ED1FPP-Partnership with Parents

Module Provider: Institute of Education
Number of credits: 20 [10 ECTS credits]
Level:4
Terms in which taught: Autumn / Spring term module
Pre-requisites:
Non-modular pre-requisites:
Co-requisites:
Modules excluded:
Module version for: 2017/8

Module Convenor: Hilary Harris

Email: hilary.harris@reading.ac.uk

Summary module description:
This module will explore the value of partnership working with parents in the context of children’s learning and development within the family structure; it will consider factors which either support or hinder partnership working and the role of the family and home environment in improving outcomes for children. The module will look at policy development in work with parents and the current position of the government. It will identify parenting stages and styles and the support available for parents, as well as considering ways to promote effective and research based working with parents. It will also look at the National Occupational Standards for Working with Parents.

Aims:
The aims of this module are to develop knowledge and understanding of partnership with parents through:
• Reflection upon the importance of self awareness in work with families
• Demonstration of knowledge and skills required to activate partnership working
• Identification of the role of parents as an essential part of children’s learning and development
• Evaluation of ways of supporting parents within the partnership model of working
• Analysis of relevant policy frameworks and initiatives related to work with parents
• Identification of strategies to support transitions and their impact on child development

Assessable learning outcomes:
On successful completion of this module students should be able to:
• identify and discuss National Occupational Standards for Work with Parents
• reflect upon one’s own perspectives towards parenting styles
• identify relevant principles and concepts underlying the theoretical framework in relation to the role of the parent and the family to children’s development and learning, identifying their strengths and weaknesses
• evaluate the development of post war government policy to the role of the parent and state support for that role
• identify ways of supporting parents and working in partnership with them
• develop and apply knowledge required for practitioners which are linked to the Common Core of Skills and Knowledge for the Children’s Workforce
• understand and incorporate connections between module, practice and relevant areas of the appropriate curriculum/framework

Additional outcomes:
On successful completion of the module students should also be able to:
• utilise appropriate IT skills
• demonstrate team skills in supporting families
• demonstrate awareness of the ethical issues raised within this module and be able to discuss these in relation to personal beliefs and values

Outline content:
• The role of the family in children’s development and learning
• The National Occupational Standards for Working with Parents
• The historical and current policy context for working with parents
• The rationale for the partnership model of working with parents
• The impact of parenting experiences upon the role of the practitioner
• Parenting stages and styles and ways of supporting parents within an evidence base
• Effective working with parents in practice

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 7.5 15
Seminars 1
Tutorials 1.5
Guided independent study 40 40
Placement 40 55
       
Total hours by term 90.00 110.00
       
Total hours for module 200.00

Summative Assessment Methods:
Method Percentage
Written assignment including essay 90
Practical skills assessment 10

Other information on summative assessment:
2500 word essay (90%)
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:
    n/a

    Requirements for a pass:
    40% overall

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

    Additional Costs (specified where applicable):
    1) Required text books: Module Handbook has a reading list but there are no core textbooks and many resources are available online.
    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: 29 November 2017

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