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Session: 2022/23
Last modified: 23/03/2022 13:56:21
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Title of Module: My GA Reflexive Practice |
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Code: EDUC08043 |
SCQF Level: 8
(Scottish Credit and Qualifications Framework) |
Credit Points: 10 |
ECTS: 5
(European Credit Transfer Scheme) |
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| School: | School of Education & Social Sciences |
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| Module Co-ordinator: | J
Leslie |
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| Summary of Module |
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This module will enable students continuing their Graduate Apprenticeship study to explore and develop the academic and practical skills on becoming a reflexive learner and practitioner.
Students will be introduced to theories and models of reflection and understand how to link reflective theory to practice. Students will explore theories of reflexivity and reflection and how to develop this in practice. Through critical study of theorists such as Kolb, Gibbs and Schon and more recently the observations of Bolton, students will link self-reflection as a learner and practitioner to processes of observation and assessment.
Students will develop an appropriate learning experience for children in their setting, and use an appropriate model of reflection to record their observations in practice and evaluate their role in children’s learning throughout the task. They will critically evaluate and apply theories of reflection to their workplace practice. In addition, students will demonstrate their knowledge and understanding of the roles and responsibilities of a reflexive practitioner, by developing their own PDP to record their own reflections.
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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.
Understand theories of reflexivity and how it may apply to their own academic and professional practice.
L2.
Examine different methods of observation and documenting children’s learning
L3.
Evaluate appropriate strategies to enable self-reflexive practice. |
| 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.
Broad knowledge of the theories of reflexivity and reflection and understanding differences of this practice.
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| Practice: Applied Knowledge and Understanding |
SCQF Level 8.
Applying knowledge of reflexivity by developing strategies for observation and documentation of children’s learning.
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| Generic Cognitive skills |
SCQF Level 8.
Present and evaluate, information and ideas demonstrating critical analysis and reflection.
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| Communication, ICT and Numeracy Skills |
SCQF Level 8.
Convey complex ideas in well-structured and coherent form.
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| Autonomy, Accountability and Working with others |
SCQF Level 8.
Work under guidance, through peer assessment, with others to acquire an understanding of current academic practice.
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| 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) |
| Work Based Learning/Placement | 50 |
| Lecture/Core Content Delivery | 18 |
| Independent Study | 32 |
| 100
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:
Students are encouraged to engage in a breadth of academic reading throughout the course of their studies, including academic texts, journal papers, online resources and government documentation and policy. The list below represents the core readings for this module. Specific articles and texts will be shared via Moodle, where relevant government policy and frameworks may also be accessed.
Bolton, G. (2014) Reflective Practice: Writing and Professional Development 4th edition. London: SAGE.
Hallet, E. (2012) The Reflective Early Years Practitioner. 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 | TBC |
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| External Examiner | I Birnie |
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| Accreditation Details | |
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| Version Number | 1.02 |
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| Assessment: (also refer to Assessment Outcomes Grids below) |
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Formative assessment opportunities will be provided through informal presentations and workshop activities throughout the course of the module. Digitally enabled, efficient and effective formative feedback will provide students with guidance on how to gauge and inform progress, including peer-assessment.
The Summative Assessment for this module will consist of:
Presentation. Students will develop a learning experience for children in their setting and complete a presentation which demonstrates their knowledge of reflection and reflexivity, making links to theory.
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(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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