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Session: 2022/23
Last modified: 14/12/2022 15:06:50
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Title of Module: C Ed Practice Learning 3 |
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Code: BACE09002 |
SCQF Level: 9
(Scottish Credit and Qualifications Framework) |
Credit Points: 60 |
ECTS: 30
(European Credit Transfer Scheme) |
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| School: | School of Education & Social Sciences |
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| Module Co-ordinator: | D.
Wallace |
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| Summary of Module |
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The final practice learning placement will enable students to consolidate and refine their understanding of the complex roles and responsibilities of a professional community educator. This will include detailed understanding of how the field is developed through use of established techniques of enquiry and research methodologies. This module offers students a chance to spend an extended period in a practice learning environment of 364 hours, where they can deepen their critical awareness of CLD practice in action, and within a supportive community of practice. The module will include completion and presentation of a capstone project that integrates core themes in community education and demonstrates student achievement in terms of CLD Competences. The module will also encourage students to consider their next steps in becoming a competent reflexive professional as part of their ongoing PDP.
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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.
Integrate theories and standards of practice to show understanding of the complex roles and responsibilities of a professional community educator
L2.
Demonstrate originality and creativity in negotiating and planning a capstone project in a CLD setting ;
L3.
Present, discuss and critique their final capstone project in order to synthesize understanding and demonstrate the skills and competencies they have acquired to date;
L4.
Demonstrate employability in being able to work with others to bring about change, development and/or new thinking ;
L5.
Recognise and develop a collaborative landscape for practice. |
| 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 9.
Integrating practice theory in a wider CLD context. |
| Practice: Applied Knowledge and Understanding |
SCQF Level 9.
Negotiating and planning relevant CLD practice experience, and implementing actions and projects to evidence a range of identified CLD competences. |
| Generic Cognitive skills |
SCQF Level 9.
Practice in a competent and professional way while remaining sceptical of contemporary management and policy issues. |
| Communication, ICT and Numeracy Skills |
SCQF Level 9.
Relating to other professionals. Evidencing experience in an analytical and reflective way. |
| Autonomy, Accountability and Working with others |
SCQF Level 9.
Taking responsibility for leading and supporting others to carry out identified activities. Relating to other professionals, and working with colleagues to review and evaluate practice. |
| 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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Though there will be occasional lectures, the teaching and learning strategy for 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.
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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 | 9 |
| Tutorial/Synchronous Support Activity | 28 |
| Asynchronous Class Activity | 42 |
| Independent Study | 521 |
| 600
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:
CLD Standards Council for Scotland, (2011). A Learning Culture for the Community Learning and Development Sector in Scotland: Continuous Professional Development Strategy.
CLD Standards Council for Scotland, (2011). Using the Competences for the Community Learning and Development Sector in Scotland: A Resource Pack.
CLD Standards Council (2020) Ethical Practice: Competent Practitioners accessed 8thJan 2022 https://cldstandardscouncil.org.uk/resources/ethical-practice-competent-practitioners/
Scottish Centre for Regeneration (2005), Learning in regeneration identifying and meeting learning needs in community regeneration, Scottish Centre for Regeneration and Scottish Executive: Glasgow
Taylor, M. (2011) Public Policy in the Community (Second Edition) Hampshire: Palgrave Macmillan
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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:
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.
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Supplemental Information
| Programme Board | Education |
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| Assessment Results (Pass/Fail) |
No
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| Subject Panel | Community Education |
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| Moderator | A. Coburn |
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| External Examiner | C Smith |
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| Accreditation Details | CLD Standards Council for Scotland |
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| Version Number | 1.05 |
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| Assessment: (also refer to Assessment Outcomes Grids below) |
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| 70% Practical Project (Capstone) |
| 30% Assignment 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.)
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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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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 |
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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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