Conductive Education

SCHOOLOFEDUCATION
PATHWAYSGUIDEFOR CONDUCTIVEEDUCATION 2005/2006
PathwayGuideforConductiveEducationTundeRozsahegyi,SubjectCoordinator UniversityofWolverhampton ThisVersionisValiduntilSupercededinJune2006
ConductiveEducation2005/2006
Contents
PurposeofthisGuide/AboutthisGuide.......................3 IntroductiontotheBA(ConductiveEducation).........4 ListofModules....................................................................6 Learning/Teaching/AssessmentMethods......................8 GenericAssessmentCriteria.............................................9 Outcomesnotmetoronlyaddressedinparts.............11 LearningOutcomes...........................................................11 KeySkills............................................................................11 StudentEntitlementonFeedback..................................14 GuidelinesforthePresentationofWrittenWork......15 AcademicStaff...................................................................17 2004/2005Timetableforcoremodules..........................18 ModuleDescriptions........................................................19 Semester1.........................................................................36 ArrangementsforStudentStaffLiaison......................39 CareerOpportunitiesinConductiveEducation.........40 StatementonPlagiarism..................................................41 GLOSSARYOFTERMS..................................................42
PageNo
UniversityofWolverhampton
SubjectGuideforEntrantsforAcademicYear2005/2006
PurposeofthisGuide/AboutthisGuide ThisguidehasbeendesignedtoprovideyouwithaconcisedescriptionoftheBA in Conductive Education as offered by the School of Education. Because it is conciseitshouldbereadalongsideyourawardhandbookandtheremaybeaneed foryoutoconsulttheacademicregulationsforstudentswhichareavailableatyour campusregistry. There is a considerable amount of information in this guide which will be of importancetoyounowandasyouprogressthroughyouraward.Itwillhelpyou understandthestructureoftheBAinConductiveEducationandhelpyouplan yourprogrammeofstudy.Yourawardhandbookwillprovidedetailofthetypeof awardforwhichyouarestudyingandtheminimumnumberofcreditsyouwill have to obtain to gain this award. This guide provides details of the modules availabletoyouwhenstudyingConductiveEducationaspartofyouraward.It indicateswhichofthesemodulesyoumuststudyandpassifyouaretogainan awardwithConductiveEducationinitstitle.Fullerinformationonthecontentof eachmoduleisavailableinamoduleguidewhichyouwillbegivenwhenyou attendthefirstteachingsessionforthemodule.Acopyofthesemoduleguidesis availableforyourreferenceintheWalsallLearningCentreandatNICE. The different teaching methods and assessment strategies used in the BA in ConductiveEducationaredescribedandthesewillofferavarietyofmethodologies duringyourprogramme. Atinduction,informationontheacademiccounsellingavailabletoyouisprovided. Thisguidewillassistanyfuturediscussionsyouhavewithyourcounsellorsoitis importantthatyoureaditandretainitforfuturereference.
IntroductiontotheBA(ConductiveEducation) Conductors are a new profession within the habilitation and for children and adults with motor disorders (problems of stemming from damage or disease to the central nervous as cerebral palsies, Parkinson's disease, multiple sclerosis, and strokes). rehabilitation co-ordination system, such head injuries
Conductors approach motor disorders as problems of learning and therefore teaching involving the whole person, particularly the psychological and emotional aspects. This approach is called Conductive Education. Professional training in Conductive Education is now official in North America, Continental Europe, Israel and the United Kingdom. The BA (Conductive Education), run in partnership between the Foundation for Conductive Education and the University of Wolverhampton, was established in 1997 and is widely respected in its field. The course is taught at the Foundations National Institute of Conductive Education (NICE) in Birmingham and the BA (Hons) Conductive Education is recognised by the Foundation as conferring Qualified Conductor Status (QCS). The three-year course comprises a closely integrated mix of theory and practice. Students participate actively every week of the course in practical group work with children and adults with motor disorders and their families starting from the very first week. There may also be outplacements working alongside experienced conductors from NICE and in the final year every student also experiences an individual out-placement in preparation for future work. The BA in Conductive Education is a very busy degree. It is a very practical training course and makes a significant demand on student time. Students should be physically fit and good at personal organization and time management. For assistance with time management problems students should contact their personal tutor. In the second half of their course students may wish to specialise in either working with children or adults. Most of the course is taught at NICE, with the Research Methods module (second year) and elective modules provided at university sites. Free transport is provided for university inter-campus travel. The Foundation pays a subsidy for travel between NICE and the university. Modules, pathways, routes and programmes of study What is a module?
All our courses are made up of units called modules which contribute towards your final degree, known as an award. You need to register and pass a certain number of modules which in the BA (Conductive Education) degree fall into two types: 1) Core you must study and pass all these compulsory modules to meet the requirements of your award 2) Elective you make up the balance of your award with electives. This scheme allows you to select modules from a different subject area or choose modules that are skills-based. In addition, the University Elective Programme (UEP) enables you to select blocks of modules in Languages, Information Technology or Business to provide a specific flavour to your programme of study. What is a pathway? In the University there are two different types of course, depending upon what you applied for: 1) Specialist enables you to study one particular subject area in real depth 2) Joint allows you to study two subjects that complement each other The BA(Conductive Education) is a specialist course. Courses are all made up of modules. The rules governing which modules you must study for your particular course are called pathway rules. Specialist pathways rules i) 90 credits of core modules in each year (level) of study and ii) 30 credits of elective modules in each year (level) of study
What is a route? A route is a set of pathways for which you are registered and which leads to your final award: You will be registered for a single specialist pathway i.e. BA(Hons) Conductive Education
For a specialist route, the pathway rules require you to follow the specified number of core modules and then choose your elective modules to match your interests and possible career ambitions. What is a programme of study? A programme of study is a record of the modules you have registered for, after you have chosen your core option and elective modules. This choice should be made with the help and advice of an academic counsellor. You will receive a transcript on a regular basis showing your programme of study, consisting of your modules and graded results. Subject Specific Outcomes By the completion of their degree, all students on this specialist route will be able to: Develop systematic and coherent knowledge, skills and understanding of key aspects of the philosophy and practice of Conductive Education. Develop conceptual understanding to enable newly qualified conductors to solve problems of providing CE in new and unfamiliar contexts, with reference to the most up-to-date approaches in the field, and to comment critically upon the most current research and scholarship in the discipline. Develop a critical appreciation of the limits and constraints of existing knowledge in CE. Develop professionals who take charge of their own further learning and professional development
Develop professional conductors conferred with Qualified Conductor Status Establish standards that are recognised nationally and internationally as a basic academic entry and professional qualification in Conductive Education. List of Modules The modules you can use to contribute to Conductive Education come mainly from the subject area. However, some modules from other subject areas can contribute e.g. Special Needs and Inclusion in Society,
Education Studies, Health Studies etc. It will be useful for you to have the subject guides for those subjects. These are available in the campus registry. Conductive Education may only be studied as a Specialist subject in the modular scheme. PART 1 (Level 1, Introductory) Level One CE1002 CE1003 core CE1004 CE1005 Professional Practice 15 credits core module Conductive Pedagogy : Observation and Practice 15 credits module Conductive Pedagogy : Directing Active Learning 15 credits core module Central Nervous System, Disorder and Symptomatology 15 credits core module Movement for Conductive Education 15 credits core
CE1006 module CE1007 Introduction to Conductive Education 15 credits core module
Plus 2 elective modules of your own choice
PARTII(Levels2 and 3contributetothedegreeclassification) LevelTwo CE2007 PathologyandDevelopment15creditscoremodule CE2009 ConductivePedagogy:AnalysisandDevelopmentofLearning30 creditscoremodule CE2010 Pedagogy and Psychology for Conduction 30 credits core module ED2280 ResearchMethods15creditsprerequisiteforED3870 LevelThree CE3007 InterventionsforPhysicalDisabilities15creditscoremodule CE3010 InnovationinConductiveEducation15creditscoremodule
CE3011
ED3870
ConductivePedagogy:Evaluation and Application 30 creditscore module Project30creditscoremodule(ED2280prerequisite) Plus4electivemodulesofyourownchoice
Learning/Teaching/AssessmentMethods ConductiveEducationmodulesuseawidevarietyoflearning/teachingmethods. Alargeelementoftheworkformanyofthemodulesisofapracticalnatureandfull studentparticipationwillbeanessentialcomponentofthese.Studentattendanceat practical sessions will be a requirement. Additional methods include lectures, workshops,seminars,demonstrationsandtutorials,andtheuseofWOLF. Methodsofassessmentwillincludeseminarpresentationandindividualandgroup practicalwork.Writtenworkwillincludeessays,logbooks,coursefiles,projects andcriticalreviews. TheminimumpassmarkforamoduleisD5.Studentswillnormallybeexpectedto completetwoassessmentcomponentspermodule.Onecomponentwillnormally becompletedaroundthemidpointofthesemesterandasecondoncompletionof themodule. A range of assessment methods will be used. Students should note that work undertakenatleveltwoandthreecontributestotheirdegreeclassification.Arange ofmethodswillbeusedincludingassignments,essays,casestudies,examinations, presentations,coursefilesandassessmentofpracticalcompetencies. Studentsshouldbeawareoftheassessmentrequirementsforeachmoduleandin particularthecomponentswhichmustbepassedforsuccessfulmodulecompletion. Conductive Education also cooperates with other subjects in the University, namelyEducationandHealthScienceswhichenablesstudentstofollowmodules fromtheirportfoliosaselectives.Someofthesemodulesmaybeassessedthrougha combinationofexaminationandcoursework. The generic assessment criteria for Conductive Education are given below. In additiontothesecriteriayouwillfindassignmentspecificcriteriainyourmodule guides.Thesecriteriawillexplainclearlywhatisrequiredtobeawardedeachgrade in the grade/point scheme. You will see from your module guides that some componentsareassessedonapass/failbasis.Thismeansthatthecomponentmust bepassedbeforethewholeassignmentispassed.
AgradeAcorrespondstoafirstclassdegree;agradeBtoa2:1degree;agradeCto a 2:2 degree and a grade D to a thirdclass degree. Details of how award classificationsaregivenareinyourmodularschemeguide. IfyouareawardedanEgradeforamoduleyoucanresitthecomponentforwhich youhavenotgainedapass.NotethatthereisamaximumgradeofD5foraresit component.Seeyourmodularschemeguideforfulldetails. GenericAssessmentCriteria Level1 A16A15A14 Thestudentfullyidentifiesappropriateideas,conceptsandprinciples.Theworkis coherent there is good linking of ideas & paragraphs. He/she sustains an argument&usesappropriatecitationfromarangeofperspectivestosubstantiate pointsmade. B13B12B11 Wellwritten,completelyrelevant,withevidenceofasoundknowledge&agrasp oftheideas,conceptsandprinciplesinvolved.Somecommentsarenotjustifiedbut overallthereisevidenceofanabilitytoapplymaterialgleanedfromindependent readingfromanumberofperspectives.Grammarandspellingsound. C10C9C8 The student demonstrates an ability to identify most of the ideas concepts and principleswithintheissuesinvolved,&ofhavingreadaroundthesubject.Thereis someevidenceofapplicationofknowledge&ideas.AmaximumofC10ifthework contains sweeping unjustified statements, or if there is no evidence at all of substantiationofpointsbyuseofappropriatecitation. D7D6D5 Thestudentdemonstratesalimitedabilitytoidentify,appropriateideasconcepts andprinciples,butdoesnotutilisematerialtosupporthis/herargument.Thereis evidenceofreadingbutcoveringalimitedperspective. Thestudenthascorrectly referencedhis/herworkandincludedanappropriatereferencelist.Theworkis mostlyrelevant,butisdescriptive. E4 PoorEnglish,poorstructure,someirrelevantmaterial,evidenceofreading,mostof thematerialemanatingfromtaughtsessionsonly.Possiblylackinginareference list. F3F2F1 Outcomesnotmetoronlyaddressedinparts. Level2 A16A15A14 Thestudentshowsasoundabilitytointerrelateandevaluateconcepts&ideas,to differentiate between evidence and argument and to relate theory to practical examples critically. Makes points clearly & precisely &always uses appropriate
references to substantiate points, evidence of wide reading. Coherent, some evidenceofindependentthought. B13B12B11 The student shows some consistency in interrelating & evaluating concepts & ideas&indifferentiatingbetweenassertion&argument.He/sherelatestheoryto practical examples appropriate evidence is mainly used to substantiate points. Contentiswhollyrelevant,&linksaremadebetweenallparagraphs. C10C9C8 Anemergingabilitytoexplaintherelationshipbetweenelementsinideas,concepts andprinciples,limitedevidenceofcriticalapplication.Pointsarenotalwaysclearly made,somelapsesincoherence.C8ifsomeanalysis,butpoorstructuree.g.lacking coherenceorgrammarandspellingunsound. D7D6D5 Thestudentidentifiesandevaluates,inalimitedway,differentelementsinideas, conceptsandprinciplesbutthereisatendencytobedescriptive.Thereissome evidenceofcriticalanalysisanduseofrelevantcitationtosubstantiatepointsmade from different perspectives albeit limited. Maximum of D7 if the work contains sweepingunjustifiedstatements. E4 Limitedevidenceofappropriatereading,workistotallylackingincriticalthought. Descriptiveandpossiblylackingareferencelist.. F3F2F1 Outcomesnotmetoronlyaddressedinparts. Level3 A16A15A14 Thereisevidenceofresearch/investigation&criticalevaluationusingawiderange of appropriate criteria, sources and perspectives. The student interrelates and synthesises concepts & theories. There is evidence of independent thought and coherence.Verywellwritten. B13B12B11 Thestudentdemonstratesanabilitytoanalyse,synthesise&toevaluatemaking balanced judgements. He/she relates theory to practical examples critically. Argumentsarewellstructured,appropriateevidenceisalwaysusedtosubstantiate points, links are made between all paragraphs. Some form of independent judgementhasbeenattempted. C10C9C8 Some ability to analyse critically & to synthesise concepts, theories & practical examples.Evidenceofattemptstostructureargumentswhicharemainlysupported withappropriatecitation.Contentiswhollyrelevant,&linksmadebetweenmost paragraphs.Grammarandspellingsound. D7D6D5
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Thestudentshowsalimitedabilitytothinkcritically&difficultyinbalancing& substantiating points. Evidence of adequate reading, [specialist texts/ research papers where this is appropriate] use of citation to substantiate points. Limited evidenceofinterrelatingconcepts/theories/practicalexamplesfromavarietyof sources. Mainly relevant and coherent D5 if poor structure, grammar or no evidenceoflinkingideasorparagraphs. E4 Limited evidence of appropriate reading & inadequate use of evidence to substantiate points. Mainly descriptive, lacks analysis, & coherence. Possibly sweepingstatements,poorgrammar. F3F2F1 Outcomesnotmetoronlyaddressedinparts. NS Noworksubmitted LearningOutcomes All modules in the portfolio are designed in learning outcome form which are clearlystatedinyourmoduleguides.Learningoutcomesareexpressedintermsof subject specific outcomes, key skills and generic academic outcomes. The Universityhasalistofkeyskillswhicharedevelopedatundergraduatelevel.This listcomprises: 1. 2. 3. 4. 5. 6. 7. communicateeffectively; organise; gatherinformation; useinformationtechnology; actindependently; workinteams; numeracy.
KeySkills Belowaretheoutcomeswhichareassessed. 1 Communication
aWritingskills Theabilitytowriteaccuratelyandeffectivelyinavarietyofstructuredformats(e.g. essays, reports, instructions), and demonstrate the appropriate conventionsineach.Recognisedifferentaudiencesanddemonstrateuse of appropriate writing styles (e.g. academic, formal and informal), and relatethesetoappropriateaudiences. bOralpresentationskills
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Theabilitytogive/presentmaterialinavarietyofstructuredformats(e.g.formal presentations,formalandinformalexplanations,instructions).Recognisedifferent audiencesandmakeuseofappropriatestyles,includinginteractiveresponses. 2 Organise Theabilitytodevelopanduseexistingresourceseffectively;developflexibilityin approaches to the management of work in hand; recognise task demands and managetimeeffectivelyandmonitor;reviewandreflectuponselfmanagement. 3 GatherandInterpretInformation Theabilitytogatherinformation(archivalandlibrarymaterial,data,statistics)and developeffectivestorageandretrievalsystems. Alsotheabilitytointerpretand analysematerialinavarietyofforms(statisticalortextualdata,inanappropriate context). 4 UseInformationandCommunicationTechnology Theabilitytocreate,store,sendandretrievedatainavarietyofformats(word processing, email, databases, spreadsheets, graphics). Make effective use of informationfromavarietyofsourcese.g.CDROM,JANet,Internet. 5 ActIndependently The ability to develop autonomy, initiative, selfmotivation and resourcefulness; demonstrate decisionmaking and problemsolving skills. Assess progress, and monitor,reviewandreflectuponownperformanceandachievement. 6 WorkinTeams Theabilitytoworkcooperativelyingroups,sharedecisionmakingandnegotiate withothers.Awarenessandabilitytoadoptavarietyofroles. Listentorelevant opinionsbeforereachingdecisionsandrelatetheideasofotherstothetaskinhand. Evaluate the strengths and weaknesses of group effectiveness and to own performancewithinit. 7 ManipulateNumericalData The ability to process numerical information related to reallife problems and interpret the outcomes. Develop sufficient symbolic and vocabulary skills to expressandinterpretavarietyofcodedstatements. (forspecificassessmentcriteriapleaserefertomoduleguides) KeySkills(Levels1,2,3) Belowisamatrixshowingyouwherekeyskillsareassessed.
1
3
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Module Communication Organise written oral No CE100 2
Gather Information
Use Act ICT Independently
Work Numeracy ina team
CE1003 CE1004 CE1005 CE1006 CE1007 CE2007 CE2009 CE2010 CE2011 CE3010 CE3011
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StudentEntitlementonFeedback Formoduleswithinthisportfolioyouareentitledtoreceivefeedbackwhich: * * * * * * * * * islegible; ispersonalised; isgivenwithinthetimestatedinthemoduleguide; ispositiveandconstructive; includescommentsonthetextwhereappropriate; relatesexplicitlytoassessmentcriteriaandmodulelearningoutcomes; commentsonexpression,syntaxandstyle,wherenecessary; isengagingandchallenging; contains,orrefersto,explicitinstructionaboutretrieval.
StudySkillsSupport ThisisprovidedweeklyintheWalsallLearningCentre.Youarestronglyadvised toconsulttheadvisorwithanyqueries/problemsyouareexperiencingrelatingto theformandstructureofyourassignments.Toconsultastudyskillsadvisorask fordetailsintheLearningCentreandsigninforasession.Sessionstakeplaceon Mondaymorningsandafternoons,WednesdayafternoonsandeveningsandFriday mornings. Study Skills Support is also available at NICE. Students are advised to consult personaltutor/moduleleaderinorderforappropriatearrangementstobemade. StudySkills tipsheetsareavailableintheLearningCentreandonlineviathe UniversityintranetaskfordetailsattheLearningCentre.
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GuidelinesforthePresentationofWrittenWork Theassessment requirementsfor eachmodulearedetailed in its moduleguide. Please follow these guidelines when submitting a piece of written work for assessment. Assignmentsshouldbepresentedon A4paper andplacedina single plastic folder. Pleasedonotuseindividualplasticcoversforeachpage. Pagesshouldbeeasilyseparatedtoallowformarking. Youshoulduseonlyonesideofeachpageandnumberallpages. Yourworkmustbeclearandlegibleandshouldbewordprocessed/typewritten (doublespacedandatleast12pointfont). Appendices: onlyincludeitemsthatarerelevantandthatyourefertowithinthe mainbodyofyourassignment. ReferencingshouldfollowtheHarvardSystem.GuidelinesonusingtheHarvard System are available on the Universitys Web site or from the Walsall Campus LearningCentre. Submissionofassignments: ThroughtheWalsallCampusRegistry,oryourmoduletutoratNICE. Pleaseensurethatthefollowingdetailsareclearlymarkedonthefrontpage/cover ofyourwork,andareclearlyvisible: StudentNumber ModuleCode ModuleTitle NameofTutor(whowillbemarkingassignment) Pleasecompletethedetailsonanassignmentmarksheet(availablefromRegistryor NICE)andplaceinsidethefolder. Ifyouneedtopostyourwork,youarestronglyadvisedtoaddressitclearlyand send it by recorded delivery, as there have been instances where work has not arrivedandstudentshavebeendisadvantaged.
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Pleasenote: Youareadvisedtoobtainareceiptwhensubmittingyourwork. Youarestronglyadvisedtokeepacopyofallyourwork. TheUniversitycannotberesponsibleforworkthatislostinthepost. Project WhatDoesaProjectInvolve? Allhonourscombinedawardsstudentsarerequiredtotake,andpass,alevel3 project in at least one of their named subjects. Nonhonours combined awards studentsmayundertakealevel3projectiftheywish,buttakingandpassinga projectisnotarequirementforthenonhonoursaward.ED2280istheprerequisite modulefortheproject.Youshouldnotethattheprojectguidelinesinthemodule guidegivedetailsofanumberofstagesintheproductionofthefinishedproject. Yoursupervisormayrequireyou,forinstancetosubmitdraftsforcommentorto giveapresentationtogroupsofstudents.Suchactivitiesareintegraltotheproject and unless you have fulfilled all the requirements you may not be allowed to submitit.Tutorialsaregiventosupportyou,andyouarerequiredtoattendand keeprecordsofatleastthreetutorialsforyourprojecttobemarked. ProjectRegistration InordertocommenceyourprojectinSemester1ofYear3,youmustcompletea projectregistrationfrombyweek10oftheprevioussemester.ED3870Projects (30Credits)commenceinOctober2005(Semester1Year3)andaresubmittedin April2006(Semester2Year3). Ifyouhaveanyqueries,youshouldconsultDr AnneHollinshead,(roomWE108,ext3123,emailA.Hollinshead@wlv.ac.uk). Screening InordertocomplywiththeSchoolofEducationsEthicalProceduresallstudents undertakingED3870willbescreenedagainstanationalpolicedatabase.Thiswill havealreadybeendoneatthecommencementoftheBA(ConductiveEducation) course(seepage38). NByoumustgainethicalapprovalpriortocommencementofyourproject.
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AcademicStaff
StafffromNICEplusadditionalconductorsactingasmentorsandstafffromthe UniversityofWolverhamptonareinvolvedinthedeliveryofthissubject. TndeRozsahegyi SubjectCoordinatorforConductiveEducation NationalInstituteofConductiveEducation(NICE) Telephone: 01214491569 Fax: 01214491611 Email:tunde@nice.ac.uk AcademicstaffbasedattheUniversityofWolverhampton,WalsallCampus: Room TelNo email DrAlexandraKendall WA104 ext3251 A.Kendall@wlv.ac.uk (AssociateDean,Education) JennyFrench WE115 ext3155 J.French@wlv.ac.uk (Linktutor) DrChrisWakeman WE121 ext3138 C.Wakeman@wlv.ac.uk (SubjectCoordinatorEducationStudies) StephenProwse WA011 ext3244 S.Prowse2@wlv.ac.uk (SubjectCoordinatorSpecialNeedsandInclusionStudies) MartinNeedham RWM ext3378 M.Needham@wlv.ac.uk (SubjectCoordinatorEarlyChildhoodStudies) ScottDean SeniorOperationsManagerWA107ext2860 S.W.Dean@wlv.ac.uk AcademicstaffbasedatNationalInstituteofConductiveEducation: TndeRzsahegyi tunde@nice.ac.uk DrMelanieBrown mel@nice.ac.uk AndrewSutton as@nice.ac.uk National Institute of Conductive Education, Cannon Hill House, Russell Road, Moseley,Birmingham,B138RD Telephone: 01214491569 Fax: 01214491611 Email:training@nice.ac.uk LesleyBarker (TrainingCoordinatoratNICE)
lesley@nice.ac.uk
Inadditionappropriatevisitingstaffwillbeusedasandwhenrequired. Qualifiedconductorswillactasmentorsofconductivepractice.
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2004/2005Timetableforcoremodules Semester1 Monday Tuesday am CE3011 ConductivePedagogy:EvaluationandApplication
am CE3007 InterventionsforPhysicalDisabilities pm CE1007IntroductiontoConductiveEducation pmCE2009ConductivePedagogy:AnalysisandDevelopment eveED2280 Researchmethods
Wednesdayam CE1003 ConductivePedagogy:ObservationandPractice am CE2010 PedagogyandPsychologyforConduction pmCE2007PathologyandDevelopment Thursday pm CE1005CNS,DisorderandSymptomatology *CE1003,CE2009,CE3011:practicalsessionstba Semester2 Monday Tuesday am am pm pm CE3011 CE3010 CE1002 CE2009 CE1004 CE2010 CE1006 ED2280 ConductivePedagogy:EvaluationandApplication InnovationinCE ProfessionalPractice ConductivePedagogy:AnalysisandDevelopment ConductivePedagogy:DirectingActiveLearning PedagogyandPsychologyforConduction MovementforConductiveEducation ResearchMethodsinEducation
Wednesdayam am Thursday pm Friday am
*CE1004,CE2009,CE3011:plus:practicalsessionstba Plus:ED3870Project5hoursoftutorialsatatimenegotiatedwithstudents andprojecttutor Plus:Electives:studentsshoulddiscusswithpersonaltutor.
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ModuleDescriptions LEVELONE
_________________________________________________________________________________________________
Semester: 2 ModuleCode: CE1002 ModuleTitle: ProfessionalPractice Credits: 15 ModuleLeader: DrMelanieBrown Prerequisite: None Corequisite: None Description: This module introduces practical measures and formal knowledge on situations and circumstances that may affect the well-being of children and adults with physical disabilities receiving professional services, and bears also on the welfare of the professionals who work with them, relating these to legal, academic, professional and ethical standards. It introduces students to the concept of reflective practice and their role as reflective practitioners. Writing and oral personal skills will be developed through the written assignment and group presentation. Assessment: GroupPresentation 50% WrittenAssignment 50%(1500words) Timetable: Tuesdaypm Site: NationalInstituteofConductiveEducation Semester: 1 ModuleCode: CE1003 ModuleTitle: ConductivePedagogy:Observation&Practice Credits: 15 ModuleLeader: TundeRozsahegyi Prerequisite: None Corequisite: None Description: This module introduces students to the main features and the practice of CE, including group work with both children and adults. Students are required to observe the practice of CE, to work in the groups and to investigate significant aspects. They learn skills relating to observation and practice. Students are asked to consider and reflect on what they have seen and experienced and to share and analyse ideas with peer group and tutors. Assessment: PracticalCompetencies50% WrittenAssignment 50%(1500words) Timetable: Wednesdayam+practicetba Site: NationalInstituteofConductiveEducation
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_____________________________________________________________________ Semester 2 ModuleCode: CE1004 ModuleTitle: ConductivePedagogy:DirectingActiveLearning Credits: 15 ModuleLeader: TundeRozsahegyi Prerequisite: CE1003 Corequisite: None Description: This module builds on Conductive Pedagogy: Observation and Practice and introduces students to more active participation in the practice of conductive education for children and adults with motor disorders. Students will actively engage in facilitating individuals within the daily routine. They will investigate the role of planning and preparation of programme leading and gather initial experience in taking responsibility for the participants learning by leading programmes with direct supervision. By engaging in the learning programme students will analyse the role of daily programmes and their algorhythm in the conductive practice. The module focuses on the personal skills of organizing and working in teams. Assessment: PracticalCompetencies60% WrittenAssignment 40%(1500words) Timetable: Wednesdayam+practicetba Site: NationalInstituteofConductiveEducation ______________________________________________________________________ Semester: 1 ModuleCode: CE1005 ModuleTitle: CentralNervousSystem,DisorderandSymptomatology Credits: 15 ModuleLeader: DrMelanieBrown Prerequisite: None Corequisite: None Description: This module provides an overview of the anatomy and physiology of the central nervous system and the effects of neurological conditions in childhood and adulthood on all aspects of development and learning. The module will provide the underpinning knowledge required for the application of conductive pedagogy across the age range and neurological conditions. During this module students will have the opportunity to develop personal skills in organising their resources and gathering information.
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Assessment: CourseFile Unseenwrittenexam. Timetable: Site:
50% 50% Thursdaypm NationalInstituteofConductiveEducation
_____________________________________________________________________ Semester: 2 ModuleCode: CE1006 ModuleTitle: MovementforCE Credits: 15 ModuleLeader: DrMelanieBrown Prerequisite: None Corequisite: None Description: This module is designed to introduce the development of human movement and motor learning and relate this knowledge to teaching methods used within conductive pedagogy. The connections between movement and other aspects of development will be discussed to ensure an understanding of the role of movement in overall development. Students will have the opportunity (and be assessed upon) the personal skills of organising their resources and gathering information. Assessment: GroupPresentation 50% WrittenAssignment 50%(1500words) Timetable: Thursdaypm Site: NationalInstituteofConductiveEducation Semester 1 ModuleCode: CE1007 ModuleTitle: IntroductiontoConductiveEducation Credits: 15 ModuleLeader: AndrewSutton Prerequisite: None Corequisite: None Description: This module introduces the philosophy, applicability and the social and historical context of Conductive Education and examines this approach critically in terms of its relationship to evaluative research, inclusion/integration and attitudes within the disability movement . Assessment: WrittenAssignment150%(1000words) WrittenAssignment2 50%(1000words) Timetable: Tuesdaypm
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Site:
NationalInstituteofConductiveEducation
Semester 1or2 ModuleCode ED1006 ModuleTitle LearningforSuccess Credits 15 ModuleLeader DrCarolTomlin Prerequisites None Corequisites None ProhibitedCombinationsED1161 Description This module introduces study skills in higher education and examines ways of developing and maximizing students learning opportunities. Aspects of learning theoryarestudiedandprocessesarecriticallyexamined.Studentsareencouragedto reflectontheirlearninganddevelopstrategiestohelpthemimprove. Assessment PresentationandWrittenSynopsis Timetable Semester1Tuesdayam,Thursdayam Semester2Tuesdayam,Thursdayam Site Walsall Semester 1or2 ModuleCode ED1113 ModuleTitle AnIntroductiontoEducation(Foundation). Credits 15 ModuleLeader TBC Prerequisites None Corequisites None ProhibitedCombinationsED1158 Description Thismoduleaimstomakethestudentawareofthemultidisciplinarynatureofthe fieldofeducation.Themeaningofthetermeducationandtherelationshipbetween education,politicalideologiesandpolicywillbeexplored.Studentswillexaminethe structureoftheeducationsystemandhowthisisareflectionofsocialvalues. Assessment Writtenexamination(2hours)Thistakestheformofaseenpaperwherestudents havepriorknowledgeoftheexaminationquestions. Timetable Semester1Tuesdaypm.
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Site
Semester2Thursdayeve. Walsall
Semester 1and2 ModulecodeED1161 ModuleTitle LearningforSuccess&PreparationforResearch Credits 30 ModuleLeader DrChrisWakeman Prerequisites None Corequisites None ProhibitedCombinationsNone Description This module introduces study skills in higher education and examines ways of developing and maximizing students learning opportunities. Aspects of learning theoryarestudiedandprocessesarecriticallyexamined.Studentsareencouragedto reflectontheirlearninganddevelopstrategiestohelpthemimprove.Thesecondhalf of the module provides an insight into basic educational research methods and providesopportunitiesforstudentstoengagewithasmallscaleresearchstudy. Assessment Presentationandwrittensynopsis(50%) Reflectiveaccount(50%) Timetable Mondayam,Wednesdayam Site Walsall ________________________________________________________________________ Semester 1and2 ModuleCode EY1000 ModuleTitle ChildDevelopmentfrom0to8Years Credits 30 ModuleLeader TBC Prerequisites None Corequisites None ProhibitedCombinationsNone Description Thismoduleisdesignedtoofferstudentsanunderstandingofhowchildrendevelop from0to8years.Themodulelooksatchildren'sphysical,cognitive,linguistic,social andemotionaldevelopmentandhowthedifferentaspectsofdevelopmentaffecteach otherthroughoutearlychildhood. Assessment 1.Formativeassessment.Grouppresentationandseminarpaper 2.Essay(4500words) TimetableSemester1and2Mondaypm,Tuesdayeve,andFridayam
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Site Semester
Walsall 1or2
ModuleCode EY1002 ModuleTitle HealthandChildSafety Credits 15 ModuleLeader TBC Prerequisites EY1000 Corequisites None ProhibitedcombinationsNone Description Thismoduleisdesignedtoofferstudentsanintroductiontosafetyandhealthissues thatarecurrentduringchilddevelopmentfrom0to8years.Thisincludes statutorydutiesofprofessionalsandorganizationworkingwithchildren, causesofchildhoodaccidentsandsafeenvironmentaldesign. Assessment 1. Formativeassessment.Quizandgroupdiscussion 2. Summativeassignment(2500words) Timetable Semester1Mondayam,Semester2ThursdayamorWedeve Site Walsall
Semester 1or2 ModuleCode EY1003 ModuleTitle ChildProtection Credits 15 ModuleLeader MartinNeedham Prerequisites EY1000 Corequisites None ProhibitedcombinationsNone Description Thismoduleisdesignedtoofferstudentsanintroductiontosafetyandhealthissues thatarecurrentduringchilddevelopmentfrom0to8years.Thisincludes statutorydutiesofprofessionalsandorganizationsworkingwithchildren causesofchildhoodaccidentsandsafeenvironmentaldesign. Assessment
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1. Formativeassessment.Notesbasedoncasestudy. 2. Criticalreviewofcasestudies(2500words) Timetable Semester1Tuesdaypm,WednesdayeveorThursdaypm Semester2Tuesdayam Site Walsall Semester 2 ModuleCode SN1003 ModuleTitle Accesstocommunication Credits 15 ModuleLeader VikkiAnderson Prerequisites None Corequisites None ProhibitedcombinationsNone Description A) Examineavarietyofcommunicationskillsandaidsrequiredforinteracting with people whose physical, sensory and learning impairments make communicationdifficult. B) Developkeyskillsrelatingtoliteracy,ICT,teamworkingandverbal/non verbalcommunication.Thekeykillsofcommunicationthroughwrittenand verbalargumentswillbeassessed. Assessment 1. Formativeassignment(ungraded).Demonstrateacommunicationaid. 2. Communicationaidandsupport(2000words)orMakatonscenarios (100%) Timetable Semester2Mondaypm Site Walsall
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LEVELTWO _____________________________________________________________________ Semester 1 ModuleCode: CE2007 ModuleTitle: PathologyandDevelopment Credits: 15 ModuleLeader: AndrewSutton Prerequisite: None Corequisite: None Description: The module examines how several key areas of pathology affect human learning and development, and hence wider social life, for both children and adults. Students will be introduced to basic physiological mechanisms and ways in which these may malfunction, their causation, treatment and learning and epidemiology, and examine how pathologies may contribute to the pattern of individual human development. Personal skills included in this module are communication skills through the group presentation and manipulation of numerical data through the study of epidemiology. Assessment: GroupPresentation 30% Writtenassignment 70%(2000words) Timetable: Wednesdaypm Site: NationalInstituteofConductiveEducation
__________________________________________________________________________________________________________________________
Semester 1and2 ModuleCode: CE2009 ModuleTitle: ConductivePedagogy:AnalysisandDevelopmentof Learning Credits: 30 ModuleLeader: TundeRozsahegyi Prerequisite: CE1004 Corequisite: None Description: Students learn to monitor their own and each others pedagogic skills and to reflect upon and articulate these explicitly, with particular reference to the conductive group. They then examine how psychology offers explanations for the conductive process at different levels, developmental, social and neuropsychological. Personal skills of
26
communication will be developed and assessed through the oral presentation. Assessment: PracticalCompetencies1 30% PracticalCompetencies2 30% WrittenAssignment 40%(2000words) Timetable: Semester1and2Tuesdaypm+practicetba Site: NationalInstituteofConductiveEducation ______________________________________________________________________ Semester 1and2 ModuleCode: CE2010 ModuleTitle: PedagogyandPsychologyforConduction Credits: 30 ModuleLeader: AndrewSutton Prerequisite: CE1004 Corequisite: None Description: Students learn to monitor their own and each others pedagogic skills and to reflect upon and articulate these explicitly, with particular reference to the conductive group. They then examine how psychology offers explanations for the conductive process at different levels, developmental, social and neuropsychological. Personal skills of communication will be developed and assessed through the oral presentation Assessment: Individualoralpresentation(15mins)+500wordsummary 30% Writtenunseen2hrexamination 70% Timetable: Semester1&2Wednesdayam Site: NationalInstituteofConductiveEducation _______________________________________________________________________ Semester 1or2 ModuleCode ED2280 ModuleTitle ResearchMethodsinEducationandtheSocialSciences Credits 15 ModuleLeader DrChrisWakeman Prerequisites None Corequisites None ProhibitedCombinationsNotwithED3843 Description Studentsareintroducedtothemajorparadigmsandapproachestoresearch,different methods of collecting data are explored and issues such as validity, reliability, generalisationandethicsareanalysed. Thismoduleisapreparationfortheproject andpracticalapplicationsarestudied.
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Assessment Writtenprojectproposal(2500words). TimetableSemester1Tuesdayam Semester2Fridayam Site Walsall
_________________________________________________________________________ Semester 1or2 ModuleCode ED2006 ModuleTitle TutoringScheme Credits 15 ModuleLeader DrAnneHollinshead Prerequisites None Corequisites None ProhibitedCombinations NotwithED3008 Description The Tutoring Scheme provides a unique opportunity for students to develop their personal and interpersonal skills by undertaking work experience in colleges or schools,includingspecialschools.Studentstutorsmallgroupsoflearnersintheirown specialistsubject,oroffergenerallearningsupport.Studentsalsogaininsightintothe worldof educationwithspecialreferencetoaparticularagephase/ability. Thisis valuabletostudentsconsideringacareerinteachingorinanyfieldinvolvingtraining orworkingwithyoungpeople. Assessment Linkteacherassessment(25%). Writtenselfassessmentprofile(75%). TimetableSemester1Fridaypm,Semester2Fridaypm Site Walsall Semester 1and2 ModuleCode EY2000 ModuleTitle HowYoungChildrenLearn Credits 30 ModuleLeader KarenClarke Prerequisites EY1000 Corequisites None ProhibitedCombinationsNone Description Thismoduleexaminesthemaintheoriesoflearningappliedtoyoungchildren.It alsolooksattheroleofplayinlearninganddevelopmentduringearlychildhood,
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includingdifferenttheoriesofplay,howplaychangesthroughouttheearlyyears andtherelationshipbetweenplayandchildrensemotional,social,cognitiveand physicaldevelopment.Theroleoflanguageinlearningisalsoexamined. Assessment 1.Formativeassessment.Seminarpaper 2.Casestudy(4500words) Timetable Semester1&2Mondayam,Mondayeve,Tuesdayam, Wednesdayam, Site Walsall _______________________________________________________________________ ______________________________________________________________________ Semester 1 ModuleCode EY2001 ModuleTitle Planning,observingandassessingintheEarlyYears Credits 15 ModuleLeader TBC Prerequisites EY1000 Corequisites None ProhibitedCombinationsNone Description Thismoduleexaminestheroleoftheearlyyearspractitionerinplanning,observing and assessing young children and their learning experiences. Different forms of assessment including standardised tests, nonstandardised assessment, the use off observationsandconversationsandneedsandplanthecurriculumareanalysed.This modulealsoexamineshowyoungchildrencanbesupportedindevelopingtheability toplanandassesstheirownlearningexperiences. Assessment 1.FormativeAssessment.TheoriesofPlay 2.Assignmentbasedontheobservation TimetableSemester1Wednesdayeve,Fridayam, Semester2Fridayam Site Walsall Semester 1or2 ModuleCode EY2002 ModuleTitle QualityIssues Credits 15 ModuleLeader MargaretMcCullough Prerequisites EY1000 Corequisites None ProhibitedCombinationsNone Description ThismoduleexaminestherangeofeducareprovisionavailableintheUKforyoung children.ItlooksatthehistoricalrootsofEarlyChildhoodEducationandhowthey haveinfluencedcontemporarypractices.Thefactorsleadingtohighqualityprovision inearlyyears,standardsandguidelinesforhighquality,researchstudiesonquality
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provisionandwaysofmeasuringqualityareanalysedindetail. Assessment 1.FormativeAssessment.Proposalofareview 2.Reviewofqualityfactors TimetableSemester1Thursdayeve, Semester2Thursdaypm Site Walsall _________________________________________________________________________ ________________________________________________________________________ Semester 1or2 ModuleCode EY2003 ModuleTitle EarlyyearsCurriculum Credits 15 ModuleLeader TBC Prerequisites FayeStanley Corequisites None ProhibitedCombinationsNone Description Thismoduleexaminesthecurriculaforchildrenunder3andchildrenbetween3and5 years,andthestatutorycurriculumforkeystage1.Studentsareencouragedtostudy in greater depth the content and implementation of the curriculum for preschool children or a subject from the National Curriculum at key stage 1. Students are expectedtousetheirknowledgeofchilddevelopmentandlearningtheoriesinthe design of a developmentally appropriate curriculum for young children while fulfillingthelegalrequirementsforearlyyears. Assessment 1. FormativeAssessment.Notesonthemainprinciplesofcurriculumdesign 2. Essay(2500words) TimetableSemester1Tuesdayeve,Thursdayam Semester2Thursdayam Site Walsall Semester 1or2 ModuleCode EY2004 ModuleTitle Children,familyandsociety Credit 15 ModuleLeader AnneHollinshead Prerequisites EY1000 Corequisites None ProhibitedCombinationsNone Description
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This module introduces a range of theoretical concepts from the social sciences framework to explore the complex web of interactions between families and societies,thatprovidesthecontextforearlychildhoodstudies. Assessment 1. FormativeAssessment.Presentation 2. TimedassignmentbasedonPresentation(2500words) Timetable Semester1Thursdayam,Semester2Wednesdayeve Site Walsall ________________________________________________________________________ Semester 1or2 ModuleCode EY2005 ModuleTitle 03Framework Credits 15 ModuleLeader TBC Prerequisites EY1000 CorequisitesNone Prohibitedcombinations None Description ThismodulewillincreasestudentsknowledgeandunderstandingofEarlyYears curriculum with specific reference to the 03 years. It will explore different approachestotheEarlyYearscurriculumandcomparetheapproachintheUKwith thoseofothercountries. Assessment 1. Formativeassessment.(Notesoncurriculumdesignandtheimportanceof routinesforthe03yearolds) 2. Casestudy,basedupon24hourroutineofachildunder3years Timetable Semester1Thursdaypm,Semester2Tuesdayeve Site Walsall _________________________________________________________________________ Semester 2 ModuleCode SN2004 ModuleTitle EducationandInclusion Credits 15 ModuleLeader DrNeilDuncan Prerequisites SN1000orSN1006 CorequisitesNone Prohibitedcombinations None Description Themoduleaimstoincreaseanddevelopstudentknowledgeandunderstanding oftherelationshipbetweenprovisionforpupilswithspecialeducationalneedsand
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mainstreamschooling.Themodulewillpromoteafullerunderstandingoftheroles ofkeyprofessionalsinpolicyandpracticewithinthefieldofspecialneeds. Assessment 1. formativeassignment(ungraded) 2. Essayexploringinclusiveeducationprovision(2500words100%) Timetable Semester1Mondayeve,Semester2Mondaypm Site Walsall ______________________________________________________________________ LEVELTHREE Semester 1 ModuleCode: CE3007 ModuleTitle: InterventionsforPhysicalDisabilities Credits: 15 ModuleLeader: AndrewSutton Prerequisite: None Corequisite: None Description: This module introduces the wide range of societal interventions currently offered to children andadults with physical disabilities, and their families. These include medical, educational and social provisions, complementary and alternative routes, and philosophical/political reformulations, as a basis for critical appreciation of ethical issues relating to how individuals, families and society determine and achieve their interventions of choice. The personal skill of affective oral communication will be developed through the group presentation. Assessment: Writtenassignment: 70%(2000words) Individualoralpresentation(15mins)+500wordsummary: 30% Timetable: Tuesdayam Site: NationalInstituteofConductiveEducation ____________________________________________________________ Semester2 ModuleCode: CE3010 ModuleTitle: InnovationinConductiveEducation Credits: 15 ModuleLeader: TundeRozsahegyi Prerequisite: CE2009 Corequisite: None Description: Adapting professional skills and underpinning understandings to new working contexts is a cardinal featureofthedevelopmentofCEintheUKand aroundtheworld. ThismoduleintroducesstudentstotheflexibilityofCEand
32
provides a supported, supervised workbased learning experience in which to apply their skills and underpinning theory and analyse and reflect upon their experiencecriticallyinawrittenreport.Personalskillsdevelopedinthismodule will be through acting independently in a new work context and writing skills throughanindepthwrittenreport. Assessment: Workbasedplacementreport(3000words)100% Timetable: Tuesdayam Site: NICEandexternalplacements ________________________________________________________________________ ______________________________________________________________________ Semester: 1and2 ModuleCode: CE3011 ModuleTitle: ConductivePedagogy:EvaluationandApplication ModuleCredits: 30 ModuleLeader: DrMelanieBrown Prerequisite: CE2009 Corequisite: None Description: This module develops students practical and theoretical progress towards becoming skilled and reflective conductors. Teaching will lead students towards understanding the application and evaluation of conductive pedagogy with minimum supervision. During this module students will have the opportunity to develop skills working in teams and acting independently. Assessment: PracticalCompetencies1 20% PracticalCompetencies1 20% PracticalAssessment 20% Writtenassignment 40%(2000words) Timetable: Mondayam+practicetba. Site: NationalInstituteofConductiveEducation Semester 1&2(CommenceOctober2005SubmitApril2006) ModuleCode ED3870 ModuleTitle ProjectModule(30creditproject) ModuleLeader DrAnneHollinshead Prerequisites ED2280 Corequisites None ProhibitedCombinations None Description Thismoduleenablesstudentstoundertakeapieceofindependentresearchintoan area of personal interest in Education Studies. For those students who intend to becometeachers,theprojectwillaffordtheopportunitytocombineworkinaNational Curriculum subject with education studies. Students with a particular interest in
33
educationandtrainingareencouragedtoundertaketheirresearchintheworkplace. Assessment Anassignmentofbetween10,00020,000words(100%)supportedbyaseriesof progressreportswhicharesubmittedatsettimesduringtheacademicyear. Submissionoftheassignmentisprecededbyavivavoceexaminationwhichisheldon aprearrangeddate. Timetable5hoursoftutorialsatatimenegotiatedwithstudentsandprojecttutor. Site Walsall/NationalInstituteofConductiveEducation ________________________________________________________________________ ______________________________________________________________________ Semester 1or2 ModuleCode ED3006 ModuleTitle LearningandTeaching Credits 15 ModuleLeader DrAnneHollinshead Prerequisites None CorequisitesNone Prohibitedcombinations None Description This module is designed to provide students with the opportunity to examine critically the key processes involved in teaching and learning. Ideological perspectiveswillbecombinedwithinsightsderivedfromsociology,ssocialpolict andhumanpsychologyinordertoanalyseand evaluateclassroompractices.In contributing towards the discussion of the concepts involved, students will be requiredtointerpret,analyseandsynthesizeinformationintorobustandcoherent arguments. Assessment 1. Essay1500words(75%) 2. ExaminationTwoannotatedlessonplans(25%) Timetable Semester1Mondayam,Semester2Mondayamoreve Site Walsall _________________________________________________________________________ Semester 1or2 ModuleCode ED3008 ModuleTitle TutoringScheme Credits 15 ModuleLeader DrAnneHollinshead Prerequisites None Corequisites None ProhibitedCombinations NotwithED2006 Description The Tutoring Scheme provides a unique opportunity for students to develop their personal and interpersonal skills by undertaking work experience in colleges or schools,includingspecial schools. Studentstutorsmallgroupsof learnersintheir ownspecialistsubject,oroffergeneralsupport. Studentalsogaininsightintothe
34
worldofeducation withspecialreferencetoaparticularagephase/ability. Thisis valuabletostudentsconsideringacareerinteachingorinanyfieldinvolvingtraining orworkingwithyoungpeople. Assessment Linkteacherassessment(25%). Writtenselfassessmentprofile(75%). TimetableSemester1and2Fridaypm Site Walsall ________________________________________________________________________ Semester 1or2 ModuleCode ED3878 ModuleTitle ComparativeEducation Credits 15 ModuleLeader DrBrendanBartram Prerequisites ED1113orED11588 Corequisites None ProhibitedcombinationsNone Description Thisisawiderangingmoduleinwhichstudentsareencouragedtofocusonan educationalissueoftheirchoice.Studentscriticallyexamineandcomparetheissue in several countries, and in the process explore the political and educational influences, which shape curricular aspects around the world. Students will be expectedtodiscussandevaluatehowanaspectofcurrentprovisioninEngland,for example,mightbeimprovedthroughthestudyofcomparativeeducation Assessment Writtenassignment(2500words) Timetable Semester1and2Fridayam Site Walsall ________________________________________________________________________ Semester 2 ModuleCode SN3001 ModuleTitle SupportingInclusiveLearning Credits 15 ModuleLeader SteveProwse Prerequisites None Corequisites None ProhibitedCombinations None Description Themoduleaimstointroducekeyissuesrelatingtothesupportoflearnersininclusive settings.Itwillexploretheroleofsupportingstaff,thedifferentmethodsofsupporting learning and provide the opportunity for development of materials to support learning.Themodulewillenablestudentstodevelopkeyskillsinworkingwithothers andimprovingownlearningthroughagreeingtargets,planningandreviewing,and receivingfeedback.TheywillbeassessedintheuseofICT.
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Assessment 1.Formativeassignment(ungraded)Draftportfolioforassignment2 2.Design,produce,pilotandevaluateasetofresources(evaluation1500words) TimetableSemester2Mondayeve Site Walsall
_________________________________________________________________________ Semester 1or2 ModuleCode SN3004 ModuleTitle Criticalandsocialissues Credits 30 ModuleLeader SteveProwse Prerequisites SN1000 Description Themoduleaimsto:examine social issues affecting the lives of 'disabled' people, and to explore the social construction of disability, disability in history, culture and the concepts surrounding a 'disabled' identity. It analyses the role of the media and a range of associated subjects. ItdevelopsthekeyskillsICTandwrittencommunicationandassesses thekeyskilloforaloralternativecommunication. Assessment 1. Formativeassignment1(ungraded)Draftpaper(500words) 2. Essay,Analysingissuesaffectingthesocialconstructionofdisabilitythroughthe media(50%) 3. Formativeassignment2(ungraded)Studentleadseminar 4. Individualseminarpaper(2500words)(50%) Timetable Semester1and2MondaypmorTuesdayeve Site Walsall _________________________________________________________________________ Semester 1 ModuleCode SN3007 ModuleTitle SpecificLearningDifficulties Credits 15 ModuleLeader VikkiAnderson Prerequisites None Corequisites None ProhibitedcombinationNone Description The module aims to: ExaminethetheoreticalperspectivesthatunderpinSpecific Learning Difficulties and investigate the particular support requirements of individuals with SpLD, together with approaches to meeting these. It covers identification,assessmentandlearningandfocusesonsomeofthecontroversial issuessurroundingdyslexia. Themoduleadoptsapositivestanceonthesocial inclusionofpeoplewithSpLD.Throughtheassessmenttasks,themoduleprovides
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opportunities for students to develop key skills in organising and articulating writtenarguments,ininformationretrievalandinusingICT.Theywillbeassessed inanalyticalandproblemsolvingskills. Assessment 1. Formativeassignment(ungraded)Reflectivereadingjournal(700words) 2.Essay(2500words)(100%) Timetable Semester1Thursdayeve Site Walsall ________________________________________________________________________ Semester 1and2 ModuleCode EY3000 ModuleTitle PartnershipsandEqualOpportunitiesintheEarlyYears Credits 30 ModuleLeader JennyFrench Prerequisites EY1000,EY2000 Corequisites None ProhibitedCombinationsNone Description Thismoduleexaminestheprocessof developing,implementingandmonitoring equal opportunities policies for early years. It looks at how equal opportunities policiesneedtoshowacommitmenttogivingallchildrenaccesstoawiderangeof experiencesandtocombatdiscriminationandstereotyping.Studentsalsoexamine how to promote in young children an understanding and respect for others irrespective of gender, race, ability and ethnic and religious background. The importanceandhowtoworkinpartnershipwithparents/carers,otherearlyyears professionalsandlocalcommunitiesisalsocoveredindetail. Assessment 1.FormativeAssessment,Posterpresentation 2.Assignment(4500words) Timetable Semester1or2Wednesdayam,ThursdayamorThursdayeve Site Walsall Semester 1or2 ModuleCode EY3004 ModuleTitle Perspectivesinchildhealth Credits 15 ModuleLeader JennyFrench Prerequisites EY1000,EY2000 Corequisites None ProhibitedCombinationsNone Description Thismoduleexaminesthebiologicalbasisofchilddevelopmentandexploresthe provision of a healthy and stimulating environment for a child to grow and develop.Themoduleconsidersthehealthandsocialfactorsthatmayimpactona childsabilitytolearn.Thismodulewillbeofinteresttothosewishingtopursuea
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careerinhealthsocialworkorthevoluntaryorprivatesector. Assessment 1.Formativeassessment,adraftaboutaspectsofhealthonthechosenarea 2.Essay Timetable Semester1Tuesdaypm,Semester2Wednesdayeve Site Walsall ________________________________________________________________________ Semester 1or2 ModuleCode EY3006 ModuleTitle DevelopingLanguageandLiteracyintheEarlyYears Credits 15 ModuleLeader KarenClarke Prerequisites EY1000,EY2000 Corequisites None ProhibitedCombinationsNone Description This module equips students with a critical understanding of the relationship betweenlanguagedevelopmentandtheacquisitionofliteracyskills.Themodule willalsoenablestudentstodevelopappropriatestrategiestopromotelanguageand literacydevelopmentinyoungchildren. Assessment 1.FormativeAssessment.Observation 2.Criticallyanalyseandevaluatetheactivityobserved Timetable Semester1Wednesdayeve,Semester2Tuesdaypm Site Walsall Semester 1or2 ModuleCode EY3003 ModuleTitle LeadershipandmanagementinEarlyYearsContexts Credits 15 ModuleLeader JennyWorsley Prerequisites EY1000,EY2000 Corequisites None ProhibitedCombinationsNone Description Thismoduleequipsstudentswithacriticalunderstandingofcurrentmanagerial andleadershipissuesfacingthosechargedwiththeresponsibilityforearlyyears careanddevelopment.Themoduleexaminesthedifferencebetweenmanagement andleadershipandwhatstrategiescanbeemployedtomaximizethebenefitofboth disciplines. The module also seeks to study the notion of individual, tem and organizationallearningwithinanearlyyearsenvironment.Additionally,thesubject of workplace psychology will be investigated within an educational or
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developmentalsetting. Assessment 1.Formativeassessment,toproduceabriefpaper 2.CriticalanalysisofmanagementinanEarlyyearssetting Timetable Semester1Tuesdayam,Semester2Mondayeve Site Walsall
ArrangementsforStudentStaffLiaison Subject staffstudent consultation meetings takes place each semester at NICE. NamesofstudentsrepresentativesareavailableonthenoticeboardatNICEandon the CE notice board on the Walsall campus. Student representatives are also invitedtoattendtheSteeringCommitteeMeetingsthreetimesayear. Feedback fromtheseismadeavailabletothestudentgroup. Alsowehopeyouwillfeel freetotalktostaff membersat anytimeregarding problems you are encountering. Staff are keen to support you, so tackle any problemsbeforetheybecomebigissues.Youwillalsoreceiveadditionalacademic supportfromasubjectbasedpersonaltutor. EqualOpportunities TheUniversitysEqualOpportunitiesPolicyisavailableonlineviatheIntranet. HealthandSafety AllstudentswillhaveanintroductiontoHealthandSafetyandfireevacuation procedures during their induction. They will experience fire evacuation drills severaltimesduringtheirtraining.Theywillalsoreceiveafullthreehourlecture onHealthandSafety,includingthepolicyandproceduresatNICE,intheCE1002 ProfessionalPracticemodule.HealthandSafetytrainingwillbeupdatedatNICE throughoutthecourse. RiskAssessmentandManualHandlingandLifting Studentswillreceivetraininginriskassessmentandmanualhandlingandlifting techniques during their induction. This training will be delivered by NICEs certificated Risk Assessment and Manual Handling and Lifting trainer and will coverthesafetyoftheclient,thestudentandtheircolleagues. Confidentiality NICE keeps a personal file on each client who receives Conductive Education. During their studies students will need to access the written records of the children/adults they work with in their practical placements. These documents can be viewed on request by the students
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however they cannot be photocopied or taken away from NICE. During the training course students will also be required to make written observations, case studies, programme plans etc for their practical work. In these cases it is essential that their tutor recognises the identity of participants they write about. Each module induction will give clear indication and specific guidelines about how confidentiality should be addressed in their written work. Service users, parents and carers have the right to know that any private and personal information which is given in confidence will be used only for the purposes for which it was originally intended. Use of information from/about the service users will be closely supervised by an academic or practice tutor who will give specific guidelines on handling and storing records. When students work is forwarded for external moderation or for tracking, names should be blacked out. Child Protection It is a requirement of NICE that all students should be police checked and this is undertaken on behalf of NICE by the University of Wolverhampton. This will require the students written consent to the procedure. If consent is not granted it will not be possible to study on the degree course in Conductive Education. Special arrangements will be made for students from overseas. These students are requested to discuss this at the NICE during induction. Career Opportunities in Conductive Education There are already over thirty places where conductors work in the United Kingdom. Many of these focus on children and most centers are in the voluntary (charitable) sector. CE has been developing in the UK for around fifteen years, with lack of conductors a major factor in limiting its faster spread. Graduates with QCS are already working in Canada, the United States and New Zealand, as well as in the UK. This is an expanding field, and qualified conductors have the opportunity to forge new practices in unfamiliar contexts. For graduates who go on to take a Post Graduate Certificate of Education this may include the English state education system. The new conductor profession has the exciting potential to generate new
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institutions to deal with age-old problems, both in the UK and overseas. A career structure is already beginning to emerge, including responsibility for the work of other conductors and managers, entrepreneurs and lobbyists. To explore the explosive development of CE world-wide, go to the Conductive Education Website which provides a gateway to the worldwide conductive community:
http://www.conductive-education.org
Careers in Teaching Students should note that Conductive Education does NOT give students qualified teacher status. Students who wish to become a teacher will need to study for a Postgraduate Certificate in Education (PGCE) following graduation. CHEATING Definition Cheating is defined by the University as action by a candidate or candidates in an examination or other form of assessment, which is intended to give the candidate(s) an unfair advantage over other candidates. Types of Cheating Plagiarism and collusion are also forms of cheating and all three forms of misconductaretreatedasseriousoffencesbytheUniversity. Penalties Where an offence is admitted, or an independent panel decides that cheating, plagiarismorcollusionhasoccurred,apenaltywillbeimposed.Theseverityofthe penaltywillvaryaccordingtothenatureoftheoffence,butinallcaseswillbe greaterthanifthecandidateshadsimplyfailedtheassessmentinquestion. FurtherInformation Full details of the Universitys regulations and procedures concerning cheating, plagiarismandcollusioncanbeconsultedinSection9oftheUniversityAcademic RegulationsforStudents,whichisavailableinSchoolOffices,CampusRegistries andCampusLearningCentres. StatementonPlagiarism TheUniversitiesstudyskillsguide,'LearningforSuccess',offersgoodadviceon howtouseotherpeople'sworktosubstantiatearguments.Theuseofavailableand relevantliteratureisanessentialpartofdemonstratingknowledgeofaparticular
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field,butastheguidepointsoutonpage187,students"musttakegreatcareto acknowledgeitproperly.Citingtheauthorsyouhavereadwillshowhow thoroughlyyouhaveresearchedyourtopicandwillearnyoucredit.Ontheother handnotcitingtheauthorswhoseworkyouhavedrawnonmightleaveyouopen toanaccusationofplagiarismstealingsomeoneelse'sworkandpassingitoffas yourown". GLOSSARYOFTERMS Module:Aseparatelyassessedfractionorcomponentofaprogrammeofstudy.A moduleisworth15or30creditsandinvolvesanotional150or300hoursoftotal study time respectively, i.e. lectures, seminars etc. + practical work (where applicable)+privatestudy+assessmentoveranotional15or30 studyweeks. NotionalmeansthattheUniversityassumesthatmoststudentswilltakeabout150 or300hoursover15or30weekstocompleteallthemodulerequirementsfora15 or30creditmodule(i.e.10hourspermoduleperweek). Prerequisite:Amodulewhichmustnormallybestudiedandpassedinorderthata studentmaystudyasubsequentmodule. Ifyouhavenot takenaspecificpre requisitemodule,youshoulddiscussthiswiththemoduleleaderofthesubsequent module.Youmaybeabletoofferanacceptablealternativeprerequisitemoduleor youmayhaveundertakenpriorlearningelsewherewhichisacceptableinlieuof theprerequisitemodule. Credit:Thecreditvalueofthemoduleisthenumberofcreditsobtainedbypassing theassessmentrequirementsofthemodule. Afulltimestudentnormallystudies modulestothevalueof120creditsperyear.(Thisisthesameinmostuniversities.) Level:TherearefivelevelsofstudyrecognisedbytheUniversity,butonlythreein commonuseforundergraduateprogrammes. Level 1: This is the introductory level for higher education. It provides an orientation and balancing phase for students on entry, as well as introducing students to the basic methodologies and concepts of their chosen subject(s) or discipline(s). Level2:Thisistheintermediatelevelwhichdevelopsstudentsintellectualand imaginativepowersunderstanding,judgement,problemsolving,communication skillsaswellasgivingadeepeningawarenessoftheirchosendisciplineor disciplines. Level3:AtLevel3,modulesaredesignedtodevelopandteststudentspowersof independentjudgementandcriticalawareness;todevelopaninquiring,analytical
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andcreativeapproachtolearning,bothgenerallyandparticularlyinthechosen specialistarea(s).
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SCHOOLOFEDUCATION

PATHWAYSGUIDEFOR CONDUCTIVEEDUCATION 2005/2006

PathwayGuideforConductiveEducationTundeRozsahegyi,SubjectCoordinator UniversityofWolverhampton ThisVersionisValiduntilSupercededinJune2006

CE1006 module CE1007 Introduction to Conductive Education 15 credits core module

Plus 2 elective modules of your own choice

ConductivePedagogy:Evaluation and Application 30 creditscore module Project30creditscoremodule(ED2280prerequisite) Plus4electivemodulesofyourownchoice

KeySkills Belowaretheoutcomeswhichareassessed. 1 Communication

Module Communication Organise written oral No CE100 2

Use Act ICT Independently

Work Numeracy ina team

2004/2005Timetableforcoremodules Semester1 Monday Tuesday am CE3011 ConductivePedagogy:EvaluationandApplication

am CE3007 InterventionsforPhysicalDisabilities pm CE1007IntroductiontoConductiveEducation pmCE2009ConductivePedagogy:AnalysisandDevelopment eveED2280 Researchmethods

Wednesdayam am Thursday pm Friday am

*CE1004,CE2009,CE3011:plus:practicalsessionstba Plus:ED3870Project5hoursoftutorialsatatimenegotiatedwithstudents andprojecttutor Plus:Electives:studentsshoulddiscusswithpersonaltutor.

Assessment: CourseFile Unseenwrittenexam. Timetable: Site:

50% 50% Thursdaypm NationalInstituteofConductiveEducation

Assessment Writtenprojectproposal(2500words). TimetableSemester1Tuesdayam Semester2Fridayam Site Walsall

Assessment 1.Formativeassignment(ungraded)Draftportfolioforassignment2 2.Design,produce,pilotandevaluateasetofresources(evaluation1500words) TimetableSemester2Mondayeve Site Walsall

developmentalsetting. Assessment 1.Formativeassessment,toproduceabriefpaper 2.CriticalanalysisofmanagementinanEarlyyearssetting Timetable Semester1Tuesdayam,Semester2Mondayeve Site Walsall

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