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Module Descriptors

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Session: 2022/23

Last modified: 22/06/2022 09:59:30

Title of Module: Literacy for Understanding

Code: UGED07001 SCQF Level: 7
(Scottish Credit and Qualifications Framework)		 Credit Points: 20 ECTS: 10
(European Credit Transfer Scheme)
School:School of Education & Social Sciences
Module Co-ordinator:R  Fotheringham

Summary of Module

This module is a core element of level 7 of the B.A. Education in year one and is designed to introduce students to concepts, skills, and purposes of literacy. It discusses the inter-related nature of listening, talking, reading and writing. The module recognises the significance for personal and linguistic development of uses of language.  Students will develop their understanding of (oral and written) language development. They will reflect on, and develop, their own knowledge about language. 

The module will support students towards meeting the GTCS Standard for Provisional Registration by working towards the following standards: Social Justice (1.1); Professional Commitment (1.2); Have knowledge and understanding of relevant educational principles and pedagogical theories to inform professional practices (2.1.1); communicate appropriately with every learner, modelling and promoting competence and confidence in literacy and numeracy and health and wellbeing (3.1.1, 3.2.3); Engage critically with literature, research and policy (3.3.1).

In relation to Learning for Sustainability, students will develop their understanding of literacy as a right and explore the value of this right to wider aspects of human development. They will also explore aspects of inclusion and social justice through consideration of literacy practices in schools in placement tasks. The outdoors is introduced as a stimulus for learning in this module and the students are supported to develop a critically reflective practice.

Through participating in this module, students will develop UWS Graduate Attributes and will demonstrate, in particular, that they are knowledgeable, analytical, digitally literate, educators who are adept at communicating and collaborating.

  • The module will support students towards meeting the GTCS Standard for Provisional Registration by working towards the following standards: Social Justice (1.1); Professional Commitment (1.4); Have knowledge and understanding of contexts for learning to fulfil their responsibilities in literacy, numeracy, health and wellbeing and interdisciplinary learning (2.1.4): Have knowledge and understanding of relevant educational principles and pedagogical theories to inform professional practices (2.3.1); Communicate effectively and interact productively with learners, individually and collectively (3.1.2); Read and critically engage with professional literature, educational research and policy (3.4.1).

  • In relation to Learning for Sustainability, students will develop their understanding of literacy as a right and explore the value of this right to wider aspects of human development. They will also explore aspects of inclusion and social justice through consideration of literacy practices in schools in placement tasks. The outdoors is introduced as a stimulus for learning in this module and the students are supported to develop a critically reflective practice.

  • Through participating in this module, students will develop UWS Graduate Attributes and will demonstrate, in particular, that they are knowledgeable, analytical, digitally literate, young educators who are adept at communicating and collaborating.


Module Delivery Method
Face-To-FaceBlendedFully OnlineHybridCHybridOWork-based Learning
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Face-To-Face
Term used to describe the traditional classroom environment where the students and the lecturer meet synchronously in the same room for the whole provision.

Blended
A mode of delivery of a module or a programme that involves online and face-to-face delivery of learning, teaching and assessment activities, student support and feedback. A programme may be considered “blended” if it includes a combination of face-to-face, online and blended modules. If an online programme has any compulsory face-to-face and campus elements it must be described as blended with clearly articulated delivery information to manage student expectations

Fully Online
Instruction that is solely delivered by web-based or internet-based technologies. This term is used to describe the previously used terms distance learning and e learning.

HybridC
Online with mandatory face-to-face learning on Campus

HybridO
Online with optional face-to-face learning on Campus

Work-based Learning
Learning activities where the main location for the learning experience is in the workplace.


Campus(es) for Module Delivery
The module will normally be offered on the following campuses / or by Distance/Online Learning: (Provided viable student numbers permit)
Paisley:Ayr:Dumfries:Lanarkshire:London:Distance/Online Learning:Other:

 

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Term(s) for Module Delivery
(Provided viable student numbers permit).
Term 1check markTerm 2

 

Term 3

 

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Learning Outcomes: (maximum of 5 statements)

On successful completion of this module the student will be able to:

L1. Demonstrate knowledge of the concepts, skills, and purposes of literacy and its diverse forms.

L2. Identify stages of oral and written language development.

L3. Apply critical knowledge of literacy in their oral and written communication.

Employability Skills and Personal Development Planning (PDP) Skills
SCQF Headings During completion of this module, there will be an opportunity to achieve core skills in:
Knowledge and Understanding (K and U) SCQF Level 7.

Understanding of a broad knowledge of literacy.
Understanding of knowledge that is embedded in the main principles and concepts of literacy.

Practice: Applied Knowledge and Understanding SCQF Level 7.

Applying knowledge, skills and understanding of features of good practice of listening, talking, reading and writing in practical contexts.
Practising literacy skills.

Generic Cognitive skills SCQF Level 7.

Presenting and evaluating arguments, information and ideas that are central to language acquisition.
Use a range of approaches to address defined literacy issues.

Communication, ICT and Numeracy Skills SCQF Level 7.

Convey complex ideas in well structured and coherent forms.
Using a range of forms of communication effectively in both familiar and unfamiliar contexts.
Select and use standard ICT applications to process and obtain a variety of information.

Autonomy, Accountability and Working with others SCQF Level 7.

Exercise some initiative and independence in carrying out specific activities at a professional level in practice.
Manage limited resources within defined areas of work.
Take account of own and others’ roles and responsibilities when carrying out tasks.

Pre-requisites: Before undertaking this module the student should have undertaken the following:
Module Code:
Module Title:
Other:
Co-requisitesModule Code:
Module Title:

* Indicates that module descriptor is not published.

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Learning and Teaching
In all modules on the BA Education programme, we take an authentic, best-practice and forward-looking approach to learning activities and assessment. There is a strong emphasis on situated learning and real professional scenarios. We are committed to interactive learning and the small number of learning activities that are purely transmission of information are normally pre-recorded. In workshops, which utilise classrooms, and other facilities as appropriate, the outdoors and the Aula VLE, main methodologies include collaborative working, problem-based learning, real-world tasks, research based learning, placement based learning, enquiry-based learning, micro teaching, student presentations, concept visualisation (collage), and walking. All learning activities are aligned to relevant aspects of the professional standards. Individual, group or tutor-led reflection is required throughout. Learning activities develop 21st century skills such as communication, collaboration, digital skills, creativity and critical thinking. Learning activities, assessment and feedback, where appropriate, provide students with choice, such as workshops to attend and peers to work with.
Learning Activities
During completion of this module, the learning activities undertaken to achieve the module learning outcomes are stated below: 		Student Learning Hours
(Normally totalling 200 hours):
(Note: Learning hours include both contact hours and hours spent on other learning activities)
Lecture/Core Content Delivery19.5
Laboratory/Practical Demonstration/Workshop28.5
Asynchronous Class Activity0
Independent Study152
200 Hours Total

**Indicative Resources: (eg. Core text, journals, internet access)

The following materials form essential underpinning for the module content and ultimately for the learning outcomes:

Browne, A. (2009) Developing Language and Literacy 3-8. London: Sage

Education Scotland (n.d.) Curriculum for Excellence Principles and practice: literacy and English. Edinburgh: Scottish Government.

Hanon, P. (2004) ‘The history and future of literacy’, in Grainger, T. (ed.) The Routledgefalmer Reader in Language and Literacy

Lankshear, C. and Knobel, M. (2008). New Literacies. Maidenhead: Open University.

Patel-Stevens, L. and Bean, T.W. (2007) Critical literacy: context, research and practice in the K-12

Prensky, M. (2001) Digital natives, digital immigrants. On the Horizon, 9(5).


Savage, M. and Barnett, A. (2015) Digital literacy for primary teachers. Northwich: Critical Publishing.

Scott, L. and Westcott, R. (2019) Can you see me? London: Scholastic.

UNESCO (2006) Education for all: Literacy for life. France: UNESCO

Whitehead, M. (2010). Language and Literacy in the Early Years. London: Sage

(**N.B. Although reading lists should include current publications, students are advised (particularly for material marked with an asterisk*) to wait until the start of session for confirmation of the most up-to-date material)

Engagement Requirements

In line with the Academic Engagement Procedure, Students are defined as academically engaged if they are regularly engaged with timetabled teaching sessions, course-related learning resources including those in the Library and on the relevant learning platform, and complete assessments and submit these on time. Please refer to the Academic Engagement Procedure at the following link: Academic engagement procedure

Where a module has Professional, Statutory or Regulatory Body requirements these will be listed here:
All fulltime students (part-time and distant learning students should check with their programme leader for any queries) are required to attend all scheduled classes and participate with all delivered elements of the module as part of their engagement with their programme of study. Consideration will be given to students who have protection under the appropriate equality law. Please refer to UWS Regulations, Chapter 1, 1.64 – 1.67, available at the following link:
http://www.uws.ac.uk/current-students/rights-and-regulations/regulatory-framework/

In accordance with module and programme handbooks, any student whose attendance has fallen below the 75% minimum requirement for a module could be withdrawn from and given a re-attend decision for that module. To assure placement partners that students are appropriately prepared to undertake periods of school experience, unsatisfactory attendance across academic modules may prevent progress to placement, or result in withdrawal from the programme, as a student would be deemed not to have met the professional requirements of the programme as accredited by the GTCS.

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Supplemental Information

Programme BoardEducation
Assessment Results (Pass/Fail) No
Subject PanelEducation
ModeratorL Barrett
External ExaminerF Hendry
Accreditation DetailsGeneral Teaching Council Scotland. Contact School for current details.
Version Number

2.07

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Assessment: (also refer to Assessment Outcomes Grids below)
Students will receive formative feedback on their written and oral tasks that relate to L2 and L3 to assist students in their individual progress of the learning outcomes of this module. This will include peer assessment.

The three learning outcomes will be assessed through a referenced written assignment of 2500 words. As appropriate, students will receive detailed information on how feedback will be provided for the summative assignment which will include the use of individual pro-forma.
(N.B. (i) Assessment Outcomes Grids for the module (one for each component) can be found below which clearly demonstrate how the learning outcomes of the module will be assessed.
(ii) An indicative schedule listing approximate times within the academic calendar when assessment is likely to feature will be provided within the Student Handbook.)

Assessment Outcome Grids (Footnote A.)

Component 1
Assessment Type (Footnote B.) Learning Outcome (1) Learning Outcome (2) Learning Outcome (3) Weighting (%) of Assessment ElementTimetabled Contact Hours
Essaycheck markcheck markcheck mark1000
Combined Total For All Components100% 0 hours

Footnotes
A. Referred to within Assessment Section above
B. Identified in the Learning Outcome Section above

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Note(s):
  1. More than one assessment method can be used to assess individual learning outcomes.
  2. Schools are responsible for determining student contact hours. Please refer to University Policy on contact hours (extract contained within section 10 of the Module Descriptor guidance note).
    This will normally be variable across Schools, dependent on Programmes &/or Professional requirements.

Equality and Diversity
Equality & Diversity
Aligned with the overall commitment to equality and diversity stated in the Programme Specifications, the module supports equality of opportunity for students from all backgrounds and with different learning needs. Using Moodle, learning materials will be presented electronically in formats that allow flexible access and manipulation of content (part-time and distant learning students should check with their programme leader for any queries). The module complies with University regulations and guidance on inclusive learning and teaching practice. Specialist assistive equipment, support provision and adjustment to assessment practice will be made in accordance with UWS policy and regulations. The University’s Equality, Diversity and Human Rights Policy can be accessed at the following link: http://www.uws.ac.uk/equality/

Our partners are fully committed to the principles and practice of inclusiveness and our modules are designed to be accessible to all. Where this module is delivered overseas, local equivalent support for students and appropriate legislation applies.

UWS Equality and Diversity Policy
(N.B. Every effort will be made by the University to accommodate any equality and diversity issues brought to the attention of the School)

2014 University of the West of Scotland

University of the West of Scotland is a Registered Scottish Charity.

Charity number SC002520.

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