EDU8048 : Working in Partnership
- Offered for Year: 2024/25
- Module Leader(s): Dr Richard Parker
- Co-Module Leader: Dr Tracey Heckels
- Lecturer: Dr Wilma Barrow, Dr Tim Cox, Dr Katie Gibson, Dr Fiona Boyd
- 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 2 Credit Value: | 30 |
| ECTS Credits: | 15.0 |
| European Credit Transfer System | |
Aims
To provide students with opportunities to critically consider the nature of professional partnership;
To provide opportunities for students to work collaboratively in order to deliver a commissioned literature review
To provide opportunities to explore and experience the nature of human systems and the processes entailed in applying research and theory to support systemic change in schools, settings and other organisations
To provide students with the initial training course in Video Interaction Guidance (VIG) and the opportunity to begin supervised VIG Practice
To introduce students to the principles and practice of narrative approaches in the helping professions
To explore models, processes and outcomes of consultation as a collaborative educational psychology practice at systemic and individual levels
To develop skills in research;
To further develop students’ writing and reporting with particular attention to style and audience.
Outline Of Syllabus
In this module:
Systematic and therapeutic ways of working with children, young people and their parents, families as well as other agencies (for example Health and Social Services Departments) and professionals are explored.
The understanding of change within and between these interacting partnerships is included.
The involvement and empowerment of children and parents as partners in professional actions and in the evaluation of interventions is developed.
The complexities of developing multi-agency approaches to identified problems is seen to be a particular area in which the educational psychologist can make a contribution and is practised and developed as part of this module and further developed in the second and third years. Such approaches will include working with partners on research, at institutional / systemic levels, and at the interpersonal and group level.
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 |
| Scheduled Learning And Teaching Activities | Practical | 6 | 6:00 | 36:00 | N/A |
| Guided Independent Study | Directed research and reading | 1 | 48:00 | 48:00 | N/A |
| Guided Independent Study | Project work | 9 | 3:00 | 27:00 | N/A |
| Scheduled Learning And Teaching Activities | Workshops | 30 | 2:00 | 60:00 | N/A |
| Guided Independent Study | Student-led group activity | 7 | 3:00 | 21:00 | N/A |
| Scheduled Learning And Teaching Activities | Drop-in/surgery | 1 | 1:00 | 1:00 | 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.
Assessment Methods
The format of resits will be determined by the Board of Examiners
Other Assessment
| Description | Semester | When Set | Percentage | Comment |
|---|---|---|---|---|
| Essay | 2 | M | 50 | 3000 words reflecting on systematic literature review involving partnership work. Please see assessment rationale for more detail (*) |
| Prof skill assessmnt | 2 | M | 50 | 30 mins presentation on findings from a commissioned systematic literature to its commissioners |
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.
*Students must reach a threshold of 50% on the essay component even where the aggregate mark for both components is above 50%. Where this threshold is not reached, the module will be failed. Where the essay component reaches this threshold but the presentation is failed, the module will pass if the aggregate mark is above 50%.
Reading Lists
Timetable
- Timetable Website: www.ncl.ac.uk/timetable/
- EDU8048's Timetable