EDU8050 : Frameworks for Practice
EDU8050 : Frameworks for Practice
- Offered for Year: 2024/25
- Module Leader(s): Dr Richard Parker
- Lecturer: Dr Fiona Boyd, Dr Wilma Barrow, Dr Tim Cox
- Other Staff: Dr Emma Miller, Dr Rachel Hayton
- Owning School: Education, Communication & Language Sci
- Teaching Location: Newcastle City Campus
Semesters
Your programme is made up of credits, the total differs on programme to programme.
Semester 3 Credit Value: | 30 |
ECTS Credits: | 15.0 |
European Credit Transfer System | |
Pre-requisite
Modules you must have done previously to study this module
Pre Requisite Comment
none
Co-Requisite
Modules you need to take at the same time
Code | Title |
---|---|
EDU8047 | Inclusion and Diversity |
EDU8049 | Learning and Social Environment |
EDU8056 | Professional Practice A |
EDU8057 | Professional Practice B |
Co Requisite Comment
none
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
Learning Outcomes
Intended Knowledge Outcomes
Students will gain knowledge and understanding of professional ‘tools’, relevant literature, and how this knowledge may be applied.
Intended Skill Outcomes
Increasingly skilful and precise academic writing that also shows how intellectual appraisal of methods leads to the development of professional practice and skill.
Teaching Methods
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 | 3 | 6:00 | 18:00 | N/A |
Scheduled Learning And Teaching Activities | Workshops | 30 | 3:00 | 90:00 | N/A |
Guided Independent Study | Student-led group activity | 7 | 3:00 | 21:00 | N/A |
Scheduled Learning And Teaching Activities | Drop-in/surgery | 4 | 1:00 | 4:00 | N/A |
Guided Independent Study | Independent study | 1 | 7:00 | 7:00 | 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.
Reading Lists
Assessment Methods
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.
Timetable
- Timetable Website: www.ncl.ac.uk/timetable/
- EDU8050's Timetable
Past Exam Papers
- Exam Papers Online : www.ncl.ac.uk/exam.papers/
- EDU8050's past Exam Papers
General Notes
N/A
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Disclaimer
The information contained within the Module Catalogue relates to the 2024 academic year.
In accordance with University Terms and Conditions, the University makes all reasonable efforts to deliver the modules as described.
Modules may be amended on an annual basis to take account of changing staff expertise, developments in the discipline, the requirements of external bodies and partners, and student feedback. Module information for the 2025/26 entry will be published here in early-April 2025. Queries about information in the Module Catalogue should in the first instance be addressed to your School Office.