Staff Login
Study at UWS
Current students
Schools
Research
International
Alumni
About UWS
Contacts
Page Navigation

Module Descriptors

This page displays the selected Module Descriptor.

Printer friendly version Printer friendly version

Session: 2022/23

Last modified: 14/12/2022 15:03:40

Title of Module: Reflective Planning

Code: EDUC09019 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:Nancy  Allan

Summary of Module

This module supports the learner at entry to Level 9 and will normally be undertaken in Year 1 of Level 9. It enables the learner to identify their previous and current learning and experience and the extent to which this may match the Standard for Childhood Practice. It will also consider the roles and responsibilities of employer, mentor, university and student.

Initially the module focuses on the criteria which describe the Standard for Childhood Practice. This enables the student to identify and evaluate their current practice and previous learning and to relate this to the personal values and commitment, knowledge and understanding, skills and abilities outlined by the Standard. Students will consider the evidence they have to support their anlysis of previous/current learning and experience and will critically evaluate this in relation to childhood theory and work practice.

The module will develop skills in critical thinking, and reflective writing through access to a variety of resources. Perceived gaps in knowledge and practice will be identified through development of learning statements and associated evidence. This will lead to the development of an appropriate action plan. The module will be delivered through a blend of lectures, tutorials and appropriate use of the VLE.


Module Delivery Method
Face-To-FaceBlendedFully OnlineHybridCHybridOWork-based Learning
check mark

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.


Campus(es) for Module Delivery
The module will normally be offered on the following campuses / or by Distance/Online Learning: (Provided viable student numbers permit)
Paisley:Ayr:Dumfries:Lanarkshire:London:Distance/Online Learning:Other:

 

check markcheck markcheck mark

 

 

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

[Top of Page]


Learning Outcomes: (maximum of 5 statements)

On successful completion of this module the student will be able to:

L1. Through analysis and evaluation develop knowledge of the Standard for Childhood Practice.

L2. Demonstrate understanding of how professional practice relates to the Standard.

L3. Use a range of complex skills and practices in creating an appropriate Action Plan.

L4. Critically self reflect on their own professional development needs to allow them to meet the full requirements of the Standard.

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.

Work with a broad and integrated knowledge and understanding of the scope, main areas and boundaries of Childhood Practice.

Practice: Applied Knowledge and Understanding SCQF Level 9.

Use a selection of the principal skills, techniques, practices and materials associated with Childhood Practice.

Generic Cognitive skills SCQF Level 9.

Identify and analyse routine professional problems and issues.

Communication, ICT and Numeracy Skills SCQF Level 9.

Use a range of IT applications to support and enhance work.

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.

[Top of Page]


Learning and Teaching
Independent evaluation including critical incident analysis, problem solving, on-line discussion, tutorials, work-related learning, target setting and reflection. Students will work in groups to share ideas and contextualise learning about what is professionalism and the aspects of the standard thus providing peer support and feedback.

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.
The module will be delivered by blended learning, including face-to-face delivery, online learning using VLE and workplace learning.
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 Delivery36
Work Based Learning/Placement 100
Independent Study64
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:

Adams, K. 2008. What’s in a name? Seeking professional status through degree studies within the Scottish early years context, European Early Childhood Education Research Journal 16(2), pp 196-209



Chalke, J. (2013) Will the Early Years Professional Please Stand up? Professionalism in the Early Childhood Workforce in England, Contemporary Issues in Early Childhood, vol 14(3), pp 212-222.


Hallet, E (2013) The Reflective Early Years Practitioner. London. Sage.


Lloyd, E., and Hallett, E. (2010) Professionalising the Early Childhood Workforce in England: work in progress or missed opportunity? Contemporary Issues in Early Childhood, vol 11(1), pp 75-88.


Lightfoot, S. and Frost, D. (2015) The professional identity of early years educators in England: implications for a tranformative approach to continuing professional development, Professional Development in Education, vol 41(2), pp 401-418.

Moon, J. (2003). Learning Journals and Logs: Reflective Diaries. Dublin: University College Dublin. www.ucd.ie/t4cms/ucdtla0035.pdf


Lindon, J. (2012) Reflective Practice and Early Years Professionalism: Linking Theory and Practice. London: Hodder.

Osgood, J. (2006). Deconstructing professionalism in the early years: Resisting the regulatory gaze. Contemporary Issues in Early Childhood 7(1) pp.5–14.


Lindon, J. and Lindon, L. (2012) Leadership and Early Years Professionalism. London: Hodder.


Miller, L. and Cable, C. (2008) Professionalism in the Early Years, Malta: Hodder Education.


Nutkins, S., McDonald, C. and Stephen, M. (2013) Early Childhood Education and Care: An Introduction. London: SAGE. (Part 4 - particularly Chapters 16 and 20).

Pound, L. (2008) Exploring Leadership - Roles and Responsibilities in the Early years. In: Paige-Smith, A. and Craft, A. (eds) Developing Reflective Practice in Early years, Maidenhead: McGraw-Hill, pp 41-58.
QAA (2015) Standards for Childhood Practice. Edinburgh. QAA.

(**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)

Engagement Requirements

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:
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 available at the following link: https://www.uws.ac.uk/current-students/supporting-your-studies/your-rights-responsibilities/

[Top of Page]


Supplemental Information

Programme BoardEducation
Assessment Results (Pass/Fail) No
Subject PanelChildhood Studies/Practice
ModeratorS Henderson-Bone
External ExaminerJ Shaik Mopidevi
Accreditation DetailsApproval required by SSSC
Version Number

3.02

[Top of Page]


Assessment: (also refer to Assessment Outcomes Grids below)
The assessment for this module will comprise of a portfolio of work which includes a learning statement on professionalism (1000 words) and the synthesis of a grid and an action plan based on reflecting critically on the Standard. One to one tutorials will provide formative feedback on the drafting of the grid and action planning.
The grid and action plan will be informed by relevant theory and supported by evidence of practice.
(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.)

Assessment Outcome Grids (Footnote A.)

Component 1
Assessment Type (Footnote B.) Learning Outcome (1) Learning Outcome (2) Learning Outcome (3) Learning Outcome (4) Weighting (%) of Assessment ElementTimetabled Contact Hours
Portfolio of written workcheck markcheck markcheck markcheck mark1000
Combined Total For All Components100% 0 hours

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

[Top of Page]

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 learning needs. Using the VLE, learning materials will be presented electronically in formats that allow flexible access and manipulation of content (part-time and distance 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 Inclusion outcomes and reports can be accessed at the following link: https://www.uws.ac.uk/about-uws/uws-commitments/equality-diversity-inclusion/
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)

2014 University of the West of Scotland

University of the West of Scotland is a Registered Scottish Charity.

Charity number SC002520.

Copyright & Privacy | FOI | Accessibility