Module Details
| Module Code: |
CHLD8001 |
| Title: |
Out of School Care
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Long Title:
|
Out of School Care
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| NFQ Level: |
Advanced |
| Valid From: |
Semester 1 - 2018/19 ( September 2018 ) |
| Field of Study: |
7610 - Childcare
|
| Module Description: |
This module aims to develop the student's understanding of what it means to provide a high quality, inclusive out of school care (OSC) service for children aged 5 to 12 years. The students will explore the theory of middle childhood as well as relevant Irish and international curricula and practice frameworks and will use their learning to plan an appropriate OSC curriculum.
|
| Learning Outcomes |
| On successful completion of this module the learner will be able to: |
| # |
Learning Outcome Description |
| LO1 |
Analyse the concept of middle childhood. |
| LO2 |
Distinguish between various models of international best practice with regard to out of school care provision. |
| LO3 |
Analyse the role of the practitioner in delivering high quality, inclusive out of school care. |
| LO4 |
Create an appropriate curriculum for an out of school care programme that adheres to the national curriculum, practice frameworks, guidelines and regulations. |
| LO5 |
Develop policies and procedures relevant to managing a high quality, inclusive out of school care service. |
| Dependencies |
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 MTU module(s) it also allows for learning (in another module or modules) which is equivalent to the learning specified in the named module(s).
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Incompatible Modules
These are modules which have learning outcomes that are too similar to the learning outcomes of this module. You may not earn additional credit for the same learning and therefore you may not enrol in this module if you have successfully completed any modules in the incompatible list.
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| No incompatible modules listed |
Co-requisite Modules
|
| No Co-requisite modules listed |
Requirements
This is prior learning (or a practical skill) that is mandatory before enrolment in this module is allowed. You may not enrol on this module if you have not acquired the learning specified in this section.
|
| No requirements listed |
| Indicative Content |
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Theoretical understanding middle childhood
Holistic development: learning theories; dispositions; skills; attitudes; personality; self concept and attachment; friendships; bullying; relationships with adults; pro-social behaviour and moral development; puberty; nutrition and physical activity.
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Quality Standards and Practice
International models and frameworks of best practice; child protection; inclusive practice; participation; partnership (community, parents, schools); legal requirements; indoor/outdoor space; equipment and materials; risk assessment.
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Curriculum Design
Principal elements of curriculum design - development of aims, provocations, learning opportunities, assessment and evaluation approaches; importance of play, risk and the out door environment; the child's voice.
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Policies and Procedures
Developing a mission statement that includes aims and values of the OSC service; policies and procedures – admissions, arrivals & departure, child protection, complaints, curriculum planning, health & safety, supporting positive behaviour, outings, staff support and supervision and parent/carer involvement, etc.
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Relationships
Valuing, respecting and including all members of the OSC community including children, practitioners, parents/carers, etc.
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Module Content & Assessment
|
| Assessment Breakdown | % |
|---|
| Coursework | 100.00% |
Assessments
| No End of Module Formal Examination |
| Reassessment Requirement |
Coursework Only
This module is reassessed solely on the basis of re-submitted coursework. There is no repeat written examination.
|
The University reserves the right to alter the nature and timings of assessment
Module Workload
| Workload: Full Time |
| Workload Type |
Contact Type |
Workload Description |
Frequency |
Average Weekly Learner Workload |
Hours |
| Lecture |
Contact |
Lectures and class discussion |
Every Week |
3.00 |
3 |
| Independent & Directed Learning (Non-contact) |
Non Contact |
Independent and guided research and reading |
Every Week |
4.00 |
4 |
| Total Hours |
7.00 |
| Total Weekly Learner Workload |
7.00 |
| Total Weekly Contact Hours |
3.00 |
| Workload: Part Time |
| Workload Type |
Contact Type |
Workload Description |
Frequency |
Average Weekly Learner Workload |
Hours |
| Lecture |
Contact |
Lectures and class discussion |
Every Week |
3.00 |
3 |
| Independent & Directed Learning (Non-contact) |
Non Contact |
Independent and guided research and reading |
Every Week |
4.00 |
4 |
| Total Hours |
7.00 |
| Total Weekly Learner Workload |
7.00 |
| Total Weekly Contact Hours |
3.00 |
|
Module Resources
|
| Recommended Book Resources |
|---|
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Barnardos and Border Counties Childhood Network. (2013), After School: Providing an Inspirational After School Programme of Activities for 4-12 Year Olds, Barnardos, Dublin, [ISBN: 9781906004286].
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Stephanie Holt with Esther Pugh. (2004), After School: A Practice Guide for Providers, Barnardos, Dublin, [ISBN: 189866224X].
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Carolyn Meggitt. (2012), Child Development: An Illustrated Guide 3rd edition, Pearson Education Ltd, Essex, UK, [ISBN: 9780435078805].
| | Supplementary Book Resources |
|---|
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Marie Willoughby. (2008), A Practical Guide to Developing Childcare Policies, Barnardos Resource and Training Centre Dublin, [ISBN: 97819060040604].
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Heather Geddes,. (2005), Attachment in the Classroom, [ISBN: 978-1903269084].
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Judith Harries. (2007), Traditional Games, A & C Black, [ISBN: 9781906029180].
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Molly Potter. (2007), Outside the box 7-9, [ISBN: 9780713683165].
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Carol Read. (2007), 500 Activities for the primary classroom, Macmillan Education, [ISBN: 978-1405099073].
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Sally Robinson. (2006), Healthy Eating in Primary Schools, Paul Chapman Educational Publishing;.
| | This module does not have any article/paper resources |
|---|
| Other Resources |
|---|
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Website, Barnardos. Barnardos website,
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CD Rom, Barnardos. (2008), A Practical Guide to Developing
Childcare Policies, Bernardos Training
and Resource Centre.
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