Run by School of Educational Sciences

20.000 Credits or 10.000 ECTS Credits

Semester 2

Organiser: Dr Fliss Kyffin

This module sits primarily within the education strand of BA Childhood and Youth Studies and also considers the social and psychological aspects of communication, language and literacy development in line with the holistic ethos of the course. The module aims to provide a useful introduction to this fascinating area for those who are looking to work in the children's workforce. It includes practical as well as theoretical ideas with a short placement where hands-on engagement in language and literacy activities with children is encouraged. 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. NOTE: in 2020-21 this module will run across 6 weeks in the first half of semester 2

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

threshold

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

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 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.

1. 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.

2. Evaluate 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.

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

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

Type	Name	Description	Weight
	Assignment 1 Report		50.00
	Assignment 2 Presentation		25.00
	Assignment 3 Essay		25.00

		Hours
One-to-one supervision	Formative feedback sessions related to the assignments. can be one-to -one or in a group.	4
External visit	Visit to a place of interest to evaluate the opportunities for developing communication, language and literacy for families and for schools. This will support students in their 1st assignment.	2
Private study	This time is for reading around the subject area and preparation for assignments.	176
Lecture	Full class lectures with opportunities for discussion and practical activities in groups.	12
Fieldwork	A six hour placement in an early years' class in a school to observe and engage in communication, language and literacy activities. This will provide models of classroom practice to support students in their 2nd assignment.	6

• Literacy - Proficiency in reading and writing through a variety of media
• Computer Literacy - Proficiency in using a varied range of computer software
• Self-Management - Able to work unsupervised in an efficient, punctual and structured manner. To examine the outcomes of tasks and events, and judge levels of quality and importance
• Exploring - Able to investigate, research and consider alternatives
• Information retrieval - Able to access different and multiple sources of information
• Inter-personal - Able to question, actively listen, examine given answers and interact sensitevely with others
• Critical analysis & Problem Solving - Able to deconstruct and analyse problems or complex situations. To find solutions to problems through analyses and exploration of all possibilities using appropriate methods, rescources and creativity.
• Safety-Consciousness - Having an awareness of your immediate environment, and confidence in adhering to health and safety regulations
• Presentation - Able to clearly present information and explanations to an audience. Through the written or oral mode of communication accurately and concisely.
• Teamwork - Able to constructively cooperate with others on a common task, and/or be part of a day-to-day working team
• Caring - Showing concern for others; caring for children, people with disabilities and/or the elderly
• Argument - Able to put forward, debate and justify an opinion or a course of action, with an individual or in a wider group setting

• demonstrate knowledge and awareness of the skills needed for different pedagogical approaches including: - the necessary depth and strength of relationships with individual children and children in groups and the facilitation of the building of relationships with and between children - the formation and promotion of mutually respectful relationships with families colleagues other professionals and communities
• plan for and where appropriate implement play and the curriculum assessment evaluation and improvement of creative learning opportunities taking account of young children's health and emotional well-being
• produce critical arguments for improvements to multi-agency and multiprofessional practices for babies and young children

Resource implications for students

Students may choose to travel to place of interest and to their placement. Students do have the option to go to local, free place of interest ( e.g. a library or to the beach) and to do their placement locally. This would minimise any cost to the students.

Talis Reading list

http://readinglists.bangor.ac.uk/modules/xae-1070.html

Reading list

To be created ASAP

Compulsory in courses:

• X313: BA Childhood and Youth Studies year 1 (BA/CYS)

Optional in courses:

• X319: BA Childhood and Youth Studies and Psychology year 1 (BA/CYP)
• X317: BA Childhood and Youth Studies and Social Policy year 1 (BA/CYSP)
• X315: BA Childhood and Youth Studies and Sociology year 1 (BA/CYSS)