TE7033 - Teaching Pupils with SpLD Dyslexia: Theory into Practice

You will learn through lectures, seminars and independent learning. The lectures will cover theories and concepts that will enable you to participate in a series of guided tasks and exercises and practice tasks. You will work on these during seminars and practical sessions in computer labs which are fully equipped with the last industry-standard software.

Support will include feedback from tutors during seminars and tutorials. In addition, tutors will respond to your questions via the modules’ discussion board on Blackboard Ultra VlPortal so that the whole group can benefit

All modules at Northumbria include a range of reading materials that students are expected to engage with. Online reading lists (provided after enrolment) give you access to your reading material for your modules. The Library works in partnership with your module tutors to ensure you have access to the material that you need.

On successful completion of the module you will be able to:

Knowledge & Understanding
1. Demonstrate knowledge of good practice in "Quality First" teaching of literacy.
2. Demonstrate a critical understanding of the principles underlying structured, sequential, multi-sensory teaching.
3. Demonstrate a critical understanding of contemporary models and theories of ‘typical development’ of language literacy and numeracy skills and how dyslexic learners may differ from those who are not experiencing difficulties in acquiring these skills
4. Demonstrate an understanding of the social, emotional, behavioural and community issues and their implications for learners with SpLD (dyslexia) and their families.
5. Demonstrate knowledge of the methods and principles of staff development for an inclusive curriculum.
6. Understand and critically appraise the role of ICT in the screening and support of pupils with SpLD; a range of technical aids for teaching, writing and numeracy; support and access to learning.

Intellectual, Professional Skills & Abilities
1. Critically appraise and reflect on a range of learning
strategies and structured, sequential, multi-sensory
language and numeracy teaching programmes.
2. Design, deliver and critically evaluate appropriate
programmes in relation to the assessed needs of a
range of learners with SpLD (dyslexia)
3. Review classroom organisation to facilitate individual
learning within the normal curriculum framework.

Personal Values Attributes
1. Communicate effectively with teachers, parents and
other professionals by verbal and written reports on
the needs and achievements of learners with
dyslexia which will be submitted as part of your summative assessment task.

Formative Assessment:
3 hours of your teaching will be observed. You will need to digitally record this.

Feedback:
You will receive verbal and written feedback from the tutor.

Summative Assessment:
The final assessment will take the form of a specialist teaching diary 20-30 hours of evaluated, specialist teaching, at least half of that time should be 1:1 with the same pupil. The remaining hours may be with 2 different pupils, one of which could be taught in a small group.
(4500 words)
MLOs: KU1-6; IPSA1-3, PVA1
Feedback:
Using the elaborated marking scale and subject specific criteria, you will receive written, graded feedback.

Module: TE7034
The Theory and Practice of Identification and Assessment for PG Cert Dyslexia only

None

This module will enable you to enhance your practice and skills in developing a range teaching and learning strategies, with particular emphasis on the underlying principles of structured, sequential, multi-sensory teaching. In addition, you will have the opportunity to explore the social, emotional, behavioural and community issues and their implications for learners with SpLD (dyslexia) and their families. You will also have the opportunity to consider and explore the methods and principles of staff development for an inclusive curriculum.