ED1FPP-Partnership with Parents

Module Provider: Institute of Education
Number of credits: 20 [10 ECTS credits]
Level:4
Terms in which taught: Autumn / Spring term module
Pre-requisites:
Non-modular pre-requisites:
Co-requisites:
Modules excluded:
Current from: 2022/3

Module Convenor: Hilary Harris
Email: hilary.harris@reading.ac.uk

Type of module:

Summary module description:

This module will explore the value of partnership working with parents in the context of children’s learning and development within the family structure; it will consider factors which either support or hinder partnership working and the role of the family and home environment in improving outcomes for children. The module will look at policy development in work with parents and the current initiatives and policy frameworks that support partnership working. . It will identify parenting stages and styles and the support available for parents, as well as considering ways to promote effective and research based working with parents.

Aims:

The aims of this module are to develop knowledge and understanding of partnership with parents through:

• Reflection upon the importance of self-awareness in work with families


• Demonstration of knowledge and effective communication skills required to activate partnership working


• Identification of the role of parents as an essential part of children’s learning and development


• Evaluation of ways of supporting parents within the partnership model of working


• Analysis of relevant policy frameworks and initiatives related to work with parents


• Identification of strategies to support transitions and their impact on child development

Assessable learning outcomes:

On successful completion of this module students should be able to:

• identify relevant principles and concepts in relation to the influence of the parent and family on children’s development and learning


• discuss the theoretical rationale for working in partnership with parents that is informed by academic literature and current research


• identify and evaluate different strategies for supporting parents and working in partnership with them and reflect on the role of the practitioner in implementing them


• develop and apply knowledge required for practitioners which are linked to government policy, legislation, statutory and non-statutory guidance and current initiatives


• recognise and incorporate connections between module, practice and relevant areas of the appropriate curriculum/framework

Additional outcomes:

On successful completion of the module students should also be able to:

• reflect upon one’s own perspectives towards parenting styles


• dentify and discuss professional standards that support working with parents


• demonstrate awareness of the ethical issues raised within this module and be able to discuss these in relation to personal beliefs and values


• develop effective communication skills when working with parents


• develop academic skills of research of academic sources, note taking, planning and essay writing

Outline content:

• The role of the family in children’s development and learning


• The historical and current policy context for working with parents


• The rationale for the partnership model of working with parents


• Parenting stages and styles and ways of supporting parents within an evidence base


• Effective working with parents in practiceÌý

Brief description of teaching and learning methods:

Lectures, discussion groups, tasks, research, work based activities; work – based learning will provide an essential contribution to achievement of the outcomes.

Contact hours:

Ìý	Autumn	Spring	Summer
Lectures	16.5	3
Seminars	0.5
Tutorials	1
Placement	70	30
Guided independent study:	60	19
Ìý	Ìý	Ìý	Ìý
Total hours by term	149	52
Ìý	Ìý	Ìý	Ìý
Total hours for module	200

Summative Assessment Methods:

Method	Percentage
Written assignment including essay	90
Practical skills assessment	10

Summative assessment- Examinations:
n/a

Summative assessment- Coursework and in-class tests:
2500 word essay (90%)
Mentor/student professional discussion (10%)

Formative assessment methods:
Work-based discussions with the mentor, plus tutorials and placement experience all contribute to formative assessment.

Penalties for late submission:

The Support Centres will apply the following penalties for work submitted late:

• where the piece of work is submitted after the original deadline (or any formally agreed extension to the deadline): 10% of the total marks available for that piece of work will be deducted from the mark for each working day (or part thereof) following the deadline up to a total of five working days;
• where the piece of work is submitted more than five working days after the original deadline (or any formally agreed extension to the deadline): a mark of zero will be recorded.

The University policy statement on penalties for late submission can be found at: /cqsd/-/media/project/functions/cqsd/documents/cqsd-old-site-documents/penaltiesforlatesubmission.pdf
You are strongly advised to ensure that coursework is submitted by the relevant deadline. You should note that it is advisable to submit work in an unfinished state rather than to fail to submit any work.

Assessment requirements for a pass:
40% overall

Reassessment arrangements:
Resubmission during summer if candidate would otherwise fail to progress

Additional Costs (specified where applicable):

1) Required text books:Ìý Module Handbook has a reading list but there are no core textbooks and many resources are available online.

2) Specialist equipment or materials:Ìý None

3) Specialist clothing, footwear or headgear:Ìý None

4) Printing and binding:Ìý None

5) Computers and devices with a particular specification:Ìý None

6) Travel, accommodation and subsistence:Ìý None

Last updated: 22 September 2022