Developing Effective Practice
Run by School of Education and Human Development
20.000 Credits or 10.000 ECTS Credits
Overall aims and purpose
The module aims to develop an appreciation, through a range of guest professionals of the working practices of contemporary agencies who work with children, young people and their families. It will l also examine the professional relationships between families and agencies in a range of contexts.
It also provides practical experiences, of issues involved in working with children, young people and their families, as students will undertake a placement which aims to offer first -hand experience of a work or voluntary setting and develop an awareness of the demands of that setting. It will provide opportunities to interact and develop transferable skills in communication and professional behaviour in a formal or informal environment. It also gives students an opportunity to reflect on your own career path.
The module will include: • an analysis of issues related to developing professional partnerships, based on social-work framework of analyzing knowledge, values and skills, and a study of the roles and responsibilities of key people providing services to children, young people and families. During the first semester: • a range of multi-agency professionals will address the students about the development of successful partnerships with children and young people and their families. During semester two: • students will find themselves a placement and undertake a period of work in an appropriate setting. This could take the form of a day a week, half a day a week or a series of activities of varied duration. Evidence of attendance will be required. • Students will be required to present a 15 minute individual seminar presentation based on their experiences with supporting evidence, and complete a report synthesising their learning from the experience, with their academic knowledge, reflecting on the practical skills gained through their experiences and how this relates to their future career pathway.
A satisfactory knowledge and understanding of effective working practices and partnerships in context of organizations that provide for children, young people and families, and the ability to reflect and evaluate their own contribution during a relevant work placement. Show an ability to identify the roles and responsibilities of key practitioners and understand the issues involved in providing quality services for children and young people.
A good knowledge and understanding of effective working practices and partnerships in context of organizations that provide for children, young people and families, and the ability to critically reflect and evaluate their own contribution during a relevant work placement. Show a good ability to identify the roles and responsibilities of key practitioners and understand a range of issues involved in providing quality services for children and young people.
A comprehensive knowledge and exceptional understanding of effective working practices and partnerships in context of organizations that provide for children, young people and families, and the ability to critically reflect and evaluate in depth their own contribution during a relevant work placement. Show an excellent ability to identify and evaluate the roles and responsibilities of key practitioners and discuss a wide variety of issues involved in providing quality services for children and young people.
analyze critically the knowledge, values and skills essential to developing working practices and partnerships with parents and carers, colleagues and children and young people
identify, in depth, the roles and responsibilities of a range of key people, providing services for children, families and systems for developing partnerships with others
demonstrate a deeper critical appreciation of issues involved in providing quality services for children and young people through placement experience
demonstrate a critical understanding of their own role within the organization and critically reflect on the relevance of the experience in terms of developing a career focus
Teaching and Learning Strategy
- Literacy - Proficiency in reading and writing through a variety of media
- Numeracy - Proficiency in using numbers at appropriate levels of accuracy
- Computer Literacy - Proficiency in using a varied range of computer software
- Self-Management - Able to work unsupervised in an efficient, punctual and structured manner. To examine the outcomes of tasks and events, and judge levels of quality and importance
- Exploring - Able to investigate, research and consider alternatives
- Information retrieval - Able to access different and multiple sources of information
- Inter-personal - Able to question, actively listen, examine given answers and interact sensitevely with others
- Critical analysis & Problem Solving - Able to deconstruct and analyse problems or complex situations. To find solutions to problems through analyses and exploration of all possibilities using appropriate methods, rescources and creativity.
- Safety-Consciousness - Having an awareness of your immediate environment, and confidence in adhering to health and safety regulations
- Presentation - Able to clearly present information and explanations to an audience. Through the written or oral mode of communication accurately and concisely.
- Teamwork - Able to constructively cooperate with others on a common task, and/or be part of a day-to-day working team
- Mentoring - Able to support, help, guide, inspire and/or coach others
- Caring - Showing concern for others; caring for children, people with disabilities and/or the elderly
- Management - Able to utilise, coordinate and control resources (human, physical and/or financial)
- Argument - Able to put forward, debate and justify an opinion or a course of action, with an individual or in a wider group setting
- Self-awareness & Reflectivity - Having an awareness of your own strengths, weaknesses, aims and objectives. Able to regularly review, evaluate and reflect upon the performance of yourself and others
Subject specific skills
- constructively critique theories practice and research in the area of child development
- demonstrate knowledge and awareness of the skills needed for different pedagogical approaches including: - the necessary depth and strength of relationships with individual children and children in groups and the facilitation of the building of relationships with and between children - the formation and promotion of mutually respectful relationships with families colleagues other professionals and communities
- plan for and where appropriate implement play and the curriculum assessment evaluation and improvement of creative learning opportunities taking account of young children's health and emotional well-being
- lead support and work collaboratively with others and demonstrate an understanding of working effectively in teams with parents carers and other professionals 11
- demonstrate an understanding of how to plan for and where appropriate implement meeting and promoting children's health well-being protection and safety and the conditions that enable them to flourish
- produce critical arguments for improvements to multi-agency and multiprofessional practices for babies and young children
- use skills of observation and analysis in relation to aspects of the lives of babies and young children
Talis Reading listhttp://readinglists.bangor.ac.uk/modules/xae-2034.html
Courses including this module
Compulsory in courses:
- X313: BA Childhood and Youth Studies year 2 (BA/CYS)