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Session: 2022/23

Last modified: 11/03/2022 00:32:33

Title of Module: The Team Around the Child

Code: EDUC09056 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:Dean  Armstrong

Summary of Module

This module aims to enable students to understand the principles and terminology associated with UK social policy and to apply theoretical concepts, models and approaches to their own interprofessional practice in early learning and childcare.

Students will research child poverty in the UK and policy to eliminate child poverty. Students will retrospectively examine Scottish Early Childhood policy milestones and will critically analyse Getting It Right for Every Child, The Early Years Framework, community development and planning as well as current initiatives such as A Blueprint for 2020: The Expansion of Early Learning and Childcare in Scotland and Closing the Attainment Gap. 

Students will examine the ecological systems, influences and diversities that can affect children’s lives. Perceptions of childhood in society and the importance of children’s rights and autonomy will be debated. Models of partnership and teamworking will be explored and students will be encouraged to lead their own critical examination into how partnership methods and approaches are practised by diverse professional teams; identifying some of the barriers and challenges of working with different agencies/expertise.

The module will analyse interprofessional collaboration in early childhood centres and students will apply principles of teamworking to their own practice in integrated working to build the capacities of individuals, families and communities. Students will evaluate their own innovative approaches towards building relationships with children, parents and staff and will be encouraged to reflect upon their own interprofessional development in relation to the MetaSkills/Graduate Attributes required within the ELC standard.

Module Delivery Method
Face-To-FaceBlendedFully OnlineHybridCHybridOWork-based Learning
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Term used to describe the traditional classroom environment where the students and the lecturer meet synchronously in the same room for the whole provision.

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.

Online with mandatory face-to-face learning on Campus

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.

Campus(es) for Module Delivery
The module will normally be offered on the following campuses / or by Distance/Online Learning: (Provided viable student numbers permit)
Paisley:Ayr:Dumfries:Lanarkshire:London:Distance/Online Learning:Other:




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Term(s) for Module Delivery
(Provided viable student numbers permit).
Term 1check markTerm 2check markTerm 3check mark

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Learning Outcomes: (maximum of 5 statements)

On successful completion of this module the student will be able to:

L1. LO1 Identify and examine the principles and terminology associated with UK social policy and explore the development of interprofessional practice in Early Learning and Childcare.

L2. LO2 Critically analyse the diversity of children’s lived lives and develop a broad, integrated knowledge of the benefits of building relationships with parents and involving them in the work and life of the early childhood setting.

L3. LO3 Draw upon a range of research to develop a critical understanding of the roles and responsibilities of the different agencies that can provide support to children and families.

L4. LO4 Use knowledge and understanding of theory, concepts and specialisms to develop and to critically evaluate their own interprofessional work-based practice within an Early Learning and Childcare setting.

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.

Understanding the scope and defining features of Early Learning and Childcare and an integrated knowledge of its main areas and boundaries.
Critical understanding of a range of the principles, principal theories, concepts and terminology of Early Learning and Childcare practice and in particular, rights and responsibilities, integrated working and listening to children and families.

Practice: Applied Knowledge and Understanding SCQF Level 9.

Carrying out routine lines of enquiry, development or investigation into professional problems and issues which may occur within the disciplines associated with Integrated Children’s Services.
Using a range of the principal professional skills, techniques, practices and/or materials associated with Early Learning and Childcare.

Using advanced skills, techniques, practices in teamworking, building relationships and listening to children and families.
Practising routine methods of enquiry and/or research into work-based practice.

Generic Cognitive skills SCQF Level 9.

SCQF Level 9
Critically evaluating evidence-based solutions to difficulties and routine problems and issues within an Early Years context.
Undertaking critical analysis, evaluation of, information and issues in Early Learning and Childcare.
Identifying and analysing routine professional problems and issues drawing on a range of sources in making judgements.

Communication, ICT and Numeracy Skills SCQF Level 9.

Using a wide range of routine skills and some advanced and specialised skills in support of established practices in Early Learning and Childcare sector for example: developing and implementing projects, working with parents.

Presenting or conveying, information on identified topics in Early learning and Childcare for a range of audiences.

Autonomy, Accountability and Working with others SCQF Level 9.

Take continuing account of own and others’ roles, responsibilities and contributions in carrying out and evaluating tasks.
Exercising autonomy and initiative in some activities at a professional level in practice or in Early Learning and Childcare

Pre-requisites: Before undertaking this module the student should have undertaken the following:
Module Code:
Module Title:
Co-requisitesModule Code:
Module Title:

* Indicates that module descriptor is not published.

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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)
Lecture/Core Content Delivery36
Work Based Learning/Placement 100
Independent Study64
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:

Frost, N., Robinson, M. (2016) Developing Multi-Professional Teamwork For Integrated Children’s Services 3rd Edition London. Open University Press

Gasper, M. (2010) Multi-agency Working in the Early Years Challenges and Opportunities. London. Sage

Hill, G., Head, G., Lockyer, A., Reid, B., Taylor, R. (2012) Children's Services: Working Together. Edinburgh. Pearson Publications.

Kirton, B., (2011) Brilliant Workplace Skills for Students & Graduates, Pearson Business.

Menter, I., Elliot, D., Hulme, M., Lewin, J. & Lowden, K. (2011) A Guide to Practitioner Research in Education. London: Sage

Nutkins, S., McDonald, C., and Stephen, M. (2013) Early Childhood Education and Care: An Introduction, Sage, UK

Siraj-Blatchford, I., Clarke, K., Needham, M. (2007) The Team Around the Child - multi-agency working in the early years. London. Trentham Books.

Whalley, M. (2017) Involving Parents in their Children's Learning 3rd Edition London. Sage

(**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:
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:

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Supplemental Information

Programme BoardEducation
Assessment Results (Pass/Fail) No
Subject PanelChildhood Studies/Practice
External ExaminerI Birnie
Accreditation Details
Version Number


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Assessment: (also refer to Assessment Outcomes Grids below)
A reflective 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.)

Component 1
Assessment Type (Footnote B.) Learning Outcome (1) Learning Outcome (2) Learning Outcome (3) Learning Outcome (4) Weighting (%) of Assessment ElementTimetabled Contact Hours
Portfolio of written workcheck markcheck markcheck markcheck mark1000
Combined Total For All Components100% 0 hours

A. Referred to within Assessment Section above
B. Identified in the Learning Outcome Section above

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  1. More than one assessment method can be used to assess individual learning outcomes.
  2. 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:

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)

2014 University of the West of Scotland

University of the West of Scotland is a Registered Scottish Charity.

Charity number SC002520.