This course is designed for experienced teachers and graduate teaching assistants working with children and young people with literacy difficulties and is organised by Oxford Brookes in partnership with Oxfordshire Local Authority.
The course meets the criteria for the taught elements of Associate Membership to the British Dyslexia Association (AMBDA). To apply for full AMBDA status you will need to do an additional observed and mentored practice with a qualified AMBDA practitioner. This can be organised through the course.
Associate Membership of the British Dyslexia Association (AMBDA)
- This course has been specifically designed for those wishing to lead on work with children with literacy difficulties in primary and secondary schools and makes up the university component of Associate Membership of the British Dyslexia Association (AMBDA).
- The course is taught in collaboration with the Oxfordshire Local Authority and reflects a long standing and ongoing partnership with the authority and local practitioners.
- You will be able to network with other practitioners and and to have access to information about local jobs specialising in work with children with literacy difficulties.
- The School of Education at Oxford Brookes combines high quality teaching and significant research and consultancy activity.
- The school is a focal point for lively, informed debate on education through close partnership with local schools and colleges and our open seminar and lecture programmes.
Teaching and learning
The course takes place through lectures, seminars and workshops to support both the theoretical and practical elements of the course. This includes workshops that support the practical projects required in modules 2 and 3. For each module, the course contact time is typically: - one whole day and five evenings (approx. 24 hours contact time) - two online discussions (approx. six hours of contact time).
Approach to assessment
Each module is assessed by an essay / report of approximately 4,000 words. Assignments are based on work in your own professional context eg case studies of the assessment and intervention of two children. Assignment schedules are timed to meet the needs of busy practitioners.
How this course helps you develop
The course will develop your knowledge of working with children with literacy difficulties. As well as the input from course tutors the course is designed to enable you to network with other colleagues who have a wide range of experience of children with literacy difficulties and of managing literacy difficulties in schools.
The course is organised by Oxford Brookes in partnership with Oxfordshire Local Authority and meets the criteria for the taught elements of Associate Membership to the British Dyslexia Association (AMBDA). The PGCert enables teachers to assess people for exam concessions and the AMBDA qualification is the leading quality standard for specialist work in the field.
Free language courses for students - the Open Module
Free language courses are available to full-time undergraduate and postgraduate students on many of our courses, and can be taken as a credit on some courses.
Please note that the free language courses are not available if you are: - studying at a Brookes partner college - studying on any of our teacher education courses or postgraduate education courses.
Sustained excellence in research and publication has ensured that a significant proportion of staff from the school were entered for the governments Research Excellence Framework (REF) 2014 exercise in the Education Unit of Assessment (UoA 25). Almost 90% of our research outputs were deemed to be of international merit, with around a half judged as either ‘world-leading’ or ‘internationally excellent’ in terms of originality, rigour and significance. Contributions to the REF return were spread across all five of our research groups.
In relation to literacy difficulties, Georgina Glenny is currently running a project investigating the use of text-to-speech software to support reluctant writers in local primary and secondary schools. Students on the literacy difficulties course this year have been involved in helping with this study.