be able to process and synthesise empirical and theoretical data, to create new syntheses and to present and justify a chosen position having drawn on relevant theoretical perspectives. Computer-based practical’s on data and measurement problems Learners will have demonstrated an ability to apply cognitive and intellectual skills developed within the course to industry related scenarios and will be required to complete a range of vocationally based assessment. Students will be able to demonstrate an ability to plan, manage and evaluate own skills, understanding, needs and knowledge and that of others, while providing suitable provision. Ability to develop lines of argument and make sound judgements in different situations in various areas of work with children, young people and families. Students will be orientated towards vocational application for their interest and skills, while delivering an underpinning theoretical understanding of dealing with all aspects of working with children, schools and families. Students will develop and refine employment related skills e.g. communication, reflection that they can use in in a wide range of services. Library and other research exercises Group work awareness and practice 1, 2, 3, 4 and 5. 1, 2, 3, 4 and 5. Coursework of all types Research preparation and presentation. Assessed discussions CORC378 CORC349 CORC353 CORC379
reflective practice, ICT, analysing data, presenting information. On graduating with this degree, students should have the ability to collaborate and plan as part of a team, to carry out roles allocated by the team and take the lead where appropriate, and to fulfil agreed responsibilities. be able to use ICT in their study and other appropriate situations. Be able to research and use the data generated from this, adapted to the range of assessments in the modules collect and apply numerical data, as appropriate present data in a variety of formats including graphical and tabular analyse and interpret both qualitative and quantitative data. Library and other research exercises Group work awareness and practice Computer-based learning and assessment Class and seminar interactions and feedback 1,2,3, 4 and 5 1,2,3 and 5 Project work Competence in a range of practice related tasks. Practice portfolio CORC379 CORC349 CORC353 An explanation for embedding Employment Related Skills through Teaching & Learning and Assessment at this of the programme: Learners will have demonstrated an ability to apply practical skills developed within the course to industry related scenarios and will be required to complete a range of practical based skills assessments. Students will gather, analyse and interpret skills used in working with children, young people and their families and associated services, which includes the facilitation of interdisciplinary working practice across a range of services within the sector with the voluntary, community and private sectors.
ACADEMIC YEAR: 2016/17 NATIONAL COST CENTRE: 135 MODULE LEADER: Kiellor OTHER MODULE STAFF: SUMMARY of MODULE CONTENT SUMMARY OF TEACHING AND LEARNING [Use HESA KIS definitions] Scheduled Activities Comments/Additional Information Lecture 12 Tutorial 12 Fieldwork 96 Guided Independent 280 Total 400 (NB: 1 credit = 10 or learning; 10 credits = 100 hours, etc) Category Element Component Name Component Weighting Comments include links to learning objectives Coursework C1 Dissertation = 100% 1,2,3,4, 5,6 Submit and an academic dissertation in an appropriate format. Harvard referenced (10000 words) Updated by: Wendy Kiellor Date:7 March 16 Approved by: Amanda Crowle Date: March 16 Recommended Texts and Sources: B. (2016) Learning Theories Simplified, London: Sage Bell, J. (2010) Doing your Research Project: a guide for first-time researchers in education, health and social science, (5th edn.), Maidenhead: Open University Press. Blaxter, L., Hughes, C. and M. (2010) How to Research, (4th edn.), Maidenhead: Open University Press.
Theories/paradigms of research Ethics of research Reviewing literature and the critical analysis of existing research Developing a research question/hypothesis Designing appropriate research Role and function of the pilot study Developing a research proposal Access and sampling Methods of data collection Fundamentals of frequently used statistical tests Presentation, analysis and interpretation of data Uses and application of ICT SUMMARY OF TEACHING AND LEARNING [Use HESA KIS definitions] Scheduled Activities Comments/Additional Information Lecture 36 Introducing the main themes and concepts of the module. Tutorial 20 Tutorial discussion 1:1 Fieldwork 37 In field investigation of research issues. Practical research to allow students to develop and apply skills that complement and underpin theory. Guided Independent 107 Students are expected to put in time outside of taught sessions on their own professional development and module content. 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 Essay = 100% LO1,3,4 Academic essay approximately. Harvard referenced (4000 word) Practice P1 Presentation Total = 100% LO2. In appropriate format to peers. Harvard referenced (1000 word equivalent) Updated by: Mark Delf Approved by: Amanda Crowle Date: 5/8/16 Recommended Texts and Sources: British Educational Research Association (2011) Revised Ethical Guidelines for Educational Research, Nottingham: BERA. Dawson, C. (2009) Introduction to Research Methods, Oxford: How to Hartas, D. (2010) Educational Research and Inquiry: Qualitative and Quantitative Approaches, New York, Continuum International Publishing Group. Kumar, R. (2012) Research Methodology: A Step-by-Step Guide for Beginners, 3rd edition. London: Sage.
Louv, R. (2009). Last in the Woods: Saving our Children from Nature-Deficit Disorder, London: Atlantic Books. Learning and Teaching Scotland (2010). Curriculum for excellence through outdoor learning. Glasgow: Learning and Teaching Scotland. Journals and websites Environmental Education Research Journal of Adventure Education and Outdoor Learning Journal of Outdoor Recreation, Education, and Leadership Journal of Experiential Education SECTION A: DEFINITIVE MODULE RECORD. MODULE CODE: CORC350 MODULE TITLE: Independent Study Module CREDITS: 20 FHEQ Level: 6 JACS CODE: X142 PRE-REQUISITES: None CO-REQUISITES: None COMPENSATABLE: Yes SHORT MODULE DESCRIPTOR: This module provides the opportunity to work independently by pursuing professionally focused inquiry into a selected area. The module will offer both professional and personal development for participants working as autonomous learners. ELEMENTS OF ASSESSMENT Use HESA KIS definitions] WRITTEN EXAMINATION COURSEWORK PRACTICE E1 (formally scheduled) C1 75% P1 25% E2 (OSCE) C2 P3 T1 (in-class test) A1 SUBJECT ASSESSMENT PANEL Group to which module should be linked: BA (Hons) Education and Curriculum Studies Professional body minimum pass mark requirement: N/A