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Session: 2022/23
Last modified: 31/03/2022 11:43:09
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Title of Module: Working in a Team |
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Code: EDUC07037 |
SCQF Level: 7
(Scottish Credit and Qualifications Framework) |
Credit Points: 10 |
ECTS: 5
(European Credit Transfer Scheme) |
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| School: | School of Education & Social Sciences |
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| Module Co-ordinator: | J
Leslie |
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| Summary of Module |
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The module will allow students to develop skills in identifying what is meant by team and teamwork. Students will seek to describe the personal and professional qualities needed to be an effective contributor within an Early Learning and Childcare team. Students will investigate how teams develop, and the stages as defined for example by Tuckman (Forming, Storming, Norming and Performing) (1965). Roles within teams will be explored using models such as Belbin (1993). Students will develop a greater understanding of the complexity of teams and the varying perspectives within teams which can lead to conflict as well as ways in which members can play to their strengths to support effective practice, through teambuilding.
Collaborative working will be investigated and the extent to which it plays an important part in supporting all members of teams and developing a positive organisational culture. The concept of ‘leadership at all levels’ will be explored and students will be encouraged to apply this knowledge to their practice, developing understanding of their work context and their role within the workplace.
This will all be set within the context of the Early Years sector enabling students to consider the nature of professional working, including ethical practice, confidentiality and data protection.
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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.
Define and discuss what is meant by a team and teamwork and how this applies to your role and the roles of others;
L2.
Identify a range of strategies used in successful teambuilding and demonstrate how these may be applied in an early childhood setting to create a positive work environment;
L3.
Discuss personal and professional qualities required for effective teamwork, in relation to professionalism and standards for professional 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 7.
Demonstrate broad knowledge of the theories of teams and team building and the role of collaboration in effective teamwork. |
| Practice: Applied Knowledge and Understanding |
SCQF Level 7.
Analysis of team membership, team working and collaboration with the everyday functioning of the setting, including awareness of ethical practice, data protection and confidentiality. |
| Generic Cognitive skills |
SCQF Level 7.
Present and evaluate information and ideas relating to collaboration and team working.
Synthesis of ideas relating to professionalism and standards for professional practice.
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| Communication, ICT and Numeracy Skills |
SCQF Level 7.
Convey ideas in a well-structured and coherent form. |
| Autonomy, Accountability and Working with others |
SCQF Level 7.
Work under guidance, with others to acquire an understanding of current professional 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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Use of VLE, Interactive Whiteboards, on-line tutor/student led discussions, individual and group tasks. Workshops and student-led seminars, group-work, role-play, presentations, problem based learning, will be used to develop student learning. Formative and summative assessments will be used including such instruments as presentations and work based learning.
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.
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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 | 18 |
| Work Based Learning/Placement | 50 |
| Independent Study | 32 |
| 100
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:
Cable, C, Miller, L and Goodliff, G. (2012) Working with Others in the Early Years . Maidenhead. Open University Press. (e-book)
Stacey, M. (2009) Teamwork and collaboration in early years settings. Exeter. Learning Matters.
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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:
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: 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 | Childhood Studies/Practice |
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| Moderator | TBC |
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| External Examiner | I Birnie |
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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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Formative Assessment for this module will include practice activities during class workshops and reflective posts on the VLE site based on workplace experiences. Digitally enabled, efficient and effective formative feedback will provide students with guidance on how to gauge and inform progress.
The Summative Assessment for this module will consist of two parts as described below:
Part A: A media representation collating formative work completed (1000words). (60%)
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| Part B: Students will create their own professional philosophy of effective teamwork, analysing own personal and professional qualities and in relation to standards for professional practice (1000 words). (40%) |
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(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 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: http://www.uws.ac.uk/equality/
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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