Overview

This creative module examines children’s literacy and communication and asks important questions relating to literacy development and some of the challenges that relate to some children and young people’s literacy development, and the centrality of literature to societal and cultural identity. Methods of study include visits to places of interest in order for students to explore the link between theories and practical ways to support a child's literacy development. Those who study this module will gain vital knowledge and understanding of how home life, the school curriculum, engagement with diverse, wide-ranging experiences and accessing digital platforms can be combined to develop creative communication and literacy skills that prepare children for life-long learning.

Aspects studied include:

1. The role of the family in developing communication, language and literacy
2. Recognising families as the child's first teachers and the support they can access.
3. Supporting bilingual and multilingual children's language and literacy development
4. Using stories, toys and games to develop early language and literacy.

5. Investigating early interventions that support children with ALN / communication delays

6. The role of the school in developing communication, language and literacy

7. A 6 hour school placement engaging in and observing communication, language and literacy activities
8. Embedding communication, language and literacy skills across the curriculum
9. Using children's literature creatively to develop reading and writing
10. Engaging with digital platforms to support and enhance children's literacy learning
11. Exploring social and educational expectations of language and literacy development linked to gender and culture

1. The role of the family in developing communication, language and literacy
2. Recognising families as the child's first teachers and the support they can access.
3. Supporting bilingual and multilingual children's language and literacy development
4. Using stories, toys and games to develop early language and literacy.

5. Investigating early interventions that support children with ALN / communication delays

6. The role of the school in developing communication, language and literacy

7. A 6 hour school placement engaging in and observing communication, language and literacy activities
8. Embedding communication, language and literacy skills across the curriculum
9. Using children's literature creatively to develop reading and writing
10. Engaging with digital platforms to support and enhance children's literacy learning
11. Exploring social and educational expectations of language and literacy development linked to gender and culture

Assessment Strategy

-threshold -(D) A satisfactory knowledge and understanding of the role that families and schools play in the development of children's communication, language and literacy is evident. An adequate evaluation is made of the cross-curricular opportunities for communication, language and literacy development in a place of interest suitable for a family or school visit. A reasonable attempt is made at presenting a simple children's story using props and resources (including digital resources) appropriate for the age and developmental stage of the audience. Some differentiation is shown of how an oral presentation of a simple children's story could be adapted for children with different language skills such as bilingual / multilingual children or children with additional learning needs.

-good -(B) Some good knowledge and understanding of the role that families and schools play in the development of children's communication, language and literacy is evident, with some aspects of critical thinking. A thorough evaluation is made of the cross-curricular opportunities for communication, language and literacy development in a place of interest suitable for a family or school visit. A confident attempt is made at presenting a simple children's story using props and resources (including digital resources) appropriate for the age and developmental stage of the audience. A variety of strategies to support differentiation is evident of how an oral presentation of a simple children's story could be adapted for children with different language skills such as bilingual / multilingual children or children with additional learning needs.

-excellent -(A) A high level of knowledge and understanding of the role that families and schools play in the development of children's communication, language and literacy is evident, with many aspects of critical thinking. A complete evaluation is made of the cross-curricular opportunities for communication, language and literacy development in a place of interest suitable for a family or school visit. A competent and confident attempt is made at presenting a simple children's story using props and resources (including digital resources) appropriate for the age and developmental stage of the audience. A wide variety of strategies to support differentiation is evident of how an oral presentation of a simple children's story could be adapted for children with different language skills such as bilingual / multilingual children or children with additional learning needs.

Learning Outcomes

• Confidently and competently present a simple children's story using props and resources (including digital resources) appropriate for the age and developmental stage of the audience.

• Demonstrate knowledge and understanding of the roles that families and schools play in the development of children's communication, language and literacy.

• Discuss how an oral presentation of a simple children's story could be adapted for children with different language skills such as bilingual / multilingual children or children with additional learning needs.

• Review the cross-curricular opportunities for communication, language and literacy development in a place of interest suitable for a family or school visit.