|Assessment Type||Assessment length / details||Proportion|
|Semester Assessment||Written assignment 1 1 x 2,000-word written assignment: statement of personal learning objectives, based on the specific work / placement / organizational context, National Occupational Standards, (where applicable / available), and relevant competencies that the student wishes to improve and enhance.||10%|
|Semester Assessment||Written assignment 2 1 x 2,000 word written assignment: a detailed proposal for the work-based or placement intervention.||10%|
|Semester Assessment||Oral presentation Oral presentation on their detailed proposal to an audience of peers and instructors (x2), followed by questions. Only instructors will be involved in assessment.||5%|
|Semester Assessment||Portfolio 15,000 word professional practice portfolio||75%|
|Supplementary Assessment||Written assignment 1 A mark below 50% in any assignment will result in the student having to re-do the failed element(s). 1 x 2,000-word written assignment: statement of personal learning objectives, based on the specific work / placement / organizational context, National Occupational Standards, (where applicable / available), and relevant competencies that the student wishes to improve and enhance.||10%|
|Supplementary Assessment||Written assignment 2 1 x 2,000 word written assignment: a detailed proposal for the work-based or placement intervention.||10%|
|Supplementary Assessment||Oral presentation Oral presentation on their detailed proposal to an audience of peers and instructors (x2), followed by questions. Only instructors will be involved in assessment.||5%|
|Supplementary Assessment||15,000 word professional practice portfolio||75%|
On successful completion of this module students should be able to:
Reflect upon their learning in order to critically evaluate their own practice;
Integrate theoretical perspectives in the delivery of professional practice;
Critically evaluate the nature, quality and validity of evidence and its application to practice;
Consider and evaluate implications of research findings for future development both personally and within the profession
Demonstrate an advanced understanding of the principles or work-based learning and competency-based professional development.
Demonstrate an advanced understanding of practitioner-led enquiry, action research methodologies, and the ethical position of the practitioner-researcher.
Verbally present a detailed proposal to an audience of peers and instructors and provide sound justifications for their proposal when questioned.
The preparatory phase of the module will offer students the opportunity to research, scope and plan their field of work-based study, and identify the learning outcomes upon which they will base their portfolio.
One of the assessed outputs during the early phase of the module will be a proposal for the student'r professional development portfolio which will be based on an action research project based on a practitioner intervention at their workplace or placement setting. The methodology, intervention and learning outcomes of the project will be agreed by the student, the supervisor and the workplace or setting at the end of the preparatory phase of the module.
The early part of the module is designed to prepare students for their portfolio assignment by covering key concepts in work-based learning. It will cover the competency-based approach to professional development favored by sector skills bodies and government workforce development frameworks, and where available consider Level 7 National Occupational Standards relating to students? chosen disciplines. It will also introduce students to methodologies in work-based research such as action research and practitioner-led enquiry. As such it will build on students? understanding of the reflective and evidence-based practitioners covered in the core Childhood: Theory and Professional Practice module.
Session during the initial, preparatory phase of the module will include:
1. Key Concepts in Work-based learning (2 hours).
2. Competency-based learning and professional development (2 hours).
3. Practitioner-led Enquiry, Action Research and Ethics (2 hours)
4. Designing a work-based intervention (2 hours)
5. Structuring your portfolio (2 hours)
6. Oral presentation of draft proposal, followed by peer and instructor question and answer session (3 hours)
7. Planning your project (2 hours)
An additional seminar of 2 hours will be provided to support students in preparation for their oral presentation
|Skills Type||Skills details|
|Application of Number||Students may need to work with or present data where appropriate|
|Communication||The ability to communicate clearly, both orally and in writing, will be an essential element of the portfolio. Students will need to develop logical and clear argument and show an aptitude for the effective use of information in a direct and appropriate way.|
|Improving own Learning and Performance||The ability to reflect upon one’s own progress and identify and act upon one’s own development needs will be essential throughout this module.|
|Information Technology||Students will need to use appropriate ICT throughout their portfolio, particularly in the case of data analysis if this is necessary.|
|Personal Development and Career planning||Students will need to continuously reflect upon their own practice and consider their personal development|
|Problem solving||Students will need to show efficiency in the organisation of large amounts of complex information and the ability to identify, describe and analyse the key features of the information|
|Research skills||Students will need to use research skills in order to explore the practices they include in the portfolio|
|Subject Specific Skills||Students will need to demonstrate the skills necessary for working in a professional practice|
|Team work||Whilst out on placement, students will be required to work with others and reflect upon this in their portfolio.|
This module is at CQFW Level 7