ED1FPP: Partnership with Parents

Module code: ED1FPP

Module provider: Institute of Education

Credits: 20

Level: Level 1 (Certificate)

When you'll be taught: Semester 1

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: 5 August 2024

Overview

Module aims and purpose

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 initiatives and policy frameworks that support partnership working. 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.

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 effective communication 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

Module learning outcomes

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

1. Identify relevant principles and concepts in relation to the influence of the parent and family on children’s development and learning
2. Explain the theoretical rationale for working in partnership with parents that is informed by academic literature and current research
3. Identify and evaluate different strategies for supporting parents and working in partnership with them that are set out in government policy, legislation, statutory and non-statutory guidance and current initiatives and implemented in the workplace
4. Reflect on their own perspectives on parenting styles and development of collaborative skills when working with parents

Module content

• The role of the family in children’s development and learning
• The historical and current policy context for working with parents
• The rationale for the partnership model of working with parents
• Parenting stages and styles and ways of supporting parents within an evidence base
• Effective working with parents in practice 

Structure

Teaching and learning methods

The module will be taught through a combination of 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