Module manager: Rebecca Thorley
Email: R.Thorley@leeds.ac.uk
Taught: Semester 1 (Sep to Jan) View Timetable
Year running 2024/25
This module is not approved as a discovery module
This module takes an intermediate/enhanced perspective on reflective practice in the workplace with children and families. Students should be familiar with the concept of reflective practice, including familiarity with key theories of reflection and the terminology they use, specifically the centrality of ‘critical incidents’ and also mentally processing such experiences and critical incidents in a structured and systematic manner. Inherent in this process is that students are able to adopt a critical stance viewpoint upon their own practice, owning weaknesses as well as strengths and considering how they might have behaved differently within critical incidents to alter outcomes. It is necessary that students have relevant work experience of some kind in order to reflect upon their work-based practice with children and families.
. This module is the final distinct ‘reflective practice’ module that students experience during their programme of study on the Child and Family Studies programme. The module intends as a dedicated opportunity for students to reflect upon the opportunities afforded to them to extend and enhance their practice with children and families. Students reflect upon how their practice has transformed in order to improve outcomes for children and families. Another key component is for students to consider how they articulate their practice involving children and families. These articulations should be polished and professional, demonstrating enhanced employability in terms of a ‘next steps’ job interviews on the horizon. This module takes an intermediate/enhanced perspective on reflective practice in the workplace with children and families. Students will be familiar with the concept of reflective practice, including familiarity with key theories of reflection and the terminology they use; specifically the centrality of ‘critical incidents’. At this stage students should be able to adopt a critical stance viewpoint upon their own practice, owning weaknesses as well as strengths and considering how they might have behaved differently within critical incidents to alter outcomes. It is necessary that students have relevant work experience of some kind in order to reflect upon their work-based practice with children and families.
1. Reflect upon their own professional development in light of university learning and work experiences.
2. Critically evaluate the use of theory and research in shaping their practice with children and families.
3. Articulate their practice with reference to established structured theories of reflection.
- Reflection on work-based learning
- Planning and delivering a work-based project.
The content will cover such areas as:
Deepen knowledge of metacognitive processes.
Evaluate the professional utility of different theories of reflection
Evaluate the utility of different theories encountered so far as enhancers to professional practice with children and families
Reflections upon one’s own employability and opportunities to enhance this.
Collaboration with communities of knowledge and practice to enhance one’s knowledge
Analysis of how one has influenced others in the workplace
Analysis of how one has assisted or mentored others in the workplace.
| Delivery type | Number | Length hours | Student hours |
|---|---|---|---|
| Lecture | 10 | 10 | 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 | ||
- Through student participation in classes
- Through tutorial session.
| Assessment type | Notes | % of formal assessment |
|---|---|---|
| Written Work | 1500 word critical review of their video-interview performance | 30 |
| Written Work | An up-to-date CV with tracked-changes comments justifying content | 20 |
| Assignment | 10 minute video-recorded simulated job interview | 50 |
| 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