Course Convenor:Mrs LM Harper
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Curriculum Design: Outline Syllabusback to top
· Strategies for Learning (Built upon in CYP13)
- Levels of learning
- Kolb’ Experiential Learning Cycle
- Honey and Mumford’s Identification of Learning Styles
- Independent Learning
- Academic learning
- Vocational competence based learning within the workplace
· Skills in Academic Learning
- Taking notes
- Using the library and internet for research and study
- Writing essays
- Using the Harvard reference system
· Problem Solving
- What are problems?
- Open-ended and closed, simple and complex problems
- Models of problem solving
· Team Work and Group Learning
- The purpose of teams
- Key factors in team behaviour
- Belbin’s theory of team effectiveness
- Attentive listening and silence
- Team building, leadership styles, roles and team performance
- How groups learn
- Action learning
- How action learning sets work
- Conditions for action learning sets
· Personal Development, Action Planning and Review (Built upon in CYP04)
- Life map
- Identifying goals and priorities and planning action
- Reviewing and meeting targets
- Time management
- Evaluating own learning and formulating self development plans
· Reflective Practice (Built upon in CPY04)
- The reflective practitioner – Schon
- Modelling reflective learning
- Reflective diary
- An introduction to giving and receiving feedback in relation to personal development
Curriculum Design: Pre-requisites/Co-requisites/Exclusionsback to top
Educational Aims: Subject Specific: Knowledge, Understanding and Skillsback to top
Educational Aims: General: Knowledge, Understanding and Skillsback to top
A6 Encourage students’ commitment to continuous professional development
A7 Develop key skills using the elements in the QCA framework of:
· Improving own learning and performance
· Working with others
· Problems solving
· Application of number
Learning Outcomes: Subject Specific: Knowledge, Understanding and Skillsback to top
SKU6 A good working knowledge of individual and group learning processes.
Learning Outcomes: General: Knowledge, Understanding and Skillsback to top
CS1 Apply relevant theoretical concepts to their study and professional practice.
CS2 Analyse and interpret data and source material relevant to the process of learning.
CS3 Exercise and demonstrate independence of mind and thought.
AP1 Identify, retrieve, sift, select and present relevant information.
KS1 Communicate, structure and present ideas and information adequately in spoken and written form
KS2 Have a developing understanding of their own preferred learning styles, taking responsibility for advancing their own learning and continuing development with a degree of independence.
KS3 Collaborate effectively as part of a team, carrying out allocated roles, keeping to agreed responsibilities and making accurate assessments of the contribution of self and others.
This will be formatively assessed only.
KS4 Construct plans to solve problems with a sequence of actions to achieve specified objectives.
KS6 Use ICT in their study, for professional communication, data storage and retrieval and
Assessment: Details of Assessmentback to top
· a self development plan and its review, which will be formatively assessed by the tutor and which will be used as an appendix in the summatively assessed essay on self development, action planning and review (see below).
· peer assessment and a verbal presentation of feedback to peer groups of performance, which will take place in a triad and an action learning set; here students will take part in a team problem solving exercise and personal reflections upon their individual performances within the exercise will be included in the student’s summatively assessed report relating to problem solving (see below).
· a modified essay question of 1000 words relating to learning styles (learning outcomes SKU6, CS2, AP1, KS1,KS6) 25%
· a 1000 word report relating to a team problem solving exercise undertaken by the group (learning outcomes SKU6, CS1,CS2, KS1,KS3, KS4, KS6) 25%
· an essay of 2000 words relating to self development, action planning and review (SKU6, CS1, CS3, AP1, KS1, KS2, KS6) 50%
Learning, teaching and assessment will be learner-centred, supportive, and reflective. This will support both: non-traditional learners whose last educational experience may be of school and for whom higher education is a new and anxiety-inducing experience; as well as younger students joining the course directly from 6th forms or FE colleges. It will value work-based learning. Variety of approaches to learning and teaching will be the philosophy of the module and learners will be introduced to both formative and summative assessment and self, peer and tutor sources.
Learners will attend presentations, workshops, tutorials and a library induction day, and participate in action learning and reflective learning. All participants will be introduced to their responsibilities in the learning partnership:
· The university to facilitate the acquisition of knowledge and skills
· The learners to seek to gain knowledge and skills and to put their acquired knowledge and skills into practice
· The employers to facilitate learners to put learning into practice via work placements and/or direct employment or voluntary work.
Assessment will offer learners the opportunity to measure themselves against their own and other people’s criteria. Much of the assessment in this module will be from self and peer sources and will be used for formative purposes. Self assessment will enable the development of meta-cognition and learners will have ample opportunity to practise and assess their style of learning, explore and plan strategies to complete tasks, and monitor, check and self-test their achievements. Peer assessment will provide learners with the opportunity to develop and check their skills against other people’s criteria and enable them to explore the nature of appropriate evidence to match criteria. Self and peer assessment will also enable learners to gain an understanding of the criteria which will be used in the summative assessment methods (learning diary and written assignments) and to practise their use.
Curriculum Design: Select Bibliographyback to top
De Bono, E. (1982) Thinking Course, BBC Books, Great Britain.
Gatrell, C. (2006) Managing Part-time Study, A guide for undergraduates and
postgraduates, Open University Press, McGraw-Hill Education, Maidenhead.
Varley, A. and Arscott, D. (2005) Good Essays, every student’s indispensable guide to effective
writing, Pomegranate Press, Sussex.
Adair, J. 91981) Effective Team Building – how to make a winning team. Pan.
Belbin, R.M.(1993) Team Roles at Work. Oxford, Butterworth-Heinemann
Brockbank, A. and McGill, I. (1998) Facilitating Reflective Learning in Higher Education.
Buckingham, SRHE and Open University Press.
Buzan, T. and Buzan, B. (2003) The Mind Map Book, (2nd Ed) CP1 Bath Press, Great Britain.
Derrington, Co (2004) A Team Approach to Behaviour Management, Paul Chapman publishing.
Fos, W. M. (1987) Effective Group Problem-Solving. Jossey Bas
Jarvis, P., Holford, J. and Griffin, C. (1998) The Theory and Practice of Learning. London, Kogan Page.
Kember, D. (2000) Action learning and action research: improving the quality of teaching and learning. London, Kogan Page.
Knowles, M. S. (1998) The Adult Learner (5th edn). Houston, Gulf Publishing.
Kolb, D. (1984) Experiential Learning, New Jersey, Prentice-Hall Inc.
Marshall, L. and Rowland, F. (1996) A Guide to Learning Independently 3rd Edn. Buckingham, Open University Press.
Northledge, A. (1999) A Good Study Guide. Milton Keynes, Open University Press.
Procter, S. (ed) (1999) Teamworking. Basingstoke, Palgrave.
Rae, L. (1998) Using People Skills. London, Kogan Page.
Schon, D.A. (1991) The Reflective Practitioner. Aldershot, Ashgate Publishing.
Shah, P. (1998) Successful Study: the essential skills. London, Letts.
Curriculum Design: Single, Combined or Consortial Schemes to which the Module Contributesback to top
Foundation Degree in Working with Young People and Young People’s Services
Foundation Degree in Working with Children (Early Years)
Foundation Degree in Working with Children (Teaching and Learning Support)