Postgraduate taught 

TESOL: Teaching of English to Speakers of Other Languages MSc

Developing Literacy EDUC5349

  • Academic Session: 2019-20
  • School: School of Education
  • Credits: 20
  • Level: Level 5 (SCQF level 11)
  • Typically Offered: Semester 2
  • Available to Visiting Students: Yes
  • Available to Erasmus Students: Yes

Short Description

This is a specialist course within the programme. It aims to encourage reflection on the impact of current theory and research in the area of reading and literacy development on national and local policy and practice. The role of assessment is also considered.

Timetable

Semester 2

Day course: 5 full days over 4 weeks. (March and April).

Evening course: 2x 5 hr days plus 5x 2hr evening sessions (April - June)

Distance course: 2 x 5hr days plus online study (April - June)

Requirements of Entry

A first degree and, normally, a professional qualification (eg in teaching). Experience of, and interest in, educational inclusion/special education is desirable.

Full GTCS registration (Scottish Students)

Assessment

Class essay 4000 words

Course Aims

The aims of the course are, within the context of developing literacy:

To introduce students to important theoretical debates and discourses in supporting learning in the context of inclusive education

to examine current research, policy documentation and legislation and their impact on learning and teaching and;

to investigate current tensions within learning support and explore ways in which they might be addressed to promote effective learning for all

Intended Learning Outcomes of Course

Intended learning outcomes 

On completion of the course students will be able to demonstrate the following outcomes. 

Knowledge and Understanding 
1 Show critical understanding of current theories within the fields of reading and writing from a range of relevant research literature.

2 Show critical understanding of ways in which literacy can be developed across a range of curricular areas.

 
Skills and Other Attributes
 

Intellectual skills 
3 Use theory and research to analyse policy and practice critically 

4  Propose well founded improvements, justified by theory and research findings. 

Transferable/key skills 
5  Demonstrate a professional quality of written communication in the assignment, keeping within the word limit and including referencing and bibliography in accordance with programme guidelines.

Minimum Requirement for Award of Credits

As per Schedule A