ED4U015 - Investigating Literacy, Numeracy and Language Learning across the Curriculum 01 Sep 2019 - 31 Aug 2027 | Version 2

Associated Module Information

Module Code: ED4U015
Module Title: Investigating Literacy, Numeracy and Language Learning across the Curriculum
Faculty: Faculty of Life Sciences and Education
Faculty Group: Professional Learning in Education
Faculty Sub Group: Social Work
Module Leader: Janette Gibney, Melanie Smith
Module Team: Rachel Stubley, Matthew Hutt
First Intended Intake: SEP 2017 Final Year of Intake: 2022
Date Closed:
Credit Value: 30 Credit Level: 7
Language: English
Percentage of Module Taught in Welsh: 0
Equivalent Module:
HECOS codes: 100459 - education studies
HECOS Code Weighting: 100

Document Version Information

Version 2
Valid From 01 Sep 2019
Valid To 31 Aug 2027

Module Aims

This module aims to support a range of subject, vocational, work-based and literacy, numeracy and ESOL tutors to work collaboratively and with learners to:

Develop their critical understanding of the literacy, numeracy, digital literacy and/or language practices learners engage in, in their everyday, school/college/study and (intended) work lives.

Critically analyse differences and possible connections between learners’ literacy, numeracy, digital literacy and/or language practices in life, study and work, using the perspectives of “socially situated learning” and “communities of practice”.

Identify a specific area for development related to learners’ literacy, numeracy, digital literacy and/or language skills within their own professional practice/institution, and use their research to make changes in practice to enhance learning.

Content Summary

Theoretical overview of sociocultural and socially situated approaches to learning including communities of practice, and the shared (and contrasting) knowledge and artefacts associated with these, e.g. routines, resources, tools, texts, discourse practices, history.

Overview of national and international evidence base for principles of good practice in teaching literacy, numeracy, digital literacy and/or language and efficacy of strategies to enhance learning within and across curricula.

Identification of literacy, numeracy, digital literacy and/or language practices in: learners’ everyday lives; school/college lives; specific curriculum area; particular vocation/imagined future.

Collaborative working within practice settings.

Learning and Teaching Methods

Activity Type Hours
Lecture 25
Seminar 5
Tutorial 1
Independent Study 200
Directed Study 69
Total Hours Selected 300

Learning Outcomes

# Learning Outcome
LO1 Identify and critically analyse literacy, numeracy, digital literacy and/or language practices in learners’ everyday lives and evaluate own practices related to literacy, numeracy, digital literacy and/or language including teaching, learning and assessment
LO2 Demonstrate critical engagement with social practice research and subject pedagogy to develop meaningful literacy, numeracy, digital literacy and/or language learning activities and materials within own professional context
LO3 Work collaboratively with learners and colleagues to present key findings, share good practices and identify areas for further development within relevant communities of practice

Module Requisites

N/A

Assessment Criteria

Assessment Category Assessment Type Description Duration Word Count Weight (%) Best of? Pass Mark
Portfolio Portfolio 1 Self-reflective Writing: A written record of critical reflections and evaluations, in the form of a learning log (1500). Exhibition: Work collaboratively to produce a multi-media exhibition for a wider audience (1500 words or the equivalent). Essay: Provide a rationale for the design of new learning activities and resources (2000) 0 N/A 100 No 40

Assessment Matrix

Assessment Type Learning Outcomes
LO1 LO2 LO3
Portfolio 1 ✔ ✔ ✔

Reading List

Baker, D., Street, B. and Tomlin, A. (2003) Mathematics as social: understanding relationships between home and school numeracy practices. In For the Learning of Mathematics, 23(3), pp.11–15.

Casey, H., Cara, O., Eldred, J., Grief, S., Hodge, R., Ivanic, R., Jupp, T., Lopez, D., and Mcneill, B. 2006. “You wouldn’t expect a maths teacher to teach plastering…” Embedding literacy, language and numeracy in post-16 vocational programmes – the impact on learning and achievement London: NRDC

Cooke, M. and Simpson, J. (2008) ESOL: A Critical Guide Oxford: OUP

Ivanic, R., Edwards, R., Barton, D., Martin-Jones, M., Fowler, Z., Hughes, B., Mannion, G., Miller, K., Satchwell, C. and Smith, J. (2009) Improving Learning in College: Rethinking Literacies across the curriculum. London: Routledge

Lave, J. and Wenger, E. ‘Learning and Pedagogy in Communities of Practice.’ in Leach, J. and Moon, B. (1999) Learners and Pedagogy. Milton Keynes: Open University Press

Maybin, J. (1994) Language and Literacy in Social Practice Clevedon, Avon: Multilingual Matters/Open University Press

Moll, L. C., Amanti, C., Neff, D. and Gonzalez, N. (1992) Funds of Knowledge for teaching: Using a Qualitative Approach to Connect Homes and Classrooms. Theory into Practice, 31(2) pp 132–141.

Murtaugh, M. And De La Rocha, O. (1984) ‘The dialectic of arithmetic in grocery shopping.’ In Rogoff, B. and Lave, J. (eds.), Everyday cognition: Its development in social context (pp. 67–94).Cambridge, MA: Harvard University Press

Oughton, H. (2013) ‘The social context of numeracy’, in G. Griffiths and R. Stone (eds) Teaching Adult Numeracy Principles and Practice. Berkshire: OUP, McGraw Hill.

Roberts, C., Baynham, M., Shrubshall, P., Brittan, J., Cooper, B., Gidley, N., Windsor, V., Eldred, J., Grief, S., Castillino, C., and Walsh, M. (2005) Embedded teaching and learning of adult literacy, numeracy and ESOL: seven case studies

Street B. V., Baker D. A., Tomlin A. (2005) Navigating Numeracies: Home/School Numeracy Practices. London: Kluwer.

Welsh Government (2012). National Numeracy Programme. Cardiff: Welsh Government.

Welsh Government (2012). National Literacy Programme. Cardiff: Welsh Government.