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Session: 2022/23

Last modified: 05/05/2022 15:21:00

Title of Module: Current Childhood Policy and Practice

Code: EDUC10037 SCQF Level: 10
(Scottish Credit and Qualifications Framework)
Credit Points: 20 ECTS: 10
(European Credit Transfer Scheme)
School:School of Education & Social Sciences
Module Co-ordinator:K  Mohammed

Summary of Module

This module is designed for experienced practitioners working in childcare establishments. The module will be delivered by blended learning, including work-related learning, critical incident analysis and group work alongside focussed reading and online tasks. Students undertaking this module will review and evaluate the political landscape and critically evaluate current policy and practice using current national and international perspectives from   literature.

Initially students will look at the political landscape and its influences on current legislation, policy and practice at national and local level Scottish Government policy and UK Legislation. Students will also look at international evaluation and practice to critically evaluate policy and practice in Scotland or relevant international context for example referring to OECD targets practice in countries such as Italy, Sweden, New Zealand and Australia.

Students will critically examine  a selection of   current policy initiatives in Scotland such as Getting it Right for Every Child (2008), Early Year’s Framework ( 2009), Curriculum for Excellence ( 2005) Play Strategy ( 2013), and practice initiatives such as: Outdoor Learning /Forest Schools; Professionalisation of the workforce ; Working with parents and carers; Quality Assurance; Interagency Working; Listening to Children; Citizenship.Where this module is delivered in an international context relevant policy and initiatives will be studied.

Student assessment will all allow students to select an area of particular interest however, this topic should be discrete and different from that chosen for the dissertation.

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

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.

Online with mandatory face-to-face learning on Campus

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:




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

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Learning Outcomes: (maximum of 5 statements)

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

L1. Critically analyse the role of political process and its relationship with current legislation, policy and practice at national and local level.

L2. Critically analyse the aims and impact of local, national and international social policy on children and families.

L3. Critically review and consolidate knowledge of existing and current developments in the field of childhood practice from a national and international perspective.

L4. Critically evaluate current policy and practice using current literature and theories.

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 10.

•Demonstrate and/or work with knowledge that covers and integrates most of the principal areas, features, boundaries, terminology and conventions of the current practice in the childhood sector.

•Detailed knowledge and understanding in one or more specialism, some of which is informed by, or at the forefront of current practice in the childhood sector.

Critical understanding of the of the principal theories and concepts in relation to

a) National and local political process and influence on practice
b) International perspectives on policy and practice.

Practice: Applied Knowledge and Understanding SCQF Level 10.

Apply knowledge, skills and understanding:

In executing a defined project of research, development or investigation to evaluate current practices from a national and international perspective.

Generic Cognitive skills SCQF Level 10.

Critically review, consolidate and extend knowledge related to an area of policy and practice.

Offer professional insights and interpretation of problems and issues related to current policy and practice .

Communication, ICT and Numeracy Skills SCQF Level 10.

Communicate with relevant peers, colleagues or specialists on a professional level and part of the interview process.

Present or convey formally information about the specialist topic chosen

Autonomy, Accountability and Working with others SCQF Level 10.

Exercise autonomy and initiative in the professional activity of engaging with relevant interviewees

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

* Indicates that module descriptor is not published.

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Learning and Teaching
This module will be delivered in a blended manner. To develop learning and teaching in this module it will include independent and group research and investigation, research in the field,-collecting, presenting and analysing data. Problem solving, presentations by University lecturers and visiting lecturers, presentations to peers and seminars will be used Elements of the course will be delivered on line and focussed reading and online tasks and discussion will be part of the learning. Students will undertake group work tasks and will receive feedback and support from peers. Peer feedback may be given.

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:
Student Learning Hours
(Normally totalling 200 hours):
(Note: Learning hours include both contact hours and hours spent on other learning activities)
Lecture/Core Content Delivery14
Independent Study112
Work Based Learning/Placement 50
Asynchronous Class Activity24
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:

Baldock, P., Fitzgerald, D., Kay, J. (2013) Understanding Early Years Policy (3rd Ed) Sage. London.

Baldock, P. (2010) Understanding Cultural Diversity in the Early Years. Sage. London.

Duffy, B & Pugh, G. (2013) Contemporary Issues in the Early Years. 6th Ed. Sage. London.

Kanyal, M. (2014) Children's Rights 0-8: Promoting participation in education and care. David Fulton, London.

Knight, S. (2013) Forest School and Outdoor Learning in the Early Years. 2nd Ed. Sage. London.

(**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:
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 VLE, 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:
Attendance Requirements
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:

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Supplemental Information

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


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Assessment: (also refer to Assessment Outcomes Grids below)
The summative assessment will be:

A debate/seminar which explores a selected area of policy and /or practice. Or a written report report on a selected area of policy/practice will require to be submitted.
(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
Clinical/ Fieldwork/ Practical skills assessment/ Debate/ Interview/ Viva voce/ Oralcheck markcheck markcheck markcheck mark1000
Combined Total For All Components100% 0 hours

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

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  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 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:

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)

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.