ED1FCS: The Child in Society (1)

Module code: ED1FCS

Module provider: Institute of Education

Credits: 20

Level: Level 1 (Certificate)

When you'll be taught: Semester 2

Module convenor: Ms Pamela Cottrell, email: pamela.cottrell@reading.ac.uk

Pre-requisite module(s):

Co-requisite module(s):

Pre-requisite or Co-requisite module(s):

Module(s) excluded:

Placement information: NA

Academic year: 2024/5

Available to visiting students: No

Talis reading list: Yes

Last updated: 21 May 2024

Overview

Module aims and purpose

This module will centre on the current understanding of inclusive education and will also explore methods of assessment and provision of support in relation to special educational needs. There will be a focus on health and well-being and its impact on development and learning. The importance of effective feedback and communication between child, practitioner and parent will be emphasised. The module will examine the legal framework within which early years settings and schools (0-11) operate relating to inclusive practice, including how support is given to vulnerable children.  Finally, a range of relevant global community issues will be analysed with a view to widening awareness and understanding of the global picture of children’s development.

The aims of this module are to develop knowledge and understanding of the child in society through:

• Identification of factors affecting health and well-being and evaluation of their impact on learning
• Identification and critical analysis of processes, policies and relevant legislative framework in relation to inclusion
• Understanding of the scope of specialist advisory services
• Recognising the role of the practitioner when implementing individual education plans
• Reflection upon maintenance, evaluation and assessment of the child’s progress
• Reflection upon the definition and impact of globalization, its impact and philosophy 
• Development of strategies to create an inclusive environment.

Module learning outcomes

By the end of the module, it is expected that students will be able to:

1. explain the responsibilities, in terms of inclusive practice and awareness of global influences, of the setting towards children and their families
2. summarise the process by which the legislative framework in relation to inclusive practice is implemented in schools and early years settings with consideration of the effectiveness of information sharing
3. Explain the effectiveness of differentiated support and the use of appropriate resources to address individual needs
4. Reflect on the role of the practitioner in promoting inclusive practice in their workplace

Module content

• The importance of inclusion and its current interpretation in a variety of settings
• Assessing children’s needs and identifying support and resources
• The effect of discrimination on learning and development
• The impact of health and well-being on children’s development
• The effect of inclusive practice on practitioners, children and their families 
• The range of global community issues

Structure

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.

Study hours

At least 21 hours of scheduled teaching and learning activities will be delivered in person, with the remaining hours for scheduled and self-scheduled teaching and learning activities delivered either in person or online. You will receive further details about how these hours will be delivered before the start of the module.

Please note the independent study hours above are notional numbers of hours; each student will approach studying in different ways. We would advise you to reflect on your learning and the number of hours you are allocating to these tasks.

Semester 1 The hours in this column may include hours during the Christmas holiday period.

Semester 2 The hours in this column may include hours during the Easter holiday period.

Summer The hours in this column will take place during the summer holidays and may be at the start and/or end of the module.

Assessment

Requirements for a pass

Students need to achieve an overall module mark of 40% to pass this module.

Summative assessment

Penalties for late submission of summative assessment

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

Assessments with numerical marks

• 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 three working days;
• the mark awarded due to the imposition of the penalty shall not fall below the threshold pass mark, namely 40% in the case of modules at Levels 4-6 (i.e. undergraduate modules for Parts 1-3) and 50% in the case of Level 7 modules offered as part of an Integrated Masters or taught postgraduate degree programme;
• where the piece of work is awarded a mark below the threshold pass mark prior to any penalty being imposed, and is submitted up to three working days after the original deadline (or any formally agreed extension to the deadline), no penalty shall be imposed;
• where the piece of work is submitted more than three working days after the original deadline (or any formally agreed extension to the deadline): a mark of zero will be recorded.

Assessments marked Pass/Fail

• where the piece of work is submitted within three working days of the deadline (or any formally agreed extension of the deadline): no penalty will be applied;
• where the piece of work is submitted more than three working days after the original deadline (or any formally agreed extension of the deadline): a grade of Fail will be awarded.

The University policy statement on penalties for late submission can be found at: https://www.reading.ac.uk/cqsd/-/media/project/functions/cqsd/documents/qap/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.

Formative assessment

Formative assessment is any task or activity which creates feedback (or feedforward) for you about your learning, but which does not contribute towards your overall module mark.

Work-based discussions with the mentor, plus tutorials and workplace experience all contribute to formative assessment.

Reassessment

Additional costs