Support for Language, Literacy and Mathematics in Educational Environments - DIM3535

Assessment 2: Other

Other

Assessment 1: Written draft

Tutor feedback on 500 word draft of 3,000 word essay.

Written draft

Assessment 2: Written Assignment

You will produce an activity based resource that includes appropriate resources for an identified audience: i.e. learners of a particular age group or with an identified area of need, for example children in the early years or those with English as second language (EAL). The resource will include two activities, one that supports language/literacy development and one that supports mathematical development. The resource should be supported by a 1,000-word rationale explaining the role of the practitioner in supporting learning using the resources.

Written Assignment

Assessment 1: Written Assignment

A 3,000-word essay that considers an aspect of language, literacy or maths development from the syllabus. The essay should relate to appropriate theories, research and policy, to inform wider critical discussion of the key issues set in the context of language, literacy and maths development and possible impact on quality of life chances.

This module develops your understanding of language acquisition, literacy and maths development in children, young people, and adults. You will learn about specific aspects of literacy and maths development, such as second language acquisition, language impairment dyslexia, and dyscalculia.
You will have the opportunity to focus on an aspect of language, literacy or maths development of particular interest to you through written coursework (50% of the module marks), and to use your creativity in designing a unique activity based resource (50% of the module marks).

School of Education and Professional Development

http://library.hud.ac.uk/my/DIM3535

DIM3535 - Support for Language, Literacy and Mathematics in Educational Environments

Support for Language, Literacy and Mathematics in Educational Environments

Investigates factors affecting capacity in language, literacy and maths development.

Recognises individual and social factors affecting language, literacy and mathematics development and language use.

Critically reflects on the practitioner’s role in supporting language, literacy and mathematical development with reference to pedagogical principles, inclusion and relevant statutory requirements.

Assesses and evaluates key models and theories of cognitive development relating to language, literacy and mathematics.

Critically evaluates education policy relating to language, literacy and mathematics development.

Identifies strategies for supporting individuals with difficulties in language, literacy and mathematics development.