EDU8050 : Frameworks for Practice
- Offered for Year: 2020/21
- Module Leader(s): Dr Richard Parker
- Lecturer: Mr Billy Peters, Mr David Lumsdon, Professor Simon Gibbs, Dr Fiona Boyd, Dr Wilma Barrow
- Owning School: Education, Communication & Language Sci
- Teaching Location: Newcastle City Campus
Semesters
Semester 3 Credit Value: | 30 |
ECTS Credits: | 15.0 |
Aims
To develop ethical and legal professional standards of practice;
To consider the nature and impact of professional assessment/intervention;
To provide students with opportunities to reflect on their own professional development and continuing professional development;
To ensure students are ‘fit to practise’;
To develop a critique of aspects of practice.
In this module we consider professional behaviour, ethics and practice in the particular context of the application of psychology in assessment and intervention. Thus, attention is given to the British Psychological Society’s (BPS) Code of Conduct and the Division of Educational and Child Psychology’s (DECP) professional guidelines for EPs as well as the Association of Educational Psychologist’s (AEP) Code of Practice. We also consider legislative and child protection matters that determine the nature and scope of professional work. The ways LAs/ EPSs change and develop in response to evolving needs are considered here, as are quality assurance processes to deliver to particular levels of performance. An understanding is included here of the structures of Children’s Service authorities and health trusts.
Outline Of Syllabus
The syllabus will address the following themes:
Assessment Frameworks
How EPs effect change
EP Practice: Models of psychology
Teaching Methods
Please note that module leaders are reviewing the module teaching and assessment methods for Semester 2 modules, in light of the Covid-19 restrictions. There may also be a few further changes to Semester 1 modules. Final information will be available by the end of August 2020 in for Semester 1 modules and the end of October 2020 for Semester 2 modules.
Teaching Activities
Category | Activity | Number | Length | Student Hours | Comment |
---|---|---|---|---|---|
Guided Independent Study | Assessment preparation and completion | 1 | 100:00 | 100:00 | N/A |
Guided Independent Study | Directed research and reading | 1 | 60:00 | 60:00 | N/A |
Scheduled Learning And Teaching Activities | Practical | 7 | 3:00 | 21:00 | N/A |
Structured Guided Learning | Academic skills activities | 4 | 2:00 | 8:00 | N/A |
Scheduled Learning And Teaching Activities | Small group teaching | 9 | 3:00 | 27:00 | N/A |
Structured Guided Learning | Structured research and reading activities | 4 | 2:00 | 8:00 | N/A |
Scheduled Learning And Teaching Activities | Workshops | 3 | 3:00 | 9:00 | N/A |
Structured Guided Learning | Structured non-synchronous discussion | 4 | 2:00 | 8:00 | N/A |
Guided Independent Study | Reflective learning activity | 5 | 2:00 | 10:00 | N/A |
Scheduled Learning And Teaching Activities | Drop-in/surgery | 1 | 1:00 | 1:00 | N/A |
Guided Independent Study | Student-led group activity | 9 | 2:00 | 18:00 | N/A |
Guided Independent Study | Independent study | 10 | 3:00 | 30:00 | N/A |
Total | 300:00 |
Teaching Rationale And Relationship
Presentation and discussion in seminars outlines the field and areas for enquiry. Enquiry Based Learning (EBL) requires group work, research and synthesis. Professional Fieldwork Practice provides context and active engagement. The assignment requires consolidation, reflection, distillation and communication.
Assessment Methods
Please note that module leaders are reviewing the module teaching and assessment methods for Semester 2 modules, in light of the Covid-19 restrictions. There may also be a few further changes to Semester 1 modules. Final information will be available by the end of August 2020 in for Semester 1 modules and the end of October 2020 for Semester 2 modules.
The format of resits will be determined by the Board of Examiners
Other Assessment
Description | Semester | When Set | Percentage | Comment |
---|---|---|---|---|
Essay | 3 | M | 100 | 4,000 - 5,000 words, demonstrate knowledge, understanding & skillful application |
Assessment Rationale And Relationship
Presentation and discussion in seminars outlines the field and areas for enquiry. Enquiry Based Learning (EBL) requires group work, research and synthesis. Professional Fieldwork Practice provides context and active engagement. The assignment requires consolidation, reflection, distillation and communication.
Reading Lists
Timetable
- Timetable Website: www.ncl.ac.uk/timetable/
- EDU8050's Timetable