Cognitive and intellectual skills are continually developed through a range of different learning opportunities and assessment tasks. These tasks are designed to drawn on existing understanding so the student can progress own knowledge and understanding through discussion, reflective activities, personal case studies and taught sessions. Having to think, write and communicate at this level requires students to develop these skills. These are integral skills that are developed over time through class activities, development of professional practice and writing essays Health Studies Social Policy and Administration: 4.4, 6.3.3 Literary and information processing Self-management Communication (oral, written, CIT) Numeracy/quantitative skills (reflection etc) Ability to self-appraise and reflect on learning Ability to plan and manage learning Library and other research exercises Group work awareness and practice Computer-based learning and assessment Class and seminar interactions and feedback 1,2 2, 3 1 1 1, 2 1, 2 1, 2 4, 6 2 2 4 6 Coursework of all types Examination preparation and completion Assessed discussions Group work assessments CORC 1013, CORC 1053, Key transferable skills are developed through a range of different learning opportunities and assessment tasks. These tasks are designed to drawn on existing understanding so the student can progress own knowledge and understanding through discussion, reflective activities, personal case studies and taught sessions. Learning material is up to date and reflects the professionalism of the early years sector. Students have opportunities on the programme to develop effective communication skills through activities that require them to work in groups, to feedback individual research projects and to write and present work to a high literary standard and the latest presentation IT formats. Health Studies Social Policy and Administration: 4.1,4.2
SECTION B: DETAILS OF TEACHING, LEARNING AND ASSESSMENT Items in this section must be considered annually and amended as appropriate, in conjunction with the Module Review Process. Some parts of this page may be used in the KIS return and published on the extranet as a guide for prospective students. Further details for current students should be provided in module guidance notes. ACADEMIC YEAR: 2017-2018 NATIONAL COST CENTRE: 104 MODULE LEADER: Marian Billings OTHER MODULE STAFF: SUMMARY of MODULE CONTENT Development of personality. Influences of lifespan development. Adapting to change. Social influences and social perception. SUMMARY OF TEACHING AND LEARNING [Use HESA KIS definitions] Scheduled Activities Hours Comments/Additional Information Lecture 30 Seminar Tutorial Guided Independent Study 170 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 Written exam E Total = 100% T Total = 100% Coursework C1 Group Role Play (with written notes) 50% Essay 50% 100% Total = 100% Practical P Total = 100% Updated by: Marian Billings Date: 25/07/17 Approved by: HE Operations Date: Recommended Texts and Sources: Banyard, P (2010) Essential Psychology: a concise introduction. London: Sage Publications Ltd. Bee, H., Boyd, D., (2014) The Developing Child (13thed) Hemel Hempstead: Allyn & Bacon. Berk, L. E (2013) Development through the Lifespan (6th ed) London: Pearson, Brenner, P. Leman, Ross, Parke R and Gauvain, M (2012) Developmental Psychology. (7th ed) London: McGraw-Hill Higher Education Cole, M., Cole, S.R., Lightfoot, C., (2012) The Development of Children (7th ed), London: Worth
Guided Independent Study 170 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 Written exam E Total = 100% T Total = 100% Coursework C1 C2 Report 100% Total = 100% Practical P Total = 100% Updated by: Marian Billings Date: 25/07/17 Approved by: HE Operations Date: Recommended Texts and Sources: Adams, Robert (ed) (2012) Working with Children and Families London: Palgrave Brammer, Alison (2014) Safeguarding Adults London: Palgrave Brown, K (ed) (2006) Vulnerable Adults and Community Care Exeter: Learning Matters DoH (2015) Working Together to Safeguard Children Dof H (2006) What To Do If You’re Worried A Chid is Being Abused London D of H (2000) No Secrets: Guidance on Developing and Implementing Multi-agency policies and Procedures to Protect Vulnerable Adults from Abuse London: HMSO Oliver, B & Pitt, B (2011) Working with Children, Young People and Families Exeter: Learning Matters (Chapter 4) Ferguson, H (2011) Child protection practice Basingstoke: Palgrave Hughes, l (2009) Good Practice in Safeguarding Children: Working effectively in child protection London: Jessica Kingsley Ray, Mo & Phillips, Judith (2012) Social Work with Older People London: Palgrave Children’s Commissioner Report (2015) Protecting children from harm A critical assessment of child sexual abuse in the family network in England and priorities for action Children’s Commissioner Report (2017) On Measuring the number of vulnerable children in England Children’s Commissioner Report (2017) Preventing Child Sexual Abuse Children’s Commissioner Report Help at Hand and the Stability Index Children’s Commissioner Report (2016)The impact of online pornography on children and young people
DATE OF IMPLEMENTATION: 01 Sep 2010 SCHOOL/PARTNER: Cornwall College DATE(S) OF APPROVED CHANGE: TERM/SEMESTER: All Year Additional notes (for office use only): SECTION B: DETAILS OF TEACHING, LEARNING AND ASSESSMENT Items in this section must be considered annually and amended as appropriate, in conjunction with the Module Review Process. Some parts of this page may be used in the KIS return and published on the extranet as a guide for prospective students. Further details for current students should be provided in module guidance notes. ACADEMIC YEAR: 2017-2018 NATIONAL COST CENTRE: 141 MODULE LEADER: Emma Clifton OTHER MODULE STAFF: None SUMMARY of MODULE CONTENT Core values in health, social care and child care practice; Ethical principles related to health, social care and child care practice; Dilemmas and ethical decision making; Limits to choice; Values in practice; Incorporating values into practice; Issues of Equality and Diversity; Issues of human rights and citizenship; Rights and responsibilities. SUMMARY OF TEACHING AND LEARNING [Use HESA KIS definitions] Scheduled Activities Hours Comments/Additional Information Lecture 30 Practical Classes and Workshops Guided Independent Study 170 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 Written exam E_ % Total = 100% T_ % Total = 100% Coursework C1 Total = 100% Practical P_ % Total = 100% Updated by: Marian Billings Date: 25/07/17 Approved by: HE Operations Date: Recommended Texts and Sources: Banks, S. (2012) Ethics and values in social work. 4th edn. Basingstoke: Palgrave Macmillan. Barker, P. (Editor.) (2011) Mental health ethics: the human context. Abingdon: Routledge. Bogg, D. (2010) Values and Ethics in Mental Health Practice. Exeter. Learning Matters. Britton, A. (2005) Healthcare, Law and Ethics. London. Routledge. Dahlberg, G and Moss P. (2005) Ethics and Politics in Early Childcare Education. Oxford. Routledge.