This module examines the research and other evidence that has influenced the curriculum guidance for the foundation stage (CGFS), national curriculum (NC) and the national literacy strategy (NLS). This may include, for example, the work of Usha Goswami on phonological awareness; genre theory, e.g. the work of Bev Deriewanka, and Wray and Medwell’s work on effective teachers of literacy.
You will also look at using inspection evidence and data, e.g. assessment data from end of key stage tests, to formulate development work in classrooms.
You will focus specifically on the inclusive classroom, i.e. equal opportunities and supporting English as an additional language (EAL) and special educational needs (SEN) including high ability pupils, appropriately.
