20 credits at level HE5
The module aims to develop students’ knowledge of language and literacy in relation to the requirements of the National Curriculum (English), and the National Primary Strategy Framework for Key Stage 1 and 2. The focus of the module is to develop students’ knowledge and skills so that they can support the class teacher in his/her teaching of language and literacy and help pupils at primary school level to learn about language and literacy.
Primary National Strategy; Language and Literacy Strategy (e.g., levels and progression); National Curriculum (English); language and literacy initiatives; current changes in language and literacy at different key stages; areas of language and literacy; Standard Attainment Tests (SATs), language and literacy across the curriculum; difficulties children have with learning language and literacy and misconceptions; software programmes; resources (concrete materials); multisensory approach to learning language and literacy; differentiated lesson planning for the teaching and learning of language and literacy at primary level; reflective practice; maintaining a reflective journal; evaluation; Higher Level Teaching Assistants (HLTA) Standards; language and literacy support strategies (Further Literacy Support, Early Literacy Support, Additional Literacy Support); health and safety.
HLTA Standards: 1,9,10,12,13,14,17,18,19,20,21
The module will be delivered using a range of methods such as lectures, tutorials, class activities, work-based practise and research. A blended learning approach will be adopted and students will have access to on-line materials as well as attending face-to-face sessions.
There are three items of assessment. Firstly, you will devise a differentiated lesson plan and an activity, and implement your activity for a specified group of learners under the supervision of the class teacher. The activity will include a multisensory resource that you have designed. You will provide a justification for the planning and the resources, and an evaluation. Through this you will demonstrate you can apply skills and knowledge gained in the module to practical workplace tasks. The second assessment item involves you in critically evaluating the use of the SATs as an assessment tool in primary schools so that you will become aware of the advantages and disadvantages of using SATs to measure children’s achievement in language and literacy. The third item involves you in producing a reflective report on your experiences supporting language and literacy learning and an action plan for your own improvement in this area.
when you have successfully completed this module you will:
to demonstrate that you have achieved the learning outcome you will:
|1.||Have acquired broad knowledge of the Primary National Curriculum in English, its requirements, strategies and expected outcomes and targets.||1.1 Identify target levels relating to a specific group of children within the work setting for the purpose of planning a differentiated activity to support a group of pupils learning language and literacy.|
|2.||Have analysed support strategies to promote language and literacy learning.||2.1 analyse strengths and weaknesses of support strategies for language and literacy learning.|
|3.||Have devised a language and literacy activity incorporating a multisensory resource you have designed, planned a lesson incorporating the activity, delivered the lesson to a selected group of children under the supervision of the class teacher, and evaluated the above.||
3.1 devise a language and literacy activity, incorporating a multisensory resource you have designed for a selected group of children, and plan a lesson incorporating the activity.
3.2 justify the decisions you made when undertaking 3.1 above
3.3 under the supervision of the class teacher implement your activity using appropriate teaching methods and skills necessary to support children’s language and literacy development and justify your choice of methods.
3.4 evaluate the planning, the activity you designed and the delivery of your activity.
|4.||Have produced a reflective journal in relation to supporting language and literacy learning in the classroom for a period of half a term, and an action plan for your self development in this area.||4.1 reflect on your experiences of supporting language and literacy to enhance your own professional practice and competence in this area, and produce an action plan for improvement.|
Your achievement of the learning outcomes for this module will be tested as follows:
|Description||Differentiated lesson plan for a language and literacy lesson Activity and multisensory resource for use in the language and literacy lesson Supervisor’s report on the delivery of your activity Justification and Evaluation (1000 words)||Assignment - Critically evaluate the implications of the use of SATs in language and literacy as an assessment tool in the primary school (advantages/disadvantages) – 1000 words||Reflective report of experiences supporting language and literacy for a period of half a term and action plan to improve – 1000 words|
There are no prerequisites for this module.
No restrictions apply.
Browne, A. (2006) Teaching and Learning: Communication, Language and Literacy. London: Paul Chapman Publishing
Clipson-Boyles, S. (2001) Supporting language and literacy 3-8: a practical guide for assistants in classrooms and nurseries. London: David Fulton.
DfES (2006) Primary National Strategy: Primary Framework for literacy and mathematics.
DfEE / QCA (1999) English in the National Curriculum. London: DfEE
Goodwin, P. (Ed.) (2005) The Literate Classroom. London: David Fulton.
Sage, R. (2006) Supporting Language and Communication: A guide for School Support Staff. London: Paul Chapman Publishing Ltd
Fox, G. & Halliwell, M. (2003) Supporting Literacy and Numeracy - A guide for teaching assistants. London: David Fulton Publishers
Young, P. & Tyre, C. (2002) Dyslexia or illiteracy? London: Open University Press
Wray, D. (2006) Teaching Literacy Across the Primary Curriculum. Exeter: Learning Matters Ltd.
Sage, R. (2006) Supporting Language and Communication: A Guide for School Support Staff. London: Paul Chapman Publishing
|Host Subject Group:||Education|
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