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Session: 2022/23
Last modified: 01/06/2021 16:19:23
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Title of Module: WBL and Interpersonal Skills L8 |
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Code: THEO08012 |
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: | Graham
Meiklejohn |
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| Summary of Module |
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Work Based Learning is a crucial element in formative and academic training. This module allows the student to reflect on their own learning and training so far, and enables them to identify key areas for further development. It is a block placement normally ten weeks in duration, and is undertaken within the overall guidelines and policies of the SBC relating to WBL. (See WBL Pack available to enrolled students.)
Normally, a Learning Agreement is negotiated between student, Module Co-ordinator and the College-approved WBL Supervisor. Through discussion the student is encouraged to identify their own learning and training requirements, looking to previous learning and WBL experience. Aims and objectives of the WBL experience are then formulated, and assessment content agreed and approved at the outset of the placement.
Through the submission of weekly theologically reflective journal entries, students will receive formative feedback encouraging them to develop their learning through reflection and allowing entries to be developed prior to submission for summative assessment.
This module aims to provide the student with the skills in reflective practice, self- and other-awareness and interpersonal skills in a placement context, and a capacity to be self-critical and begin to understand the importance of self-management.
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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.
Show diligence and professional commitment in carrying out the tasks associated with a learning agreement and fulfilling its terms in a WBL environment.
L2.
Reflect on interpersonal skills related to the participant’s area of vocational aspiration and identify personal strengths and weaknesses for further development.
L3.
Evidence ability to apply theological learning to placement experiences, and consistently reflect theologically through applying regular formative feedback on the vocational realities of that experience.
L4.
Discuss with critical analysis and some creativity particular issues related to an area of personal vocational interest as experienced in the WBL placement context. |
| 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.
A broad knowledge of the defining features of the area of ministry experienced in the WBL Placement context.
Theological reflection on theological themes as they arise from human experience.
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| Practice: Applied Knowledge and Understanding |
SCQF Level 8.
Discerning and formulating appropriate responses to human need.
Utilising a number of core competencies associated with ministry and vocation.
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| Generic Cognitive skills |
SCQF Level 8.
Reflective practice on a number of both routine and situational tasks as these arise in the context of the WBL environment.
Confidence in reflecting upon and responding to practical problems as encountered in a vocational context.
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| Communication, ICT and Numeracy Skills |
SCQF Level 8.
Interpersonal relationships requiring negotiated positions, such as arise in organizing and resourcing a faith community.
Use of ICT and other resources to research and write about aspects of the WBL experience requiring further reflection or action.
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| Autonomy, Accountability and Working with others |
SCQF Level 8.
Time management in fulfilling a number of tasks which at times require prioritizing.
Self motivation and personal initiative in pursuing independent learning.
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| 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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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 | 6 |
| Tutorial/Synchronous Support Activity | 6 |
| Work Based Learning/Placement | 60 |
| Independent Study | 64 |
| Asynchronous Class Activity | 64 |
| 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:
Astley, Jeff, Ordinary Theology. Looking, Listening and Learning in Theology, (Aldershot: Ashgate, 2002).
Thompson, Judith,Theological Reflection (London: SCM 2008)
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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:
Students 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 | Divinity |
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| Moderator | Dr. Lina Toth |
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| External Examiner | A Jack |
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| Accreditation Details | |
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| Version Number | 2.07 |
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| Assessment: (also refer to Assessment Outcomes Grids below) |
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| Assignment: Portfolio 100% |
(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 Moodle, 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/
As a Christian theological college, students should be aware that teaching, discussion and the college's ethos is from a confessional viewpoint.
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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