This page displays the selected Module Descriptor.
Printer friendly version
Session: 2022/23
Last modified: 31/03/2022 14:16:22
|
Title of Module: Children's Voice |
|---|
|
Code: EDUC09052 |
SCQF Level: 9
(Scottish Credit and Qualifications Framework) |
Credit Points: 20 |
ECTS: 10
(European Credit Transfer Scheme) |
|---|
| School: | School of Education & Social Sciences |
|---|
| Module Co-ordinator: | D
Armstrong |
|---|
| Summary of Module |
|---|
In this module, children’s voice, in line with the UNCRC, refers to children having the right to express their opinions, and have a role in decisions that affect them, and with adults taking account of these. Where children and families are listened to, participation can lead to change which shapes wellbeing, relationships, environments and lives. In particular, the students will be able to focus on how participation relates to issues of inclusion and how taking account of the voices and views of vulnerable and minority groups is critical and can facilitate and promote inclusive practice. Investigate and evaluate some of the different methods employed to ensure participation of young children, highlighting the central role of play. Graduate attributes developed will include: Socially Responsible, Emotionally Intelligent, Ethically minded, Effective communicator, Culturally Aware, Critical thinker, Analytical, Resilient, Innovative, and Transformational.
|
| 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.
Explain and evaluate the adult’s role with regard to enabling the effective participation of young children, families and communities.
L2.
Critically analyse the significance of the UNCRC and its expression within the current Scottish legislative and policy frameworks
L3.
Critically review current theory relating to inclusion, participation and legislation and consider the ethical issues and dilemmas relating to working with children and young people.
L4.
Apply and evidence keys skills necessary for the implementation of pedagogical approaches and frameworks in ways which take account of their own and other professionals' responsibilities and the perspectives of stakeholders.
L5.
Analyse the roles of leadership and management in promoting children’s rights and inclusion. |
| 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 9.
Demonstration of a detailed knowledge and understanding of the ways in which participation is developed as part of approaches to leading learning.
Critical understanding of the ways in which UK and International policy, legislation, related theories and practice support the process of participation and leading learning. |
| Practice: Applied Knowledge and Understanding |
SCQF Level 9.
Using a range of the principal skills and practices associated with participating and making decisions as part of leading learning project |
| Generic Cognitive skills |
SCQF Level 9.
Identify and analyse routine professional problems and issues related to leading learning and involving participation of children, families and communities. |
| Communication, ICT and Numeracy Skills |
SCQF Level 9.
Communicating with professional peers and senior colleagues highlighting positive examples of children making active decisions.
|
| Autonomy, Accountability and Working with others |
SCQF Level 9.
Exercise autonomy and initiative in some activities at a professional level in practice taking responsibility for a range of resources.
Practise in ways that show awareness of own and others’ roles and responsibilities whilst leading learning
|
| 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 |
|---|
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.
|
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) |
| Independent Study | 64 |
| Work Based Learning/Placement | 100 |
| Tutorial/Synchronous Support Activity | 36 |
| 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:
Blundell D (2016) Rethinking children’s spaces and places, London, Bloomsbury
Hart, R (2016) Children’s Participation UK: Routledge
Jones, P and Welch, S. (2018) Rethinking Children's Rights: Attitudes in Contemporary Society (New Childhoods). London, Bloomsbury.
Kanyal, M. (2014) Children's Rights 0-8: Promoting participation in education and care. London, David Fulton
|
|
(**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: http://www.uws.ac.uk/current-students/rights-and-regulations/regulatory-framework/
|
[Top of Page]
Supplemental Information
| Programme Board | Education |
|---|
| Assessment Results (Pass/Fail) |
No
|
|---|
| Subject Panel | Childhood Studies/Practice |
|---|
| Moderator | R McGill |
|---|
| External Examiner | I Birnie |
|---|
| Accreditation Details | |
|---|
| Version Number | 2 |
|---|
[Top of Page]
| Assessment: (also refer to Assessment Outcomes Grids below) |
|---|
| Part A - Academic Poster – Peer Assessed |
Summative Assessment
PART B- Journal Entries (2500 words)
|
(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 |
|---|
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
(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)
|