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Session: 2022/23
Last modified: 14/12/2022 14:58:29
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Title of Module: Ethics and Justice in Childhood |
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Code: EDUC08003 |
SCQF Level: 8
(Scottish Credit and Qualifications Framework) |
Credit Points: 20 |
ECTS: 10
(European Credit Transfer Scheme) |
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| School: | School of Education & Social Sciences |
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| Module Co-ordinator: | R
McGill |
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| Summary of Module |
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This module will support student exploration regarding the role of practice and policy in the experience of justice and diversity in childhood. The module will initially focus on childhood and multiple identities. The impact of prejudice discrimination and stereotype will be investigated. Definitions and knowledge of the sociological concepts of poverty, class, gender, race, LGBTQ+, disability, and their impact and relevance for ethical and justice practices within childhood will be considered.
Students will focus on the values that underpin policy and practice relevant at the time of delivery. They will reflect and evaluate their approach to and impact upon addressing issues of ethics and justice in childhood.
The students will understand the role of evaluation tools in settings and the role self-evaluation, professional dialogue and monitoring of practice has in promoting social justice and ethical practice in childhood services..
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| Module Delivery Method |
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| Face-To-Face | Blended | Fully Online | HybridC | HybridO | Work-based Learning |
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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.
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
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.
HybridC
Online with mandatory face-to-face learning on Campus
HybridO
Online with optional face-to-face learning on Campus
Work-based Learning
Learning activities where the main location for the learning experience is in the workplace.
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| Term(s) for Module Delivery |
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(Provided viable student numbers permit).
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| Term 1 | | Term 2 | | Term 3 | |
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| Learning Outcomes: (maximum of 5 statements) |
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On successful completion of this module the student will be able to:
L1.
Gain knowledge and understanding of the nature of prejudice and discrimination in society and reflect on the effectiveness of legislation and policy to counter its damaging effects.
L2.
Reflect on the nature of poverty and social exclusion in relation to government policy on social justice and inclusion.
L3.
Reflect on the concept of multiple identity and apply the concept to guidance for policy writing in childhood settings.
L4.
Critically evaluate the practitioner’s own ability to take account of the diverse needs of children when supporting their learning |
| Employability Skills and Personal Development Planning (PDP) Skills |
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| SCQF Headings |
During completion of this module, there will be an opportunity to achieve
core skills in:
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| Knowledge and Understanding (K and U) |
SCQF Level 8.
Understanding of a limited range of core theories, principles and concepts related to the concepts of equality, social justices and inclusion. |
| Practice: Applied Knowledge and Understanding |
SCQF Level 8.
Carry out routine lines of enquiry, development and investigation into professional level, problems and issues related to the promotion of inclusion in integrated children’s services. |
| Generic Cognitive skills |
SCQF Level 8.
Use and critically evaluate a range of approaches to evidence based solutions. |
| Communication, ICT and Numeracy Skills |
SCQF Level 8.
Convey complex information to arrange of audiences and for a range of purposes. |
| Autonomy, Accountability and Working with others |
SCQF Level 8.
Exercise autonomy and initiative in some activities at a professional level. |
| Pre-requisites: |
Before undertaking this module the student should have
undertaken the following:
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Module Code:
| Module Title:
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| Other: | |
| Co-requisites | Module Code:
| Module Title:
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* Indicates that module descriptor is not published.
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| Learning and Teaching |
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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, self study packs, guided research and placement will be used to develop student learning. Formative and summative assessments will be used including such instruments as essays, assignments, seminars, and seminar papers and presentations.
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.
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Learning Activities
During completion of this module, the learning activities undertaken to
achieve the module learning outcomes are stated below:
| Student Learning Hours
(Normally totalling 200 hours):
(Note: Learning hours include both contact hours and hours spent on other learning activities) |
| Lecture/Core Content Delivery | 36 |
| Work Based Learning/Placement | 35 |
| Independent Study | 129 |
| 200
Hours Total
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**Indicative Resources: (eg. Core text, journals, internet
access)
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The following materials form essential underpinning for the module content
and ultimately for the learning outcomes:
Maynard, T., Thomas, N. (2013) An Introduction to Early Childhood Studies, Sage. UK.
McDowall Clark, R. (2010) Children in Society for Early Childhood Studies, Learning Matters. Publishing
Bennett, J. and Moss, P. (2009) Working with Diversity, summary of a discussion paper, Children in Scotland.
Race, R. and Lander, V. (2014) Advancing race and ethnicity in education. Baisingstoke: Palgrave Macmillan.
Waller, T. and Davies, G. (2014) An Introduction to Early Childhood, Sage, Singapore.
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(**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)
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| Engagement Requirements |
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In line with the Academic Engagement Procedure, Students are defined as academically engaged if they are regularly engaged with timetabled teaching sessions, course-related learning resources including those in the Library and on the relevant learning platform, and complete assessments and submit these on time. Please refer to the Academic Engagement Procedure at the following link: Academic engagement procedure
Where a module has Professional, Statutory or Regulatory Body requirements these will be listed here:
In line with the Academic Engagement and Attendance Procedure, Students are defined as academically engaged if they are regularly engaged with timetabled teaching sessions, course-related learning resources including those in the Library and on Moodle, and complete assessments and submit these on time. Please refer to the Academic Engagement and Attendance Procedure at the following link: Academic engagement and attendance procedure
For the purposes of this module, academic engagement equates to the following:
All fulltime 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: http://www.uws.ac.uk/current-students/rights-and-regulations/regulatory-framework/
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Supplemental Information
| Programme Board | Education |
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| Assessment Results (Pass/Fail) |
No
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| Subject Panel | Childhood Studies/Practice |
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| Moderator | K. Mohammed |
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| External Examiner | J Shaik Mopidevi |
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| Accreditation Details | Contact School for current details. |
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| Version Number | 2.10 |
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| Assessment: (also refer to Assessment Outcomes Grids below) |
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| Part 1: Through a written assignment of 1000 words students will be expected to demonstrate an appropriate understanding of the concept of poverty and the impact on children and families in early years. |
| Part 2: Students will produce a reflective commentary based on practitioner experiences focusing on at least one protected characteristic and an action plan. (2000 words) |
(N.B. (i) Assessment Outcomes Grids for the module
(one for each component) can be found below 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.)
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Assessment Outcome Grids (Footnote A.)
Footnotes
A. Referred to within Assessment Section above
B. Identified in the Learning Outcome Section above
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Note(s):
- More than one assessment method can be used to assess individual learning outcomes.
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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.
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| Equality and Diversity |
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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 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 |
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(N.B. Every effort
will be made by the University to accommodate any equality and diversity issues
brought to the attention of the School)
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