Module Details

Module Code: PRTC H3406
Module Title: Supervised Professional Practice 3
Title: Supervised Professional Practice 3
Module Level:: 7
Credits:: 30
Module Coordinator: Eileen Doyle
Module Author:: Tracy Whyte
Domains:  
Module Description: The aim of this module is to assist learners to develop personally and professionally through advanced practice opportunities and critically reflecting on changes in their practice in light of current research, theory and policy. Learners will be aware of the relevant tasks, responsibilities, skills and knowledge required of emerging professionals in the field. This module aims to bring together, in a supervised professional practice setting, accumulated programme learning.
 
Learning Outcomes
On successful completion of this module the learner will be able to:
# Learning Outcome Description
LO1 Show, through participatory practices, how to support children's learning using an emerging interest and inquiry based curriculum
LO2 Promote children’s development and wellbeing by planning appropriate and inclusive learning environments (indoor and outdoor)
LO3 Participate in peer learning and group discussion regarding professional issues that emerge from practising in diverse contexts with babies, toddlers, young children and school aged children.
LO4 Take a critical and self-reflective approach to their own professional practice, examining the social, ethical and political implications of their role.
Dependencies
Module Recommendations

This is prior learning (or a practical skill) that is recommended before enrolment in this module.
No recommendations listed
Co-requisite Modules
No Co-requisite modules listed
Additional Requisite Information
No Co Requisites listed
 
Indicative Content
Workshop participation and discussion
Workshops to provide a space for discussion and peer-learning before and after supervised professional practice placement in relation to professional issues
Emerging interest and inquiry based curriculum (EIBC)
• Using the Aistear Síolta Practice Guide, theory and research to inform EIBC practice • Children's participation in EIBC practice • Pedagogical framing • Cycle of Planning and Assessing • Invitations and provocations • Pedagogical documentation for the planning and assessment of/ for children’s learning and development.
Learning environments
• Role of the adult in creating a learning climate that fosters wellbeing and involvement • Potentiating learning environments- ‘The Third Teacher’
Critically reflective practice
• Examining our assumptions, beliefs and values in relation to our practice. • Professional judgement and self efficacy
Module Content & Assessment
Assessment Breakdown%
Continuous Assessment100.00%

Assessments

Full Time

Continuous Assessment
Assessment Type Other % of Total Mark 100
Timing n/a Learning Outcomes 1,2,3,4
Non-marked No
Assessment Description
Learners are assessed via three components. These components are i) Minimum 80% attendance at SPP2 workshops; ii) A ‘Pass’ in relation to professional practice placement; iii) A mark of not less than 40% in the SPP2 portfolio.
The portfolio consists of reflective activities, to be submitted at regular intervals throughout the placement.
No Project
No Practical
No End of Module Formal Examination
Reassessment Requirement
Exam Board
It is at the discretion of the Examination Board as to what the qualifying criteria are.
Reassessment Description
Learners who do not achieve some or all of the SPP2 components shall be provided with one repeat opportunity in the next academic year, where IT Carlow is satisfied with the learner’s fitness and preparedness to do so.

SETU Carlow Campus reserves the right to alter the nature and timings of assessment

 

Module Workload

Workload: Full Time
Workload Type Workload Category Contact Type Workload Description Frequency Average Weekly Learner Workload Hours
Tutorial Contact Small Group Workshops 12 Weeks per Stage 1.67 20
Work - based Learning Contact Block 400 hour supervised professional practice placement in Semester 6 12 Weeks per Stage 33.33 400
Total Weekly Contact Hours 35.00
Workload: Part Time
Workload Type Workload Category Contact Type Workload Description Frequency Average Weekly Learner Workload Hours
Tutorial Contact No Description Every Week 3.00 3
Work - based Learning Contact Work based learners are required to complete a minimum of 265 hours supervised professional practice. 12 Weeks per Stage 22.08 265
Total Weekly Contact Hours 25.08
 
Module Resources
Recommended Book Resources
  • Deb Curtis,Margie Carter. (2012), The Art of Awareness, Second Edition, Redleaf Press, p.232, [ISBN: 1605540862].
  • Susan Stacey. (2015), Pedagogical Documentation in Early Childhood, Redleaf Press, p.128, [ISBN: 1605543918].
  • Susan Stacey. (2018), Emergent Curriculum in Early Childhood Settings, Redleaf Press, p.228, [ISBN: 9781605545837].
  • Sue Rogers. Rethinking Play and Pedagogy in Early Childhood Education, Routledge, [ISBN: 0415480760].
  • Elizabeth Wood. (2013), Play, Learning and the Early Childhood Curriculum, SAGE, p.192, [ISBN: 1849201161].
Supplementary Book Resources
  • Miriam Beloglovsky,Lisa Daly. (2016), Loose Parts 2, Redleaf Press, p.272, [ISBN: 1605544647].
  • Margaret Carr,Wendy Lee. (2019), Learning Stories in Practice, SAGE Publications Limited, p.192, [ISBN: 152642374X].
  • Paige-Smith, A. & Craft, A.. (2011), Developing Reflective Practice in the Early Years, 2nd ed. Open University Press.
Recommended Article/Paper Resources
  • Relevant journal articles based on current practice in Ireland and internationally.
Other Resources
Discussion Note: