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C1.b a range of theories, approaches, methods and techniques of learning and teaching and the rationale for their selection and appropriate use in differing EAP contexts

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C2.g the range of and use of learning technologies in assessment and feedback
C2.h the need to ensure equality of opportunity in assessment and feedback

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Academic Literacy board work sample and the Record of Work 13 July 2018 Heriot-Watt Univeristy

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Academic Literacy board work sample and the Record of Work 13 July 2018 Heriot-Watt Univeristy

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C1.f academic discourse

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C2.a the purpose, structure, use and relevance of international proficiency tests in an academic context

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C1. h study skills and their use in academic contexts
C1. v integrating study skills into other skills teaching

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Descriptive Statement and Assessment Sample

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Descriptive Statement and Assessment Sample

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C2.b range of assessment required in tertiary institution academic subject contexts

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Samples of graded assessment and Personal Statement

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Samples of graded assessment and Personal Statement

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C2. iv applying marking criteria consistently and to agreed standards
C2. v giving appropriate feedback and feed-forward on student assessed performance

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C2. c different modes and purposes of EAP specific assessment
C2. d principles of valid and reliable assessment design and marking criteria
C2. i delivering appropriate modes of assessments
C2. iii implementing of principles of standartisation, moderation, exam administration and invigilation
C2. vi evaluating assessment instruments

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C1.a the key differences between the needs and processes required for learning in delivery of an EAP and non-EAP class compared to a non-EAP class

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Academic Literacy TEAP Lesson Appraisal Observation Feedback Form 25 July 2018 

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Academic Literacy TEAP Lesson Appraisal Observation Feedback Form 25 July 2018 

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C1. ii designing activities and tasks for lessons based on an existing syllabus
C1. iii responding to the academic disciplinary needs of students as they arise
C1. vii incorporating analysis of spoken and written text discourse and language into sequence of teaching and learning activities

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C2. f the principles, procedures and best practice in feedback and feed-forward approaches to assessment

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Learner group profile and personal statement

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Learner group profile and personal statement

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C1.i the range of learning technology resources and their contribution to the accessibility and enhancenment of learning and to inclusivity for different groups of learners
C1.j the need to respect individual learners, diverse learning communities and to ensure equality of opportunity in learning and inclusivity in teaching
C1.xi exploiting student feedback and other quality assurance monitoring tools to inform own teaching
C2.e learner group profile and test specification statement

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Board work for Academic Engagement Lesson 

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Board work for Academic Engagement Lesson 

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C1. f. academic discourse

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C1.i. the range of learning technology resources and their contribution to the accessibility and enhancement of learning and to inclusivity for different groups of learners
C1.ix employing a range of learning technology resources in class and online to increase accessibility and enhance learning, to ensure inclusivity for different groups of learners and to reflect academic practices
C2. vii. using the results of assessment to inform teaching
Using email as a contextualised learning and a formative assessment tool

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Board work for Academic Literacy Lesson 12 July 2018

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Board work for Academic Literacy Lesson 12 July 2018

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C1. e. academic language
C1.c how to select and adapt appopriate materials for use in an EAP context

This was the 3rd Academic Literacy lesson  which was focussed on noun phrases. Based on my informal assessment of the level of English of the students in this class which happened in the first two classes through monitoring, I realised that some extension materials would be required. The aim was to choose an article which would be relevant to the students and accessible in terms of its specialism but also from a peer reviewed academic journal.
Gu, Q., 2009. Maturity and Interculturality: Chinese students' experiences in UK higher education. European Journal of Education, 44(1), pp.37-52.
The students found the noun phrases to find noun phrases, "unfold" them and attempt to paraphrase the sentences we worked with. The paraphrases in the file are the students' paraphrases which they dictated to me and I typed up to display on the board.
(As I was saving the file quickly at the end of the lesson, there is a typo in the name of the file.) The students asked if there were any rules they could use when working with academic articles which contain a lot of noun phrases and this question was addressed back to them. They were asked to work in groups and create a step-by-step guide for reading academic articles which I typed up at the end of the class and displayed on the board. The file was shared with the students via TEAMS. This was further extended into a task to find noun phrases in students' papers and attempt to paraphrase some sentences as homework which was then discussed at the following lesson.

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C1.x. supporting learning through one to one guidance, progress or feedback

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Lesson Observation Feedback from Heriot-Watt University 2015 and self-evaluation

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Lesson Observation Feedback from Heriot-Watt University 2015 and self-evaluation

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C1.i  planning and delivering a series of lessons to the standards expected of a competent TEAP practitioner
C1.g. text processing and production skills and strategies
C1. k. quality assurance procedures and how they are used to inform and enhance own practice
C1. vi giving appropriate feedback to academic English use in class
C1. vii incorporating analysis of spoken and written discourse and language into sequences of teaching and learning activities

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Lesson Observation Feedback from Heriot-Watt University 2018 and self-evaluation

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Lesson Observation Feedback from Heriot-Watt University 2018 and self-evaluation

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C1.i  planning and delivering a series of lessons to the standards expected of a competent TEAP practitioner
C1. iii responding to academic needs of students as they arise
C1. xi. exploiting student feedback and other quality assurance monitoring tools to inform own teaching
C1.viii. staging and scaffolding the teaching of reading and listening for study purposes
C1. iv. applying knowledge of the differences between subject content, procedural knowledge and language knowledge appropriately in teaching and/or supporting learning
C1. v integrating study skills into other skills teaching
C1.g. text processing and production skills and strategies
C1. k. quality assurance procedures and how they are used to inform and enhance own practice
C1. ix employing a range of learning technology resources in class and online to increase accessibility and enhance learning, to ensure inclusivity for all different groups of learners and to reflect academic practices
C2. vii. using the results of assessment to inform teaching
C2.viii staging and scaffolding the teaching of reading and listening for academic purposes
C2. ii. linking assessment outcomes to inform teaching and learning in EAP
C2. e. the link between assessment content and procedures to student needs and academic studies

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Academic Literacy Record of Work from Heriot-Watt University 2018                     

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Academic Literacy Record of Work from Heriot-Watt University 2018                     

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C1. d. planning delivery of a series of lessons based on an existing syllabus