Advanced Professional Practice

Please note

This document only provides information for the academic year selected and does not form part of the student contract

School:

School of Education and Professional Development

Credit Rating:

Level (including FHEQ):

I (FHEQ Level 5)

Graded or Non Graded:

Graded

Version Valid From:

2021-06-01

Module Leader:

Dimi Kaneva

Version Number

2022.02

Learning Methods

Lecture

Tutorial and Project Supervision

Guided Independent Study

Seminar

Work Based Learning

Synopsis

The programme of study will nurture your independent learning and emphasise the importance of a holistic approach to enhancing your own professionalism and practice through structured workplace learning. You will explore work-based learning opportunities/employability together with occupational and professional concepts, principles and techniques, including reflective practice and using established analytical tools. You will develop and maintain a systematic approach to evidencing and reviewing your professionalism/employability. There will be an emphasis on you setting your own work related learning objectives, developing reflective practice and using learning agreements. Your development will normally be supported in the workplace through supervision arrangements.

Learning Strategy

Although some common themes will be explored in seminars much of your learning experience will be work based and individual in nature, supported by module tutors, peers or work based mentors/supervisors. You will be encouraged to identify and negotiate opportunities to develop and explore your learning. Tutor led methods: A … For more content click the Read More button below. Independent study: Work-based learning will be supported by personal research into the roles and responsibilities of working in a professional context, reflective practice and supporting the developmental needs of children and or young people in education and care establishments; analysis of relevant literature; background reading for the substantive content of the module. Assessment: Adjustments will be made to support inclusive assessment processes for all students according to individual needs, for example, providing appropriate personalised support for students with dyslexia. The assessment arrangements for this module are intended to cover a range of learning preferences and encourage students to demonstrate a range of work-related skills – group work, negotiation, leadership, oral and written communication skills.

Tutor led methods: A combination of lectures, group activities including discussions and reading groups, seminars and tutorials. Resources for this module and study skills support are available to students via the VLE.

Independent study: Work-based learning will be supported by personal research into the roles and responsibilities of working in a professional context, reflective practice and supporting the developmental needs of children and or young people in education and care establishments; analysis of relevant literature; background reading for the substantive content of the module.

Assessment: Adjustments will be made to support inclusive assessment processes for all students according to individual needs, for example, providing appropriate personalised support for students with dyslexia. The assessment arrangements for this module are intended to cover a range of learning preferences and encourage students to demonstrate a range of work-related skills – group work, negotiation, leadership, oral and written communication skills.

Outline Syllabus

Theories of reflective practice; research methods; teams including multi-disciplinary teams, groups and partnerships, equality issues, effectively planning, analytical tools such as SWOT and PEST, leading and managing change, policy analysis and updating; current legislative changes; overcoming barriers and difficulties for example breakdown in communication, decision making, problem solving, creative thinking, … For more content click the Read More button below.

Theories of reflective practice; research methods; teams including multi-disciplinary teams, groups and partnerships, equality issues, effectively planning, analytical tools such as SWOT and PEST, leading and managing change, policy analysis and updating; current legislative changes; overcoming barriers and difficulties for example breakdown in communication, decision making, problem solving, creative thinking, self-management and organisation, and benefits of and approaches to work-based learning/employability. There will be a significant element of individualised learning in negotiation with your tutor.

Learning Outcomes

On successful completion of this module students will

Critically understands selected methods for identifying personal and professional development.

Critically analyses the impact of an emerging theme or issue within a selected professional context.

Understands theories, concepts and good practice within a selected professional context.

Evaluates the application of theory and/or research to practice.

Undertakes an applied approach to identifying development opportunities.

Reflects critically on personal and professional development

Formative Assessment

Assessment 1: Written draft

Summative Assessment

Assessment 1: Written Assignment

Description:Task A: The student will produce a written report that critically evaluates a current/emerging theme/issue within an appropriate professional context. The report will require the student to reflect on their practice using an appropriate self- assessment audit and identify relevant aims and goals for their personal and professional development. 3,000 words. This task will be accompanied by several appendices (2,000 words) including:1) One Activity Plan that references the appropriate curriculum and refers to child learning and development theory.2) A SWOT analysis (strengths, weaknesses opportunities and threats), and a skills gap analysis that identifies how the student’s weaknesses identified in the SWOT were improved upon during the placement.3) An Interim Mentor Supervision Record4) A Mentor Observation and Evaluation Report5) A signed record of placement hours.

Assessment Weight:100

Assessment Length:5000 Words (Word Count)

Module Learning Outcomes:MLO1, MLO2, MLO3, MLO4, MLO5, MLO6

Individual or Group:Individual

Final Assessment Component:Yes

Marked Anonymously:No

Eligible for Tutor Reassessment:Yes

Assessment Criteria

All learning outcomes will be met. The assessment is eligible for tutor reassessment. Each submission must be organised and appropriately structured.You must demonstrate the ability to critically reflect and to evaluate your own practice/learning.You should critically analyse improvement in your professional skills and competence through the process of reflection.Each submission … For more content click the Read More button below.

All learning outcomes will be met.

The assessment is eligible for tutor reassessment.

Each submission must be organised and appropriately structured.
You must demonstrate the ability to critically reflect and to evaluate your own practice/learning.
You should critically analyse improvement in your professional skills and competence through the process of reflection.
Each submission must maintain confidentiality and demonstrate regard for equality of opportunity and inclusive practice.

My Reading

Reading List

Course and Module Catalogue