Rhedir gan School of Education and Human Development

20.000 Credyd neu 10.000 Credyd ECTS

Semester 2

Trefnydd: 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

trothwy

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.

da

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.

ardderchog

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.

Math	Enw	Disgrifiad	Pwysau
ADDRODDIAD	Assignment 1 Report	Following a visit to a place of interest suitable for a family or school visit, critically evaluate the cross-curricular opportunities for communication, language and literacy development. Explain the roles that families and schools could play in this process.	50.00
CYFLWYNIAD UNIGOL	Assignment 2 Presentation	Choose a short young children’s story book and present it as if to children aged 3-5 years. Use resources ( including digital resources) to bring the story to life for the children. You will film your presentation and download it to Panopto.	25.00
TRAETHAWD	Assignment 3 Essay	Provide the criteria behind how you chose to present your story and explain how you would differentiate it to make it more suitable for another group of children, using literature to support your ideas. You can either choose to differentiate it for bilingual / multi-lingual children, OR for children with a communication delay / ALN.	25.00

		Oriau
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

• Llythrennedd - Medrusrwydd mewn darllen ac ysgrifennu drwy amrywiaeth o gyfryngau
• Defnyddio cyfrifiaduron - Medrusrwydd wrth ddefnyddio ystod o feddalwedd cyfrifiadurol
• Hunanreolaeth - Gallu gweithio mewn ffordd effeithlon, prydlon a threfnus. Gallu edrych ar ganlyniadau tasgau a digwyddiadau, a barnu lefelau o ansawdd a phwysigrwydd
• Archwilio - Gallu ymchwilio ac ystyried dewisiadau eraill
• Adalw gwybodaeth - Gallu mynd at wahanol ac amrywiol ffynonellau gwybodaeth
• Sgiliau Rhyngbersonol - Gallu gofyn cwestiynau, gwrando'n astud ar atebion a'u harchwilio
• Dadansoddi Beirniadol & Datrys Problem - Gallu dadelfennu a dadansoddi problemau neu sefyllfaoedd cymhleth. Gallu canfod atebion i broblemau drwy ddadansoddiadau ac archwilio posibiliadau
• Ymwybyddiaeth o ddiogelwch - Bod yn ymwybodol o'ch amgylchedd a hyder o ran cadw at reoliadau iechyd a diogelwch
• Cyflwyniad - Gallu cyflwyno gwybodaeth ac esboniadau yn glir i gynulleidfa. Trwy gyfryngau ysgrifenedig neu ar lafar yn glir a hyderus.
• Gwaith Tîm - Gallu cydweithio'n adeiladol ag eraill ar dasg gyffredin, ac/neu fod yn rhan o dîm gweithio o ddydd i ddydd
• Gofalu - Dangos consyrn am eraill; gofalu am blant, pobl ag anableddau ac/neu'r henoed
• Dadl - Gallu cyflwyno, trafod a chyfiawnhau barn neu lwybr gweithredu, naill ai gydag unigolyn neu mewn grwˆp ehangach

• 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

Goblygiadau o ran adnoddau ar gyfer myfyrwyr

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.

Rhestrau Darllen Bangor (Talis)

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

Rhestr ddarllen

To be created ASAP

Gorfodol mewn cyrsiau:

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

Opsiynol mewn cyrsiau:

• 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)