Keele Research Repository

This paper advocates for the use of learner-centred teaching activities and enquiry-based assessment through reflection on the organisation of a FHEQ Level 5 seventeenth-century English literature module. While English is a subject where, traditionally, students find it difficult to recognise and articulate their transferable skills, this paper explores how embedding such activities equips students with a range of transferable skills and attributes which, in turn, contributes to the sustainability agenda. The paper also reflects on some of the issues that arise for staff and students when students are required to take on increased responsibility for their learning.