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Session: 2022/23
Last modified: 01/06/2021 16:24:06
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Title of Module: Time for Reflection |
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Code: THEO07024 |
SCQF Level: 7
(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: | Dr Steve
Younger |
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| Summary of Module |
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This module will explore the legal requirement for all Scottish Schools to provide Religious Observance events (now known as 'Time for Reflection' or TfR) and spiritual development within Curriculum for Excellence (CfE). It will focus particularly on the non-Denominational sector - 90% of Scottish Schools. The module will explore the role of Faith Visitors and of key partnerships in the delivery of TfR, principally School Chaplains. A 'Theology' and rationale of School Chaplaincy and a Code of Conduct for Faith Visitors and Chaplains will be discussed. The module is suitable for School staff tasked with the delivery of TfR/RO and for School Chaplains.
This module will show the practicalities and the importance of creating TfR events that are inclusive (accessible to all faith and belief positions), invitational (non-manipulative and without proselytism), and inspirational (aiming at the spiritual development of all members of the School community). The module will distinguish TfR from faith formation, values acquisition and character development. The module has an emphasis on praxis. Students will learn how to create CfE compliant TfR events and will begin the creation of a bank of resources. The module will detail some of the resources that are available. The module will encourage recognition of life experiences, personal faith positions and prior learning in bringing a richness to TfR/RO while maintaining an educational stance of 'committed impartiality'.
- To clearly define and articulate what Time for Reflection (TfR)/Religious Observance (RO) is, and its place within Scotland's Curriculum for Excellence
- To demonstrate awareness of the importance of spiritual development in capacity building, character formation and values acquisition
- To acquire the skills required for creating high-quality TfR/RO events
- To develop and use a framework for recording TfR/RO events
- Become self-reflective and confident TfR practitioners, capable of committed impartiality
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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.
Clearly define and articulate what Time for Reflection (TfR)/Religious Observance (RO) is, and its place within Scotland's Curriculum for Excellence
L2.
Demonstrate awareness of the importance of spiritual development in capacity building, character formation and values acquisition
L3.
Acquire the skills required for creating high-quality TfR/RO events
L4.
Develop and use a framework for recording TfR/RO events
L5.
Become self-reflective and confident TfR practitioners, capable of committed impartiality |
| 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 7.
Knowledge and understanding of the Education Scotland legislation and framework for the delivery of TfR/RO; understanding of the spiritual development aspect of 'Responsibilities for all' within Curriculum for Excellence; understanding of the partnership between schools and faith communities/visitors. |
| Practice: Applied Knowledge and Understanding |
SCQF Level 7.
Planning, delivery, assessment and appropriate evidencing/recording of TfR/RO events. |
| Generic Cognitive skills |
SCQF Level 7.
Research and critical evaluation of written and real life case studies of TfR/RO implementation. Also exploration of the nature of spiritual development within a Scottish School context. |
| Communication, ICT and Numeracy Skills |
SCQF Level 7.
Use of library, books, articles, internet resources in the advancement of learning and critical enquiry. Present relevant, organized material that facilitates discussion and group learning. |
| Autonomy, Accountability and Working with others |
SCQF Level 7.
Working alone and with others to explore the educational, philosophical, theological, and practical issues relating to School chaplaincy. Growth in collegiate working and cross-curricular working. |
| 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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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 | 6 |
| Asynchronous Class Activity | 30 |
| Independent Study | 152 |
| 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:
Younger, Steve. Time for Reflection: A resource handbook for Scottish school chaplains. Saint Andrews Press, 2018.
Curriculum for Excellence: Experiences and Outcomes Scottish Government
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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:
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: http://www.uws.ac.uk/current-students/rights-and-regulations/regulatory-framework/
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Supplemental Information
| Programme Board | Education |
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| Assessment Results (Pass/Fail) |
No
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| Subject Panel | Divinity |
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| Moderator | Dr Ian Birch |
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| External Examiner | A Jack |
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| Accreditation Details | |
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| Version Number | 1.03 |
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| Assessment: (also refer to Assessment Outcomes Grids below) |
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| Essay 60% |
| Presentation 40% |
(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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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 Moodle, 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: http://www.uws.ac.uk/equality/
As a Christian theological college, students should be aware that teaching, discussion and the college's ethos is from a confessional viewpoint.
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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