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Building on understandings developed in the First and Second Years of the Scottish Teachers for a New Era (STNE) programme, this course component will provide students with the opportunity to extend their awareness of children’s engagement with language and literacy. In Year 3, we focus on the validation of early, family-based literacy experiences and, with the recognition that literacy learning is socially situated, consider transitions in literacy within the Early/First Level school setting.
This course component is designed to provide students with a broad range of current theory and professional subject knowledge, coupled with the practical skills and understandings required by the emergent practitioner. Students will learn how to create and manage a child-centred, literate learning climate within a stimulating, text-rich environment.
Acknowledging the range of children’s experiences, interests and competencies, we will then consider ideas and strategies relating to assessment of children’s learning. With reference to the following design principles of Curriculum for Excellence, students will learn how to plan for continuity and progression within literacy learning and teaching: coherence; relevance; challenge and enjoyment; breadth; depth; personalisation and choice.
Literacy and English is delivered using an interactive, blended approach:
In discrete Literacy and English lectures, workshops and TDAs, students learn how to provide children with the skills and dispositions they need to help them become literate.
The discrete course component is complemented by inter-disciplinary “Rainbow”, “ATLAC” and “University Classroom” experiences. Here, students work together with children and artists, leading to enhanced understandings of how children make sense of, and apply, their literacy skills and hypotheses.
The final year of the course seeks to build on students’ experiences of language and literacy in the Early and First Levels by focusing on the Second Level (middle/upper stages). The emphases are on planning engaging, purposeful, meaningful and active experiences for children in an environment that challenges and supports each individual. The central role of talking and discussion is highlighted in the processes of reading and writing, with a range of collaborative learning strategies being explored in consideration of the social dimensions of literacy learning. A wide range of contexts for learning is promoted, with students having the opportunity to reflect on stories, poetry, moving image texts and print/screen non-fiction texts. Tutor Directed Activities (TDAs) involve students in working together to post plans, materials, thinking and reflections.
The Literacy and English course offers opportunities for students to plan, implement, assess, and evaluate teaching and learning with groups of children aged from 3-12 years. With reference to Curriculum for Excellence, areas of language and literacy which are explored include:
The English (Secondary) programme (both full-time, one year and part-time, two year) covers the following topics/themes:
The School of Education website has links to the research interests of academic staff: Pauline Brown, Linda Craig, David Johnston and Kenny McIntosh.
The Language team is keen to support colleagues in schools in any area of Literacy and English. If you would like to discuss ideas for continuing professional development (CPD) activities contact d.h.johnston@abdn.ac.uk; k.j.mcintosh@abdn.ac.uk; linda.craig@abdn.ac.uk; p.brown@abdn.ac.uk .
School of Education · University of Aberdeen · MacRobert Building ·
King's College · Aberdeen · AB24 5UA · UK
Telephone: (+44) 1224 274776 · Fax: (+44)1224 274900 · E-mail:
education@abdn.ac.uk
Page last modified: Monday, 05-Jul-2010 14:07:44 BST
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