Early Literacy (P00087)

? Credit Points : 15 ? SCQF Level : 11 ? Acronym : EDU-P-P00087

This module will explore the implications for policy and practice arising from current educational literature and research in Early Literacy.

It is designed to build on participants' classroom experience of teaching early literacy. A central aim is to encourage the participants to critically review their practice and further develop their understandings of the theory that underpins their teaching. Participation in the module will enable teachers to demonstrate their capacity to scrutinise their practice, identify areas for development, implement key strategies and evaluate the effectiveness of these approaches.

Teachers will be encouraged to participate actively in the ongoing debates concerning models of literacy teaching. They will be expected to adopt an analytical stance in relation to notions of evidence-based practice.

Entry Requirements

? Pre-requisites : This module will be offered at the Diploma stage of the MTeach programme. It is, therefore, expected that participants will have successfully completed the four core modules.

Subject Areas

Home subject area

Education, (The Moray House School of Education, Schedule C)

Delivery Information

? Normal year taken : Postgraduate

? Delivery Period : To be arranged/Unknown

? Additional Class Information : 25 hours contact teaching flexibly delivered

Summary of Intended Learning Outcomes

Successful completion of the module will allow participants to:
-demonstrate the ability to take a critical stance to recent policy and research associated with the development of literacy
-analyse critically a range of current initiatives to promote success in early literacy acquisition.
-justify, implement and evaluate approaches to the teaching of early literacy
-manage effective change in their own practice and use the experience to inform and lead change in the workplace
-positively enhance the quality of the literacy experiences provided by the school and the wider professional community by sharing understandings and experiences

Assessment Information

Part One
Participants will attend the module and take part in collaborative and discursive activities.
Part Two
Participants will scrutinise an aspect of literacy teaching in their own classroom or school reflecting upon the efficacy of their teaching in the light of their studies.
Resulting in a critical review and analysis of current literacy practice (approximately 2,000 words).
Part Three
In response to this review of practice, participants will design, implement and evaluate a short programme of work.
They will present their findings to a group of school colleagues through a formal presentation. The aim will be to share experiences of the process of change and any new insights about literacy teaching and learning.