SD3S100 - Social Pedagogy in Theory 2 01 Jul 2023 - 31 Aug 2029 | Version 1
Associated Module Information
| Module Code: | SD3S100 | ||
|---|---|---|---|
| Module Title: | Social Pedagogy in Theory 2 | ||
| Faculty: | Faculty of Life Sciences and Education | ||
| Faculty Group: | Education, Early Years and Social Work | ||
| Faculty Sub Group: | Early Years | ||
| Module Leader: | Kelly McCarthy | ||
| Module Team: | Mark Iggulden, Lise Jacobsen, Alun Prosser, Philippa Watkins, Louise Simpson | ||
| First Intended Intake: | SEP 2023 | Final Year of Intake: | |
| Date Closed: | |||
| Credit Value: | 20 | Credit Level: | 6 |
| Language: | English | ||
| Percentage of Module Taught in Welsh: | 0 | ||
| Equivalent Module: | |||
| HECOS codes: | |||
| HECOS Code Weighting: | |||
Document Version Information
| Version | 1 |
|---|---|
| Valid From | 01 Jul 2023 |
| Valid To | 31 Aug 2029 |
Module Aims
To enable the development of applied knowledge of the theory and practice of critical reflection, understanding the relationship between critical reflection and supervision, anti-oppressive practice and safeguarding.
To equip students with the appropriate knowledge, understanding and skills in relation to coaching, mentoring and supervision of others within a practice context.
Content Summary
Understanding power dynamics in a societal and social care setting.
The Equality Act 2010 and protected characteristics.
Socio economic advantage/disadvantage, social inclusion and opportunity.
Social models / social construction.
Oppression and discrimination.
Anti-oppressive and anti-discriminatory practices.
Fairness, inclusion, equality, equity and diversity.
Social Justice and wellbeing.
Strength based approaches.
Communities of practice
Critical reflection and reflexivity.
Applied professional ethics.
Coaching – principles, process, challenges and benefits.
Mentoring – models and methods, challenges and benefits.
Supervision – Definitions, functions, models and interpretations.
Unpacking supervision and analysis of supervision policies.
Supervision – origins, roots and models used within a relevent range of service areas.
Reflective practice and supervision.
Contracting and confidentiality.
Conflict theory and management of conflict.
The use of empathy, feedback, assertiveness and mediation.
Supervisor core skills and qualities.
Ethical, legal and professional requirements.
Learning and Teaching Methods
| Activity Type | Hours |
|---|---|
| Lecture | 26 |
| Practical classes and workshops | 10 |
| Independent Study | 100 |
| Directed Study | 60 |
| Formative Assessment - Scheduled | 4 |
| Total Hours Selected | 200 |
Learning Outcomes
| # | Learning Outcome |
|---|---|
| LO1 | Become skilled, critical reflectors, able to articulate the relationship between critical reflection and supervision, anti-oppressive practice and safeguarding. |
| LO2 | Be able to demonstrate advanced skills in coaching, mentoring and supervising others. |
Module Requisites
N/A
Assessment Criteria
| Assessment Category | Assessment Type | Description | Duration | Word Count | Weight (%) | Best of? | Pass Mark |
|---|---|---|---|---|---|---|---|
| Synchronous Onsite Practical Assessment | Simulation (Onsite) 1 | An observed, paired peer interaction where students adopt supervisor/ supervisee roles (or mentor/mentee or coach/coachee) roles and demonstrate the use of advanced communication skills, strengths-based approaches and other relevant skills and qualities | 20 | N/A | 50 | No | 40 |
| Asynchronous Assessment | Essay 1 | A written exploration of the relationship between critical reflection, anti-oppressive practice, safeguarding and supervision, contextualised within a social care setting. | 0 | 2000 | 50 | No | 40 |
Assessment Matrix
| Assessment Type | Learning Outcomes | ||
|---|---|---|---|
| LO1 | LO2 | ||
| Simulation (Onsite) 1 | ✘ | ✔ | |
| Essay 1 | ✔ | ✘ | |