ED1FPS: Professional Skills in the Children's Workforce

Module code: ED1FPS

Module provider: Institute of Education

Credits: 40

Level: Level 1 (Certificate)

When you'll be taught: Semester 1 / 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 benefit the student both personally and professionally, as it examines aspects a student would need to consider for their continued growth as a professional within the Children’s Workforce. The benefits of collaborative and culturally appropriate practice are identified and discussed. The importance of change and regular self-review for increased self-efficacy is also examined. 

The module will focus on building the student’s competence and confidence as an effective practitioner within early years/educational settings (0-11). It will extend the student’s understanding of the frameworks, underpinning values and ethical practice within which practitioners are working. It covers the application of ethical principles to a variety of situations and issues in the practice. 

Students will explore the importance of developing their skills of effective communication, and the dynamics of team formation as they work collaboratively with other professionals to support the learning and development of young children.

The module also supports students to develop academic and study skills in the context of their work-based environment.

The aims of this module are to develop knowledge and understanding of professionalism and the development of academic and professional skills through:

• Exploration of the importance of beliefs and values in shaping professional practice and responsibilities
• Examination of a range of theories and perspectives and the way in which they inform and guide professional practice
• Development of self-evaluative and critical reflective skills
• Evaluation of aspects of effective professionalism in early years and education across a range of contexts
• Identification and application of study skills required for academic development and professional practice
• reflection upon the importance of developing relevant information and communication technology skills to support learning and practice
• Reflection upon the use of personal experience to help challenge thinking and assess impact of actions
• Exploration of the development of practitioners into effective communicators who adapt their styles of communication appropriately when working with other professionals, parents and carers and children 

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 professionalism in the children’s workforce and reflect upon their own professional practice 
2. Discuss key principles and concepts in relation to effective communication with children and adults
3. Use models to reflect on the role of the practitioner in communicating effectively with children, families and other professionals in the workplace and interrogate work-based practices related to collaborative working in teams
4. Work with members of the cohort on a team task and reflect on their own developing collaborative skills

Module content

• Professional practice and teamwork – including assertiveness skills
• Ethical principles and guidelines
• Relationships with other professionals
• Self-esteem, self-concept, self-efficacy – with theoretical underpinning
• Development of students’ own educational philosophy
• Pedagogy and principles that underpin philosophy
• reflective practice and models for reflection
• Study skills development
• ICT skills development
• effective inter-personal communication – theory into practice
• development and use of effective communication skills appropriate to the audience
• Group dynamics and working with other professionals

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 39 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.

Hopes and fears reflective account. Formative group presentation. Work-based discussions with the mentor, plus tutorials and workplace experience all contribute to formative assessment

Reassessment

Additional costs