KV321Page 1 of 6

May 2011

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Module Description

Title /
Critical Perspectives on Professionalism and Inter-Professional Practices
Code / KV321
Level / 6
Credit rating
(points) / 20
Prerequisites / None
Type of module / Taught
Aims / The aims for this module are set into the context of the QAA Framework for Higher Education Qualifications and they relate to the SEEC level descriptors for level 6 study.
The concept of ‘professionalism’ hasbeenredefined through recent policy leading to models of ‘new professionalism’ and ‘inter-professionalism’ as new professions emerge and complex patterns of inter-professional practice become established.
In the context of developing learning communities and the delivery of educational and other support services through multi-disciplinary environments, this module seeks to explore key understandings and processes for maintaining professional identity, whilst developing collaborative networks and strategic and practice based professional partnerships.
Learning outcomes / In relation to the QAA Framework for Higher Education Qualifications and the SEEC level descriptors for level 6 study, by the end of the module students should be able to:
  1. critically reflect on and articulate their own professional identify in relation to context specific aspects or themes of learning and development;
  2. explore and analyse the relationship of their own professional identity to that of other professions, particularly in relation to relevant to multi-disciplinary practices;
  3. demonstrate their understanding of current driving forces and tensions in developing collaborative working;
  4. analyse the potential for effective strategic development of partnership working in response to meeting learner or client needs;
  5. reflect critically on their own experience of participating in a collaborative learning project;
  6. identify implications for their own future professional development and that of their work context.

Content / The nature of professionalism and inter-professionalism. Roles of extended schools and community networks in relation to specific issues (e.g. meeting additional needs; ‘wrap around’ child care) and wider provision (e.g. neighbourhood/community development and ‘the big society’). Progression and career development between professions. Reflective learning and reflective practice. Analyses of national and local policy and strategy relating to learning and development services and associated workforce re-modelling. Strategies for user/learner participation.
Learning and teaching strategies / Contact Time:
Large group lectures and small group seminars
Tutor support for self facilitated action learning sets
Tutor led workshops in support of completing formative and summative tasks
Student central support and guidance
Non-contact Time:
Self facilitated action learning sets
Guided reading
Individual and collaborative research based learning
Reflection on practice
Learning support / Books
Anning, A. et al (2006) Developing Multiprofessional Teamwork for Integrated Children's Services, Maidenhead: Open University Press
Cunningham, B. (Ed) (2008) Exploring Professionalism London: Institute of Education
National College for School Leadership (2003) Distributed Leadership, Nottingham: NCSL
Fitzgerald, D. and Kay, J. (2008) Working Together in Children’s Services, Oxon: Routledge
Frost N. (2005) Professionalism, partnership and join up thinking: a research review of front line working with children and families , Totnes: Research in Practice
Walker, G. (2008) Working Together for Children: A Critical Introduction to Multi-agency Working London: Continuum
Electronic Sources (accessed March 2011)
Cabinet Office (2010) Building the Big Society Available online: <
Communities and neighbourhoods – Dept for Communities and Local Government URL: <
DCSF (2007) Extended Schools – Building on Experience Available online: <
DCSF (2009) 14-19 Partnerships and PlanningAvailable online: <
Integrated Working – Department for Education URL: <
Wenger, E. (2006) 'Communities of practice. A brief introduction'. Communities of practice Available online: <

Assessment task

/ Assessment will be in the context of the University of Brighton Assessment Policy and the Faculty Code of Practice in Assessment, and students will be required to complete the following tasks:
Students are required to work in multi-disciplinary groups to undertake a collaborative, investigative project which relates to the key themes of the module. This project will be developed through both individual efforts and collective action, through participation in a self-facilitated action learning set.
Task 1 (weighting: 30%)
A collaborative presentation of the group’s project which investigates a particular theme or aspect of inter-professional practice in learning and development contexts.
Task 2 (weighting: 70%)
A learning log which relates to the student’s learning during this module and is undertaken over the duration of the module. In the log, the student will critically reflect on and analyse both the process and the outcome of undertaking the collaborative project.
Both assignment tasks will be marked on a percentage basis. Task 1 will be marked on a ‘group’ basis (i.e. all students within the group will receive the same mark). Task 2 will be marked on an individual basis.
Referral tasks:
Task 1: Rework original task. (If a re-worked group presentation is not possible or appropriate, the alternative individual task will be an individual presentation, which may be submitted as a video recording.)
Task 2: Rework original task.
Assessment criteria / General criteria for assessment are framed by the SEEC descriptors for level 6. Against specific criteria, credit will be awarded for:
Task 1:
  • demonstrating their understanding of current driving forces and tensions in developing collaborative working (LO3);
  • analysing the potential for effective strategic development of partnership working in response to meeting ‘learner’/’client’ needs (LO4);
Task 2:
  • critically reflecting on and articulating their own professional identify in relation to context specific aspects or themes of learning and development (LO1);
  • exploring and analysing the relationship of their own professional identity to that of other professions, particularly in relation to relevant multi-disciplinary practices (LO2);
  • reflecting critically on their own experience of participating in a collaborative learning project (LO5);
  • identifying implications for their own future professional development and that of their work context (LO6).
All learning outcomes must be achieved in order to pass the module at the threshold level.
Brief description of module content and/or aims for publicity (maximum 80 words) / The concept of ‘professionalism’ hasbeenredefined through recent policy leading to models of ‘new professionalism’ and ‘inter-professionalism’ as new professions emerge and complex patterns of inter-professional practice become established.
In the context of developing learning communities and the delivery of educational and other support services through multi-disciplinary environments, this module seeks to explore key understanding and processes for maintaining professional identity, whilst developing collaborative networks and strategic and practice based professional partnerships.
Area examination board to which module relates / Combined Area Examination Board
Module co-ordinator / Mark Price
Normal duration / 2 semesters
Site where delivered / Falmer and elsewhere
Date of first approval / July 2006
Date of last revision / January 2009
Date of approval of this version / May 2011
Version number / 5
Replacement for previous module / N/A
Route for which module is acceptable and status in that Route / BA (Hons) Professional Studies in Learning and Development – compulsory
BA (Hons) Youth Work – compulsory
Course(s) which module is acceptable and status in course / BA (Hons) Professional Studies in Learning and Development – compulsory
BA (Hons) Youth Work – compulsory
School home / School of Education
External examiner(s) / Sue Wayman