- Dr Mary Healy (Senior Lecturer - Roehampton University)
|Assessment Type||Assessment length / details||Proportion|
|Semester Assessment||Essay 1 (2500 words)||50%|
|Semester Assessment||Essay 2 (2500 words)||50%|
|Supplementary Assessment||Essay 1 (2500 words) All failed elements of the assessments must be retaken if the students average mark falls below the required pass mark of 40 %||50%|
|Supplementary Assessment||Essay 2 (2500 words)||50%|
On successful completion of this module students should be able to:
Critically evaluate the development of literacy in young children within a given framework.
Critically discuss the implications of literacy development for teaching and learning.
Critically examine the reasons for a literature-based curriculum in infant schools.
Demonstrate critical engagement with relevant source material.
This module focuses on the centrality of the language and literacy process in its mediating role for the teacher and the young child. It examines the role of literacy in various cultures and considers the skills necessary for the development of language and literacy in young children.
1. Perspectives on literacy/Functional literacy
2. Excursions into literacy: pre-school and early years experiences/Picture books
3. The reader at the end of the primary school/ Using literature in the Key Stage 2 classroom
4. The development of reading (1): Approaches and methods/Using reading skills
5. The development of reading (2): Reading materials/A literacy rich environment
6. Reading to learn: non-fiction and other information materials/Evaluating ICT materials
7. The beginnings of writing/Assessing children's writing
8. The development of writing/Providing an audience
9. The use of poetry in the Early Years and the primary school
10. Problems with literacy: an introduction/Literacy and ALN
|Skills Type||Skills details|
|Application of Number||Occasional descriptive statistics in lectures and sources.|
|Communication||Communication techniques are a vital element throughout lectures and seminars. Spoken communication throughout seminar activities. Written communication throughout written assessments.|
|Improving own Learning and Performance||Feedback from the written assignment and personal reflection during seminar tasks encourage improved performance.|
|Information Technology||Written assignments should be word-processed.|
|Personal Development and Career planning||Not developed in this module.|
|Problem solving||An essential element in the process of critical assessment.|
|Research skills||Research is required for the main assessments and some of the seminar tasks.|
|Subject Specific Skills|
|Team work||Seminar activities provide many opportunities for team work, including group presentations and debates.|
This module is at CQFW Level 5