University of the West of England

MODULE SPECIFICATION

(Revised October 2005)

Code:

UTTGLE-15-1

Title:

Engaging with Meaning: English with ICT

Version:

2

Level:

1

UWE Credit Rating:

15

ECTS Credit Rating:

7.5

Module Type:

Project

Owning Faculty:

Social Sciences and Humanities

Field:

Primary, Early Childhood and Education Studies

Field Leader: (see guidance notes)

  

Valid From:

September 2008

Discontinued From:

  

Contributes Towards: (see guidance notes)

BA (Hons) Primary Education (Initial Teacher Education)

Pre-requisites:

  

Co-requisites:

UTTGF4-20-1, Engaging in Professional Practice – Professional Practice 1

Excluded Combinations:

UTTGLJ-15-1, Engaging with Meaning: Communication, Language and Literacy with ICT

Learning outcomes:

At the end of this module students will:

• understand a range of diverse approaches to learning and teaching reading;

• have a basic knowledge of the structure and curriculum content for English in the Foundation Stage Guidance for communication language and literacy and the National Curriculum for Key Stages 1 and 2 and in national initiatives for teaching English;

• have begun to develop their knowledge of a range of children’s literature;

• have a basic knowledge of the role of language and literacy in the development of children’s learning, interest and enjoyment;

• recognise the role of parents and carers as partners in children’s development in reading, sharing information with them

• be able to analyse strategies children use when developing their reading and writing and be able to make assessment of their learning;

• have experience in the formation of short term plans providing clear structures for lessons and identifying clear teaching and learning objectives for language and literacy development;

• be able to discuss the role of the teacher, and others, in intervening to support a range of pupils’ learning in English, including those for whom English is an additional language;

• have an understanding of how ICT can be used to support teaching and learning in literacy, identifying when the use of ICT would be appropriate in their literacy teaching and when it would not be appropriate;

• have an understanding of the requirements for subject knowledge in English and be able to plan and take responsibility for personal development in this area;

• be able to organise and present ideas and information coherently;

• be able to communicate effectively, including the capacity to communicate the process and outcomes of their learning;

• be able to work effectively as an independent and self-motivated learner;

By meeting the above learning outcomes students will demonstrate that they have addressed the Secretary of State’s standards for QTS, with reference to English and ICT, set out below.

Q1, Q2, Q5, Q7a, Q9, Q12, Q14, Q15, Q17, Q23, Q25a

ECM3, ECM4, ECM5

CC1, 2, 4, 5, 6

Syllabus outline:

An introduction to language and literacy in the Primary Strategy (2003) and an overview of the EYFS, Curriculum Guidance for the Foundation Stage: communication, language and literacy and the National curriculum.

The importance of language for learning across the whole curriculum.

The oral tradition and language diversity and the relationship between talk and literacy.

Language and reading in the wider environment

The development of early readers and writers and the role of phonics

The teaching and assessment of reading and writing

Assessment for learning: planning for progression in literacy.

The pedagogy of teaching reading: theories of reading and theories of instruction.

The early reading debate – The simple view of reading and CLLD

The role of others in supporting the development of literacy skills both in school and at home.

Recognising the partnership of parents and carers – the home-school information sharing

Evaluation of English software and the appropriate use of ICT to support the development and enjoyment of literacy skills.

The development of subject knowledge through ICT.

An evaluation and creative response to children’s literature

Planning for English with particular links to PSHE (making a positive contribution) and history.

Teaching and Learning Methods

Lectures, seminars and workshops, school based and school focused activities seminars, self supported study and directed tasks and reading

Reading Strategy

There will be a set text which students are expected to buy. Other essential reading will be provided

electronically or as printed study packs.

Further reading is not essential for this module, but students will be encouraged to explore at least one of the titles held in the library on this topic. A current list of such titles will be given in the module handbook and revised annually.

Formal opportunities for students to start to develop their library and information skills are provided within the GDPS module in the Level 1 curriculum

Indicative Reading List

The following list is offered to provide validation panels/accrediting bodies with an indication of the type and level of information students may be expected to consult. As such, its currency may wane during the life span of the module specification. However, as indicated above, CURRENT advice on readings will be available via other more frequently updated mechanisms.

Key Texts:

GAMBLE, N. & YATES, S.(2002) Exploring children’s literature teaching the language and reading of fiction. Paul Chapman

GOODWIN, P. (ed 2005) The literate classroom London: David Fulton

MARSH,J. and HALLET,E. (1999) Desirable literacies. London: PCP.

UNICEF For every child: the rights of the child in words and pictures London: Random House Group

Indicative sources:

ARIZPE, E. et al (2002) Children reading pictures. Routledge Falmer

BEARD, R. (1997) Developing reading 3-13 London: Hodder & Stoughton

BUNTING, R. (1997) Teaching about language in the primary years. London: David Fulton.

CARTER, R. et al (2001) Working with texts. Routledge

EDWARDS, V.(2005) The other languages-a guide to multilingual classrooms. University of Reading

EVANS J (2001) The writing classroom London: Fulton

GOODWIN, P. (ed. 2001) The articulate classroom. London: David Fulton.

GOODWIN, P. (ed. 2005) The literate classroom. London: David Fulton.

GRAHAM, J. (2004) Cracking good picture books. NATE.

GRAHAM,J. & KELLY,A. (2000) Reading under control. London: David Fulton.

GRAHAM,J. & KELLY,A. (2003) Writing under control. London: David Fulton.

HARRETT, J. (2004) Tell me another; speaking, listening and learning through storytelling Minibook 17. UKLA

LAMBIRTH, A. (ed.)(2005) Planning creative literacy lessons. David Fulton

MALLETT, M. (1999) Young researchers. London: Routledge

MEDWELL et al (2002) Primary english knowledge and understanding. London: Learning Matters Ltd.

Ofsted (2003) Excellence and enjoyment London: Ofsted

PALMER, S. & CORBETT, P.(2005) Literacy: what works?.Nelson Thornes

WHITEHEAD, M. (2006) Language and literacy in the early years (third Edition)  London:  Sage.

Recent and current official documents of relevance to the module.

Assessment

ATTEMPT 1

First Assessment Opportunity

Component A

Compilation of a portfolio of directed and negotiated tasks throughout the module under the guidance of a tutor, equivalent of 2,500 words

Second Assessment Opportunity (further attendance at taught classes is not required)

Component A

Compilation of a portfolio of directed and negotiated tasks throughout the module under the guidance of a tutor, equivalent of 2,500 words

SECOND (OR SUBSEQUENT) ATTEMPT Attendance at taught classes is not required.

Specification confirmed by ……………………………………Date ……………………

(Associate Dean/Programme Director)

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