Course Information Undergraduate prospectus

Professional Development Portfolio Part 1 – Literacy and ESOL Specialism

Course summary

Course code: TEAC1150
Level: 5
Credits: 15
School: Education and Health
Department: Secondary Ed, LLTE and PEandSport
Course Coordinator(s): Tracey Partridge / Samina Qureshi

Specification

Pre and co requisites

None.

Aims

To enable trainees to:
• Develop their planning and delivery skills in Literacy and ESOL teaching and learning
• Use reflective practice to enhance their professional skills in Literacy and ESOL teaching and learning
• Collate evidence of professional experience of Literacy and ESOL teaching and learning

Learning outcomes

On completing this course successfully, trainees will be able to:
• Evaluate own continuing personal and professional development in Literacy and ESOL teaching and learning
• Embed the minimum core within learning and teaching practice, drawing on analysis of relevant literature
• Drawing on analysis of approaches to Literacy and ESOL assessment, design and conduct formal and informal assessments to enable learning and progression
• Plan and deliver Literacy and ESOL teaching and learning strategies to meet the needs of individuals and small groups that are informed by research

Indicative content

• Tutorial planning
• Teaching observations
• Lesson Planning
• Schemes of work
• Theories and Principles of Assessment
• Embedding Minimum core into assessment practice
• Resources
• New Technologies
• Giving feedback to learners
• Reflective evaluations
• Applying theoretical concepts to own teaching practice
• Micro teaching (FT mode)

Teaching and learning activity

Interactive seminars
Peer learning
Tutorials
Guided independent learning activities
Virtual Learning Environment (Moodle)
Teaching Placement(s)
Portfolio development

Assessment

Portfolio - 100% weighting, Pass/Fail.
Outline Details - Trainees will be assessed via a work-based learning model. (See an example of the PDP in the D6 appendix).
Evidence for meeting learning outcomes will be drawn from a variety of sources including: teaching observations; critical discussions with tutor; lesson plans, schemes of work and teaching resources; self-evaluations; evidence from participation in wider organisational activities, and will be assessed against the appropriate HEQF level descriptors.