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Session: 2022/23

Last modified: 23/03/2022 13:26:59

Title of Module: Family Pedagogy

Code: EDUC09057 SCQF Level: 9
(Scottish Credit and Qualifications Framework)
Credit Points: 20 ECTS: 10
(European Credit Transfer Scheme)
School:School of Education & Social Sciences
Module Co-ordinator:  TBC

Summary of Module

This module uses current practitioner enquiry to draw upon contemporary ideologies, theories and practice on the subject of family learning and pedagogy.

Content will include historical, political and sociological aspects of family learning. Knowledge and understanding of contemporary views of family learning will be gained alongside opportunities to explore the evolving nature of family learning as a site for the development of people, families, communities and society.

Existing definitions of family learning will be explored and discussed. This will enable students to consider different aspects of themes within family learning and these could be supported in practice, such as: the variety of ways that family learning is considered, spaces for family learning, family learning as a different type of learning and as a site for acceptance of difference.

In response to calls made in previous research, this module will promote examination of the wider benefits of family learning on the individual such as family, communities and society for the twenty first century and beyond.

A key focus will consider development of family learning on reflection of the qualities required for early childhood practice pedagogies to support the development of individuals, families, communities and society.


Module Delivery Method
Face-To-FaceBlendedFully OnlineHybridCHybridOWork-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.


Campus(es) for Module Delivery
The module will normally be offered on the following campuses / or by Distance/Online Learning: (Provided viable student numbers permit)
Paisley:Ayr:Dumfries:Lanarkshire:London:Distance/Online Learning:Other:

 

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Term(s) for Module Delivery
(Provided viable student numbers permit).
Term 1

 

Term 2

 

Term 3

 

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Learning Outcomes: (maximum of 5 statements)

On successful completion of this module the student will be able to:

L1. Identify and explain sociological trends within historic and contemporary views of the family as a space for learning.

L2. Critically analyse definitions of family learning and summarise key themes from research on the role of family pedagogy in children’s services.

L3. Evaluate current approaches in partnership working and highlight strengths and areas for improvement in practice to support family learning.

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 9.

A broad and integrated knowledge and understanding of the trends and sequences within historic and contemporary views of the family.

Comprehension of practices and ideologies to support family learning

Practice: Applied Knowledge and Understanding SCQF Level 9.

Carry out routine lines of enquiry, development or investigation into definitions of family learning and current practices to support family pedagogy in Children’s Services.

Generic Cognitive skills SCQF Level 9.

Critically evaluate evidence based solutions to defined and routine problems and issues.

Communication, ICT and Numeracy Skills SCQF Level 9.

Use a range of standard applications to process and obtain data which relates to relevant professional contexts.

Autonomy, Accountability and Working with others SCQF Level 9.

Take continuing account of own and others’ roles, responsibilities and contributions in carrying out and evaluating tasks.

Pre-requisites: Before undertaking this module the student should have undertaken the following:
Module Code:
Module Title:
Other:
Co-requisitesModule Code:
Module Title:

* Indicates that module descriptor is not published.

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Learning and Teaching
Research and investigation, including research in the field,-collecting, presenting and analysing data. (Independent and group work), problem solving, presentations by University lecturers and visiting lecturers, presentations to peers and seminars will be used to develop learning and teaching in this module.

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)
Lecture/Core Content Delivery36
Work Based Learning/Placement 35
Independent Study129
200 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:

Brassett-Grundy, A. (2002) Parental Perspectives of Family Learning. Wider Benefits of Learning Research Report. Centre for Research on the Wider Benefits of Learning. London University [Online] Available: https://files.eric.ed.gov/fulltext/ED468441.pdf. [Accessed 7/11/18].

Carpentieri, J.D. (2012) Family learning: a review of the research literature. University of London. The National Research and Development Centre for adult literacy and numeracy.

Chambers (2012) A Sociology of Family Life: Change and Diversity in Intimate Relations. Cambridge. Polity Press.

Education Scotland (2018) Family Learning Framework: Advice for Practitioners. Livingstone. Education Scotland.

McDowall-Clark, R. (2020). Childhood in Society for the Early Years (4th ed.). SAGE

Scottish Government (2008). The Early Years Framework II. Edinburgh. Scottish Government.

Scottish Government (2016) Scottish Schools (Parental Involvement) Act 2006. Guidance. Edinburgh. Scottish Government [Online] Available: https://education.gov.scot/parentzone/Documents/parental-involvement-act-guidance.pdf.[Accessed 21/6/18].

(**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:
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:
Attendance Requirements
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 BoardEducation
Assessment Results (Pass/Fail) No
Subject PanelChildhood Studies/Practice
ModeratorK Mohammed
External ExaminerC Counihan
Accreditation DetailsContact school for current details
Version Number

1.01

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Assessment: (also refer to Assessment Outcomes Grids below)
The summative assessment will be a poster presentation requiring students to critically discuss current perspectives and definitions of family learning and evaluate family learning pedagogies in practice.
(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.)

Component 1
Assessment Type (Footnote B.) Learning Outcome (1) Learning Outcome (2) Learning Outcome (3) Weighting (%) of Assessment ElementTimetabled Contact Hours
Presentationcheck markcheck markcheck mark1000
Combined Total For All Components100% 0 hours

Footnotes
A. Referred to within Assessment Section above
B. Identified in the Learning Outcome Section above

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Note(s):
  1. More than one assessment method can be used to assess individual learning outcomes.
  2. 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

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)

2014 University of the West of Scotland

University of the West of Scotland is a Registered Scottish Charity.

Charity number SC002520.