3 credits at level HE5
This module will investigate how literacy and language skills are used in a learning programme. You will examine the impact an individual’s limited literacy and language skills may have on their learning programme. The planning, delivery and assessment cycles of programmes will also be evaluated. Literacy and language skills will also be examined in the broader work context.
Personal, social and cultural factors that may influence language and literacy development
Skills analysis of learning programmes
The planning, delivery and assessment cycles of programmes
The use of literacy and language skills in work contexts
The changing demands of literacy and language skills on work contexts
The module will be delivered using a variety of methods such as lectures, seminars, group/individual tutorials, presentations, and practical activities. Learning and teaching will be achieved through a blended learning approach (combination of face-to-face and electronic based resources and communications).
when you have successfully completed this module you will:
to demonstrate that you have achieved the learning outcome you will:
|1.||Demonstrate a knowledge and
understanding of how literacy and
language skills are used in a broader
1.1 Analyse with a teacher of another area of
specialism the use of speaking and listening
skills in a learning programme
1.2 Analyse with a teacher of another area of
specialism the use of reading and writing skills
in a learning programme
1.3 Discuss how limited literacy and language skills
impact on learner motivation, confidence and
achievement within a specified learning
|2.||Demonstrate a knowledge and
understanding of the planning, delivery
and assessment cycle of a learning
programme in another area of
2.1 Evaluate the current planning and delivery
cycle of a learning programme
2.2 Evaluate the current assessment strategy of a
|3.||Demonstrate a knowledge and
understanding of how literacy and
language skills are used in a work
context related to the broader learning
3.1 Analyse with a teacher of another area of
specialism the use of literacy and language
skills within a specified work context
3.2 Discuss how literacy and language skills
demands are changing within a specified work
Your achievement of the learning outcomes for this module will be tested as follows:
There are no prerequisites for this module.
No restrictions apply.
Appleyby, Y. and Barton, D. (2007) Responding to Peoples’ Lives in LLN Teaching. London: NIACE
Ananiadou K., Jenkins A. and Wolf, A. (2003) The benefits to employers of raising workforce basic skills levels: a review of the literature. London: NRDC.
Barton, D., Appleby, Y., Hodge, R., Tusting, K. and Ivanic, R. (2006) Relating adults’ lives and learning:participation and engagement in different settings. London: NRDC.
Bynner, J. and Parsons, S. (2006) New Light on Literacy and Numeracy. London: NRDC.
Casey, H., Evans, K., Sagan, O., Waite, E. and Cowan, S. (2004) Putting good practice into practice: literacy, numeracy and key skills within apprenticeships. London: NRDC.
Casey, H., Evans, K., Sagan, O., Waite, E. and Cowan, S. (2007) Putting good practice into practice: literacy, numeracy and key skills within apprenticeships. Part Two. London: NRDC.
Casey, H., Jupp, T., Grief, S., Hodge, R., Ivanic, R., Cara, O. and Eldred, J. (2006) “You wouldn't expect a maths teacher to teach plastering…” Embedding literacy, language and numeracy in post-16 vocational programmes – the impact on learning and achievement. London: NRDC.
HM Treasury (2006) Leitch Review of Skills: Prosperity for all in the global economy – world class skills.HMI Treasury: London.
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