My thoughts on "embedding" and compulsory "reflection" of English & Mathematics at H.E

As I read the key themes within my module handbook which my reflective log ("my teaching journey") is required to address, I realise that despite being massively over the recommended word count I still have not discussed a key theme:

• The role of English and  Mathematics in the subject that I teach. 

This annoys me a little as I have reflected upon far more pressing and consequential learnings, so why the need for conformity? This is my reflective log right?! A perfect example by my calculations of stifling creativity and discouraging critical thinking (Freire & Macedo, 2005). 

I think back to my own learning experiences at H.E level and I do not recall mathematics being embedded within lessons, is this because my fantastically talented tutors did so without my noticing? possibly, but I think  not. These are the guys that provide my inspiration; my role models, my perception upon which I base my reality of a teacher: dynamic, passionate, talented, ambitious, current, supportive, and most importantly, HUMAN. Did these guys specifically embed mathematics when it does not seem fitting of the module, or is this a F.E concept which does not easily transfer into the H.E sector? I imagine my H.E students reactions to a grouping exercise whereas they must solve mathematical problems. 

I think back to the Major Study module which I recently taught on, whereas students carried out individual educational research projects. With hindsight I  realise this module was the place on which to teach mathematics, and I could/ should have done more to facilitate mathematical development. Percentages, averages, charts and graphs were relevant to the students here and would most likely have been well received, as oppose to an abstract exercise carried out during a module which does not seem fitting, so to unnecessarily meet Ofsted requirements. However, this realisation has at least encouraged me to brush up on my mathematical skills so as I can adequately support individual students in upcoming major study supervision sessions. 

The design of the Early Years course and the assessment criteria ensure literary development is naturally occurring within my subject specialism. Lessons generally promote: reading, comprehension, academic and reflective writing, speaking and listening skills: theories and models in relation to the module outcomes introduce students to new terminology which they are encouraged to use within their assignments. Feedback as per the formative assessment process further supports students to increase their literacy skills. In light of this fundamental embedding of literacy within my subject and the level at which I am teaching, I question the necessity to add it as an extra within my planning, and reflect upon it within my log?

I wonder whether my adverse and concise reflection of English and Mathematics addresses the theme in enough detail to meet the assessment criteria, I guess I need to practice what I preach so I will take a chance and find out. Watch this space!!