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Session: 2022/23
Last modified: 23/03/2022 12:41:01
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Title of Module: Advanced Practice (CS) |
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Code: EDUC10042 |
SCQF Level: 10
(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: | Joyce
Leslie |
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| Summary of Module |
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This module is designed for students wishing to advance their experience of working with children in Childhood settings. The module is strongly underpinned by a growing research base which suggests that children’s earliest years underpin their later outcomes across the lifespan and the importance of high quality early years provision (Scottish Government, 2020).
Students will be expected to demonstrate and further develop practice based upon reflection on frameworks such as The Four Pillars of Advanced Practice, The Revised Standard for Childhood Practice, and Core Competencies.
Students will develop knowledge and understanding of the contribution of evidence based practice related to their chosen Childhood setting. Study of current Government frameworks will give students the opportunity to apply and enhance skills they have already developed in a practice based context. The module will advance students’ practice by deepening their understanding of the critical roles of relationships, experiences and environments.
The module aims to engage students in reflection and evaluation to improve the effectiveness of practice, whilst developing professional responsibility for Personal Development Planning and Continuing Professional Development.
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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 a critical understanding of the principal theories, national frameworks and research which inform current professional values and practices.
L2.
Apply and develop identified principal professional skills and practices associated with of specific area of childhood practice.
L3.
Demonstrate the ability to critically reflect upon and review own professional competence.
L4.
Work independently and as part of a team to advance knowledge, skills and practice through professional activity. |
| 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 10.
.Knowledge that covers and integrates most of the principal areas, features, boundaries, terminology and conventions of Childhood
•A critical understanding of theories of child development.
•Knowledge and understanding of how research informs practice
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| Practice: Applied Knowledge and Understanding |
SCQF Level 10.
•Use a range of the principal skills, practices and materials associated with the role of a practitioner in the childhood sector.
•Execute a defined project in a specific area of practice
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| Generic Cognitive skills |
SCQF Level 10.
•Offer professional insights, interpretations and solutions to problems and issues.
•Make judgements where information comes from a range of sources.
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| Communication, ICT and Numeracy Skills |
SCQF Level 10.
•Convey, formally and informally, information in regard to children within placement setting.
•Communicate with peers, senior colleagues and specialists on a professional level.
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| Autonomy, Accountability and Working with others |
SCQF Level 10.
•Exercise autonomy and initiative in professional activities.
•Practice in ways which show a clear awareness of own and others’ roles and responsibilities.
•Work with others to bring about change, development and new thinking.
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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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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. Use will be made of the VLE and on-line tutor/student discussions to support and enhance student’s learning experience. Placement will be used to develop student 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 | 14 |
| Work Based Learning/Placement | 50 |
| Asynchronous Class Activity | 24 |
| Independent Study | 112 |
| 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:
Erault, M. (2003) Developing Professional Knowledge and Competence. London: Routledge Falmer.
Education Scotland(2020) Realising the Ambition: Being Me. Livingston:Education Scotland.
Linden, J. (2012) Reflective Practice and Early years Professionalism. 2nd Ed. London: Hodder Education.
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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 | R McGill |
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| External Examiner | C Counihan |
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| Accreditation Details | |
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| Version Number | 1.08 |
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| Assessment: (also refer to Assessment Outcomes Grids below) |
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Formative assessment
Formative assessment will require students to engage in a variety of virtual/online reading, discussion forums and tasks that will enable them to engage and become familiar with the principles, techniques and ethical issues associated with practitioner investigation.
Summative assessment
Summative assessment will be the submission of a professional portfolio of practice demonstrating the achievement of national competencies relating to a specific area of practice in the early years sector (4000 words)
Student handbooks, and other detailed material made available to students, will clarify the relationship between formative assessment tasks and the specific learning outcomes for the module. This will ensure that students can relate feedback from formative assessment to their individual progress on the learning outcomes for the module. On summative assessments, students will receive detailed information indicating the ways in which summative assessments will assess individual learning outcomes for the module. As appropriate, students will also receive detailed information on how feedback will be provided for summative assessment.
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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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