Standard for entry onto Foundation Degree

The module will include a range of generic and specific studies that will be applied to the specific contexts in which participants are involved and to other contexts in which young people and children learn.
General topics will be selected from:
Language development and the role of language in learning; strategies for supporting communication and learning; learning to be literate and maintaining literate behaviour; the National Literacy Strategy; Curriculum 2000; assessing individual needs and devising appropriate action plans; storytelling and books for young people and children; literacy in the world of young people.
Within the module there will be opportunity for more specific studies relating to the work context.
Examples of work-based tasks may include:
observations and tasks related to developing speaking and listening skills with young people and children; identifying learning by listening to young people and children; recording and transcribing language to provide material for seminar discussion; storytelling, reading to and discussing books with young people and children; supporting literacy skills; identifying what children and young people read
At the end of the course 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.

Seminars will draw upon participants' own experiences of communication and literacy, as well as their experiences in the workplace, for sharing and reflection. Lectures, videos and directed reading will introduce participants to important aspects of communication and literacy that will be further developed in seminars. 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.

Tutor sessions
Mentor support
Work based experience
Library
IT

Adams, M. J. (1990) Beginning to Read, Cambridge, Massachusetts, MIT Press
Barrett-Pugh, C. and Rohl, M. (eds) (2001) Literacy Learning in the Early Years, Buckingham, Open University Press
Beard, R. and Oakhill, J. (1994) Reading by Apprentiship? Slough, NFER
Bently, D. and Reid, D. (1995) Supporting struggling Readers, Widnes, United Kingdom Reading Association
Browne, A. (1990) Developing Language and Literacy 3 - 8, London, PCP
Campbell, R. (1990) Reading Together, Buckingham, Open University Press
Coles, M. (1990) Bright Ideas: Word Games, Leamington Spa Scholastic
Cordon, R. (2000) Literacy and Learning through Talk, Buckingham Open University Press
Davison, J. and Dowson, J. (1998) Learning to teach English in the secondary school London, Routledge
Davison, J. and Moss, J. (eds) (2000) Issues in English teaching, London, Routledge,
Edwards, S. (1999) Writing for All, London, Fulham
Fleming, M. and Stevens, D. (1998) English teaching in the secondary school: a handbook for students and teachers, London, D. Fulton
Gallo, D. R. (ed) (1992) Turning Teenagers into readers and writers
Goodwin, D. (ed) (1999), The Literate Classroom, London, David Fulton
Goodwin, P, (1995) Reluctant to Read, University of Reading, Reading and Language Information Centre
Hall, N. and Robinson, A. (1995), Exploring Play and Writing in the Early Years, London, N.A.T.E
Lee, V. C. and Gupta, P. D. (eds) (1995) Children's Cognitive and Language Development, Buckingham, Open University Press
Meek, M. (1983) Achieving Literacy, London, Routledge
Moore, M. (1995) Supporting Readers - school and classroom strategies, London, David Fulton
Mukherji, P and O'Dea, T. (2000) Understanding Children's Language and Literacy, Cheltenham: Stanley Thornes
Norman, K. (1990) Teaching, Talking and Learning, York: NCC
Pye, J. (1990) Invisible Children, Buckingham, Open University Press
Styles, M. et al (1999) Tales, Tellers and Texts, London, Continuum
Wray, D. (ed) (1990) Bright Ideas: Talking and Listening, Leamington Spa, Scholastic

Each participant will prepare a booklet designed to support literacy at a particular stage and aimed at parents. The booklet (equivalent to 3000 words) will include rationale and explanations as well as suggestions and ideas. Assessment criteria will include demonstration of the learning outcomes and the criteria in the QAA Educational Studies Benchmark document.