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LING319: Schools Volunteering Module


Department: Linguistics and English Language NCF Level: FHEQ/QCF/NQF6//RQF6
Study Level: Part II (final year) Credit Points: 15
Start Date: 31-10-2016 End Date: 24-03-2017
Available for Online Enrolment?: Y Enrolment Restriction: Fully available to all students
Module Convenor: Dr JJ Philp

Syllabus Rules and Pre-requisites

  • The student must take 1 modules from the following group:

Curriculum Design: Outline Syllabus

  • Course description:

    This module will provide students with an opportunity to work as classroom volunteers in primary or secondary schools over the course of one term. The module will operate in partnership with LUSU.  Places are limited to a maximum of 15 students.

    Selection process for 2015/16:

    • You must have taken LING209 Literacy and Education this year and/or must have enrolled for LING218 Language and Pedagogic Practice for next year.  You cannot take LING319 without also doing at least one of LING209 and LING218.
    • By the end of Tuesday 28th April at the very latest you need to email Vicki Haslam (v.haslam@lancaster.ac.uk) with a short statement to say why you are interested in this module and why you think you are a suitable participant. You should state whether or not you have done any prior volunteering in schools.
    • You must be available at some point on Monday 11th May to attend a short interview with one of us and Carla Lockwood from LUSU. At this time you will also be required to give a 2 minute teaching demonstration (on any topic you choose).
    • If you are given a place on the module, you must attend a one-hour training session on Safeguarding and Child Protection organised by LUSU. This will take place towards the end of the summer term and there will be no opportunities to take this training at a later stage. If you miss the training, you cannot take part in the module.
    • Before you leave Lancaster for the summer, you must have completed the necessary forms for your Disclosure and Barring Service (DBS) check, which LUSU will process over the summer.
    • In term 1 of 2015/16, you will attend an evening training session on working in schools before your placement starts in January 2016. This is a compulsory part of the module.

    Note that students who fail to fulfil ALL requirements of the selection process will forfeit their place on the module.

    Students spend one half-day a week in the school, for ten weeks. During those ten weeks, the module convenor organises two to three group meetings with all students taking part in the module. These provide an opportunity to exchange experiences about the placement and to discuss the essay.

Curriculum Design: Single, Combined or Consortial Schemes to which the Module Contributes

  • Optional module for:

    English Language

    English Language in the Media

    English Language and Linguistics

    Linguistics

    All other joint schemes with English Language or Linguistics

  • 100% Essay(s)

Assessment: Details of Assessment

  • The assignment for this module consists of two components:

    a weekly logbook (compulsory but not assessed):the weekly logbook (using Moodle) is primarily a tool for reflecting on your experiences in the classroom. It will be read by the tutor and accessible to your fellow LING319 volunteers, to enable discussion and exchange of experiences between you. You will be able to use this logbook as a resource for the final report. Module tutors will need evidence that the logbook is kept.

    an end of module report of 3750 to 4250 words on an aspect of teaching and learning experienced in the classroom but including references to relevant studies and research literature (once the placements have been arranged and we know what kind of classes students will work in, they will be provided with a list of possible topics/areas for their reports. Topics can include for example a discussion of the use of phonics when teaching children in reception (compared to for example story reading).

Educational Aims: Subject Specific: Knowledge, Understanding and Skills

  • In this module, you will:

    • have the opportunity to observe classroom practices in primary or secondary schools and act in a voluntary capacity;
    • develop an understanding of the role of written and oral literacy in relation to teaching and learning in schools;
    • gain an understanding of aspects of classroom teaching (for example the use of phonics as an approach to teaching reading in key stage 1; how grammar is taught at key stage 1 and 2 or the teaching of literacy and language to children whose first language is not English);
    • examine different strategies that are used by teachers to support students' reading, writing and language development; this could be strategies such as group work or homework or others;
    • examine the teaching materials used for the teaching of literacy and language;
    • explore different ways in which oral language promotes learning;
    • explore the contribution of teacher-student interaction and peer interaction to learning;
    • gain an initial insight into the work of a classroom teacher and the challenges and rewards of teaching.

Educational Aims: General: Knowledge, Understanding and Skills

  • Participation in this module will give you the opportunity to

    1. apply knowledge that you have acquired as part of your degree subject to an educational environment
    2. develop communication skills 
    3. develop good organisational and interpersonal skills 
    4. gain an initial insight into what it is like to be in a real working environment

     

Learning Outcomes: Subject Specific: Knowledge, Understanding and Skills

  • On successful completion of this module students will be able to

    1. explain the central role of literacy as a tool for learning
    2. demonstrate their knowledge and understanding of aspects of classroom teaching such as phonics, the teaching of knowledge about language and other issues (depending on the classroom the students work in
    3. critically comment on teaching materials used in the classrooms they worked in and what the advantages and challenges of these materials are
    4. critically comment on the ways in which the teacher supported learning through oral interaction in one classroom
    5.  critically comment on the ways in which peer interaction contributed to learning in one classroom

Learning Outcomes: General: Knowledge, Understanding and Skills

  • On successful completion of this module students will 

    have gained an initial understanding of the work of a teacher

    have improved their own communication, interpersonal and organisational skills 

    have been able to link some of the subject knowledge acquired on their other modules to classroom contexts

     

     

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