Modules

Module title: Policy and contexts for practice
SCQF level: 11:
SCQF credit value: 20.00
ECTS credit value: 10
Module code: CRG11103
Module leader: Peter Robertson
School School of Applied Sciences
Subject area group: Social Science
Prerequisites

There are no pre-requisites for this module to be added
2018/9, Trimester 1, Blended, Edinburgh Napier University
Occurrence: 001
Primary mode of delivery: Blended
Location of delivery: SIGHTHILL
Partner: Edinburgh Napier University
Member of staff responsible for delivering module: Peter Robertson
Module Organiser:


Learning, Teaching and Assessment (LTA) Approach:
Learning & teaching methods
Traditional lectures (including visiting speakers from different sectors) and tutorials are supported by online learning content delivered via Moodle [LO1 & 2]. There are several placement throughout the programme [LO3], which are particularly relevant to this module, providing an opportunity to see government and organisational policy in context and develop working relationships.

Embedding of employability/PDP/scholarship skills
Extensive use of work based learning on placement, and analysis of guidance organisational contexts all contributes to student employability.

Research/ teaching linkages
Critical reviews of guidance policies and guidance organisation performance form core learning material for this module.

Supporting equality and diversity

Equality, discrimination and social justice form a substantive part of the module material, and as a result are directly addressed as a focus for student learning. Gender, ethnicity, disability and age are all explicitly addressed in learning materials [LO4]. The module essay will be set on a theme require students to think about how guidance practice impacts on equality.

Internationalisation
UK career guidance policy in the home nations is contextualised through international comparisons, drawing on EU, OECD and World Bank sources.


Formative Assessment:
Assessment (formative and summative)
A traditional essay broadens out the focus to discuss the effectiveness of guidance services in general in promoting equality and inclusiveness. A report requires students to critically evaluate practice in their placement provider organization, combining their own observations with relevant literature. Students receive feedback on their interpretations from a “practice based tutor”, an experienced practitioner allocated to them as an individual to provide support.

Summative Assessment:
Assessment (formative and summative)
A traditional essay broadens out the focus to discuss the effectiveness of guidance services in general in promoting equality and inclusiveness. A report requires students to critically evaluate practice in their placement provider organization, combining their own observations with relevant literature. Students receive feedback on their interpretations from a “practice based tutor”, an experienced practitioner allocated to them as an individual to provide support.

Student Activity (Notional Equivalent Study Hours (NESH))
Mode of activityLearning & Teaching ActivityNESH (Study Hours)
Face To Face Lecture 11
Face To Face Tutorial 11
Online Guided independent study 28
Independent Learning Guided independent study 100
Other Work based learning 50
Total Study Hours200
Expected Total Study Hours for Module200


Assessment
Type of Assessment Weighting % LOs covered Week due Length in Hours/Words
Report 50 1-4 13 HOURS= 0, WORDS= 2500
Essay 50 1,2,4 8 HOURS= 0, WORDS= 2500
Component 1 subtotal: 100
Component 2 subtotal: 0
Module subtotal: 100

Description of module content:

History, development, structure and function of career guidance services
The relationship between policy and practice and social justice
The impact of government policy, notably devolution, equality legislation and social inclusion
Service level responses to equality of opportunity and social justice
Partnership working and locating guidance providers within networks
Key service functions including marketing, quality assurance, client management systems
Screening and the identification of client needs
Learning Outcomes for module:

LO1: Appraise the impact of government policies relating to the national and statutory career guidance services in the UK home nations, and demonstrate an awareness of the international context.

LO2: Critically evaluate the policy and practices of service providers in both the statutory and non-statutory sectors, including community guidance, using the available evidence.

LO3: Make and sustain working relationships with professional colleagues and identify the key principles of partnership working.

LO4: Examine common approaches to needs identification and the rationale underpinning them

LO5: Explain the major provisions of legislations codes of practice relating to equal opportunities and critically analyse the anti-discriminatory policy and practice of service providers.

Indicative References and Reading List - URL:
CRG11103 Policy and contexts for practice
 

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