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Session: 2022/23
Last modified: 27/06/2022 13:52:31
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Title of Module: Inter-professional Working |
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Code: UGED08003 |
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: | Lynn
Griffiths |
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| Summary of Module |
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Inter-professional working is a key feature of many initiatives aimed at improving outcomes for children, including the ASL Act and Getting it Right for Every Child. This module will examine the aims, objectives and organisation of inter-professional working in education. It will provide an overview of concepts, principles, and theoretical perspectives that underpin joint working, and will explore some of the dilemmas faced by professionals trying to work collaboratively to achieve positive outcomes for children. Factors that promote effective inter-professional working in education will be examined, and ways to overcome potential barriers will be explored. Consideration will be given to the skills required to develop and maintain successful partnerships between professionals. Students will be provided with opportunities to experience partnership working in the context of assigned group tasks. These will allow students to rehearse some of the skills that make joint working effective, and, through reflection on the process, to consider implications for their future practice.
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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.
Discuss and evaluate the aims, objectives and organisational features of inter-professional working in education.
L2.
Discuss and evaluate a range of concepts, principles, and theoretical perspectives that underpin inter-professional working in education.
L3.
Identify a range of factors that can promote inter-professional working in education and propose ways to remove potential barriers to it.
L4.
Analyse routine dilemmas that can be encountered in inter-professional working in education, and propose informed solutions to these.
L5.
Identify the skills required for effective partnership working and ways to develop them. |
| 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.
Demonstrate and/or work with:
• An overall appreciation of the nature and scope of inter-professional working in education.
• A discerning understanding of a range of concepts, principles, and theoretical perspectives that underpin inter-professional working in education.
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| Practice: Applied Knowledge and Understanding |
SCQF Level 8.
Apply knowledge, skills and understanding:
• In carrying out routine lines of enquiry, and investigation into issues associated with inter-professional working in education.
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| Generic Cognitive skills |
SCQF Level 8.
• Undertake critical analysis, evaluation and synthesis of ideas, concepts, information and issues associated with inter-professional working in education.
• Use a range of approaches to formulate and critically evaluate responses to routine issues that are associated with inter-professional working in education.
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| Communication, ICT and Numeracy Skills |
SCQF Level 8.
• Convey complex information about inter-professional working in education to a range of audiences and for a range of purposes.
• Use a range of standard ICT applications to process and obtain data about inter-professional working in education.
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| Autonomy, Accountability and Working with others |
SCQF Level 8.
• Exercise autonomy and initiative in completing assigned individual and group tasks.
• Exercise managerial responsibility for the work of others within assigned group tasks.
• Manage resources required for the completion of individual and group tasks.
• Take the lead on planning the work required to complete a task successfully.
• Practise in ways that show awareness of own and others’ roles, responsibilities and contributions when carrying out and evaluating module tasks.
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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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In all modules on the BA Education programme, we take an authentic, best-practice and forward-looking approach to learning activities and assessment. There is a strong emphasis on situated learning and real professional scenarios. We are committed to interactive learning and the small number of learning activities that are purely transmission of information are normally pre-recorded. In workshops, which utilise classrooms, and other facilities as appropriate, the outdoors and the Aula VLE, main methodologies include collaborative working, problem-based learning, real-world tasks, research based learning, placement based learning, enquiry-based learning, student presentations, online tutor/student-led discussions. All learning activities are aligned to relevant aspects of the professional standards. Individual, group or tutor-led reflection is required throughout. Learning activities develop 21st century skills such as communication, collaboration, digital skills, creativity and critical thinking. Learning activities, assessment and feedback, where appropriate, provide students with choice, such as the opportunity to focus on a key theme in the formatively assessed presentation.
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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 | 10 |
| Tutorial/Synchronous Support Activity | 24 |
| Independent Study | 166 |
| 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:
Brooks, R. (2019) The trauma and attachment-aware classroom: a practical guide to supporting children who have encountered trauma and adverse childhood experiences. Jessica Kingsley Publishers.
Davis, J.M. (2011) Integrated Children's Services. SAGE Publications Ltd.
Edwards, A. Daniels, H. Gallagher, T. Leadbetter, J. Warmington, P. (2009) Improving Inter-professional Collaborations: Multi-Agency Working for Children's Wellbeing. London: Routledge.
Forbes, J. and Watson, C. (eds) (2009) Service Integration in Schools. Research and Policy Discourses, Practices and Future Prospects. Rotterdam: Sense.
Frost, N. and Robinson, M. (2016) Developing Multiprofessional Teamwork for Integrated Children's Services: Research, Policy, Practice (3rd ed). Maidenhead: Open University Press.
Hill, M., Head, G., Lockyer, A., Reid, B. and Taylor, R. (2012) Children’s Services: Working Together. London: Pearson.
Thomson, K. (2016) Strengthening child protection: sharing information in multi-agency settings. The Policy Press.
Trodd, L. and Chivers, L. (2011) Interprofessional Working in Practice: Learning and working together for children and families. Maidenhead: Open University Press.
Walker, G. (2018) Working Together for Children: A Critical Introduction to Multi-Agency Working (2nd ed.). London: Continuum.
Watson, K. (2022) Good Autism Practice for Teachers: Embracing Neurodiversity and Supporting Inclusion. Critical Publishing.
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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:
Given the professional nature of the programme, 100% attendance and engagement is expected. The module co-ordinator maintains an overview of attendance and engagement. Should there be concerns, there will be liaison between module co-ordinator, personal tutor and the student to identify steps to support engagement and success. |
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Supplemental Information
| Programme Board | Education |
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| Assessment Results (Pass/Fail) |
No
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| Subject Panel | Education |
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| Moderator | K Mohammed |
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| External Examiner | L Craig |
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| Accreditation Details | General Teaching Council Scotland. |
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| Version Number | 2.03 |
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| Assessment: (also refer to Assessment Outcomes Grids below) |
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| Essay 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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This module is appropriate for all students irrespective of ethnic status, disability, age, gender, socio-economic background, religious and sexual orientation. To promote inclusive practice, procedures and processes have been subject to Equality Impact Assessment where appropriate. Flexibility and anticipatory adjustments in teaching and learning strategies and assessment facilitate inclusiveness within this module.
In line with current legislation (Equality Act, 2010) and UWS Equality Scheme (2010-13), the School of Education encourages the disclosure of additional / enabling support requirements (including disability) throughout recruitment, selection and throughout the duration of this module. Emphasis is placed on confidentiality of information, the benefits of disclosure and that no detriment to progress will be experienced.
Students undertaking this module should develop increased awareness of experiences of marginalisation, exclusion, and conflict, and ways in which they impact on children.
We will do our best to make reasonable adjustments to arrangements for learning and teaching activities and (when applicable) periods of school placement where we are made aware that an individual has particular needs or requirements.
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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