University of the West of Scotland

Module Descriptor

Session: 2022/23

Last modified: 31/03/2022 13:32:27

Title of Module: Promoting Learning

Code: EDUC09006 SCQF Level: 9
(Scottish Credit and Qualifications Framework)		 Credit Points: 20 ECTS: 10
(European Credit Transfer Scheme)
School:School of Education & Social Sciences
Module Co-ordinator:S  Henderson-Bone

Summary of Module

This module focuses on current influences, models and approaches to support the development of children, including those aged 6-16. Initially the module examines international and national approaches to statutory education and in particular the factors historical, economic, cultural, social and political which have shaped policies surrounding childhood practice. The module develops of knowledge and evaluation of approaches to in-school learning through examination of current curriculum documents, such as A Curriculum for Excellence, and the effect of policies on provision and practices, such as supporting effective transitions arrangements.

‘Promoting Learning’ also encourages students to develop a critical knowledge and understanding of educational models and best practice in Scotland, by comparing the Scottish approach with international case studies e.g. Scandinavian early learning and childcare; indigenous and bicultural curricula. By exploring the diversity of global educational systems, students will be encouraged to adopt a critical, anti-racist approach to their understanding of effective childhood practice.

The module will examine current influences on childhood services, childcare and education, such as sustainability and citizenship within outdoor learning, and look at wider models and practices of education e.g. out of school care (OSC), playwork and community learning, linking these to global and local government priorities.

The module will be delivered by blended learning, including workplace learning, critical incident analysis and group work.


Module Delivery Method
Face-To-FaceBlendedFully Online
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Face-To-Face
Term used to describe the traditional classroom environment where the students and the lecturer meet synchronously in the same room for the whole provision.

Fully Online
Instruction that is solely delivered by web-based or internet-based technologies. This term is used to describe the previously used terms distance learning and e learning.

Blended
A mode of delivery of a module or a programme that involves online and face-to-face delivery of learning, teaching and assessment activities, student support and feedback. A programme may be considered “blended” if it includes a combination of face-to-face, online and blended modules. If an online programme has any compulsory face-to-face and campus elements it must be described as blended with clearly articulated delivery information to manage student expectations


Campus(es) for Module Delivery
The module will normally be offered on the following campuses / or by Distance Learning (D/L) (ie.Virtual Campus): (Provided viable student numbers permit)
Paisley:Ayr:Dumfries:Hamilton:D/L Virtual Campus:Other:
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Learning Outcomes: (maximum of 5 statements)

At the end of this module the student will be able to:

L1. Investigate the policies of and approaches to childhood services, including childcare and education.

L2. Compare and contrast local policies and practices with international examples, reflecting on an anti-racist approach to curriculum-making

L3. Investigate and critically evaluate wider current models, influences and practices of education.

L4. Reflectively self-evaluate students’ own beliefs and practices in childhood services, care and education.

Employability Skills and Personal Development Planning (PDP) Skills
SCQF Headings During completion of this module, there will be an opportunity to achieve core skills in:
Knowledge and Understanding (K and U) SCQF Level 9.

A broad integrated knowledge and understanding of the scope, main areas of education in a range of countries.

A broad knowledge and understanding of out of school learning.

Practice: Applied Knowledge and Understanding SCQF Level 9.

Carry out routine lines of enquiry, development and investigation into professional level, problems and issues related to the education of young children in different international communities.

Generic Cognitive skills SCQF Level 9.

Use and critically evaluate a range of approaches.

Communication, ICT and Numeracy Skills SCQF Level 9.

Convey complex information to arrange of audiences and for a range of purposes.

Autonomy, Accountability and Working with others SCQF Level 9.

Exercise autonomy and initiative in some activities at a professional level.

Pre-requisites: Before undertaking this module the student should have undertaken the following:
Module Code:
Module Title:
Other:
Co-requisitesModule Code:
Module Title:

* Indicates that module descriptor is not published.


Learning and Teaching
Use of VLE, Interactive Whiteboards, on-line tutor/student led discussions. Lectures, tutorials, student-led seminars, group-work, role-play, presentations, workshops, problem based learning, guided research and self study packs will be used to develop student learning. Formative and summative assessments will be used including such instruments as essays, assignments, seminars, and seminar papers, presentations. Students will have the opportunity to peer assess the formative tasks and will work on a number of group activities contextualising and sharing their learning.
Student handbooks, and other detailed material made available to students, will give more specific information on the particular learning and teaching methodologies, and combinations of these methodologies, to be used for timetabled student sessions. This will clarify for students both their expectations for timetabled sessions, and their expectations for the overall balance of learning and teaching methodologies to be used during the module
Learning Activities
During completion of this module, the learning activities undertaken to achieve the module learning outcomes are stated below: 		CategoriesStudent Learning Hours
(Normally totalling 200 hours):
(Note: Learning hours include both contact hours and hours spent on other learning activities)
Lecture/Core Content DeliveryScheduled36
Work Based Learning/Placement Placement35
Independent StudyIndependent129
200 Hours Total

**Indicative Resources: (eg. Core text, journals, internet access)

The following materials form essential underpinning for the module content and ultimately for the learning outcomes:

Education Scotland (2019) Scotland's Curriculum for Excellence: Putting Learners at the Heart of Education. Livingston: Education Scotland.

Education Scotland (2020) Realising the Ambition: Being Me. Livingstone: Education Scotland.

Nutkins, S., McDonald, C. and Stephen, M. (2013) Early Childhood Education and Care: An Introduction. London: SAGE.

OECD (2012) Starting Strong III: A Quality Toolbox for Early Childhood Education and Care. Frankfurt: OECD.

SSSC (2015) The Standard for Childhood Practice. Dundee: SSSC.

(**N.B. Although reading lists should include current publications, students are advised (particularly for material marked with an asterisk*) to wait until the start of session for confirmation of the most up-to-date material)
Attendance Requirements
All full-time students (part-time and distant learning students should check with their programme leader for any queries) are required to attend all scheduled classes and participate with all delivered elements of the module as part of their engagement with their programme of study. Consideration will be given to students who have protection under the appropriate equality law. Please refer to UWS Regulations, Chapter 1, 1.64 – 1.67, available at the following link: https://www.uws.ac.uk/current-students/supporting-your-studies/your-rights-responsibilities/regulatory-framework/

Course Reference Numbers (CRNs) (if known)
Paisley:Ayr:Dumfries:Hamilton:D/L Virtual Campus:Other:

False

True
1970

True
9071

True
9072

False

True
Not Known

Trimester(s) for Module Delivery
(Provided viable student numbers permit).
Trimester 1check markTrimester 2check markTrimester 3check mark

For Internal Use Only

Programme BoardEducation
Assessment Results (Pass/Fail) No
Subject PanelChildhood Studies/Practice
ModeratorN Allan
External ExaminerC Counihan
Accreditation Details
Changes/Version Number

2.06

Changes to summary of module –update with current global policy priorities, and update ELC/early years to
‘childhood practice/sector/services’; Very slight changes in wording to ILO 1 and 3, with some further additions to ILO 2- 'L2. Compare and contrast local policies an dpractices with
international examples, reflecting on an anti-racist
approach to curriculum-making’; External examiner – update
to Dr Christopher Counihan.


Assessment: (also refer to Assessment Outcomes Grids at end of document)
The summative assessment (100%) consists of a portfolio of work (3000 words) comprising two elements themed around the quality of provision that are submitted at the end of the module. The first element will be specifically themed on childhood practice policies, whereas the second element will ask students to reflect on wider models of education, and their own beliefs and practices in childhood services.
(N.B. (i) Assessment Outcomes Grids for the module (one for each main assessment category) can be found at the end of this descriptor which clearly demonstrate how the learning outcomes of the module will be assessed.
(ii) An indicative schedule listing approximate times within the academic calendar when assessment is likely to feature will be provided within the Student Handbook.)

Assessment Outcome Grids (Footnote A.)

Assessment Category 1
Assessment CategoryAssessment Type (Footnote B.) Learning Outcome (1) Learning Outcome (2) Learning Outcome (3) Learning Outcome (4) Weighting (%) of Assessment ElementTimetabled Contact Hours
AssignmentPortfolio of written workcheck markcheck markcheck markcheck mark1000
Combined Total For All Assignment Categories100% 0 hours

Footnotes
A. Referred to within Assessment Section above
B. Identified in the Learning Outcome Section above

Note(s):
  1. More than one assessment method can be used to assess individual learning outcomes.
  2. Schools are responsible for determining student contact hours. Please refer to University Policy on contact hours (extract contained within section 10 of the Module Descriptor guidance note).
    This will normally be variable across Schools, dependent on Programmes &/or Professional requirements.

Equality and Diversity
Aligned with the overall commitment to equality and diversity stated in the Programme Specifications, the module supports equality of opportunity for students from all backgrounds and with different learning needs. Using the VLE, learning materials will be presented electronically in formats that allow flexible access and manipulation of content (part-time and distant learning students should check with their programme leader for any queries). The module complies with University regulations and guidance on inclusive learning and teaching practice. Specialist assistive equipment, support provision and adjustment to assessment practice will be made in accordance with UWS policy and regulations. The University’s Equality, Diversity and Human Rights Policy can be accessed at the following link: http://www.uws.ac.uk/equality/

Our partners are fully committed to the principles and practice of inclusiveness and our modules are designed to be accessible to all. Where this module is delivered overseas, local equivalent support for students and appropriate legislation applies.
UWS Equality and Diversity Policy
(N.B. Every effort will be made by the University to accommodate any equality and diversity issues brought to the attention of the School)