This page displays the selected Module Descriptor.
Printer friendly version
Session: 2022/23
Last modified: 14/12/2022 15:06:22
|
Title of Module: C Ed Practice Learning 1 |
|---|
|
Code: BACE07002 |
SCQF Level: 7
(Scottish Credit and Qualifications Framework) |
Credit Points: 20 |
ECTS: 10
(European Credit Transfer Scheme) |
|---|
| School: | School of Education & Social Sciences |
|---|
| Module Co-ordinator: | A.
Coburn |
|---|
| Summary of Module |
|---|
This module features an exploration of core features for practice learning including competences, experiential learning, reflective practice and the process of continuous professional development. Students will undertake a Community Education practice learning placement of 210 hours whick will allow them to work collaboratively to share field work experiences and show how these animate learning, to examine notions of competence and to reflect on practice exemplars as a means of identifying core practice dispositions. Field work competences specified by the professional body will be utilised for analysis, personal reflection and development.
Placement preparation will form the core of this module, articulating the systems and processes the student will be required to employ throughout the course (embracing placement in years 1, 2 and 3).
|
| Module Delivery Method |
|---|
| Face-To-Face | Blended | Fully Online | HybridC | HybridO | Work-based Learning |
|  | | | | |
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.
|
| Term(s) for Module Delivery |
|---|
|
(Provided viable student numbers permit).
|
| Term 1 | | Term 2 | | Term 3 | |
[Top of Page]
| Learning Outcomes: (maximum of 5 statements) |
|---|
On successful completion of this module the student will be able to:
L1.
Demonstrate an understanding of the significance of the reflective practitioner within community education practice.
L2.
Reflect on practice dispositions that exemplify competences for Community Learning and Development.
L3.
Observe practice in action and analyse this in relation to their own strengths in CLD Competences.
L4.
Plan and deliver learning experiences and match aspects of these experiences to the competence: Build and maintain relationships with individuals and groups.
L5.
Demonstrate the ability to utilise the UWS placement framework documents for planning and evaluating practice learning. |
| 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 7.
Knowledge and understanding of the theoretical framework of the Reflective Practitioner and the practice framework of the CLD Competences. |
| Practice: Applied Knowledge and Understanding |
SCQF Level 7.
Reflection and reviewing of practice in relation to the CLD Competences. Observation, analysis and evaluation of practice in action. Session planning and process recording. |
| Generic Cognitive skills |
SCQF Level 7.
Applying the competences to practice. |
| Communication, ICT and Numeracy Skills |
SCQF Level 7.
Relating to other professionals. Presenting and facilitating discussion with peers. Making recordings of an evaluative and reflective nature. |
| Autonomy, Accountability and Working with others |
SCQF Level 7.
Relating to other professionals. Working with a colleague to plan and deliver a short session with peers. |
| Pre-requisites: |
Before undertaking this module the student should have
undertaken the following:
|
|---|
Module Code:
| Module Title:
|
| Other: | |
| Co-requisites | Module Code:
| Module Title:
|
|---|
* Indicates that module descriptor is not published.
[Top of Page]
| Learning and Teaching |
|---|
Teaching and learning in this module enables students to learn from their experiences and observations within a community education practice context, in order to fine tune their knowledge of CLD/CEd practices. They will collaborate with professional practitioners and peers to share and reflect on practice in order to learn from those experiences and begin to identify their roles and competences for CEd/CLD professional practice. The programme is founded on the notion of communities of practice, on problem based strategies and on collaborative learning. This will be underpinned, supported and extended through reading assignments based on the VLE and tailored assessment. In tutorial discussions, students will be able to reflect on their understanding of theoretical and empirical information, apply their knowledge to concrete scenarios and case studies, and develop their interpersonal and communication skills.
Through their assignments, students will be able to demonstrate their ability to search for sources, evaluate, analyse and interpret source materials, integrate theoretical knowledge and empirical information, and develop balanced and evidence-based conclusions, in appropriate academic style.
|
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 | 12 |
| Tutorial/Synchronous Support Activity | 24 |
| Asynchronous Class Activity | 24 |
| Independent Study | 140 |
| 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:
CLD Standards Council for Scotland, (2011). Using the Competences for the Community Learning and Development Sector in Scotland: A Resource Pack.
Ledwith, M. (2020) Community Development a Critical Approach (3rd Ed) Bristol: Policy Press
Moon, J. A. (2004) A Handbook of Reflective and Experiential Learning: Theory and practice, Kogan Page: London.
Ord, J. (2009) Experiential learning in youth work in the UK: a return to Dewey. International Journal of Lifelong Education, 28(4), 493 — 511
Thompson, S. and Thompson, N. (2008) The Critically Reflective Practitioner. Basingstoke: Palgrave Macmillan
Wenger, E. (1998). Communities of Practice: Learning, Meaning, and Identity. Cambridge: Cambridge University Press.
|
|
(**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 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:
Attend classes as directed in module handbook, attend placement hours in line with Agency requirements and undertake off-campus or on-line tasks, as directed by module tutor. |
[Top of Page]
Supplemental Information
| Programme Board | Education |
|---|
| Assessment Results (Pass/Fail) |
No
|
|---|
| Subject Panel | Community Education |
|---|
| Moderator | D. Wallace |
|---|
| External Examiner | C Smith |
|---|
| Accreditation Details | CLD Standards Council for Scotland |
|---|
| Version Number | 2.02 |
|---|
[Top of Page]
| Assessment: (also refer to Assessment Outcomes Grids below) |
|---|
| 100% Portfolio |
(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.)
Footnotes
A. Referred to within Assessment Section above
B. Identified in the Learning Outcome Section above
[Top of Page]
Note(s):
- More than one assessment method can be used to assess individual learning outcomes.
-
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 |
|---|
Our UWS Equality and Diversity Policy is available at the following link: https://www.uws.ac.uk/about-uws/uws-commitments/equality-diversity/
Community Education is an emancipatory practice that works with communities to challenge inequality and promote social justice. Thus, a commitment to equality and accepting difference underpins curriculum, content and process, across the Programme. It is therefore not surprising that our values and ethos adhere to, and go beyond, the minimum legal position as detailed within the Equality Act 2010, in requiring compliance with the general equality duty to:
• Eliminate unlawful discrimination, harassment and victimisation and other conduct prohibited by the Act;
• Advance equality of opportunity between people who share a protected characteristic and those who do not; and
• Foster good relations between people who share a protected characteristic and those who do not.
The programme supports equality of opportunity for students from different backgrounds and with different learning needs. Using appropriate platforms, learning materials are presented in formats that facilitate flexible access and with all reasonable adjustments being made to ensure fair and inclusive engagement. The programme 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.
UWS Equality and Diversity Policy
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)
|