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Session: 2022/23
Last modified: 01/06/2021 16:23:09
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Title of Module: WBL & Personal Development L9 |
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Code: THEO09034 |
SCQF Level: 9
(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: | G
Meiklejohn |
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| Summary of Module |
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Work Based Learning is a crucial element in formative and academic training. This module allows the student to reflect on their own learning and training so far, and enables them to identify key areas for further development. It is a block placement normally ten weeks in duration, and is undertaken within the overall guidelines and policies of the SBC relating to WBL. (See WBL Pack available to enrolled students.)
A Learning Agreement is negotiated between student, Module Co-ordinator and the College-approved WBL Supervisor. Through discussion the student is encouraged to identify their own learning and training requirements, looking to previous learning and WBL experience. Aims and objectives of the WBL experience are then formulated, and assessment content agreed and approved at the outset of the placement.
Through the submission of weekly theologically reflective journal entries, students will receive formative feedback encouraging them to develop their learning through reflection and allowing entries to be developed prior to submission for summative assessment.
Students are encouraged to choose a placement which will help their personal development – either in an unfamiliar context or a new role.
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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.
Show diligence and professional commitment to their own personal development in a WBL placement setting through skill development, journaling, and theological reflection.
L2.
Demonstrate their working knowledge of a variety of key competences and skills in their chosen field of ministry or practice, through undertaking specific tasks in a WBL environment.
L3.
Evidence a mature capacity to apply theological learning to personal work experience, and reflect theologically through applying weekly formative feedback and self-critically on the vocational realities of that experience.
L4.
Discuss, with critical analysis, particular issues related to their area of personal vocational interest as experienced in the WBL placement context. |
| 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.
Critical understanding of a range of theological concepts as they pertain to the students’ WBL context.
Theological and self-critical reflection on the personal demands of their own vocational practice
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| Practice: Applied Knowledge and Understanding |
SCQF Level 9.
Discerning and formulating, with critical self-awareness, appropriate ways to progress their own vocational development.
Utilising, with significant facility in some areas, a number of core competencies associated with ministry and vocational responses to human need.
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| Generic Cognitive skills |
SCQF Level 9.
Critical analysis and reflective practice on routine and situational tasks as these arise in the context of ministry, drawing on a range of sources. |
| Communication, ICT and Numeracy Skills |
SCQF Level 9.
Evidenced skill in interpersonal relationships requiring negotiated positions, such as arise in organizing and resourcing a faith community.
Use of ICT and other resources to carry out the agreed WBL tasks and to research and write about aspects of the WBL experience requiring further reflection or action.
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| Autonomy, Accountability and Working with others |
SCQF Level 9.
Work, with guidance, with specialist practitioners.
Exercise mutual accountability when working with others in a wider group, as for example in a religious community.
Time management, self motivation and personal initiative in pursuing independent learning.
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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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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 | 6 |
| Tutorial/Synchronous Support Activity | 6 |
| Work Based Learning/Placement | 60 |
| Asynchronous Class Activity | 64 |
| 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:
Patton, J., Woodward, S., and Pattison, S., The Blackwell Reader in Pastoral and Practical Theology (Oxford: Blackwell, 2000)
Graham, Elaine L. Transforming Practice: Pastoral Theology in an Age of Uncertainty. Eugene: Wipf and Stock Publishers, 2002.
Graham, Elaine, Heather Walton and Frances Ward. Theological Reflections: Methods. London: SCM Press, 2005.
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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 |
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Supplemental Information
| Programme Board | Education |
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| Assessment Results (Pass/Fail) |
No
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| Subject Panel | Divinity |
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| Moderator | L Toth |
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| External Examiner | A Jack |
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| Accreditation Details | |
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| Version Number | 1.01 |
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| Assessment: (also refer to Assessment Outcomes Grids below) |
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| Portfolio 80% |
| Presentation 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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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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