Module Details

Module Code: PROF N7002
Full Title Applied Professional Practice 2
Valid From: Semester 1 - 2019/20 ( June 2019 )
Language of Instruction:English
Duration: 2 Semesters
Credits: 10
Module Owner: Caroline McDonnell
Departments: Unknown
Module Description: The aim of this module is to provide opportunity to apply theoretical knowledge to professional practice at Intermediate Practitioner Level (JELR, 2002) ad/or equivalent .
 
Module Learning Outcome
On successful completion of this module the learner will be able to:
# Module Learning Outcome Description
MLO1 Identify personal and professional learning objectives, through the development of a continuous professional development (CPD) plan, CV design / update.
MLO2 Apply professional responses to work based challenges at Intermediate Practitioner level
MLO3 Demonstrate the skills and knowledge outlined in the Intermediate Practitioner profile.
MLO4 Demonstrate application of relevant theory in practice at Intermediate Practitioner level
MLO5 Engage in on-going reflective practice that supports personal and professional development
Pre-requisite learning
Module Recommendations
This is prior learning (or a practical skill) that is strongly recommended before enrolment in this module. You may enrol in this module if you have not acquired the recommended learning but you will have considerable difficulty in passing (i.e. achieving the learning outcomes of) the module. While the prior learning is expressed as named DkIT module(s) it also allows for learning (in another module or modules) which is equivalent to the learning specified in the named module(s).
No recommendations listed
 
Module Indicative Content
Professional Practice Preparation
CV Planning / update, career development, personal objectives
Reflective Practice
On-Going development of critical analysis skills
National Regulations, Frameworks & Policy
Integrated use of Quality Regulatory Framework, Siolta,Quality Framework; Aistear, Curriculum Framework; and DiversIty, EquaIity and Inclusion Charter in professional practice
Intermediate Practitioner Skills
Integrating practice at Intermediate practitioner level
Module Assessment
Assessment Breakdown%
Course Work100.00%
Module Special Regulation
 

Assessments

Part Time

Course Work
Assessment Type Portfolio % of Total Mark 60
Marks Out Of 0 Pass Mark 0
Timing n/a Learning Outcome 1,2,3,4,5
Duration in minutes 0
Assessment Description
Students are required to develop/update CV, CPD plan/profile; demonstrate competencies, skills and knowledge in relation to the Intermediate Practitioner profile; and engage in the process of ongoing reflective practice on personal and professional experiences.
No Project
Practical
Assessment Type Practical/Skills Evaluation % of Total Mark 40
Marks Out Of 0 Pass Mark 0
Timing n/a Learning Outcome 2,3,4
Duration in minutes 0
Assessment Description
The students assessment, consultation and interview will be facilitated by a lecturer with experience in the Early Childhood sector.
No Final Examination
Reassessment Requirement
No repeat examination
Reassessment of this module will be offered solely on the basis of coursework and a repeat examination will not be offered.
Reassessment Description
A repeat professional practice assessment (Practical/Skills Evaluation) may be deemed necessary where requirements are not met.

DKIT reserves the right to alter the nature and timings of assessment

 

Module Workload

This module has no Full Time workload.
Workload: Part Time
Workload Type Contact Type Workload Description Frequency Average Weekly Learner Workload Hours
Lecture Contact Academic Preparation for the professional practice experience Once per semester 0.40 6
Practical Contact Professional Practice in the Field Once per semester 13.07 196
Practical Contact Practical/Skills Evaluation with development plan created on-site in collaboration with Academic Lecturer Once per semester 0.17 2.5
Total Weekly Learner Workload 13.63
Total Weekly Contact Hours 13.63
 
Module Resources
Recommended Book Resources
  • Department of Justice, Equality and Law Reform. (2002), Model Framework for Education, Training and Professional Development in the Early Childhood Care and Education Sector, Government Publications, Dublin.
  • National Council for Curriculum and Assessment.. (2009), Aistear. The Early Childhood Curriculum Framework., The Stationery Office, Dublin.
  • Department of Education & Skills. (2017), Siolta. The National Quality Framework for Early Childhood Education, Early Years Education Policy Unit, Dublin.
  • Brock, A. & Dodds, S. & Jarvis, P. & Olusoga, Y.. (2009), Perspectives on play - Learning for Life, Pearson Education Ltd, UK.
  • Department of Education & Skills. (2015), AistearSiolta Practice Guide, DES, Dublin.
  • Hallet, E.. (2013), The Reflective Early Years Practitioner, SAGE Publications Ltd, England, [ISBN: 9781446200568].
  • Department of Children & Youth Affairs. (2016), DIversIty, EqualIty AND InclusIon Charter, DCYA.
Supplementary Book Resources
  • Fisher, J.. (2016), Interacting Or Interfering? Improving Interactions in the Early Years., Open University Press, UK, [ISBN: 978-033526256].
  • Sancisi, L. & Egdington, M.. (2015), Developing High Quality Assessment, Observation and Planning in the Early Years: Made to Measure, Routledge Taylor & Francis, [ISBN: 9781138808041].
  • Stacey, S.. (2018), Inquiry-Based Early Learning Environments: Creating, Supporting, and Collaborating, Redleaf Press, [ISBN: 9781605545813].
Recommended Article/Paper Resources
Other Resources
 
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