Professional Enquiry: Sustaining And Communicating Improvements In Practice EDUC3020

  • Academic Session: 2019-20
  • School: School of Education
  • Credits: 20
  • Level: Level 3 (SCQF level 9)
  • Typically Offered: Runs Throughout Semesters 1 and 2
  • Available to Visiting Students: No
  • Available to Erasmus Students: No

Short Description

To promote a critical understanding of the improvement cycle and appropriate context based strategies to achieve improvement in settings by examining national and local influences which contextualise and impact upon improvement in childhood practice settings.

Timetable

3 full day inputs from 9am - 3.30pm

Requirements of Entry

None

Excluded Courses

None

Assessment

Students will be provided with a case study based on a recent HMIe or Care Inspectorate report. In small groups, students will be expected to develop an action plan of areas that require improvement and then practical steps for making those improvements. Each group will present their findings and will be provided with feedback from the other groups and tutor.  20%

 

Students will provide a situational analysis for their own setting which will provide a platform for the identification of strength and areas for development as highlighted in the Establishment recent inspection reports. Students will provide and construct an action (which will be included here as an appendix) which reflect the plan for implementing these actions (1,500 words + action plan for own setting equivalent word count of 500 +/- 10%) 80%

Course Aims

This course aims to:

develop a critical understanding of the improvement cycle and appropriate context-based strategies to achieve improvement in the setting

explore national and local influences which contextualise and impact upon improvement in Childhood Practice settings

Intended Learning Outcomes of Course

At the end of the course, students should be able to:

draw on a range of sources of evidence to analyse and evaluate practice

demonstrate critical evaluation of the process of framework and programme development and the factors that influence it

demonstrate a sound knowledge and understanding of the implications of current legal requirements, and national policies


use their understanding of local community resources and interprofessional involvement to show an awareness of ways to build capacity of their setting and contribute to wider strategic developments within children's services

Minimum Requirement for Award of Credits

At least 66% attendance. Students must attend the equivalent of 2 full days of input out of 3.
Participation in formative assessment task.

Submission of summative assessment task.

Students must submit both parts of the assessment to complete the course.