6B015E - Major Project – from ‘planning’ to ‘doing’ 01 Sep 2026 - 31 Aug 2032 | Version 0
Associated Module Information
| Module Code: | 6B015E | ||
|---|---|---|---|
| Module Title: | Major Project – from ‘planning’ to ‘doing’ | ||
| Faculty: | Faculty of Life Sciences and Education | ||
| Faculty Group: | Education | ||
| Faculty Sub Group: | Education | ||
| Module Leader: | Kelly McCarthy | ||
| Module Team: | Lise Jacobsen, Louise Simpson, Mark Iggulden, Alun Prosser | ||
| 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
For students to understand the ethical, theoretical, practical and methodological considerations, to inform project development, when working with children and families, towards enhanced health and well-being.
For students to be equipped with the skills, knowledge and understanding, to plan and deliver a project, broadly linked tp health and wellbeing, by demonstrating vision and originality, critically reflective analysis and reflexivity, and the ability to review and evaluate to make evidence-based recommendations for practice.
Content Summary
Major Project: from ‘planning’ to ‘doing’ - Working with Children, Young People & Families
Make a difference in a community by going beyond the ‘thinking’ and planning stage, to the ‘doing’ stage, with vision and originality. Test out your knowledge and competencies, ideas and innovations, by facilitating community-based projects, embracing the qualities of social enterprise, entrepreneurship, community innovation and capacity building.
Taking an enterprising, leadership approach, you will oversee a ‘major project’, to meet identified needs, strengthening inter/multi-agency working practices, boosting community capacity and resilience. 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.
You will become a competent reviewer and evaluator, making evidence-based recommendations for practice. At the end of this module, you take-away enhanced decision-making skills, an understanding of how to apply methodological principles, and the capacity to facilitate evidence-based and theoretically informed practice.
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 leaves a legacy. All this leads to positive and progressive change for children, young people, and families.
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 an ethical, theoretical, practical and methodological considerations, to inform project development, when working with children and families, towards enhanced health and well-being. |
| LO2 | Students will be able to evidence their skills, knowledge and understanding, to plan and deliver a project, broadly linked to health and wellbeing, by demonstrating vision and originality, critically reflective analysis and reflexivity, and the ability to review and evaluate to make evidence-based recommendations for practice. |
Module Requisites
N/A
Assessment Criteria
| Assessment Category | Assessment Type | Description | Duration | Word Count | Weight (%) | Best of? | Pass Mark |
|---|---|---|---|---|---|---|---|
| Asynchronous Assessment | Self-reflective Assessment | Reflection (1000 words) that links to placement and taught sessions; specific focus on the value of evidence; adopting ethical, theoretical, critical, analytical, practical and methodological considerations, when planning and delivering a project | 0 | 1000 | 25 | No | 40 |
| Asynchronous Assessment | Dissertation / Major Project | Major Project which is informed by Research Proposal/ Needs Assessment (4500 words) (75%): This project offers a ‘grand challenge’ whereby the student can bring together their understanding (analytically and critically) of the module theory, placement learning, utilising 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 planning and delivering a project in a placement context. | 0 | 4500 | 75 | No | 40 |
Assessment Matrix
| Assessment Type | Learning Outcomes | ||
|---|---|---|---|
| LO1 | LO2 | ||
| Self-reflective Assessment | ✔ | ✔ | |
| Dissertation / Major Project | ✔ | ✔ | |