module specification

This module will follow a task based approach involving a process of critically examining an issue, historical or current. Students will be involved in the process of identifying an issue and conduct research into it to gain a critical understanding.

There is a focus on collaborative group work during which students explore a past and/or potential intervention to the issue.

Students will critically reflect on the process and their own learning.

The module is task based so will include flexibility for student driven content. Key skills taught will include: LO2, LO3

• Problem solving
• Investigating interventions
• Reflective writing
• Integrating theory and practice
• Team working approaches

Examples of issues and interventions might include: LO1, LO2

Community projects
International organisations and their role
Policy making and policy interventions, local, national and international
Social activism on social media platforms

Reading is set in advance; students review, discuss and reflect on the reading in class.  The sessions are interactive and aimed at critically engaging with the content.   In-class activities may also include reading and note making, collaborative and individual writing, reflection, planning and confidence-building activities.

Students are encouraged to develop independent reading around the topics covered. They will engage in ongoing guided and self-directed study to enable them to complete required assessment components.

Module information, class notes, assessment details and learning resources are available on Weblearn.  Students are encouraged to engage with formative assessment feedback opportunities.

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

LO1 - critically examine an issue, current or historical
LO2 - work together in a group to analyse and explore an intervention
LO3 -  Engage in critical reflection on the process

The formal summative assessment is as follows:

1. Write a 1500  word portfolio

The assessment is designed to be inclusive and multidisciplinary. The students develop a final portfolio which evidences engagement with the tasks undertaken, relevant reading and their own reflective process.

Textbooks: HENDERSON, P., & THOMAS, D. N. (2013). Skills in neighbourhood work. London, Routledge.

Davies, H., Nutley, S., Smith, P (2000) What works? Evidence-based policy and practice in public services, Bristol: Policy Press

Websites:
Topics
https://www.theguardian.com/artanddesign/2019/may/08/marmalade-lane-co-housing-cambridge
https://www.theguardian.com/cities/2018/nov/14/the-dutch-cities-using-walking-to-tackle-issues-from-vandalism-to-broken-streetlights
https://www.theguardian.com/society/2019/jun/12/how-to-take-over-your-town-the-inside-story-of-a-local-revolution
https://www.thesafetybox.org/#home-section
https://www.sccjr.ac.uk/wp-content/uploads/2014/01/SCCJR_Report_No_04.2013_Knife_Crime_Interventions.pdf
https://www.theguardian.com/world/2019/jun/19/planting-billions-trees-save-planet

https://aclproject.org.uk/the-project/

https://soundcloud.com/sharedthinking/social-growth-mindset-bowskill-efye-2019
Scale-up Project:
https://www.theguardian.com/education/2019/apr/10/course-and-curriculum-design-award-winner-and-runners-up
https://www4.ntu.ac.uk/adq/document_uploads/teaching/181133.pdf
https://aclproject.org.uk/the-project/

http://scaleup.ncsu.edu/
https://aclproject.org.uk/scale-up/
https://www.youtube.com/watch?v=MdymI61hLPY&feature=youtu.be&list=PLE8C54256779B374D
Team-based learning:
https://aclproject.org.uk/team-based-learning/
Designing Community Interventions
https://ctb.ku.edu/en/table-of-contents/analyze/where-to-start/design-community-interventions/main

Other: Additional resources are distributed in class and posted on Weblearn the VLE.  These are regularly updated and selected according to students’ needs, interests and pathways and to reflect current events