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Session: 2022/23
Last modified: 23/03/2022 13:46:13
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Title of Module: GA WBL - Supporting Practice in a Team |
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Code: EDUC07039 |
SCQF Level: 7
(Scottish Credit and Qualifications Framework) |
Credit Points: 30 |
ECTS: 15
(European Credit Transfer Scheme) |
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| School: | School of Education & Social Sciences |
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| Module Co-ordinator: | K
Mohammed |
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| Summary of Module |
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This module aims to provide opportunities to gain experience and to undertake work within an Early Learning and Childcare setting and therefore must take place in a recognised work environment. The work based learning undertaken will involve the student in the day-to-day operation of the setting. Each student will have a Workplace Mentor and an Academic Tutor appointed, who will work together to ensure a productive learning experience for the student. Students will develp knowledge and understanding of play-based learning and child development in practice. A focus on observation and child-centred approaches, along with safeguarding, will underpin this module. Students will demonstrate understanding of teams and teamwork. Students will demonstrate an ability to describe and identify observations of young people at play and pedagogical competencies, recording their reflections in an e-Portfolio. This work based learning module extends across three terms, developing students' ability to support practice in a team. It is recommended that students will develop their skills in this area, by contributing to practice in the following way:
Term One: Carrying out observations of practice
Term Two: Observing and supporting practice in the ELC setting
Term Three: Supporting practice in a team
It is recognised that some students may demonstrate qualities and skills which enable them to begin to support practice prior to Term Three. This may be agreed in consultation with the Workplace Mentor and Academic Tutor. Students will develop their ability to reflect on observations of practice through engagement with online forums and Webinars.
- Articulate the development of employability skills and workplace practice in an Early Learning and Childcare context.
- Support play opportunities and reflect on personal performance and development planning therein.
- Apply knowledge and understanding of Early Learning and Childcare theory and concepts which inform practice.
- Contribute effectively as a member of a team within an Early Learning and Childcare setting.
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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.
Articulate the development of employability skills and workplace practice in an Early Learning and Childcare context.
L2.
Support play opportunities and reflect on personal performance and development planning therein.
L3.
Apply knowledge and understanding of Early Learning and Childcare theory and concepts which inform practice.
L4.
Contribute effectively as a member of a team within an Early Learning and Childcare setting. |
| 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 7.
Understanding the dynamics of the workplace environment, gaining knowledge and understanding of current theories and concepts, issues and specialisms relating to Early Learning and Childcare. |
| Practice: Applied Knowledge and Understanding |
SCQF Level 7.
Carrying out basic routine lines of enquiry, development of practice related to Early Learning and Childcare. |
| Generic Cognitive skills |
SCQF Level 7.
Presenting and evaluating information and ideas that are routine in an Early Learning and Childcare setting.
Reflecting on practice within a workplace environment and on personal performance. |
| Communication, ICT and Numeracy Skills |
SCQF Level 7.
Conveying complex ideas in a well-structured and coherent form.
Using a range of forms of communication with others in the work environment to convey information or to explain ideas and decisions. |
| Autonomy, Accountability and Working with others |
SCQF Level 7.
Exercising some initiative and independence in carrying out defined activities at a professional level in practice or in an Early Learning and Childcare setting.
Taking account of own and others' roles and responsibilities when carrying out and evaluating tasks.
Working, under guidance, with others to acquire an understanding of current professional practice and accept supervision in less familiar areas of work. |
| 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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Students will receive preparatory information relating to PDP, the work-place environment and what is expected of them via lectures and tutorials, face to face and online sessions. It will be initiated via an extended induction programme. This knowledge and understanding will be linked to the modular content of the level. A series of work based activities will be provided for completion, however meta skills and graduate attributes will be personalised to the student’s needs and areas for development.
The majority of the student’s learning experience will take place in the work environment and will include support from a workplace mentor and academic tutor. The workplace mentor will monitor the student throughout their time in the work environment and will liaise with the academic tutor to ensure that the student has a worthwhile and appropriate learning experience.
The student will receive a minimum of one formative assessment and one summative assessment of observed practice from the Academic Tutor who will discuss progress with both the student and the workplace mentor and will resolve any work-related learning issues. The student will have a direct line of communication to their academic tutor at all times via e-mail and other electronic means.
A placement learning partnership agreement will be produced and approved by all parties prior to the start of the placement.
The proposed work-related learning is compliant with the University’s Work Based Learning and Placement Learning Guidelines, the University’s Regulatory Framework and the QAA code of practice on work-based and placement learning.
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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 | 202 |
| Lecture/Core Content Delivery | 18 |
| Asynchronous Class Activity | 80 |
| 300
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:
Ephgrave, A. (2018) Planning in the Moment with Young Children: A Practical Guide for Early Years Practitioners and Parents. Abington: Routledge.
Meggitt, C. (2012) Child Development: An Illustrated Guide. Oxford: Pearson.
Nutkins, S., MacDonald, C. and Stephen, M. (2013) Early Childhood Education and Care: An Introduction. London: SAGE.
Pound, L. (2009) How Children Learn: Contemporary Thinking and Theorists. London: Step Forward Publishing.
Powell, S. and Smith, K. (2018) An Introduction to Early Childhood Studies. 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 | J Leslie |
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| External Examiner | I Birnie |
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| Accreditation Details | |
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| Version Number | 1.03 |
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| Assessment: (also refer to Assessment Outcomes Grids below) |
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| ePortfolio 80% |
| Practical: Observation of Practice 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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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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