This course aims to build on the skills developed in Literacy 1 by deepening students' understanding of the teaching of writing and reading, and the development of talking and listening skills in classroom contexts.

1.5 hour lecture each week during the first term

1.5 hour lecture each week during the second term and 1 hour workshop (Book Buddies tutoring) during the second term.

None

None

Written assignment 1; 30% (ILOs 2 and 5), Written assignment 2; 30% (ILOs 2, 3 and 4)  Presentation 40% (ILOs 1, 3 and 4)

The first written assignment (ILOs 2 and 5) will assess students' knowledge of literary fiction for children across the span of primary school. This will include ways in which students can promote reading for pleasure and enhance reading motivation and engagement from pre-readers to proficient readers.

The second written assignment (ILOs 2, 3 and 4) will assess students' knowledge of children's writing development, and how to teach writing for different purposes, audiences and genres.

The third assignment (ILOs 1, 3 and 4) is a presentation underscoring the students' knowledge of the cognitive mechanisms and theory associated with reading and writing. Student's will demonstrate their ability to effectively assess children's literacy development.

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 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 Professional Practice needs.

By the end of the course, the students will be able to:

1) explain the cognitive mechanisms and theory associated with reading and writing

2) examine the process of writing in a range of genres

3) develop effective classroom strategies to assess pupils' literacy skills

4) recognise the patterning of English writing, and its developmental progression from the earliest to the upper stages, in terms of teaching activities and pupil performance

5) examine 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.

1. Students must submit at least 75% by weight of the components (including examinations) of the course's summative assessment.

2. In order to be eligible for the award of credit for this course, students must achieve a minimum of 80% attendance (see programme handbook for further details).