This will be a very practical module that considers communication from two different perspectives: that of the Teaching Assistant and that of the children. Examples of communication in action will be reported on and shared and video material will also provide examples for discussion.
From study of these communication events participants will consider:
1. characteristics of good communication;
2. key skills involved in being a good communicator and listener;
3. the development of communication skills in young people and children;
4. strategies for supporting communication
In considering communication attention will be paid to verbal and non-verbal strategies, to reading, writing and listening and to the use of ICT.
- Examples of work-based tasks may include:
- recording observations of communications events
- recording responses to films, TV, video and computer programmes
- identifying learning opportunities in toys, games and other materials
- storytelling and book sharing
- identifying ways in which ICT are being used
At the end of the module, time will be allocated to supporting participants in preparing a section to add to Part 3 of their Personal Professional Development Portfolio, reflecting upon and reviewing how their work for this module has enabled them to develop knowledge, understanding and skills as identified in their individual action plans. This reflective review may lead to changes or additions to the action plan.

There will be 1 assignment, of 3000 words. The assignment will consist of two parts. Part 1 will focus on communication in the workplace and will take the form of an appraisal of what this involves and how communication could be improved thus addressing the learning outcomes a and b. Reference will be required to the use of ICT. Part 2 will focus on a specific incident involving literacy. This could be taped, video recorded or recorded by an observer. The incident will be one in which the course participant is using strategies to support literacy with a child or young person and the incident will be analysed by the participant with reference to the effectiveness of the strategies used.

Argyle, M. (1998) Bodily Communication, 2nd Edition, London, Routledge
Cameron, D. (2000) Good to Talk? London: Sage Publications
Canterbury Christ Church University College, (1999), Talking about Information and Communications Technology in Subject Teaching, Canterbury Christ Church University College
Chambers, A. (1991) The Reading Environment, London, Signal Press
Crystal, D. (1986) Listen to your Child, Harmondsworth, Penguin
Cook, D. and Finlayson, H. (1999) Interactive Children, Communicative Teaching, Buckingham, Open University Press
Duck, S. (1999) Relating to Others, (2nd edition) Buckingham, Open University Press
Forrester, M. A. (1996) Psychology of Language, London: Sage Publications
Hartley, P. (1993) Interpersonal Communication, London, Routledge
Holderness, J. and Lalljee, B. (1998) An introduction to Oracy: frameworks for Talk, London, Cassell
Lambert, D. (1996) Body Language, Glasgow, Harper Collins
Meek, M. (1991), On Being Literate, London, Bodley Head
Norman, K. (1990), Teaching, Talking and Learning, NCC/NOP
Parker, S. (1993) The Craft of Writing, London, PCP
Mith, R. (1996), Develop Better Teacher - Pupil Relationships in your Classroom, Lancaster, Framework Press
Wray, D. (ed), (1990), Bright Ideas: Talking and Listening, Leamington Spa, Scholastic Publications Ltd
Wright, J. A. and Kersher, M. (1998) Supporting Children with Communication Problems - sharing the workload, London, Fulton

Tutor sessions
Mentor support
Work based experience
Library
IT

The emphasis will be on enabling participants to learn from their own experience and that of others so that they learn about communication and the development of their own key skills from communicating and reflecting on specific examples. Videos, toys, computer programmes as well as books and other materials will also be examined in group sessions and tasks set that involve use of these in the workplace. The role of the tutor will be to help participants to communicate their understanding of events, situations and experiences, to summarise group learning and to extend this by reference to appropriate theory. Participants own communication skills and teamwork will be developed in small group discussions and presentations. For independent study, participants, with the support of school-based mentors, will observe practice and focus on specific activities in their workplace. They will document this, to share in group sessions and to help them to prepare for their assessment tasks.

Standard for entry onto Foundation Degree