MODULE SPECIFICATION TEMPLATE

MODULE DETAILS

Module title / Supporting Literacy in Secondary and Further Education
Module code / KE401
Credit value / 20
Level / Level 4 / X / Level 5 / Level 6 / Level 7 / Level 8
Level 0 (for modules at foundation level)
Entry criteria for registration on this module
Pre-requisites / None
Co-requisite modules / None
Module delivery
Mode of delivery / Taught / x / Distance / Placement / Online
Other / Work-based learning
Pattern of delivery / Weekly / x / Block / x / Other
When module is delivered / Semester 1 /  / Semester 2 / Throughout year
Other
Brief description of module content and/or aims
Overview (max 80 words) / This module is designed to further develop understanding of literacy and language within the secondary and further education sectors. The main focus is on the support for and development of student literacy in secondary and further education contexts.
Module author / Kerry Doyle
School / School of Education
Site / Falmer, Guernsey
Course(s) for which module is appropriate and status on that course
Course / Status (mandatory/ compulsory/ optional)
FdA Supporting Learning (G) / Compulsory
BA(Hons) Supporting Learning 11-19 Years (F) / Compulsory
BA(Hons) Working with Children and Young People (F) / Optional

MODULE AIMS, ASSESSMENT AND SUPPORT

Aims / This module is designed to further develop understanding of literacy and language within the secondary and further education sectors. The main focus is on the support for and development of student literacy in secondary and further education contexts.
Learning outcomes / By the end of the module you should be able to:
1.develop your knowledge and understanding of theoretical perspectives on literacy education;
2.evaluate your own practice in order to better support student literacy learning;
3.explainyour own understanding of students’ literacy development.
Content / The content may vary from year to year depending on contemporary developments and new initiatives in teaching literacy. You will develop your understanding of a range of theoretical perspectives on literacy and their implications for practice. You will also consider the assessment of literacy difficulties and relevant pedagogical practices, including intervention strategies in different contexts.
Learning support / Books:

Bearne, E. & Marsh, J. (2007) Literacy and social inclusion: closing the gap,Stoke: Trentham

Fisher, R.Williams, M. (2006) Unlocking Literacy: a guide for teachers, London: David Fulton
Goodwyn, A. Fuller, C. (2011)The Great Literacy Debate: A Critical Response to the Literacy Strategy and the Framework for English, Abingdon: Routledge
McBride-Chang,C. (2004)Children's literacy development,London: Arnold
Millum, T. (2005) Interactive literacy: using ICT to advance literacy skills, Edinburgh: Barrington Stoke
Moss, B. & Cappello, M. (2010)Contemporary readings in literacy education,London: Sage.
Pahl, K. & Rowsell,J. (2005) Literacy and education: understanding the new literacy studies in the classroom, London: Paul Chapman
Strong, J. (2014) Talk for Writing in Secondary Schools: How to achieve effective reading, writing and communication across the curriculum, Maidenhead: OUP/McGraw Hill
Wray, D. (2004) Literacy: Major Themes in Education, Routledge: Falmer
Journals:
Journal of Adolescent and Adult Literacy
Journal of Classroom Research in Literacy
Journal of Literacy Research
Electronic Sources [Accessed July 2014]:
Lancaster Literacy Research Centre:
National Literacy Trust:
UK Literacy Association URL:
Teaching and learning activities
Details of teaching and learning activities / Contact time
  • workshop activities, lectures, discussions, presentations;
  • use of student experiences prior to and during the module;
  • analysis of school or college based tasks.
Non-contact time, reflectively to:
  • read, view video material, explore computer software and on line materials, prepare presentations;
  • engage in literacy directed activities as required;
  • prepare for, undertake and review work-based tasks;
  • undertake personal research into aspects of own subject knowledge identified as being in need of development

Allocation of study hours (indicative)
Where 10 credits = 100 learning hours / Study hours
SCHEDULED / Lectures, seminars, practical activities including:
  • workshop activities, lectures, discussions, presentations;
  • use of student experiences prior to and during the module;
  • analysis of school or college based tasks.
/ 20
GUIDED INDEPENDENT STUDY /
  • read, view video material, explore computer software and on line materials, prepare presentations;
  • engage in literacy directed activities as required;
  • undertake personal research into aspects of own subject knowledge identified as being in need of development.
/ 100
PLACEMENT /
  • prepare for, undertake and review work-based tasks.
/ 80
TOTAL STUDY HOURS / 200 hours
Assessment tasks
Details of assessment on this module / A critical examination and comparative review of two sessions in which the student has had a direct role in planning and support for literacy development. (3000 words)
All supporting documentation should be submitted.
The task will be marked on a percentage basis.
Referral task: Rework original assignment
Types of assessment task[1]
Indicative list of summative assessment tasks which lead to the award of credit or which are required for progression. / % weighting
(or indicate if component is pass/fail)
WRITTEN / Written exam
COURSEWORK / Written assignment/ essay, report, dissertation, portfolio, project output, set exercise / 100%
PRACTICAL / Oral assessment and presentation, practical skills assessment, set exercise

EXAMINATION INFORMATION

Area examination board / Combined Area Examination Board (English)
External examiners
Name / Position and institution / Date appointed / Date tenure ends
Dr Deborah Jones / Reader in Education. Brunel University / 01/10/2012 / 30/09/2016

QUALITY ASSURANCE

Date of first approval / February 2013
Date of last revision / June 2013
Date of approval for this version / June 2013
Version number / 2
Date this version first taught (implementation) / January 2015
Modules replaced / N/A
Available as free-standing module? / Yes / No / x

[1]Set exercises,which assess the application of knowledge or analytical, problem-solving or evaluative skills, are included under the type of assessment most appropriate to the particular task.