Teaching & Learning Support in Literacy (Primary)

Who is the course for?

This module aims to introduce students to the initial concepts underlying the acquisition of English/literacy skills, and to develop an awareness of a range of classroom strategies designed to promote this process, through an understanding of the role of adults in the learning environment; this aim will be encompassed within statutory frameworks, and will be related to appropriate professional standards. The module therefore provides subject knowledge in relation to the content of the relevant Foundation Stage and primary curriculum materials.

What will I study?

The outline syllabus consists of eight topics delivered over 13 weeks:

TOPIC 1
Introduction to the module and its themes: the different curriculum guidance for supporting English and Literacy: Early years Foundation Stage -communication, language and literacy; Curriculum Guidance, Exploration of students’ own reading and writing experiences Students’ identification of their strengths and areas for development in supporting English and literacy teaching, Discussion of students’ personal experiences in supporting English.

TOPIC 2
Acquisition of language and language development: Exploration of different theories of how children learn to communicate:

Behaviourist approach to Language development (learning theory); Innate theories of language development, dependence on other adults to model, reinforce and correct children’s language, Chomsky and predisposition; Language Acquisition Device. Criticism of Chomsky’s theory in terms of the difficulty in substantiating, mechanism for speech versus sentence construction, later full acquisition of words, sentence structure, grammar, BF Skinner: ‘operant conditioning’, rewarding and reinforcers; dependence on environmental factors and the adults interaction with the child.

Social/interactive approach: language as ‘a by- product of communication’, the occurrence of language due to an innate need to communicate; Language Acquisition Support System, Linking theory to students’ knowledge about children’s development in speaking and listening skills in the context of students’ own experiences of supporting learning in their learning organisation, The Curriculum Guidance for English and Literacy and EYFS: different strategies used to promote speaking and listening skills; examples of good practice, Activities that will promote speaking and listening, The role of the Teaching Assistant in role in supporting children’s speaking and listening skills.

TOPIC 3
Observing children Writing, listening and responding, group discussion and interaction, skills in observation: the importance of observation to linking theory to practice, identifying individual needs, gathering information about a child’s progress, identifying good practice, assessment of learning and development; the difficulties with the observation process, Approaches to Observing Children: participant observation, non-participant, recording, The way in which speaking and listening underpins the learning in all areas.

TOPIC 4
Introduction to Emergent Writing: Preparation for writing: Competence and confidence in speaking and listening; familiarity with the patterns of written language; alphabet names and letter shapes; Phoneme awareness, Physical Development: hand eye co-ordination learning how to hold a pencil correctly; secure motor control skills and hand-eye co-ordination.

Throughout the EYFS children need plenty of opportunity to develop physical control through large scale movements; manipulative skills; fine motor control and hand eye co-ordination. Pencil Control and letter formation: strain on the thumb and the first two fingers; resources to build up these muscles; different types of writing materials e.g. crayons, marker pens and chubby pencils, Role Play and writing: creative role play ideas and the writing opportunities that could be included within them.

TOPIC 5
Literacy and Special Educational Needs: Personal attitudes to SEN; personal; audit; legal definition of SEN; special educational provision; important legislation, The revised SEN Statutory Procedures, Literacy and language needs of children’s difficulties and needs, Dyslexia in the Primary Classroom, Early Identification, Identifying, assessing and supporting pupils educational needs; strategies used in students own learning environment, Sharing Teaching approaches, English as a second language.

TOPIC 6
Storytelling:
What? Not from text; Eye contact; Traditional tales: Folk Tales, Fairy Tales & Wonder Tales, Myths, Legends; Biographical/autobiographical stories; Spontaneous stories; Oldest form of art and entertainment.

Why?: inclusive; no new technology or media; Universal form of expression; Social context; Shared experience (safe relationship between teller & listener); Cultural awareness; Helps metaphorical thinking; Speaking & listening skills; Memory skills; Self-confidence; Effective for a range learning styles

How? Reduce the story to its “Bare Bones; “straightforward” narration; Use voices or gestures for characters; Use any repeated phrases to good effect; Mark any thresholds in the story with a pause or change of voice.

TOPIC 7
Supporting Children’s Reading, reading strategies: basic skills; ‘level’ of a book; strategies from case studies and students’ own experiences, ways in which TAs can support children, learning Outcomes from the curriculum guidance for reading, Evaluation of reading strategies and approaches.

TOPIC 8
Guided Reading, Understanding, interpreting and responding: strands 7 and 8, Shared Reading: Immersion: ‘Book Talk’; Reading for enjoyment; Understanding of the text; Questioning characters, facts and author; Retrieving information and ideas; Interpreting what the author is saying; Responding – personal responses, art, drama, journal work, writing in role.

Analysis – Identifying and commenting on: The author’s style, use of language, viewpoint; the structure and organisation of the text; the purpose and audience of the text; Links to other texts, times and cultures; how the author’s techniques can inform the children’s own writing, Basic principles: All children must be able to see the text; The teacher models and the class or groups read aloud together; The text is explored with a particular focus informed by the objective; All children are included through, good, differentiated questioning.

Children are supported in learning how to articulate their responses, interpretation and analysis of what they have read, Guided Reading Sequence: Book introduction, recap or overview of text; Phonics and reading strategies if appropriate; Independent reading with a focus; Returning to the text as a group for further exploration; Response – personal; journals; drama, art writing in role to inform assessment of understanding.

How will the course be delivered?

Through classroom based activities, alongside a tutor and other delegates at a similar level.

Course Entry Criteria

Desirable but not essential Level 2 in Numeracy or GCSE grade D or above.

The college operates a no refunds policy as detailed below. Cancellations and transfer requests are subject to the following conditions:

• More than 4 weeks notice – no charge
• 4 weeks notice – 30% of the cost
• 2-3 weeks notice – 50% of the cost
• 1-2 weeks notice – 75% of the cost
• Less than 1 weeks notice – 100% of the cost

All cancellations must be made in writing and are subject to a £10 administration charge. The full fee’s policy is available on request.

What will I get at the end of the course?

You will receive a Blackburn College Certificate of attendance upon successful completion of the training.

What can I do next?

You may also be interested in our Teaching & Learning Support in Mathematics (Primary) course which is delivered on the same dates from 4.00pm – 6.00pm – see our website or contact us for more information.

How much does it cost?

This 13 week course only £299.00 per person including all tuition/workshops/critique and a Blackburn College Certificate of Attendance. (prices are subject to change)