MODULE SPECIFICATION TEMPLATE

MODULE DETAILS

Module title /
Professional Identity and Inter-Professional Practice Development
Module code / KV611
Credit value / 20
Level / Level 4 / Level 5 / Level 6 / X / Level 7 / Level 8
Level 0 (for modules at foundation level)
Entry criteria for registration on this module
Pre-requisites / None
Co-requisite modules / None
Module delivery
Mode of delivery / Taught / x / Distance / Placement / Online
Other
Pattern of delivery / Weekly / Block / X / Other
When module is delivered / Semester 1 / X / Semester 2 / Throughout year
Other
Brief description of module content and/ or aims / The concept of ‘professionalism’ has been redefined 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.
Module author / Mark Price
School / Education
Site where delivered / Falmer, Hastings, Guernsey
Course(s) for which module is appropriate and status on that course
Course / Status
BA (Hons) Working with Children and Young People (F) / Compulsory
BA (Hons) Early Childhood Practice (F) (H) / Compulsory
BA (Hons) Supporting Learning 5-11 (F) / Compulsory
BA (Hons) Supporting Learning 11-19 (F) / Compulsory
BA (Hons) Youth Work (F) / Compulsory
BA (Hons) Professional Studies in Learning and Development (F) (NB) (G) / Compulsory

MODULE AIMS, ASSESSMENT AND SUPPORT

Aims / The concept of ‘professionalism’ has been redefined 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 / By the end of this module you should be able to:
  1. critically reflect on and articulate your own professional identity in relation to context specific aspects or themes of learning and development;
  2. explore and analyse the relationship of your own professional identity to that of other professions, particularly in relation to relevant to multi-disciplinary practices;
  3. demonstrate your 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 your own experience of participating in a collaborative learning project;
  6. identify implications for your own future professional development and that of your 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 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, Oxford: 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 July 2014)
Cabinet Office (2010) Building the Big Society Available online: <http://www.cabinetoffice.gov.uk/news/building-big-society>
Communities and neighbourhoods – Dept for Communities and Local Government URL: <http://www.communities.gov.uk/communities/>
Integrated Working – Department for Education URL: <http://www.education.gov.uk/childrenandyoungpeople/strategy/integratedworking/a0068938/integrated-working
Wenger, E. (2006) 'Communities of practice. A brief introduction'. Communities of practice Available online: <
Teaching and learning activities
Details of teaching and learning activities / Lectures. Small group workshops/seminars. Guided and wider reading. Online learning tasks. Peer supported learning, workplace activities
Allocation of study hours (indicative)
Where 10 credits = 100 learning hours / Study Hours
SCHEDULED / This is an indication of the number of hours students can expect to spend in scheduled teaching activities including lectures, small group workshops/seminars / 20
GUIDED INDEPENDENT STUDY / All students are expected to undertake guided independent study which includes guided and wider reading. online learning tasks. peer supported learning, the completion of assessment tasks. / 100
PLACEMENT / The placement is a specific type of learning away from the University. It includes workplace activities. / 80
TOTAL STUDY HOURS / 100
Assessment tasks
Details of assessment on this module / 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. 20 minutes (LO3,4)
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, you will critically reflect on and analyse both the process and the outcome of undertaking the collaborative project. 2,000 words (LO1,2,5,6)
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.)
Task 2: Rework original task.
Types of assessment task[1]
Indicative list of summative assessment tasks which lead to the award of credit or which are required for progression. / % weighting
WRITTEN / Written exam / 0%
COURSEWORK / Written assignment/ essay, report, dissertation, portfolio, project output, set exercise / 70%
PRACTICAL / Oral assessment and presentation, practical skills assessment, set exercise / 30%

EXAMINATION INFORMATION

Area examination board / Combined Area Examination Board (Education Studies ELD: Youth / Community)
External examiner
Name / Position and institution / Date appointed / Date tenure ends
Dr Jane Rowley / Director of Services - YWCA / 01/10/2013 / 30/09/2017

QUALITY ASSURANCE

Date of first approval / June 2014
Date of last revision / N/a
Date of approval for this version / June 2014
Date this version first taught (implementation) / September 2014
Version number / 1
Modules replaced / KV321
Available as free-standing module? / Yes / No / X

[1] Set exercises, which assess the application of knowledge or analytical, problem-solving or evaluative skills, are included under the type of assessment most appropriate to the particular task.