competing positions and perspectives in relation to childhood and youth issues the evidence base for issues concerning the children’s workforce a range of research perspectives and methodologies the nature and practices of social work services in relation to children and young people 5.1.2, 5.1.4, 5,1,5 YW 4.2, 4.6, 4.8.3 CORC2138 CORC2138 Lectures, practical exercises and sites visits will be used to embed knowledge and understanding. Group discussions and peer review will be used to rest and reinforce knowledge and understanding. The assessments used will be designed to address the specific learning outcomes of the module and will draw upon a range of skills. Educational Studies Early Childhood Studies Social Work Youth and Community Studies critique rival theories and frameworks analyse and synthesise Intelligently apply appropriate principles in assessing policy or practice demonstrate problem solving and investigation skills demonstrate skills of reflection and evaluation apply appropriately ethical criteria and codes of practice Class exercises Tutorial/seminar discussions Feedback via coursework assessment process (essays etc.) Policy and practice analysis in surgeries Case study analysis and evaluation Reflective writing 1 7 ES 5.4, 5.5. 5.6 ECS 5.3. 5.4 SW 5.1.1, 5.1.2, 5.1.3, 5,1,5 YW 4.3, 4.6,. Reflective journals/crucial incident analysis Coursework on practical application questions Seminar presentations All core modules CORC2135, 2137, 2138 CORC2135, 2136, 2138 CORC2136 CORC2138 CORC2137
CORC2135, 2136, 2137, 2138 Cognitive and intellectual skills will be developed through a number of modules Educational Studies Early Childhood Studies Social Work Youth and Community Studies interact effectively and collaboratively within a team / learning group, manage learning using resources for the discipline communicate effectively in a manner appropriate to the discipline (in standard English oral, written, using ICT) take responsibility for own learning with minimum direction manage information with the ability to select appropriate data from a range of sources and develop appropriate research strategies demonstrate planning and monitoring skills in relation to interaction with young persons and families Library and other research exercises Group work awareness and practice Work- based experience Case study and simulation Class and seminar interactions and feedback 1 5 7 ES 5.4, 5.5, 5.6 ECS 5.3 SW 5,1,5 YW 4.3 Coursework of all types Peer assessments All core modules CORC2136 CORC2138 All core modules CORC2138 CORC2138 CORC2135, 2136 CORC2138 CORC2136, 2137, 2138
client/user choice 2137 CORC2135, 2136, 2137 The development of practical skills is an essential part of this programme and is embedded within many of the modules. The assessment of these skills will be primarily through the maintenance of laboratory book, field reports and the individual research project. Some aspects of practical skills may be assessed through in-class tests but only as a secondary means of assessment. PS14. Work Based/ Related Learning WBL is an essential element of Foundation Degrees and therefore needs to be detailed here. However, for all types of HE Programmes there should be an element of employability focus through, at least, Work Related Learning, and therefore the following is applicable for all: Level 4 & 5 PESD Safeguarding Reflective Practice Applied Research Practice Project The course is currently offered on two sites and a third site from 2017. Modules are provided on each site and depending on timetables, students could potentially travel to different sites to undertake modules, in consultation with tutor A3, A4, A5 ILO3, ILO,4, ILO5 Team work event; Mock job application and interview; Presentation; Report CORC1013 CORC1158 CORC2138 CORC1156
1 Bayley, R. and Featherstone, S. (2003). Smooth Transitions: Building on the Foundation Stage. Husbands Bosworth: Featherstone Education. 2 Bridges, W, (2004), Transitions: Making Sense of Life's Changes. Cambridge: Da Capo press 3 Brooker, L, (2008), Supporting Transitions in the Early Years. Berkshire: Open University Press 4 Demain, C and Hurst, L, (2004), Success into Secondary: Supporting Transition with Circle Time. London: SagePublications Ltd 5 Hopkins, D, A Teacher's Guide to Classroom Research 4e. Berkshire: open University press 6 McGinty, J and Fish, J (1992), Learning Support for Young People in Transition: Leaving School for FurtherEducation and Work. Buckingham: Open University Press 7 Petch, A (ed.), (2009), Managing Transitions: Support For Individuals At Key Points Of Change. Bristol: PolicyPress 8 Journals: Contemporary Issues in Early Childhood, Symposium Online Journal, Oxford, UK (www.wwwords.co.uk/CIEC) Journal of Child and Family Studies, Springer, Journal of Early Childhood Research, Sage Journals Online, UK 9 Web based sources: http://www.childwatch.uio.no/ http://www.nurseryworld.co.uk/