Solved - EYC5001 - Developing Reflective Practice - 2000 word reflective essay

0 BA (Hons) Early Years and Childhood Studies EYC5001 Developing Reflective Practice MODULE GUIDE 2024/2025 Semester 1 1 Contents 1. Key Information ........................................................................................................................... 2 2. Module Communications ............................................................................................................ 2 3. Module Description ..................................................................................................................... 2 4. Learning and Teaching: Campus Plus .......................................................................................... 2 5. Graduate Attributes .................................................................................................................... 3 6. Learning Outcomes and Assessments ......................................................................................... 4 7. Assessment Deadlines ................................................................................................................. 4 8. Assessment Feedback ................................................................................................................. 4 9. Module Calendar ......................................................................................................................... 5 10. Formative Assessment .............................................................................................................. 6 11. Indicative Reading ..................................................................................................................... 6 12. Guidelines for the Preparation and Submission of Written Assessments ................................. 6 13. Procedures for Other Assessments ........................................................................................... 8 14. Academic Misconduct ............................................................................................................... 8 15. Assessments .............................................................................................................................. 9 16. General Assessment Criteria for Written Assessments ........................................................... 13 2 1. Key Information Module Tutor Emma Whittam Module Tutor Email e.whittam@bolton.ac.uk Other Contact Methods T: +44 (0)1204 903633 Availability Scheduled drop in hours available for support - on campus and/or online Monday 12.30-2.30 Weblink to Moodle Class Course: Developing Reflective Practice (bolton.ac.uk) Weblink to Module Specification UoB Modules - EYC5001 2021-22 (bolton.ac.uk) 2. Module Communications The Module Tutor’s contact details are provided above. You must check your University of Bolton email address and the Moodle area dedicated to this module regularly as many module communications are channelled through these media. Your Module Tutor will normally aim to respond to your email messages within 2 full working days of receipt. However, responses will be longer in holiday periods. 3. Module Description The aim of this module is to identify your own personal and professional development The purpose of the module is for you become familiar with a range of models of reflection and able to identify the most effective models for you to reflect on your own practice. The module should support you in assessing and evaluating progress towards both personal and professional goals, using appropriate and relevant evidence. The following GAME attributes will be developed and assessed in this module: Resilient, Confident 4. Learning and Teaching: Campus Plus This module is delivered over 15 weeks/sessions using a Campus Plus blended learning approach. This involves timetabled face-to-face campus-based and online sessions. You are also expected to carry out your own independent study including research and assessment activities. In weeks 6.9 and 14 tutorials will take place which will provide you with the opportunity to discuss your progress on the module and receive feedback on assessments. This may be face-to-face or online as arranged. If you are unable to attend or engage in a scheduled session due to factors outside your control, you are expected to inform your tutor and complete any activities set before the next session. Please note that attendance is taken into account when making Assessment Board decisions. 3 5. Graduate Attributes Graduate attributes are the personal qualities and skills which the University of Bolton community values, and which a student is expected to develop during their time at the University. Graduate attributes act as a point of reference for a student’s personal development and support the articulation of employability and transferable skills. In total there are 10 graduate attributes (GAME: Self-awareness, resilience, problem solving, effective communication, global citizenship (including sustainability), enterprise, adaptability, collaboration, confidence, life-long learning. This module seeks to develop and assess Resilient and Confident through self reflection, you will have the opportunity to gain positive insights into your development. You will make a positive contribution to the learning community. You will be flexible and be prepared to try various approaches, and will use a range of sources to help achieve your goals. 4 6. Learning Outcomes and Assessments Module Learning Outcomes Assessment No. and Type 1 Select an appropriate significant incident upon which to base your reflection and evaluate the impact this has on your own professional practice Assessment 1: Essay 2 Demonstrate knowledge and understanding of theories and models of reflective practice and the application to practice within the sector. Assessment 2: Written Piece: Five reflective accounts 3 Examine a range of personal and interpersonal skills in order to plan for your own effective professional performance and development Assessment 1: Essay 7. Assessment Deadlines Assessment item Due Date Weight 1 Essay: 2000-word reflective essay 13/01/25 50% 2 Written Piece - Coursework: 5 reflective accounts 25/11/24 50% 8. Assessment Feedback Feedback on items of assessment can be formal (such as on a signed feedback form) or informal (such as advice from a tutor in a tutorial). Feedback is therefore not just your grade or the comments written on your feedback form, it is advice you get from your tutor and sometimes your peers about how your work is progressing, how well you have done, what further actions you might take. We recognise the value of prompt feedback on work submitted. Other than in exceptional circumstances (such as might be caused by staff illness), you can expect your work to be marked and feedback provided not more than 15 working days from the deadline date. However, please note that such feedback will be provisional and not agreed until the Assessment Board has met and may therefore be subject to change. 5 Please take time to read or listen to your assessment feedback. This can be very useful in determining your strengths and key areas for development, and can therefore help you improve on future grades. 9. Module Calendar Session No. Date or Week Commencing Topics Covered Planned Delivery Method* 1 23/09/24 Introduction to module and assessments What is reflective practice? On campus 2 30/09/24 Qualities, skills, and attributes of a reflective practitioner / Learning styles On campus 3 07/10/24 Introduction to reflective theorists On campus 4 14/10/24 Models of reflection - a critical look Start your reflective accounts On campus 5 21/10/24 Action planning and SMART targets On campus 6 28/10/24 Reflecting on significant incidents / reflective writing Group Tutorials Zoom 7 04/11/24 Reflecting on professionalism within the Sector On campus 8 11/11/24 Workshop Draft due today – Five Reflective Accounts Zoom 9 18/11/24 Planning, organisation, communication, time management, assessments, appraisals, and CPD. How to respond appropriately to feedback. Individual Tutorials - Feedback on Reflective Accounts On campus 10 25/11/24 Workshop Assignment 2 - Submission of Five Reflective Accounts On campus 11 02/12/24 Working in a multi-disciplinary environment and the skills needed to work effectively Key issues for trainers and mentors On campus 12 09/12/24 Explore schemes of career development linked to personal needs and development within the childcare sector On campus 13 16/12/24 Assignment 1 – Essay Draft due today Zoom Winter Vacation 14 06/01/25 Individual tutorials to discuss feedback from drafts Zoom 15 13/01/25 Reflection and review of module Assignment 1 - Submission - Essay Zoom 6 10. Formative Assessment Formative assessment is employed to support your learning on the module, allowing you to reflect on feedback on your progress from your tutors and peers. It takes a variety of forms including workshop activities, group work and does not contribute to the final module mark. 11. Indicative Reading Bolton, G. & Delderfield, R (2018) Reflective Practice: Writing and Professional Development. 5th Ed. London: Sage Colwell, J. & Ince, A. (2021) Reflective Teaching in Early Education. London: Bloomsbury Cottrell, S. (2019) Study Skills Handbook. 5th ed. London: Palgrave Johnston, J. Nahmad-Williams, Oates, R & Wood V. (2018) Early Childhood Studies Principles and practice 2nd ed Oxon: Routledge Langston, A. (2019) Evaluating Early Years Practice in Your School: A practical tool for reflective teaching London: Featherstone Lindon, J. & Trodd L (2016) Reflective Practice in the Early Years and Professionalism. 3rd ed. London. Hodder Palaiologou, I. (Ed) (2021) The Early Years Foundation Stage. Theory and Practice 4th ed London. Sage Tarrant, P. (2013) Reflective Practice and Professional Development. London. Sage Trodd, L. (2016) The Early Years Handbook for Students and Practitioners : An Essential Guide for the Foundation Degree and Levels 4 And 5. London: Routledge. 12. Guidelines for the Preparation and Submission of Written Assessments 1. Written assessments should be word-processed in Arial or Calibri Light font size 12. There should be double-spacing and each page should be numbered. 7 2. There should be a title page identifying the programme name, module title, assessment title, your student number, your marking tutor and the date of submission. 3. You should include a word-count (excluding reference list/bibliography, figures, tables and appendices). Where a word limit is specified, the following penalty systems applies: • Up to 10% over the specified word length = no penalty • 10 – 20% over the specified indicative word length = 5 marks subtracted (but if the assessment would normally gain a pass mark, then the final mark to be no lower than the pass mark for the assessment). • More than 20% over the indicative word length = if the assessment would normally gain a pass mark or more, then the final mark will be capped at the pass mark for the assessment. 4. At the end of the assessment you should include a declaration of any software tools including Generative AI (GAI) applications that you used in developing and completing the assessment. The assessment brief will specify if and how you can use GAI applications in the assessment. 5. All written work should be referenced using the standard University of Bolton referencing style– see: https://libguides.bolton.ac.uk/resources/referencing/ 6. Unless otherwise notified by your Module Tutor, electronic copies of assignments should be saved as word documents and uploaded into Turnitin via the Moodle class area. If you experience problems in uploading your work, then you must send an electronic copy of your assessment to your Module Tutor via email BEFORE the due date/time. 7. Please note that when you submit your work to Moodle, it will automatically be checked for matches against other electronic information, as well as for hidden text characters and GAI generated text. You will be able to see similarity matches but not currently flags for hidden characters and AI-generated text. The outcomes of Turnitin reports may be used as evidence in an academic misconduct investigation (see Section 14). 8. Late work Late work will be subject to the following penalties: • Up to 7 calendar days late = 10 marks subtracted but if the assignment would normally gain a pass mark, then the final mark to be no lower than the pass mark for the assignment. • More than 7 calendar days late = This will be counted as non-submission and no marks will be recorded. Late submission of assessments on refer and those which are graded Pass/Fail only, is not permitted unless an extension is approved. See below. 9. Extensions In the case of exceptional and unforeseen circumstances, an extension of up to 14 days after the assessment deadline may be requested using the standard University Extension Request Form. For approval there would need to be an explanation and evidence of relevant circumstances. Longer extensions for individual assessments, projects and artefacts may be granted, at the discretion of the Programme Leader. 8 Requests for extensions which take a submission date past the end of the module (normally week 15) must be made using the Mitigating Circumstances procedure. Some students with registered disabilities will be eligible for revised submission deadlines. Revised submission deadlines for disability adjustments do not require the completion extension request paperwork. However, students should request these in writing in advance. Please note that the failure of data storage systems is not considered to be a valid reason for an extension. It is therefore important that you keep multiple copies of your work on different storage devices before submitting it. 13. Procedures for Other Assessments Not Applicable 14. Academic Misconduct Academic misconduct may be defined as any attempt by a student to gain an unfair advantage in any assessment. This includes plagiarism, collusion, commissioning (contract cheating and unauthorised use of GAI) amongst other offences. In order to avoid these types of academic misconduct, you should ensure that all your work is your own and that sources and software applications are attributed. You can also check originality through Turnitin. Please note that penalties apply if academic misconduct is proven. See the following link for further details: https://www.bolton.ac.uk/student-policy-zone/student-policies-2024-25/academic-misconduct- regulations-and-procedures-2024-25 9 15. Assessments ASSESSMENT BRIEF Assessment Number 1 Assessment Type (and weighting) Essay 50% Assessment Name 2000-word reflective essay Assessment Submission Date 13/01/25 Learning Outcomes Assessed: 1 Select an appropriate significant incident upon which to base your reflection and evaluate the impact this has on your own professional practice 3 Examine a range of personal and interpersonal skills in order to plan for your own effective professional performance and development Use of Generative Artificial Intelligence (GAI) Applications in this Assessment AI Status Application Notes Category A No GAI tool is permitted. While grammar and/or spell checkers may be used to correct individual words and sentences, the use of GAI is not allowed. This is because the learning outcomes require you to produce original assessment work without any GAI assistance Any GAI generated content which is presented as your own original work and is not acknowledged will be assessed for academic misconduct. Assessment Task: This assessment requires you to explore a significant event from current practice and the impact this has on how you operate as an early years practitioner. For example, you can reflect on working with parents, managing behaviour or working within a team whilst using an appropriate model of reflection. You will also reflect on the skills that contribute to effective practice and evaluate the impact of reflection on your professional development Declaration: At the end of the assessment you should also include a declaration of any software tools including Generative AI (GAI) applications that you used in developing and completing the assessment. Minimum Secondary Research Source Requirements: 10 Level HE4 - It is expected that the Reference List will contain between five and ten sources. As a MINIMUM the Reference List should include one refereed academic journal and three academic books Specific Assessment Criteria/Marking Scheme: (Please note that the General Assessment Criteria will also apply. Please see section 16) First class (70% and above): A cohesive, comprehensive and critical synthesis of the models of reflection. Relationships between cognitive style and reflective practice outcomes will be expertly elicited. An excellent evaluation of your own professional performance will be set out. Reflections will be succinct and insightful. Areas and strategies for personal development will be expertly summarised and comprehensively justified. Extensive research demonstrating use of a wide range of current secondary research sources will be evident. Referencing and English will be excellent. Second class (50-69%): A clear and critical synthesis of the models of reflection. Relationships between cognitive style and reflective practice outcomes will be well elicited. A good evaluation of your own professional performance will be set out. Reflections will be succinct and evidenced. Areas and strategies for personal development will be well summarised and justified. Wider research demonstrating use of a good range of current secondary research sources will be evident. Referencing and English will be good. Third class (40-49%): A critical synthesis of the models of reflections will be provided. Relationships between cognitive style and reflective practice outcomes will be clearly drawn out. An evaluation of your own cognitive style and professional performance will be set out. Areas and strategies for personal development will be clearly summarised and justified. Research demonstrating use of a range of current secondary research sources will be evident. Referencing and English will be satisfactory. Fail (39% and below): Students who do not meet the requirements of a third class grade will not successfully complete the assessment activity. Assessment Number 2 Assessment Type (and weighting) Written Piece 50% Assessment Name Written Piece - Coursework: 5 reflective accounts 11 Assessment Submission Date 25/11/24 Learning Outcomes Assessed: 2 Demonstrate knowledge and understanding of theories and models of reflective practice and the application to practice within the sector. 3 Use of Generative Artificial Intelligence (GAI) Applications in this Assessment AI Status Application Notes Category B GAI can be used to assist you with the assessment. Specific task 1 and 2 Grammar and/or spell checkers may be used to correct individual words and sentences. GAI can also be used for specific tasks, e.g. (1) to generate initial ideas which must then be subject to fact checking by authoritative sources, (2) to structure assessments Any GAI generated content which is presented as your own original work and is not acknowledged will be assessed for academic misconduct. Assessment Task This assessment requires you to complete five reflective accounts, (using models of reflection) on your progress since starting the course. These will be formed from significant points to include reflections on your progression from level four to level five, and will include safeguarding, ICT, implementation of a revised or reviewed policy/procedure in setting, working in partnerships with others and academic skills. Declaration: At the end of the assessment you should also include a declaration of any software tools including Generative AI (GAI) applications that you used in developing and completing the assessment. Minimum Secondary Research Source Requirements: Level HE5 - It is expected that the Reference List will contain between ten and fifteen sources. As a MINIMUM the Reference List should include two refereed academic journals and four academic books Specific Assessment Criteria: (Please note that the General Assessment Criteria will also apply. Please see section 16) First class (70% and above): A cohesive, comprehensive and critical synthesis of the models of reflection. Relationships between cognitive style and reflective practice outcomes will be expertly elicited. An excellent evaluation of your own professional performance will be set out. Reflections will be succinct and insightful. Areas and strategies for personal development will be expertly summarised and comprehensively justified. 12 Extensive research demonstrating use of a wide range of current secondary research sources will be evident. Referencing and English will be excellent. Second class (50-69%): A clear and critical synthesis of the models of reflection. Relationships between cognitive style and reflective practice outcomes will be well elicited. A good evaluation of your own professional performance will be set out. Reflections will be succinct and evidenced. Areas and strategies for personal development will be well summarised and justified. Wider research demonstrating use of a good range of current secondary research sources will be evident. Referencing and English will be good. Third class (40-49%): A critical synthesis of the models of reflections will be provided. Relationships between cognitive style and reflective practice outcomes will be clearly drawn out. An evaluation of your own cognitive style and professional performance will be set out. Areas and strategies for personal development will be clearly summarised and justified. Research demonstrating use of a range of current secondary research sources will be evident. Referencing and English will be satisfactory. Fail (39% and below): Students who do not meet the requirements of a third-class grade will not successfully complete the assessment activity. 13 16. General Assessment Criteria for Written Assessments GENERAL ASSESSMENT GUIDELINES – LEVEL HE5 Relevance Learning outcomes must be met for an overall pass Knowledge and Understanding Analysis, Creativity and Problem- Solving Self-awareness and Reflection Research/ Referencing Written English Presentation and Structure Class I (Exceptional Quality) 85% - 100% Work is directly relevant and expertly addresses the requirements of the brief. Learning outcomes are met. Demonstrates an exceptional breadth and depth of knowledge and understanding of theory and practice beyond the threshold expectation for the level. Demonstrates sophisticated conceptual understanding of specialised areas. Presents a perceptive synthesis and critical evaluation of findings’ drawing on a broad range of relevant sources in order to draw clear, systematic, justified conclusions. Provides a critical insight and interprets complex matters and ideas comprehensively. Demonstrates creative flair and a high level of originality. Demonstrates exceptional problem- solving skills and initiative. Provides insightful reflection and critical self- awareness in relation to the outcomes of own work and personal responsibility. A wide range of contemporary and relevant reference sources selected and drawn upon. Sources cited accurately in both the body of text and in the Reference List/ Bibliography. Writing style is clear and appropriate to the requirements of the assessment. An exceptionally well written answer with competent spelling, grammar and punctuation. For example, paragraphs are well structured and include linking and signposting. Sentences are complete and different types are used. A wide range of appropriate vocabulary is used. The presentational style and layout are correct for the type of assignment. Evidence of planning and logically structured. Where relevant, effective inclusion of, and reference to, figures, tables and images. Class I (Excellent Quality) 70% - 84% Work is relevant and comprehensively addresses the requirements of the brief. Learning outcomes are met. Demonstrates an excellent breadth and depth of knowledge and understanding of theory and practice for this level. Demonstrates in-depth understanding of key areas in different contexts. Presents an excellent appraisal of findings through the critical analysis of information sources. Draws clear, systematic, justified and perceptive conclusions. Demonstrates creative flair, a high level of originality and initiative. Demonstrates a critical understanding of problem-solving approaches and applies excellent problem-solving skills. Provides excellent reflection and self-awareness in relation to the outcomes of own work and personal responsibility. A wide range of relevant reference sources selected and drawn upon. Sources cited accurately in both the body of text and in the Reference List/ Bibliography. Writing style is clear and appropriate to the requirements of the assessment. An excellently well written answer with competent, spelling, grammar and punctuation. For example, paragraphs are well structured and include linking and signposting. Sentences are complete and different types are used. A wide range of appropriate vocabulary is used. The presentational style and layout are correct for the type of assignment. Evidence of planning and logically structured Where relevant, effective inclusion of, and reference to, figures, tables and images. Class II/i (Very Good Quality) 60% - 69% Work is relevant and addresses most of the requirements of the brief. Learning outcomes are met. Demonstrates a thorough breadth and depth of knowledge and understanding of theory and practice for this level. Demonstrates very good understanding of key areas in different contexts. Presents a perceptive appraisal of findings through the critical analysis of information. Draws clear, justified and thoughtful conclusions. Demonstrates a very good level of creativity and originality. Demonstrates a critical understanding of problem-solving approaches and applies strong problem-solving skills. Provides very good reflection and self- awareness in relation to the outcomes of own work and personal responsibility, as required by the assessment. A range of appropriate reference sources selected and drawn upon. Sources cited accurately in the main both the body of text and in the Reference List/Bibliography. Writing style is clear and appropriate to the requirements of the assessment. A very well written answer with competent spelling, grammar and punctuation. For example, paragraphs are well structured and include linking and signposting. Sentences are complete and different types are used. A range of appropriate vocabulary is used. The presentational style and layout are correct for the type of assignment. Evidence of planning and logically structured in the main. Where relevant, effective inclusion of, and reference to, figures, tables and images. 14 Relevance Learning outcomes must be met for an overall pass Knowledge and Understanding Analysis, Creativity and Problem- Solving Self-awareness and Reflection Research/ Referencing Written English Presentation and Structure Class II/ii (Good Quality) 50% - 59% Work addresses key requirements of the brief. Some irrelevant content. Learning outcomes are met. Demonstrates a sound breadth and depth of knowledge and understanding of theory and practice for this level. Demonstrates sound understanding of key areas in different contexts. Presents a logical appraisal of findings through the critical analysis of information. Draws clear and justified conclusions. Demonstrates creativity and originality. Demonstrates a critical understanding of problem-solving approaches and applies effective problem-solving skills. Provides valid reflection and self-awareness in relation to the outcomes of own work and personal responsibility, as required by the assessment. Relevant reference sources selected and drawn upon. Most sources accurately cited both the body of text and in the Reference List/Bibliography. Writing style is mostly appropriate to the requirements of the assessment Grammar, spelling and punctuation are generally competent and minor lapses do not pose difficulty for the reader. Paragraphs are structured and include some linking and signposting. Sentences are complete. A range of appropriate vocabulary is used. The presentational style and layout are correct for the type of assignment. Logically structured in the most part. Inclusion of figures, tables and images but not all relevant or referred to. Class III (Satisfactory Quality) 40% - 49% Work addresses the requirements of the brief, although superficially in places. Some irrelevant content. Learning outcomes are met. Demonstrates a sufficient breadth and depth of knowledge and understanding of theory and practice for this level. Demonstrates understanding of a range of key areas in different contexts. Presents valid appraisal of findings in parts following a critical appraisal of information. Interprets a number of matters and ideas but with some descriptive passages evident which lack clear purpose. Demonstrates creativity and originality in places. Demonstrates a critical understanding of problem-solving approaches and applies sufficient problem- solving skills. Provides some reflection and self-awareness in relation to the outcomes of own work and personal responsibility, as required by the assessment. Some relevant reference sources selected and drawn upon. Some weaknesses in referencing technique. Writing style is occasionally not appropriate for the assessment. Grammar, spelling and punctuation are generally competent, but may pose minor difficulties for the reader. Some paragraphs may lack structure, and there is limited linking and signposting. Some appropriate vocabulary is used The presentational style and layout are largely correct for the type of assignment. Adequately structured. Inclusion of some figures, tables and images but not all clear, relevant and/or referred to. Borderline Fail 35% - 39% Work addresses some of the requirements of the brief. Irrelevant and superficial content. One or more learning outcomes have not been met. Demonstrates a lack of knowledge and understanding of theory and practice for this level. Demonstrates insufficient understanding of a range of areas in different contexts. Presents a descriptive overview of findings following some analysis of information. Some passages lack clear purpose. Demonstrates scant creativity or originality. Demonstrates a lack of critical understanding of problem-solving approaches and insufficient problem- solving skills. Provides limited reflection and self-awareness in relation to the outcomes of own work and personal responsibility, when required. Sources selected are limited and/or lack relevance. Poor referencing technique employed. Writing style is unclear and does not match the requirements of the assessment in question. Deficiencies in spelling, grammar and punctuation makes reading difficult and arguments unclear in places. Paragraphs are poorly structured. For the type of assignment the presentational style, layout and/or structure are lacking. Inclusion of figures, tables and images but not clear, relevant and/or referred to. Fail <34% Work does not address the requirements of the brief. Irrelevant and superficial content. One or more learning outcomes have not been met. Demonstrates inadequate knowledge and understanding of theory and practice for this level. Demonstrates insufficient understanding of relevant areas. Presents a descriptive overview of findings with little consideration of the quality of information drawn upon. Demonstrates little or no creativity. Demonstrates a lack of understanding of problem-solving approaches and limited problem- solving skills. Provides inadequate reflection and self-awareness in relation to the outcomes of own work and personal responsibility, when required. An absence of academic and relevant sources selected and drawn upon. Poor referencing technique employed. Writing style is unclear and does not match the requirements of the assessment in question. Deficiencies in spelling, grammar and punctuation makes reading difficult and arguments unclear. Unstructured paragraphs. For the type of assignment the presentational style, layout and/or structure are lacking. Inclusion of figures, tables and images but not clear, relevant and/or referred to.