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Session: 2022/23

Last modified: 31/03/2022 13:32:50

Title of Module: Language & Communication

Code: EDUC09002 SCQF Level: 9
(Scottish Credit and Qualifications Framework)
Credit Points: 20 ECTS: 10
(European Credit Transfer Scheme)
School:School of Education & Social Sciences
Module Co-ordinator:N  Allan

Summary of Module

This module focuses on developing students’ skills in supporting children’s oral and written communication.

Significant Theories of Language Acquisition
Gain a broad and integrated knowledge of the significant theories of language acquisition:- Critique of behaviourist theories, innate theory, cognitive constructivism, and social constructivism.

Constructing Literacy and National Advice
Drawing on differing perspectives on early literacy - maturational, developmental, emergent, socio-cultural. Tutorial participation on analysis of current curriculum advice in relation to narratives and storytelling, books and literature, early representing and writing. Gain understanding of “new literacies”. Consider the skills and knowledge required to read multimodal texts. Evaluate strategies for teaching these skills.

Supporting Children’s Learning
Development of a broad knowledge and critical understanding of oracy/literacy research and practice

Partnership with Parents
A critical understanding of the co-constructed nature of literacy and the principles and theories which underpin working in partnership with parents in supporting children’s communication skills: Language and communication in learning in the home and childhood establishment, considerations for working with parents at different stages in a child’s learning development.

Taking Account of Diversity
Undertake critical evaluation of writing on research and practice on an area where additional support is appropriate to develop children’s skill, e.g., Bilingual communication, Down’s Syndrome, Hearing Impairment, Autism. Where appropriate inform this study by workplace research carried out under the ethical code. The investigation should take account of the professional perspective, including consideration for working in partnership with professional colleagues from different disciplines.

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

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.

Online with mandatory face-to-face learning on Campus

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).
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Learning Outcomes: (maximum of 5 statements)

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

L1. Critically evaluate theories of language acquisition.

L2. Gain critical understanding of the socio-cultural context of literacy and apply it to practice in childhood establishments.

L3. Demonstrate ability to analyse theories and policies related to the development of language and communication in children in relation to workplace practice.

L4. Demonstrate a critical understanding of the diversity of learners and the complexities of promoting communication skills.

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 9.

A broad integrated knowledge and understanding of the scope, main areas and boundaries of language, acquisition and development.

Practice: Applied Knowledge and Understanding SCQF Level 9.

Carry out routine lines of enquiry, development and investigation into professional level, problems and issues related to language, acquisition and development with young children.

Generic Cognitive skills SCQF Level 9.

Use and critically evaluate a range of approaches to evidence based solutions.

Communication, ICT and Numeracy Skills SCQF Level 9.

Convey complex information to arrange of audiences and for a range of purposes.

Autonomy, Accountability and Working with others SCQF Level 9.

Exercise autonomy and initiative in some activities at a professional level.

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

* Indicates that module descriptor is not published.

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Learning and Teaching
Use of VLE, Interactive Whiteboards, on-line tutor/student led discussions. Lectures, tutorials, student-led seminars, group-work, role-play, presentations, workshops, problem based learning, self study packs, field trips and school experience placements will be used to develop student learning. Formative and summative assessments will be used including such instruments as essays, assignments, seminars, and seminar papers, presentations and school experience.

Student handbooks, and other detailed material made available to students, will give more specific information on the particular learning and teaching methodologies, and combinations of these methodologies, to be used for timetabled student sessions. This will clarify for students both their expectations for timetabled sessions, and their expectations for the overall balance of learning and teaching methodologies to be used during the module.
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 Delivery36
Work Based Learning/Placement 35
Independent Study129
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:

Brock, A. and Rankin, C. (2008). Communication, Language and Literacy from Birth to Five. London: Sage.

Browne, A. (2001). Developing Language and Literacy 3-8. London: Paul Chapman.

Browne, A. (2007). Teaching and Learning Communication, Language and Literacy. London: Paul Chapman.

Buckley, B. (2003). Children’s Communication Skills from Birth to Five Years. London: Routledge.

MacNaughton, G., Williams, G. (2009). Teaching Young Children: Choices in Theory and Practice second edition. Maidenhead: Open University Press.

Riley, J. (2006). Language and Literacy 3-7. London: Paul Chapman.

Scottish Government. (2007). Curriculum for Excellence Building the Curriculum 2: Active learning in the early years. Edinburgh: Scottish Government.

Scottish Government. (2009). Curriculum for Excellence. Edinburgh: Scottish Government.

Whitehead, M.R. (2010). Language and Literacy in the Early Years 0-7 fourth edition. 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 full-time 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 available at the following link:

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Supplemental Information

Programme BoardEducation
Assessment Results (Pass/Fail) No
Subject PanelChildhood Studies/Practice
ModeratorC Gollek
External ExaminerC Counihan
Accreditation DetailsContact School for current details.
Version Number


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Assessment: (also refer to Assessment Outcomes Grids below)
The assessment of the module will consist of two components.
The first component, an essay (1,000 words) 40%, will require the student to demonstrate appropriate knowledge and understanding of theories of language acquisition and the promotion of literacy.
For the second component students will submit a Case Study (Written Assignment of 2,000 words) 60% which illustrates how theories of language development and literacy were implemented in practice. The case study focuses on a specific area of literacy development. The specific area gives students opportunities for personalization and choice.

Student handbooks, and other detailed material made available to students, will clarify the relationship between formative assessment tasks and the specific learning outcomes for the module. This will ensure that students can relate feedback from formative assessment to their individual progress on the learning outcomes for the module. On summative assessments, students will receive detailed information indicating the ways in which summative assessments will assess individual learning outcomes for the module. As appropriate, students will also receive detailed information on how feedback will be provided for summative assessments. For assignments, this will include the use of individual proforma.
(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) Learning Outcome (4) Weighting (%) of Assessment ElementTimetabled Contact Hours
Essaycheck mark   400

Component 2
Assessment Type (Footnote B.) Learning Outcome (1) Learning Outcome (2) Learning Outcome (3) Learning Outcome (4) Weighting (%) of Assessment ElementTimetabled Contact Hours
Case study check markcheck markcheck mark600
Combined Total For All Components100% 0 hours

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

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  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
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 learning needs. Using the VLE, learning materials will be presented electronically in formats that allow flexible access and manipulation of content (part-time and distance 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 Inclusion outcomes and reports can be accessed at the following link:
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.