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Session: 2022/23
Last modified: 23/03/2022 13:47:16
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Title of Module: GA WBL Leading Learning in Practice |
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Code: EDUC09053 |
SCQF Level: 9
(Scottish Credit and Qualifications Framework) |
Credit Points: 40 |
ECTS: 20
(European Credit Transfer Scheme) |
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| School: | School of Education & Social Sciences |
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| Module Co-ordinator: | D
Armstrong |
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| Summary of Module |
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This module aims to provide opportunities to consolidate their experience, working within an ELC setting and therefore must take place in a recognised work environment. The work based learning undertaken will involve the student in the day-to-day operation of the setting. Each student will have a Workplace Mentor and an Academic Tutor appointed, who will ensure a productive learning experience for the student.
Students will consolidate their knowledge and understanding of play-based learning and child development in practice, facilitating play and leading learning in practice. The focus for this module will include understanding child-centred practice and to develop knowledge and skill related to listening to children and families, promoting participation and rights and developing creativity across the curriculum. Throughout the module there will be development of an understanding of ethics and its relationship to practitioner-based research and enquiry.
This work based learning module extends across three terms. It is recommended that students will develop their skills in this area, by contributing to practice in the following way:
Term One: Implementing Practice in a Team/Identifying an areas for Practitioner-based Research and Enquiry to undertake in the workplace
Term Two: Leading learning in practice, working under guidance/ Developing Practitioner-based research and Enquiry
Term Three: Leading learning in practice/ Reflecting on area of Practitioner-based research and enquiry
It is recognised that some students may demonstrate qualities and skills which enable them to begin to support practice prior to Term Three. This may be agreed in consultation with the Workplace Mentor and Personal Tutor.
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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.
Critically reflect on the development of personal, professional and employability skills and workplace practice in an Early learning and Childcare context
L2.
Autonomously facilitate, implement and adapt play opportunities in response to the needs of children and of an Early Learning and Childcare setting, critically reflecting upon professional performance.
L3.
Apply knowledge and understanding of theory, and concepts and specialisms studied, to lead learning opportunities, develop professional skills and to critically evaluate workplace practice.
L4.
Identify and develop practitioner based research and enquiry skills within the workplace context, contributing positively to the Early Learning and Childcare setting. |
| 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.
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 leaning and Childcare practice and in particular creativity, rights and responsibilities, integrated working and listening to children and families. |
| Practice: Applied Knowledge and Understanding |
SCQF Level 9.
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 developing creativity and listening to children and families.
Practicing routine methods of enquiry and/or research. |
| Generic Cognitive skills |
SCQF Level 9.
Undertaking critical analysis, evaluation of , information and issues in Early Learning and Childcare.
Identify and analyse 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.
Exercising autonomy and initiative in some activities at a professional level in practice or in Early Learning and Childcare.
Practising in ways that show awareness of own and others’ roles and responsibilities
Seeking guidance where appropriate, manage ethical and professional issues in accordance with current professional and ethical codes of 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. |
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) |
| Work Based Learning/Placement | 282 |
| Lecture/Core Content Delivery | 18 |
| Independent Study | 100 |
| 400
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:
Ephgrave, A. (2018) Planning in the Moment with Young Children: A Practical Guide
for Early Years Practitioners and Parents. Abington: Routledge.
Meggitt, C. (2012) Child Development: An Illustrated Guide. Oxford: Pearson.
Nutkins, S., MacDonald, C. and Stephen, M. (2013) Early Childhood Education and Care: An Introduction. London: SAGE.
Pound, L. (2009) How Children Learn: Contemporary Thinking and Theorists. London:Step Forward Publishing.
Powell, S. and Smith, K. (2018) An Introduction to Early Childhood Studies. London: SAGE.
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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:
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 | R McGill |
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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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| ePortfolio 80% |
| Observed assessment of practice 20% |
(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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