6B014E - Consultation & Community Participation 01 Sep 2026 - 31 Aug 2032 | Version 0
Associated Module Information
| Module Code: | 6B014E | ||
|---|---|---|---|
| Module Title: | Consultation & Community Participation | ||
| Faculty: | Faculty of Life Sciences and Education | ||
| Faculty Group: | Education | ||
| Faculty Sub Group: | Education | ||
| Module Leader: | Kelly McCarthy | ||
| Module Team: | Lise Jacobsen, Mark Iggulden, Alun Prosser, Louise Simpson | ||
| First Intended Intake: | SEP 2026 | Final Year of Intake: | 2031 |
| Date Closed: | |||
| Credit Value: | 30 | Credit Level: | 6 |
| Language: | English | ||
| Percentage of Module Taught in Welsh: | 0 | ||
| Equivalent Module: | |||
| HECOS codes: | 100655 - community work | ||
| HECOS Code Weighting: | 100 | ||
Document Version Information
| Version | 0 |
|---|---|
| Valid From | 01 Sep 2026 |
| Valid To | 31 Aug 2032 |
Module Aims
To define, explore, critically reflect and analyse the concepts of community, participation, and consultation in the context of working with children and families and social pedagogy and community development principles.
To examine related theories and concepts linked to community participation, social pedagogy and community development principles, to enhance knowledge and competency of evidence-based, community empowerment, social enterprise, and entrepreneurship.
Content Summary
Consultation and Community Participation - Working with Children, Young People & Families
Make a difference in a community by listening to what people have to say and thinking about how you can support innovation and change. Embrace the qualities of social enterprise, entrepreneurship, community innovation and capacity building, and explore what it means to adopt an entrepreneurial mindset; feel empowered towards a culture of ‘job making’ rather than ‘taking’.
Grounded in the Social Pedagogy Standards and Charter (SPPA, 2022), this module encourages you to think critically, act ethically, and become an autonomous, compassionate, and reflexive practitioner; someone who builds and creates.
At the end of this module, you take-away enhanced communication and consultation skills and an understanding of how empowerment through action can help support flourishing communities. You are expected to complete 50 hours of practice learning for this module which is underpinned by the Social Pedagogy Standards and Charter (SPPA, 2022) and the PCS model (Thompson, 2021) of the structural and societal dimension.
Learning and Teaching Methods
| Activity Type | Hours |
|---|---|
| Seminar | 49 |
| Tutorials | 7 |
| Summative Assessment | 60 |
| Formative Assessment | 5 |
| Guided Study | 65 |
| Placement | 50 |
| Practical Class/Workshops | 64 |
| Total Hours Selected | 300 |
Learning Outcomes
| # | Learning Outcome |
|---|---|
| LO1 | Students will be able to demonstrate critically reflective and analytical competencies in relation to notions of community, participation, and consultation, in the context of working with children and families, and social pedagogy and community development principles. |
| LO2 | Students will be able to examine related theories and concepts linked to community participation, social pedagogy and community development principles, to enhance knowledge and competency of evidence-based, community empowerment, social enterprise, and entrepreneurship. |
Module Requisites
N/A
Assessment Criteria
| Assessment Category | Assessment Type | Description | Duration | Word Count | Weight (%) | Best of? | Pass Mark |
|---|---|---|---|---|---|---|---|
| Asynchronous Assessment | Self-reflective Assessment | 1000-word reflective journal entry based on 50 hours of professional practice – forms part of PSRB requirements (of 420 hours overall) for ‘Social Pedagogy Practitioner’ status | 0 | 1000 | 25 | No | 40 |
| Asynchronous Assessment | Student Choice | Student Choice’: Essay, report, or presentation (3000 words/ 30 mins)?– this will allow the student to bring together their understanding of the module theory and create a unique assessment answer firmly based on their own strengths. Students will utilise the opportunity to demonstrate their knowledge, understanding, and competencies related to the benefits (e.g. autonomy, empowerment), opportunities (e.g. capacity building, funding applications, sustainability), and challenges (e.g. competing priorities, community politics, competitive funding landscape), of conducting consultation with communities, the role of participation, identification of need and distribution of resources. Essay – critically analytical, based on the concepts of the module (inc. a practical assessment of need), leading to recommendations for practice. Report – critically analytical, based on the concepts of the module (inc. practical assessment of need) leading to recommendations for practice. Presentation – critically analytical, based on the concepts of the module (inc. practical assessment of need) leading to recommendations for practice. In line with both MLOs this is an individualised, student choice assessment completed synchronously/ asynchronously, and aligns to all USW Assessment?Principles, but specifically 8,9, and 10. | 28 | 3000 | 75 | No | 40 |
Assessment Matrix
| Assessment Type | Learning Outcomes | ||
|---|---|---|---|
| LO1 | LO2 | ||
| Self-reflective Assessment | ✔ | ✔ | |
| Student Choice | ✔ | ✔ | |