This page displays the selected Module Descriptor.
Printer friendly version
Session: 2022/23
Last modified: 23/03/2022 14:15:28
|
Title of Module: My GA Study - Academic Skills |
|---|
|
Code: EDUC07042 |
SCQF Level: 7
(Scottish Credit and Qualifications Framework) |
Credit Points: 10 |
ECTS: 5
(European Credit Transfer Scheme) |
|---|
| School: | School of Education & Social Sciences |
|---|
| Module Co-ordinator: | TBC
|
|---|
| Summary of Module |
|---|
This module will enable students beginning their Graduate Apprenticeship degree to develop the academic skills which underpin their studies, providing students with a sound base from which to progress their learning, combining skills and practice.
Students will explore theories of learning and develop the skills required both for successful academic study and in the workplace. The module will develop essential skills including reading for academic success, becoming an effective academic writer, becoming reflective in academic contributions, developing presentation techniques and understanding and applying the Harvard referencing system.
Students will develop their ability to present and evaluate information engaging in group activities and debates where communication skills will be developed. Completion of a formative presentation will allow students to reflect on progress so far in their studies and make the relevant links from learning to their workplace practice. Students will develop knowledge, understanding and begin to reflect upon the GA Standards for Early Learning and Childcare and Meta Skills outlined in the Graduate Apprenticeship programme.
Students will develop knowledge of the historical context and diversity of professionals working within the Early Years Sector in Scotland, including their own role within the sector as Graduate Apprentices in Early Learning and Childcare.
|
| 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.
Describe theories of learning, reflecting on how they may apply their knowledge and understanding to their own academic study.
L2.
Develop effective academic reading and writing skills, including Harvard Referencing, and apply these to their work.
L3.
Demonstrate a rage of effective communication skills and use of ICT to present information in a well-structured and coherent form.
L4.
Demonstrate an appreciation of the historical context of the Early Years sector in Scotland, and the professionals within it. |
| 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 7.
SCQF Level 7
Demonstrating broad knowledge of theories of learning.
Demonstrate knowledge and understanding of the historical context of the Early Years workforce in Scotland.
|
| Practice: Applied Knowledge and Understanding |
SCQF Level 7.
SCQF Level 7
Applying knowledge of theories of learning through a reflective log.
Understanding the academic skills and practices essential to deliver an effective presentation.
|
| Generic Cognitive skills |
SCQF Level 7.
SCQF Level 7
Present and evaluate information and ideas, demonstrating an ability to begin to analyse and reflect upon practice.
|
| Communication, ICT and Numeracy Skills |
SCQF Level 7.
Convey complex 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 academic practice. |
| 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 |
|---|
|
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
|
|
**Indicative Resources: (eg. Core text, journals, internet
access)
|
|---|
The following materials form essential underpinning for the module content
and ultimately for the learning outcomes:
Adams, K. (2008) What’s in a name? Seeking professional status through degree studies within the Scottish Early Years context. European Early Childhood Education Research Journal, 16(2), pp.196-209.
Education Scotland. (2012) Making the difference: The impact of staff qualifications on children’s learning in the Early Years. Livingston: Education Scotland.
Skills Development Scotland (2018) Graduate Apprenticeship Framework Document for Early Learning and Childcare at SCQF Level 9.
Wingrave, M. and McMahon (2015) Professionalisation through academicization: valuing and developing the Early Years sector in Scotland. Professional Development in Education Vol. 42(5) pp.710-731
|
|
(**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: 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 | TBC |
|---|
| External Examiner | I Birnie |
|---|
| Accreditation Details | |
|---|
| Version Number | 1.02 |
|---|
[Top of Page]
| Assessment: (also refer to Assessment Outcomes Grids below) |
|---|
Formative Assessment will be an individual presentation in class, reflecting on professionalism and values in early learning and childcare sector to consolidate learning in the first stage of trimester. 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:
Reflective Essay: A reflective essay investigating the diversity of professionals working in the Early Learning and Childcare Sector. (1500 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)
|