sectors and settings
including compulsory education, FE, training organisations and HE.
A significant teaching placement and mentor support will provide trainees with the opportunity to
develop their skills practically in an appropriate setting. It will also aid the development of subject
specialist skills. Trainees are expected, as far as possible, to engage with all aspects of their
placement setting, this may include activities such as: CPD, meetings, pastoral roles,
parents evenings, marketing events, departmental activities, external events and planning
processes.
A close relationship between the delivery centre and mentors (including dual observations, mentor
training and mentor support) will ensure that teaching practice placements enhance the
development of trainees enabling them to make good progress as teachers.
In addition trainee progress will also be supported through:
 the development of a comprehensive Individual Learning Portfolio with clear links to
professional standards
 seminars focusing on an evaluation specific strategies, experiences and scenarios
 a range of reflective activities (written, oral, individual and group)
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assessed teaching practice (via informal and formal observations, tutor meetings and
mentor meetings)
conference attendance where trainees will meet other trainees from across centres and
work with individuals who have the same teaching specialism as themselves to create
resources, develop communities of practice and to explore the wider contextual issues
surrounding their subject area
lectures and, where applicable, guest lectures from specialists
interactive workshops that model a range of learning and teaching strategies
VLE access, resources and moderated discussion
formative and summative written and oral assessment; formative assessment will not be
restricted to assignments highlighted.
Main Learning Outcomes
Knowledge & Understanding
1. Demonstrate a detailed knowledge of and critically analyse core approaches to the learning,
teaching and assessment of literacy and English in a variety of contexts with a range of students.
2. Develop the knowledge and conceptual understanding of literacy and English, applying and
relating this to an understanding of core approaches to learning, teaching and assessment.
3. Critically review approaches to behaviour management, inclusion and the creation of positive
learning environments when delivering literacy and English.
Cognitive & Intellectual Skills
4. Identify and appraise key issues in practice and choose appropriate strategies, in a considered
manner, to aid their resolution.
5. Engage with and apply creative and innovative approaches to the learning, teaching and
assessment of literacy and English, evaluating their impact on learners and learning.
Practical & Professional Skills
6. Employ and critique increasingly complex models of reflection in the evaluation, analysis and
development of practice.
7. Explore and demonstrate, in practice, a clear understanding of the standards, responsibilities
and expectations of professionals when working in literacy and English contexts.
8. Demonstrate and critically analyse the application of: the core approaches to teaching, learning
and assessment in English and Literacy; safe-guarding and SEND in the delivery of English and
literacy.
Key Transferable Skills
9. Select and use a range of appropriate English, mathematics and technology skills in
professional contexts. Identify opportunities for embedding these skills in taught sessions across
the curriculum.
10. Adapt to a range of roles within groups and teams and contribute effectively to professional
settings.
Attendance
Students are expected to attend all lectures, seminars, workshops and any other scheduled
teaching activity. It is through interpersonal exchanges with tutors and peers that experiential
learning and the testing of ideas takes place and the University has strong evidence that good
attendance is related to success in assessments. Attendance will be monitored and if there is
evidence that you are not engaging with University studies then you may be withdrawn from the
programme.
Assessment
Please see the assessment guide for detail.
Summative Assessment
ECA 100% of module marks (Individual Learning Plan)
Pass/fail component: Attendance at and contributions to a subject specialist conference.
Pass/fail component: 50 hours teaching practice, including at least 4 formal observations. These
observations must demonstrate competence in the teaching of literacy and English.
Assessment Criteria
Standard Teesside University UG Level 5 will be used.
Assessment Submission
See timetable for hand-in dates and details.
Late submission will result in only a pass grade of 40% being awarded.
Academic Support and Guidance
Formal individual tutorials are built into the module delivery. These tutorials will focus explicitly on
trainees' progress against the professional standards and support students to self-assess against
the appropriate criteria. In addition further tutorial support will be available as needed at times that
are arranged between the tutor and the trainee.
On-going support will be provided to the students via email correspondence with the module tutor
and/or personal tutor and/ or mentor and by the provision of supporting materials available via the
VLE.
Reading List
Purchase
Gould, J. (2012) Learning Theory and Classroom Practice in the Lifelong Learning Sector, London:
Sage/Learning Matters
Petty, G. (2014) Teaching Today: A Practical Guide, Cheltenham: Nelson Thornes
Essential
Crystal, D. (2006) How Language Works: Why Babies Babble, Spelling is Illogical and Words
Change their Meaning, London: Penguin
Duckworth, V., Wood, J. Bostock, J. and Dickinson, J. (2010) Successful Teaching Practice in the
Lifelong Learning Sector, Exeter: Learning Matters
Ingleby, E., Joyce, D. and Powell, S. (2010) Learning to Teach in the Lifelong Learning Sector,
London: Continuum
Roffey-Barentsen, J. and Malthouse, R. (2013) Reflective Practice in Education and Training,
Exeter: Learning Matters
Recommended
Avis, J., Fisher, R. and Thompson, R. (2014) Teaching in Lifelong Learning: A Guide to Theory and
Practice, Maidenhead: Open University Press
Eastwood, L., Coates, J. Dixon, L. and Harvey, J. (2009) A Toolkit for Creative Teaching in PostCompulsory Education, Maidenhead: Open University Press
Wallace, S. (2013) Managing Behaviour in Further and Adult Education, Exeter: Learning Matters
William, D. (2011) Embedded Formative Assessment, Bloomington: Solution Tree Press
Journals
Professional Development in Education
Educational Action Research: An International Journal
Journal of Vocational Education and Training
Adult learning (Washington, D.C.)
Journal of Adolescent & Adult Literacy
Literacy Today
Research and Practice in Adult literacy
Electronic
The Education and Training Foundation http://www.et-foundation.co.uk/
Ofsted | Home page http://www.ofsted.gov.uk/
Times Educational Supplement https://www.tes.co.uk/
The Excellence Gateway http://www.excellencegateway.org.uk/
Jisc Regional Support Centres http://www.jiscrsc.ac.uk/
NIACE : The National Institute of Adult Continuing Education http://www.niace.org.uk/
National Foundation for Educational Research http://www.nfer.ac.uk/
QCA: Qualifications and Curriculum Authority http://www.qca.org.uk/
Regulations and Procedures
Naturally within the University there are a number of regulations which you may need to refer to as
you progress through this module and the University generally. The University has placed these
regulations on the University Website at:
http://www.tees.ac.uk/docs/index.cfm?folder=Student%20Regulations