ED3PCS-Providing Children£s Services

Module Provider: Institute of Education
Number of credits: 20 [10 ECTS credits]
Level:6
Terms in which taught: Autumn term module
Pre-requisites:
Non-modular pre-requisites:
Co-requisites:
Modules excluded:
Current from: 2022/3

Module Convenor: Ms Jo Elsey
Email: j.h.elsey@reading.ac.uk

Type of module:

Summary module description:
This module provides students with a broader understanding of the political and legislative context within which various forms of schooling and childcare have developed. It explores the shifting ideologies underpinning attempts to reform children£s services over recent times and interrogates the notion of an integrated £children£s workforce£ with common concerns, skills and knowledge.

Aims:

To develop knowledge and understanding of: • Contemporary reform and conceptualisation of provision of education, health and care services for children • The political context of early years settings and schools and other children’s services • The changing nature of work with children and young people, as demonstrated through attempts to ‘professionalise’ parts of the workforce, and the changing relationships of professionals with parents, children and each other. • The political context of approaches to the measurement of quality

Assessable learning outcomes:

On successful completion of this module, the student will be able to:

• Identify the impact of recent changes regionally or within the work-place


• Compare and contrast a range of childcare, educational and children’s services settings


• Illustrate the legacy of attempts by recent governments to reform children’s services


• Discuss the challenges and benefits of seeking evaluative feedback from children and young people


• Analyse own role in relation to conceptualisations of the modern professional in children’s services

Additional outcomes:
To develop the attitudes of a £change agent£ and advocate for children and parents

Outline content:

• Early years  and children’s services policy development in England from 1997 and implications • The legacy of Every Child Matters, new government policy and multi-professional working • The ‘voice of the child’ and democratic participation • The movement towards a graduate led early years workforce and the relationship with other relevant graduate led workforces e.g. teaching, health and social care • Parents as partners in professional work

Global context:
£ Global examples of successful practice

Brief description of teaching and learning methods:

Online materials will support a combination of lectures, seminars, group discussions, peer presentations, case studies, simulations and independent research. Complementary work-based tasks, independent activities and directed tasks will contribute to the achievement of the intended learning outcomes.

Contact hours:

	Autumn	Spring	Summer
Lectures	25
Tutorials	5
Placement	85
Guided independent study:	85
Total hours by term	200	0	0
Total hours for module	200

Summative Assessment Methods:

Method	Percentage
Written assignment including essay	80
Project output other than dissertation	20

Summative assessment- Examinations:

Summative assessment- Coursework and in-class tests:
Individual written assignment (2500 words)
Collaborative task leading to group assessment and collective grade for each group (e.g. wiki)

Formative assessment methods:

Individual written assignment  (800 words)

Penalties for late submission:

The Support Centres will apply the following penalties for work submitted late:

• where the piece of work is submitted after the original deadline (or any formally agreed extension to the deadline): 10% of the total marks available for that 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: https://www.reading.ac.uk/cqsd/-/media/project/functions/cqsd/documents/cqsd-old-site-documents/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.

Assessment requirements for a pass:

40% aggregate

Reassessment arrangements:

Resubmission of coursework. Failure in group project to be re-assessed through submission of an individual assignment. Reassessment takes place during the summer resit period.

Additional Costs (specified where applicable):

1) Required text books: Baldock,P.,Fitzgerald,D and Kay,J.(2013). Understanding Early Years Policy (3rd ed.). Sage publications £24.00 ISBN: 9781446207062. McLeod,A.(2008). Listening to Children: A Practitioner’s Guide London: Jessica Kingsley £19.00 13: 9781843105497

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: 22 September 2022