Dressed For Success: Bringing Texts Alive in the Classroom - EDU00055H
Module summary
This module is intended for students have an interest in finding out how to teach literary texts in practical contexts or who want to explore aspects of teaching English to different age groups.
The module designed to give students a knowledge of the principles of engaging learners in schools with texts from a variety of genres; non-fiction texts, novels, short stories, poems and plays. Students will also learn about the different debates and research around the pedagogy of teaching fiction and non-fiction texts in educational contexts.
Related modules
N/A
Module will run
| Occurrence | Teaching period |
|---|---|
| A | Semester 2 2025-26 |
Module aims
After completing this module, students will have gained a knowledge of the principles of how to engage students in schools with texts from a variety of genres; non-fiction texts, novels, short stories, poems and plays. They will also engage with the theoretical underpinning of how to engage students with texts.
Module learning outcomes
Subject content – after completing this module, students should:
- Understand techniques that can be applied to texts of different genres and historical periods in the classroom context
- Be familiar with the variety of curricula and guidelines that surround the teaching of texts in the classroom
- Have an in-depth knowledge of specific texts that are used in the classroom with students of English at different key stages
- Be aware of the different modes of engagement that can be used with pupils of English language and Literature
- Have a critical understanding of research into the pedagogy of English as a school subject
- Be able to reflect on the different debates and positions around the pedagogy of teaching fiction and non-fiction texts in schools
Academic and graduate skills – students will:
- Develop their research and analytical skills with preparations and reading for each session
- Develop their communication skills with opportunities to present to the class
- Critically evaluate their own experiences and development in the light of the knowledge garnered in class
- Be able to write and think about, should they wish to do so, potential applications of the course in future teaching practices
Develop IT skills with the VLE
Indicative assessment
| Task | % of module mark |
|---|---|
| Essay/coursework | 100 |
Special assessment rules
None
Indicative reassessment
| Task | % of module mark |
|---|---|
| Essay/coursework | 100 |
Module feedback
Students will get oral, peer feedback on their formative 'Working up a text' presentation and written feedback from the module tutor. Marked summative assignments will be assessed in line with department policy.
Indicative reading
Atherton, C., Green, A. & Snapper, G. (2013). Teaching English Literature 16-19 An Essential Guide. Abingdon: Routledge
Davison, J. and Dowson, (2014) J. Learning to Teach English in the Secondary School, 4th Edition. Abingdon: Routledge
Dymoke, S. (2009) Teaching English Texts 11-18 London: Continuum
Fleming, M. (2017). Starting Drama Teaching. (4th Edition). Abingdon: Routledge
Fleming, M., and Stevens, D. (2015). English Teaching in the Secondary School: Linking Theory and Practice. 4th Edition. Abingdon: Routledge
Gibson, R (2016). Teaching Shakespeare: A Handbook for Teachers. Cambridge: Cambridge University Press
Naylor, A., & Wood, A. B. (2012). Teaching Poetry: Reading and responding to poetry in the secondary classroom. Routledge.