Literacy 2 DUMF2011
- Academic Session: 2020-21
- School: School of Interdisciplinary Studies
- Credits: 20
- Level: Level 2 (SCQF level 8)
- Typically Offered: Semester 1
- Available to Visiting Students: Yes
- Available to Erasmus Students: Yes
This course aims to deepen students' understanding of the teaching of writing and reading, and the development of talking and listening skills, in classroom contexts. Clear links are made to School Experience with on-going tasks and opportunities for reflection on the teaching and learning of language. Further links to Child Development and Learning are also made.
3 hours per week (typically 2 hours per week lecture,1 hour per week workshop)
Requirements of Entry
Entry to Year 2 of the MA Primary Education with Teaching Qualification
Essay, c2000 words (40%), due mid-semester
Exam (40%), exam diet
Oral assessment (10%), end of semester group presentation
Practical Skills Assessment (10%) throughout the semester based on in class assignments and actives
Main Assessment In: April/May
This course will focus on the teaching and learning processes and relevant theory involved in developing children's reading, writing, speaking and listening across the primary curriculum. Students will also become familiar with a range of strategies for effective assessment of these four language outcomes, at both the pre-5 and other primary stages. To support their learning, they will study a range of children's writing and reading experiences in various genres, review instruments of assessment at different stages of learning, and discuss a variety of fiction and non-fiction texts matched to School Experience needs. Additionally, students will become knowledgable of various literacy related developmental disabilities (such as Dyslexia) and how to address these in the classroom.
Intended Learning Outcomes of Course
By the end of the course, the students will be able to:-
-understand the cognitive mechanisms, theory, and developmental patterns associated with reading compensation, fluency and orthographic processing
- understand the process of writing in a range of genres, and effective classroom strategies to develop and assess pupils' writing skills
- consider the patterning of English writing, and its developmental progression from the earliest to the upper stages, in terms of teaching activities and pupil performance
- understand the relationship between meaning, purpose and language choice in both fiction and non-fiction genres, and consider classroom contexts and strategies which support pupils' engagement with texts
- understand the role of talk and listening in learning, and plan strategies for development and assessment of these skills in cross-curricular contexts at different ages and stages in the CfE 3-18 curriculum.
- be aware of the inter-related nature of the development of the four language outcomes, in terms of the Curriculum for Excellence and Assessment is for Learning.
-understand mechanisms and behavioural expression of various developmental learning disabilities impacting literacy performance (i.e. dyslexia, dysgraphia)
Minimum Requirement for Award of Credits
Normally, attempted completion of 75% of formative and summative assessments and attendance of 80% of compulsory classes.