Module Details
Module Code: |
PRTC C3704 |
Module Title:
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Supervised Professional Practice 3
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Title:
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Supervised Professional Practice 3
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Module Level:: |
7 |
Module Coordinator: |
Janette Davies
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Module Author:: |
Dawn Murphy
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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.
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Learning Outcomes |
On successful completion of this module the learner will be able to: |
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Learning Outcome Description |
LO1 |
Show, through participatory practice 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.
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No recommendations listed |
Co-requisite Modules
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No Co-requisite modules listed |
Additional Requisite Information
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No Co Requisites listed
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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
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Emerging interest and inquiry based curriculum (EIBC)
• Using the Aistear Síolta Practice Guide, theory and research to inform EIBC practice
• Pedagogical framing
• Cycle of Planning and Assessing
• Invitations and provocations
• Pedagogical documentation
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Learning environments
• Role of the adult in creating a learning climate that fosters wellbeing and involvement
• Potentiating learning environments- ‘The Third Teacher’
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Critically reflective practice
• Examining our assumptions, beliefs and values in relation to our practice.
• Professional judgement and self efficacy
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Module Content & Assessment
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Assessment Breakdown | % |
Continuous Assessment | 100.00% |
AssessmentsFull Time
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.
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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.
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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 |
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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
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Recommended Book Resources |
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Susan Stacey. (2008), Emergent Curriculum in Early Childhood Settings, Redleaf Press, p.184, [ISBN: 9781933653419].
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Susan Stacey. (2015), Pedagogical Documentation in Early Childhood, Redleaf Press, p.128, [ISBN: 1605543918].
| Supplementary Book Resources |
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Lisa Daly,Miriam Beloglovsky. (2014), Loose Parts, Redleaf Press, p.232, [ISBN: 9781605542744].
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Miriam Beloglovsky,Lisa Daly. (2016), Loose Parts 2, Redleaf Press, p.272, [ISBN: 1605544647].
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Nancy File,Jennifer J. Mueller,Debora Basler Wisneski. Curriculum in Early Childhood Education, [ISBN: 0415881102].
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Margaret Carr,Wendy Lee. (2019), Learning Stories in Practice, SAGE Publications Limited, p.192, [ISBN: 152642374X].
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Paige-Smith, A. & Craft, A.. (2011), Developing Reflective Practice in the Early Years, 2nd ed. Open University Press.
| Recommended Article/Paper Resources |
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Relevant journal articles based on
current practice in Ireland and
internationally.
| Other Resources |
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DCYA in collaboration with CEUD-NDA. (2019), Universal Design Guidelines for Early
Learning and Care Settings,
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Laevers, F. (Ed.). (2005), Well-being and Involvement in Care A
process-oriented Self-evaluation
Instrument for Care Settings,
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National Council for Curriculum and
Assessment. Aistear Siolta Practice Guide,
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NAEYC. (2015), Inspired by Reggio Emilia: Emergent
Curriculum in Relationship-Driven
Learning Environments,
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Open Learn. (2016), Understanding early years environments
and children’s spaces,
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Spaces for Children,
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