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Session: 2022/23
Last modified: 04/08/2022 14:54:08
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Title of Module: Ethics and Social Justice in the Early Years |
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Code: EDUC08044 |
SCQF Level: 8
(Scottish Credit and Qualifications Framework) |
Credit Points: 20 |
ECTS: 10
(European Credit Transfer Scheme) |
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| School: | School of Education & Social Sciences |
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| Module Co-ordinator: | R
McGill |
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| Summary of Module |
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This module will develop students’ awareness and understanding of some of the major current issues regarding the role of law, social policy and practice in the development of children’s identity. The module will initially focus on childhood and identity/multiple identity, developing a discerning understanding of definitions and the development of an awareness and understanding of the aspects which impact on children’s probable and preferred future outcomes.
Definitions and knowledge of the sociological concepts of poverty and class, gender, race, disability, LGBTQ+ and additional relevant protected characteristics and their impact and relevance for practice will be investigated.
Students will focus on the values which underpin their work based practice. Relevant law, social policy and practice will be examined to evaluate approaches to ethics and justice within an Early Learning and Childcare setting and their impact on addressing inequalities and injustice. The impact of prejudice, discrimination and stereotype will be explored.
Enquiry and investigation of policy formation will look at the importance of the steps in policy writing and its underpinning values which inform practice. The students will understand the role of self-evaluation tools in settings and the role evaluation and monitoring of practice has in promoting equality, social justice and inclusion. Students will gain a broad knowledge of current policy, guidance and practice to support and safeguard vulnerable children including relevant child protection legislation identifying children in need.
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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.
Demonstrate knowledge and understanding of the nature of prejudice and discrimination in society and reflect on the effectiveness of legislation and policy to counter its damaging effects.
L2.
Reflect on the nature of poverty and social exclusion in relation to government policy on social justice and inclusion.
L3.
Reflect on the concept of multiple identity and apply the concept to guidance for policy writing in childhood settings.
L4.
Critically evaluate the practitioner’s own ability to take account of the diverse needs of children and families when supporting learning. |
| 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 8.
Understanding of a limited range of core theories, principles and concepts related to the concepts of equality, social justices and inclusion. |
| Practice: Applied Knowledge and Understanding |
SCQF Level 8.
Carry out routine lines of enquiry, development and investigation into professional level, problems and issues related to the promotion of inclusion in integrated children’s services. |
| Generic Cognitive skills |
SCQF Level 8.
Use and critically evaluate a range of approaches to evidence based solutions. |
| Communication, ICT and Numeracy Skills |
SCQF Level 8.
Convey complex information to a range of audiences and for a range of purposes. |
| Autonomy, Accountability and Working with others |
SCQF Level 8.
Exercise autonomy and initiative in some activities at a professional level. |
| 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 | 36 |
| Work Based Learning/Placement | 100 |
| Independent Study | 64 |
| 200
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:
Baldock, P. (2010) Understanding Cultural Diversity in the Early Years. UK: SAGE Publishing.
Deevaraconda, C. (2014) Diversity and Inclusion in Early Childhood: An Introduction. UK: SAGE.
Bennett, J. and Moss, P. (2009) Working with Diversity, summary of a discussion paper, Children in Scotland.
Powell, S. & Smith, K. (2018) An Introduction to Early Childhood Studies. London: Sage.
Race, R. and Lander, V. (2014) Advancing race and ethnicity in education. Baisingstoke: Palgrave Macmillan.
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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:
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 Moodle, 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:
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 | K Mohammed |
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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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| Part A: Presentation. Students will deliver a presentation based on a maximum of two protected characteristics, reflecting on the specific roles of Practitioners, Lead Practitioners and Heads of Centre to promote equality and inclusion, demonstrating a preferred future for Early Years settings. Students will demonstrate an appropriate understanding of the concept of multiple identity, the possible links between this and examples of prejudice and discrimination, the impact on attainment and alignment with policy. Policy and legislative frameworks will be addressed. (60%) |
| Part B: Critical conversations. Draw on theoretical understandings of the principles of social justice and equality, making links to policy and legislation which seeks to address equality, inclusion and social justice for all. (40%) |
(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/
Our partners are fully committed to the principles and practice of inclusiveness and our modules are designed to be accessible to all. Where this module is delivered overseas, local equivalent support for students and appropriate legislation applies.
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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