Module manager: Rebecca Thorley
Email: r.thorley@leeds.ac.uk
Taught: Semester 2 (Jan to Jun) View Timetable
Year running 2024/25
This module is not approved as a discovery module
This module aims to build upon student’s emerging reflective capacities. The module functions to pull together how students have made sense of their time at University so far. Students will need to reflect upon the knowledge, theories, and learning experiences both in and outside of the classroom that they have encountered so far in terms of how these have developed their thinking. Students will also be encouraged to consider how this knowledge and these experiences have enhanced their professional practice with children and families. Students will begin to take a more systematic, self-directed approach to determining their own learning and professional needs and making plans to address these into the future.
Critically analyse significant incidents in the workplace.
1. Apply chosen theories of reflection to explain their learning and professional development.
2. Reflect upon areas of strength and identify opportunities for further learning and professional development.
3. Prioritise and plan for their own learning needs and professional development.
4. Link their practice within established professional standards frameworks of work with children and families.
Reflection on practice
Ethics
The content will cover such areas as:
- Meanings of what it means to be ‘professional’
- The relationship between theory and practice
- The content and aims of different professional codes of conduct
- The content and aims of different but relevant occupational standards
- Reflections upon one’s own professional development
- The similarities and differences between different models of reflection
- Applying chosen models of reflection to analyse one’s own learning and professional development
- Identify one’s own barriers and enablers to learning and development
-Opportunity to draw on ongoing work experience and to apply and test learning in the work setting.
| Delivery type | Number | Length hours | Student hours |
|---|---|---|---|
| Lecture | 10 | 1 | 10 |
| Seminar | 1 | 5 | 5 |
| Tutorial | 2 | 1 | 2 |
| Independent online learning hours | 83 | ||
| Private study hours | 100 | ||
| Total Contact hours | 17 | ||
| Total hours (100hr per 10 credits) | 200 | ||
Most of the weekly class based activities have a component focused on the assignments which allow students to apply their subject specific learning to formative tasks.
There is opportunity in class for formative peer feedback; as students are expected to collaborate in groups.
There is opportunity in class for students to ask specific questions of the tutor.
Students are able to book one-to-one and small group tutorials with the tutor.
The five hour -seminar session allows students to explore the application of theory to the assignments in a single, sustained session.
Tutors are available to provide tutorials via telephone and Skype.
Online interactive activities such as quizzes are able to provide students with instantaneous feedback on their attainment.Tutors are able to provide asynchronous feedback on students‘ comprehension using online discussion forums.
Tutors are able to provide feedback on draft work as appropriate
| Assessment type | Notes | % of formal assessment |
|---|---|---|
| Essay | 1,500 words | 40 |
| Written Work | SWOT analysis and Action plan (2,000 words) | 60 |
| Total percentage (Assessment Coursework) | 100 | |
Normally resits will be assessed by the same methodology as the first attempt, unless otherwise stated
The reading list is available from the Library website
Last updated: 4/29/2024
Errors, omissions, failed links etc should be notified to the Catalogue Team