Postgraduate Course: Early Literacy (EDUA11016)
|Moray House School of Education
|College of Humanities and Social Science
|Available to all students
|Credit level (Normal year taken)
|SCQF Level 11 (Postgraduate)
|Home subject area
|Other subject area
|Taught in Gaelic?
|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 (not applicable to Visiting Students)
Information for Visiting Students
|Displayed in Visiting Students Prospectus?
Course Delivery Information
|Not being 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
Participants will attend the module and take part in collaborative and discursive activities.
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).
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.
|Ms Gillian Robinson
Tel: (0131 6)51 6426
|Mrs Amanda Mcneill
Tel: (0131 6)51 5337