approaches to solving problems in the field of study an understanding of the limits of their knowledge, and how this influences analyses and interpretations based on that knowledge. These are embedded in the module pages on Moodle where learners will find critical academic literature, policy documents, evaluations of policy, examples of practice. Summative assessment criteria all contain a criterion that assesses knowledge and understanding. QAA Housing Studies Critical thinking including theory Analysis Evaluation Creation Ability to explain and understand the relationships between IL and Il Apply conclusions to policy and practice Detailed course materials for each module on Moodle, which learners will be expected to read critically (directed reading). The dispersed student population requires these materials because many do not have access to academic libraries. These will be supported by learning activities on Moodle. None A2 ILO2 Summative assessments by written assignment, including a work-based research projects. Formative assessment suing online activities and at the two residentials. All modules These skills are firmly embedded in the assessment criteria for every summative assignment. They also form the focus of the formative HE Study Skills modules on Moodle, the induction study block and the residentials. and
devising a personal and professional development plan for both the sort term (12 months) and the medium term (5 years) Work-Based Research Year 3 module at Level 5 requiring the conduct of small-scale research into an aspect of learners’ organisational policy and/or practice All All Written report of a piece of work-based research. Work-based research project These are supported by Moodle based learning materials. The research project is preceded by an assessed module looking at research skills and methods, as well as how to develop a research proposal. There is a residential devoted to the teaching of research skills and methods, where learners will deliver a formatively assessed presentation outlining a research idea that will form the basis of a written assignment that is formatively assessed.
extranet as a guide for prospective students. Further details for current students should be provided in module guidance notes. ACADEMIC YEAR: 2016–2017 NATIONAL COST CENTRE: 105 MODULE LEADER: Jane Ward OTHER MODULE STAFF: TBC SUMMARY of MODULE CONTENT The Welfare State 1948 Deinstitutionalisation and Community Care Housing and the welfare state Supporting People Personalisation and Independent Living Contemporary reforms to the NHS and to social care SUMMARY OF TEACHING AND LEARNING [Use HESA KIS definitions] Scheduled Activities Hours Comments/Additional Information Seminar 16 A series of ‘virtual’ seminars delivered over a period of 2 months allowing tutor-led discussions with students to explore the history of care and support. Tutors will contact students using a variety of technology including, Moodle, telephone, e-mail and skype Tutorial 4 One-to-one discussions enabling tutor to give detailed feedback on student’s coursework and formative Moodle activities Guided independent study 180 Reading Moodle materials: reading as a result of students’ own research; formative Moodle activities Total 200 (NB: 1 credit = 10 hours or learning; 10 credits = 100 hours, etc.) Category Element Component Name Component Weighting Comments include links to learning objectives Coursework C1 Coursework Essay Briefing 50% 50% Total = 100% Learning Objectives 2 - 3 Essay examining critically the place of Independent Living in care support policy and practice over time Learning Objectives 1 & 4 Briefing about the history of care and support and its emergence within the sector Updated by: Mel Newell Date: 14 April 16 Approved by: Amanda Crowle Date: 3 Feb 16 Recommended Texts and Sources: Anheier, Helmut K. and Kumar, Sarabajaya, (eds.), Social services in Europe: an annotated bibliography. Frankfurt, Germany: Institut für Sozialarbeit und Sozialpädagogik e.V., 2003, pp. 382-413,