Reading and writing across subjects (171)

16/09/2022 al 30/09/2022
01/03/2023 al 28/04/2023
Fase Horas Modalidad Inicio Final Horario Días semana
2 5 G - Elaboración de un informe y/o memoria 01/03/2023 28/04/2023 18:00-20:00 M-J
3 25 H - On-Line 01/03/2023 28/04/2023 18:00-20:00 L-X
Guy Fayter
En trámite

This 30-hr. course will cover various aspects of the skills needed when teaching reading and writing literacy in an English-speaking classroom. This will be done by Zoom sessions from the course tutor and will be supported by a padlet page and google docs. A further bibliography will be provided.
The 1.5 hr. sessions will consist of a Reading and Writing (R/W) topic, some background knowledge, a discussion about this and suggested tasks to carry out in the classroom. During the course, suggestions will be made about how to integrate R/W into the modern classroom, and how these aid in speaking and fluency.
Furthermore, types of assessment, including continuous, will be investigated. An awareness of diversity and SEND needs regarding the materials used in classroom will also be discussed.
There will also be mid and after course surveys, in order to receive feedback from the participants.
Some suggested lessons.
• The difficulties students have when reading in another language, and possibly in their own.
• Types of reading tasks and ways to use these in a course with other materials.
• The different genre types and how information is organized.
• Alternative ways of using different art/media forms, such as video games, films and comics, to encourage students to read more.
• Types of assessment and testing to be implemented, adjusted or used in conjunction with lessons and materials.
• Focusing on different reading skills and their suitability in real life.
• Tasks and ways for recording progress. A student’s perspective and a way to self-reflect.
• SEND issues with reading.
• Why it is important in a digital age, and alternative ways from the pen.
• Different types and use in class.
• Collective vs Individual writing and the pros and cons of each.
• Organization of writing and its importance in projects and practicality in a professional environment.
• Integrating writing tasks in the classroom and with materials.
• Encouraging learners to explore and expand their writing skills, both digitally and in the traditional format.
• Peer marking. An unusual way to assess.
• Assessment types and areas to focus on.

Competencias del alumnado
  • Comunicación lingüística y literaria
  • Comunicación verbal, no verbal y digital
Competencias del docente
  • Competente para ajustar y adaptar las propuestas didácticas a las necesidades y a la diversidad del alumnado desde una perspectiva inclusiva
  • Competente para investigar, innovar, desarrollar y evaluar los procesos de aprendizaje en el aula desde la reflexión sobre la práctica
  • Profesorado Educación Primaria
  • Profesorado Educación Secundaria
Requisitos de titulación
  • Requisito titulo idioma B1 Ingles
Requisitos de titulación excluyente No hay requisitos
Programa del curso
Reading and writing across the curriculum requires children and young people to have skills which enable them to interpret and compose texts across different disciplines. This involves teaching that prompts learning that - embeds a grasp of how different language choices and patterns represent and document ideas and views of the world through a range of genres. - develops a sense of the way disciplinary knowledge is organised (for example, in science, history or geography). Teachers will be able to : - Plan and succesfully deliver writing and reading tasks in their subjects. - Scaffold effectively reading and witing processes. - Reflect on subject specific genres. - Assess literacy related tasks.
Contenido del curso

Effective literacy programmes enable students to move between reading and writing, and involve them in speaking and listening experiences which support and extend their literacy learning and skills.
- Subject-specific genres and language functions
- Language scaffolding strategies
- Assessment of written texts.
- Literacy strategies


The course will be hands-on and interactive, enabling participants to be fully immersed in the subject matter. Trainer-led sessions use the techniques and approaches being discussed so that the practical application of literacy-related techniques can be experienced within the programme. This is supported by in-depth discussion group work. Using this theoretical knowledge, participants will then complete several practical tasks designed to implement different techniques in their classrooms.
Participants will work collaboratively in synchronous sessions on, actively contributing to the tasks related to the course contents to discuss how the examples, ideas and materials presented might be used to meet their objectives in their teaching contexts.
Participants will contribute to the class online site (Padlet) in order to build up a collaborative/collective online resource which will be useful after the course.
Participants will work through the course content according to a schedule by attending tutorial sessions organised through and completing related tasks in online forums e.g. and
Participants will reflect on their learning and produce a reflective task which will demonstrate how they can apply what they are learning to their own teaching situation.

Evaluación e impacto

Continuous assessment (measuring participant involvement, assimilation, internalization and reflection of knowledge and creativity and experimentation) and completion of a final task at the end of the course.
Active use of language and digital resources will provide attendees with knowledge that they can implement in their teaching work.
The impact of the development action and its contribution to the quality of the participants own teaching as they transfer the skills and knowledge gained to their own classroom is evaluated at three levels:
Level 1 Reaction – feedback from participants mid and post course surveys
Level 2 Learning – Successful completion of class and forum tasks demonstrate how much of the desired principles, techniques, and skills participants have learnt.
Level 3 Behaviour- successful completion of the reflective task demonstrates that participants are or will apply their learning to their work.
The design of the learning experience aims to give participants direct experience of the skills they need to encourage in their own learners: to think critically, to analyze, to make inferences, to do web 2.0 -based co-operative work, independent learning and presentational skills. Our course design includes consideration of Special Educational Needs, multiple intelligences and gender awareness in teaching resources and activities


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