ED1FCW-Professionalism in the Children’s Workforce

Module Provider: Institute of Education
Number of credits: 20 [10 ECTS credits]
Terms in which taught: Autumn / Spring / Summer module
Non-modular pre-requisites:
Modules excluded:
Module version for: 2016/7

Module Convenor: Ms Teresa Wilson

Email: t.a.wilson@reading.ac.uk

Summary module description:
This module will benefit the student both personally and professionally, as it examines aspects a student would need to consider for their continued growth as a professional within the Children’s Workforce. The benefits of collaborative and culturally appropriate practice are identified and discussed. The importance of change and regular self-review for increased self-efficacy is also examined.

The module will focus on building the student’s competence and confidence as an effective practitioner within early years/educational settings (0-11). It will extend the student’s understanding of the frameworks, underpinning values and ethical practice within which practitioners are working. It covers the application of ethical principles to a variety of situations and issues in the practice.

The module also supports students to develop academic and study skills in the context of their work-based environment.

The aims of this module are to develop knowledge and understanding of professionalism through:
•Exploration of the importance of beliefs and values in shaping professional practice and responsibilities
•Examination of a range of theories and perspectives and the way in which they inform and guide professional practice
•Development of self-evaluative and reflective skills
•Evaluation of aspects of effective professionalism in early years and education across a range of contexts
•Identification and application of study skills required for academic development and professional practice
•Collation of relevant information and communication technology to support learning and practice
•Reflection upon the use of personal experience to help challenge thinking and assess impact of actions

Assessable learning outcomes:
On successful completion of this module students should be able to:
•reflect upon their own professional role
•identify examples of when attitudes and behaviour has an effect on children, families and parents
•develop study skills for academic achievement and reflect upon progress and skills development objectively
•work as a team with members of the cohort
•define key concepts such as pedagogy, educational philosophy, ethical considerations and professional
•identify the ways that actions support equality, diversity, rights and responsibility
•understand and incorporate connections between module, practice and relevant areas of the appropriate curriculum/framework
•develop and apply knowledge required for practitioners which are linked to the Common Core of Skills and Knowledge for the Children’s Workforce

Additional outcomes:
•Apply knowledge of ICT to support development of e-portfolio

Outline content:
•Professional practice and teamwork – including assertiveness skills
•Ethical principles and guidelines
•Relationships with multi-agency professionals
•Self-esteem, self-concept, self-efficacy – with theoretical underpinning
•Development of students’ own educational philosophy
•Pedagogy and principles that underpin philosophy
•Study skills development

Brief description of teaching and learning methods:
Lectures, discussion groups, tasks, research, work based activities; work – based learning will provide an essential contribution to achievement of the outcomes.

Contact hours:
  Autumn Spring Summer
Lectures 12 9 6
Seminars 0.5 0.5 0.5
Tutorials 2 2 2
External visits 5.5
Guided independent study 40 24 14
Placement 42.5 24.5 15
Total hours by term 97.00 60.00 43.00
Total hours for module 200.00

Summative Assessment Methods:
Method Percentage
Portfolio 90
Practical skills assessment 10

Other information on summative assessment:
1 set of Reflective Journal entries to include ICT skills audit (30%)
1 set of Reflective Journal entries (30%)
E-portfolio with range of journal entries spanning academic year to include 1,000 word essay on study skills (30%)
Mentor/student professional discussion (10%)

Formative assessment methods:
Work-based discussions with the mentor, plus tutorials and placement experience all contribute to formative assessment.

Penalties for late submission:
The Module Convenor will apply the following penalties for work submitted late, in accordance with the University policy.

  • where the piece of work is submitted up to one calendar week after the original deadline (or any formally agreed extension to the deadline): 10% of the total marks available for the piece of work will be deducted from the mark for each working day (or part thereof) following the deadline up to a total of five working days;
  • where the piece of work is submitted more than five working days after the original deadline (or any formally agreed extension to the deadline): a mark of zero will be recorded.

  • The University policy statement on penalties for late submission can be found at: http://www.reading.ac.uk/web/FILES/qualitysupport/penaltiesforlatesubmission.pdf
    You are strongly advised to ensure that coursework is submitted by the relevant deadline. You should note that it is advisable to submit work in an unfinished state rather than to fail to submit any work.

    Length of examination:

    Requirements for a pass:
    40% overall

    Reassessment arrangements:
    Resubmission during the summer resit period if candidate would otherwise fail to progress

    Additional Costs (specified where applicable):
    1) Required text books: Core Texts (you will not need all of these books)

    The essential text books for this module are below. These texts are available in the library or within online resources or you may be able to source them more cheaply than the publisher’s recommended price


    Bedford, D., &Wilson, E. (2006). Study skills for foundation degrees. London: David Fulton. Approx £15
    Cottrell, S. (2013). The study skills handbook (4th ed.). Basingstoke: Palgrave Macmillan.Approx £14.99
    Lindon, J. (2010). Reflective practice and early years professionalism. Oxford: Hodder Education. Approx £24
    Veale, F. (Ed.) (2013). Early Years for Levels 4 and 5 and the Foundation Degree. Oxford: Hodder &Stoughton. Approx £25
    Blandford, S., &Knowles, C. (2009). Developing professional practice 0-7. Harlow: Pearson Education.approx £29
    Wilson, V., &Kendall-Seatter, S. (2010). Developing professional practice 7-14. Harlow: Pearson Education.approx £29

    2) Specialist equipment or materials:
    3) Specialist clothing, footwear or headgear:
    4) Printing and binding:
    5) Computers and devices with a particular specification:
    6) Travel, accommodation and subsistence:

    Last updated: 21 December 2016

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