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On successful completion of the module, students will be able to:
Identify and make use of sources of knowledge and evidence relating to child and adolescent development.
Demonstrate an awareness of ethical principles and professional codes relevant to child and adolescent development.
Describe the ideas relating to the psychological development of children and adolescents.
Show awareness of concepts and theories of child and adolescent development which you can relate to your work.
Select appropriate content, medium and style intended for a professional and /or academic communication. Evidence sources of information and demonstrate origins of ideas by referencing sources using a consistent style.
This module will introduce apprentices to:
• The nature, methods and justification for child and adolescent development psychology.
• Studying a range of topics including the beginning of life, our inheritance, development from conception to birth and the new-born’s adjustment to the world.
• The formation of relationships which will consider the family, “attachments” and peer relationships.
• The development of gender identity.
• Emotional development which will comprise an attempt to explain what emotions are, children’s conception of emotion, socialization of emotions and the development of emotional competence.
• Cognitive development which will consist of the main perspectives on the development of thought and language.
• Finally, the construction of the self-including adolescent development will be introduced.
Learning and teaching typically includes a range of methods such as lectures, seminars, workshops and tutorials, with emphasis on team experience and peer support, large and small group discussions, problem-solving activities and individual and paired working. Given that, this module is delivered on a block basis over three days (21 hours), the module is delivered using blended learning approaches. These will include pre-session activities in preparation for each day’s taught sessions and post session activities that summarise the day’s sessions. Typically four taught sessions (of 1-1.5 hours each) will take place each day. These are interspersed with learning and reflection activities (of 2-3 hours during and at the end of each day) to embed learning.
The WBLF uses a variety of assessment methods designed to support the development of the learners’ knowledge and understanding. Learners use their own workplace as a resource for written assignments, providing an opportunity to compare theory and practice in an applied context relevant to their area of expertise. A wide range of assessment tasks are drawn upon, including:
• Problem-solving briefs and enquiry based tasks
• Literature based assignments
• Summative portfolios from CPD activity
• Research investigations into practice
• Reports – including management and technical reports
• Reflective portfolios of evidence of learning from work
• Social learning tools such as blogs and wikis
• Negotiated assignment
Apprentices may be expected to draw on a range of theoretical/academic, personal and work-based resources. Course documentation, support materials and web-based materials will be available on the VLE as appropriate.Technology such as Panopto and learning platforms, including MS Teams, will be utilised to facilitate some of this communication. Moodle will serve as the key mechanism for recording information about the apprentices’ progress against KSBs, including a facility to upload evidence of how these have been met outside of the academic programme, an ‘off’ the ’job’ log, and a platform for Learning Journal entries.
Implementation of study skills will be supported by teamwork, and the capacity to develop written argument, will be developed. During each session there will be opportunities for tutor/student interaction to meet individual needs and help develop skills, confidence, competence, knowledge and understanding relating to the aims and objectives of the module. Accessing library resources and help with coursework study skills will be available from services across the university. The module also embeds diversity as part of the University’s work towards the Race Equality Charter by ensuring that module reading lists incorporate ethnic and gender diversity, the perspective of marginalised communities, and populations.
Apprentices would be expected to prepare for the sessions by reading set texts and completion of tasks set in class or via the VLE and will be expected to take part in a wide range of learning activities. Apprentices would be expected to prepare for the sessions by reading set texts and completion of tasks set in class or via the VLE and will be expected to take part in a wide range of learning activities.
Apprentices will maintain their Learning Journal during this module and on-going self-evaluation will be part of the apprentices’ identification of needs. Learners reflect on current practice and develop action plans for continued personal and professional development, including a 3-way learning agreement (student, university and employer/work stakeholder). The Learning Journal is part of the apprentice’s Portfolio of Evidence that they will complete throughout their entire apprenticeship programme. Learning Journal entries, therefore, must be capable of providing, or locating, proof of the achievement of the Knowledge, Skills and Behaviours of an Apprenticeship Standard. Not all Learning Journal entries will be used for the final evidence of achievement required by the End Point Assessment(EPA). Implementation of study skills will be supported and in particular teamwork, and the capacity to develop written argument, will be developed. During each session there will be opportunities for tutor/student interaction to meet individual needs and help develop skills, confidence, competence, knowledge and understanding relating to the aims and objectives of the module.
Study Skills
In advance of the programme, through the VLE and during the induction session for module 1, apprentices will be introduced to study skills by the following:
• The Subject Librarian with Information Systems training and Digital Literacy training packages.
• The Learning Hub and their role in supporting students with academic writing and study skills.
• The E-Learning Team and the use of our VLE, Moodle, Turnitin, technology to support study.
• The IT team and the use of IT packages, software, programmes for academic study skills.
The above study skills support areas will also be embedded across all modules with a specific study skills session timetabled; i.e. formal lecture 9-1pm, then lunch break, then 2-4pm, study skills session. This session could include any of the above teams, areas, resources in addition to the allocated lecturer teaching the module and their specified input.
Lectures, seminars, learning activities, workshops and tutorials, e-engagement e.g. VLE activities
Hours: 25
Intended Group Size: 20
Flexibly delivered assessment support/e-support including tutorials
Hours: 5
Intended Group Size: 1-6
Guided independent study
Hours: 170
Further details relating to assessment
Apprentices will maintain their Learning Journal during this module and on-going self-evaluation will be part of the apprentices’ identification of needs.
The Learning Journal is an E portfolio and will be online. It will include x3 reflective accounts to be completed during the module with one final end of module reflection that specifically links the module content with their professional practice. These will be assessed.
The poster presentation will also include a short rationale. The poster will highlight the physical, cognitive, social and emotional milestones children experience and in the rationale this will be linked to the role of the community professional.
Module Coordinator - PRS_CODE=
Level - 4
Credit Value - 20
Pre-Requisites - NONE
Semester(s) Offered -