| Unit name | Pedagogy and Curriculum for Language Education |
|---|---|
| Unit code | EDUCM0093 |
| Credit points | 20 |
| Level of study | M/7 |
| Teaching block(s) |
Teaching Block 1 (weeks 1 - 12) |
| Unit director | Dr. Sharples |
| Open unit status | Not open |
| Units you must take before you take this one (pre-requisite units) |
None |
| Units you must take alongside this one (co-requisite units) |
None |
| Units you may not take alongside this one |
None |
| School/department | School of Education |
| Faculty | Faculty of Social Sciences and Law |
Why is this unit important?
A strong foundation in teaching and learning is essential for graduate study in TESOL and this unit introduces key concepts. The unit starts with your own teaching experiences, examining a range of theoretical and practical approaches to curriculum design and equipping you with the critical tools you need to make informed decisions. It then invites you to redesign curricula for your own teaching contexts, incorporating the ideas you have encountered and laying the foundations for your studies in later units.
How does this unit fit into your programme of study?
The unit engages students with some of the discipline’s bigger conceptual challenges, connecting this unit to EDUCM5904 (Second Language Learning) and EDUCM0091 (Expanding Notions of Language), as well providing a strong conceptual base for the optional units.
This unit aims to:
An overview of content
This unit examines the connection between curriculum and pedagogy. Students will develop a deeper understanding of the key issues involved and put them into practice by analysing and proposing revisions to existing curricula.
How will students, personally, be different as a result of the unit
The unit engages students with some of the discipline’s bigger conceptual challenges, asking them to think critically about their teaching experience and beginning to connect their academic study to their future careers.
Learning outcomes
By the end of the unit you will be able to:
1. describe the theoretical frameworks in language teaching pedagogy and linking these to second language learning
2. explain the issues and considerations that guide pedagogical planning.
3. articulate a coherent and evidence-based approach to curriculum for your teaching context
4. critique curricular or instructional materials and policy decisions relevant to English language teaching
Tasks which help you learn and prepare you for summative tasks (formative):
The formative assessment for this unit will consist of the instructors' oral and written feedback on students' work including through tutorials, guiding comments on assignments, and informally through classroom discussions or following presentations. Peer and self-reflection will also be used.
Tasks which count towards your unit mark (summative):
A 3,500-word written assignment. This comprises a 3,000-word main assignment and a 500-word statement on how they produced the work, encouraging students to engage critically with issues of scholarship, academic integrity and the use of AI as well as their learning across the two units. ILOs 1-4
This assignment jointly assesses this unit and EDUCM5904.
When assessment does not go to plan
When a student fails the unit and is eligible to resubmit, failed components will be reassessed on a like-for-like basis. Students will resubmit a revised version of the original work.
If this unit has a Resource List, you will normally find a link to it in the Blackboard area for the unit. Sometimes there will be a separate link for each weekly topic.
If you are unable to access a list through Blackboard, you can also find it via the Resource Lists homepage. Search for the list by the unit name or code (e.g. EDUCM0093).
How much time the unit requires
Each credit equates to 10 hours of total student input. For example a 20 credit unit will take you 200 hours
of study to complete. Your total learning time is made up of contact time, directed learning tasks,
independent learning and assessment activity.
See the University Workload statement relating to this unit for more information.
Assessment
The assessment methods listed in this unit specification are designed to enable students to demonstrate the named learning outcomes (LOs). Where a disability prevents a student from undertaking a specific method of assessment, schools will make reasonable adjustments to support a student to demonstrate the LO by an alternative method or with additional resources.
The Board of Examiners will consider all cases where students have failed or not completed the assessments required for credit.
The Board considers each student's outcomes across all the units which contribute to each year's programme of study. For appropriate assessments, if you have self-certificated your absence, you will normally be required to complete it the next time it runs (for assessments at the end of TB1 and TB2 this is usually in the next re-assessment period).
The Board of Examiners will take into account any exceptional circumstances and operates
within the Regulations and Code of Practice for Taught Programmes.
