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Module Descriptors

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Session: 2022/23

Last modified: 14/12/2022 12:05:26

Title of Module: Leading to Collaborate

Code: EDUC09022 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:Lorraine  Gilmour

Summary of Module

This module is designed for experienced practitioners working in childcare establishments in Scotland. It will enable students to develop professional knowledge and a critical understanding of the principles, theories and concepts of local and national systems, and of policies, practices, and legal requirements relevant to a range of sectors in the children's services. Students will demonstrate a current knowledge of Scottish Government legislation, policy and practice e.g. Early Years and Early Intervention, the UNCRC, Getting It Right for Every Child and Child Protection legislation

The module will focus initially on gaining an understanding of the concept of childhood in society, applying an ecological perspective to analyse the professional roles, responsibilities, attributes and approaches to working with children, families other professionals and agencies and build the capacities of individuals, families and communities. The module will analyse practice in early childhood centres, to inform the students’ practice in collaborative working and in leading the provision of environments that are safe, secure, nurturing, and inclusive and which support children's progress.

Drawing on practice experience students will develop skills and abilities in reviewing and evaluating their work with parents and will also develop knowledge and understanding of how to promote and lead others in working with parents and carers, families and communities. The module will also focus on how staff can be supported in aspects of working with parents including supervision, support and critical incidents. Students will demonstrate understanding of best practice of collaborative working.

 


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 1check markTerm 2check markTerm 3check mark

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Learning Outcomes: (maximum of 5 statements)

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

L1. Demonstrate a critical understanding of the principle features of theoretical perspectives, local and national policies, practices, and legal requirements relevant to the Children’s Services.

L2. Take responsibility for effective practice in leading an aspect of work with children, families and communities in line with current policy guidelines.

L3. Apply an ecological systems model to analyse and develop a critical understanding of the range of influences upon the lives of children, families and communities.

L4. Demonstrate the ability to collaborate with other agencies and Children's Services to develop and provide a safe, secure environment for children.

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 scope, main areas and boundaries of children’s services planning and integrated working in line with Scottish Government Policy.

Knowledge and critical understanding of best practice in working with families.

Practice: Applied Knowledge and Understanding SCQF Level 9.

Carry out routine lines of enquiry, development or investigation into professional problems and issues which may occur out-with and within a learning community.

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 and seminars will be used to develop learning and teaching in this module.
Students will undertake groupwork tasks and will receive feedback and support from peers.
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 100
Independent Study64
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:

Dockett, S., & Einarsdottir, J. (2017). Continuity and Change as children start school. In Ballam, N., Perry, B., & Garpelin, A. (2017) Pedagogies of Educational Transitions European and Antipodean Research (pp. 133-150). Springer.

Fabian, H. (2007). Informing Transitions. In Dunlop, A. W., & Fabian, H. (Eds) Informing Transitions in the Early Years Research, policy and practice (pp. 3-17) Open University Press

Hayes, N., O’Toole, L., & Halpenny, A.M. (2017). Introducing Bronfenbrenner: A Guide for Practitioners and Students in Early Years Education. Routledge. https://r2.vlereader.com/Reader?ean=9781317294313

Whalley, M. & the Pen Green Centre Team. (2007). Involving parents in their children’s learning (2nd Ed). Paul Chapman Publishing.

Scottish Government (2020) Independent Care Review: The Promise. Edinburgh. Scottish Government.

Scottish Social Services Council (2016) Enhancing Leadership capabilities: The Strategy for enhancing the leadership capabilities for Scotland’s Social Services. Delivery Plan 2017-2020. Dundee. SSSC.

(**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/

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Supplemental Information

Programme BoardEducation
Assessment Results (Pass/Fail) No
Subject PanelChildhood Studies/Practice
ModeratorJ Leslie
External ExaminerM Kustatscher
Accreditation DetailsApproval required by SSSC
Version Number

3.06

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Assessment: (also refer to Assessment Outcomes Grids below)
During work based learning, students will evaluate the practice of working in partnership. This will result in a presentation, reflecting on practice strengths and areas for improvement in relation to collaborative working. (100%)
(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) Learning Outcome (4) Weighting (%) of Assessment ElementTimetabled Contact Hours
Presentationcheck markcheck 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
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 Moodle, 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
(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.

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