BA (Hons) Early Years and Childhood
Studies
EYC5001
Developing Reflective Practice
MODULE GUIDE
2024/2025
Semester 1
0
Contents
1. Key Information …………………………………………………………………………………………………………… 2
2. Module Communications ……………………………………………………………………………………………… 2
3. Module Description ……………………………………………………………………………………………………… 2
4. Learning and Teaching: Campus Plus ……………………………………………………………………………… 2
5. Graduate Attributes …………………………………………………………………………………………………….. 3
6. Learning Outcomes and Assessments …………………………………………………………………………….. 4
7. Assessment Deadlines ………………………………………………………………………………………………….. 4
8. Assessment Feedback ………………………………………………………………………………………………….. 4
9. Module Calendar …………………………………………………………………………………………………………. 5
10. Formative Assessment ……………………………………………………………………………………………….. 6
11. Indicative Reading ……………………………………………………………………………………………………… 6
12. Guidelines for the Preparation and Submission of Written Assessments …………………………… 6
13. Procedures for Other Assessments ………………………………………………………………………………. 8
14. Academic Misconduct ………………………………………………………………………………………………… 8
15. Assessments ……………………………………………………………………………………………………………… 9
16. General Assessment Criteria for Written Assessments ………………………………………………….. 13
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1. Key Information
Module Tutor Emma Whittam
Module Tutor Email e.whittam@bolton.ac.uk
Other Contact Methods T: +44 (0)1204 903633
Availability Scheduled drop in hours available for support – on
campus and/or online
Monday 12.30-2.30
Weblink to Moodle Class Course: Developing Reflective Practice (bolton.ac.uk)
Weblink to Module Specification UoB Modules – EYC5001 2021-22 (bolton.ac.uk)
2. Module Communications
The Module Tutor’s contact details are provided above. You must check your University of
Bolton email address and the Moodle area dedicated to this module regularly as many module
communications are channelled through these media.
Your Module Tutor will normally aim to respond to your email messages within 2 full working
days of receipt. However, responses will be longer in holiday periods.
3. Module Description
The aim of this module is to identify your own personal and professional development The
purpose of the module is for you become familiar with a range of models of reflection and able to
identify the most effective models for you to reflect on your own practice. The module should
support you in assessing and evaluating progress towards both personal and professional goals,
using appropriate and relevant evidence. The following GAME attributes will be developed and
assessed in this module: Resilient, Confident
4. Learning and Teaching: Campus Plus
This module is delivered over 15 weeks/sessions using a Campus Plus blended learning approach.
This involves timetabled face-to-face campus-based and online sessions. You are also expected
to carry out your own independent study including research and assessment activities.
In weeks 6.9 and 14 tutorials will take place which will provide you with the opportunity to discuss
your progress on the module and receive feedback on assessments. This may be face-to-face or
online as arranged.
If you are unable to attend or engage in a scheduled session due to factors outside your control,
you are expected to inform your tutor and complete any activities set before the next session.
Please note that attendance is taken into account when making Assessment Board decisions.
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5. Graduate Attributes
Graduate attributes are the personal qualities and skills which the University of Bolton
community values, and which a student is expected to develop during their time at the
University. Graduate attributes act as a point of reference for a student’s personal development
and support the articulation of employability and transferable skills.
In total there are 10 graduate attributes (GAME: Self-awareness, resilience, problem solving,
effective communication, global citizenship (including sustainability), enterprise, adaptability,
collaboration, confidence, life-long learning.
This module seeks to develop and assess Resilient and Confident through self reflection, you will
have the opportunity to gain positive insights into your development. You will make a positive
contribution to the learning community. You will be flexible and be prepared to try various
approaches, and will use a range of sources to help achieve your goals.
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6. Learning Outcomes and Assessments
Module Learning Outcomes Assessment
No. and Type
1 Select an appropriate significant incident upon which to base your reflection Assessment 1:
and evaluate the impact this has on your own professional practice Essay
Assessment 2:
2 Demonstrate knowledge and understanding of theories and models of
Written Piece:
reflective practice and the application to practice within the sector.
Five reflective
accounts
Assessment 1:
3 Examine a range of personal and interpersonal skills in order to plan for your
Essay
own effective professional performance and development
7. Assessment Deadlines
Assessment item Due Date Weight
Essay: 2000-word reflective essay 13/01/25
1 50%
2 Written Piece – Coursework: 5 25/11/24 50%
reflective accounts
8. Assessment Feedback
Feedback on items of assessment can be formal (such as on a signed feedback form) or informal
(such as advice from a tutor in a tutorial). Feedback is therefore not just your grade or the
comments written on your feedback form, it is advice you get from your tutor and sometimes
your peers about how your work is progressing, how well you have done, what further actions you
might take.
We recognise the value of prompt feedback on work submitted. Other than in exceptional
circumstances (such as might be caused by staff illness), you can expect your work to be marked
and feedback provided not more than 15 working days from the deadline date. However, please
note that such feedback will be provisional and not agreed until the Assessment Board has met
and may therefore be subject to change.
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Please take time to read or listen to your assessment feedback. This can be very useful in
determining your strengths and key areas for development, and can therefore help you improve
on future grades.
9. Module Calendar
Session Date or Week Topics Covered Planned Delivery
No. Commencing Method*
1 23/09/24 Introduction to module and assessments On campus
What is reflective practice?
2 30/09/24 Qualities, skills, and attributes of a On campus
reflective practitioner / Learning styles
3 07/10/24 Introduction to reflective theorists On campus
4 14/10/24 Models of reflection – a critical look On campus
Start your reflective accounts
5 21/10/24 Action planning and SMART targets On campus
6 28/10/24 Reflecting on significant incidents / Zoom
reflective writing
Group Tutorials
7 04/11/24 Reflecting on professionalism within the On campus
Sector
8 11/11/24 Workshop Zoom
Draft due today – Five Reflective Accounts
9 18/11/24 Planning, organisation, communication, On campus
time management, assessments,
appraisals, and CPD.
How to respond appropriately to
feedback.
Individual Tutorials – Feedback on
Reflective Accounts
10 25/11/24 Workshop On campus
Assignment 2 – Submission of Five
11 02/12/24 Working in a multi-disciplinary On campus
environment and the skills needed to
work effectively
Key issues for trainers and mentors
12 09/12/24 Explore schemes of career development On campus
linked to personal needs and
development within the childcare sector
13 16/12/24 Assignment 1 – Essay Draft due today Zoom
Winter Vacation
14 06/01/25 Individual tutorials to discuss feedback Zoom
from drafts
15 13/01/25 Reflection and review of module Zoom
Assignment 1 – Submission – Essay
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10. Formative Assessment
Formative assessment is employed to support your learning on the module, allowing you to
reflect on feedback on your progress from your tutors and peers. It takes a variety of forms
including workshop activities, group work and does not contribute to the final module mark.
11. Indicative Reading
Bolton, G. & Delderfield, R (2018) Reflective Practice: Writing and Professional Development. 5th
Ed. London: Sage
Colwell, J. & Ince, A. (2021) Reflective Teaching in Early Education. London: Bloomsbury
Cottrell, S. (2019) Study Skills Handbook. 5th ed. London: Palgrave
Johnston, J. Nahmad-Williams, Oates, R & Wood V. (2018) Early Childhood Studies Principles and
practice 2nd ed Oxon: Routledge
Langston, A. (2019) Evaluating Early Years Practice in Your School: A practical tool for reflective
teaching London: Featherstone
Lindon, J. & Trodd L (2016) Reflective Practice in the Early Years and Professionalism. 3rd ed.
London. Hodder
Palaiologou, I. (Ed) (2021) The Early Years Foundation Stage. Theory and Practice 4th ed London.
Sage
Tarrant, P. (2013) Reflective Practice and Professional Development. London. Sage
Trodd, L. (2016) The Early Years Handbook for Students and Practitioners : An Essential Guide for
the Foundation Degree and Levels 4 And 5. London: Routledge.
12. Guidelines for the Preparation and Submission of Written Assessments
1. Written assessments should be word-processed in Arial or Calibri Light font size 12. There
should be double-spacing and each page should be numbered.
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2. There should be a title page identifying the programme name, module title, assessment
title, your student number, your marking tutor and the date of submission.
3. You should include a word-count (excluding reference list/bibliography, figures, tables and
appendices).
Where a word limit is specified, the following penalty systems applies:
• Up to 10% over the specified word length = no penalty
• 10 – 20% over the specified indicative word length = 5 marks subtracted (but if the
assessment would normally gain a pass mark, then the final mark to be no lower than the
pass mark for the assessment).
• More than 20% over the indicative word length = if the assessment would normally gain a
pass mark or more, then the final mark will be capped at the pass mark for the assessment.
4. At the end of the assessment you should include a declaration of any software tools
including Generative AI (GAI) applications that you used in developing and completing the
assessment. The assessment brief will specify if and how you can use GAI applications in the
assessment.
5. All written work should be referenced using the standard University of Bolton referencing
style– see: https://libguides.bolton.ac.uk/resources/referencing/
6. Unless otherwise notified by your Module Tutor, electronic copies of assignments should be
saved as word documents and uploaded into Turnitin via the Moodle class area. If you
experience problems in uploading your work, then you must send an electronic copy of your
assessment to your Module Tutor via email BEFORE the due date/time.
7. Please note that when you submit your work to Moodle, it will automatically be checked for
matches against other electronic information, as well as for hidden text characters and GAI
generated text. You will be able to see similarity matches but not currently flags for hidden
characters and AI-generated text. The outcomes of Turnitin reports may be used as
evidence in an academic misconduct investigation (see Section 14).
8. Late work
Late work will be subject to the following penalties:
• Up to 7 calendar days late = 10 marks subtracted but if the assignment would normally gain
a pass mark, then the final mark to be no lower than the pass mark for the assignment.
• More than 7 calendar days late = This will be counted as non-submission and no marks will
be recorded.
Late submission of assessments on refer and those which are graded Pass/Fail only, is not
permitted unless an extension is approved. See below.
9. Extensions
In the case of exceptional and unforeseen circumstances, an extension of up to 14 days after
the assessment deadline may be requested using the standard University Extension Request
Form. For approval there would need to be an explanation and evidence of relevant
circumstances.
Longer extensions for individual assessments, projects and artefacts may be granted, at the
discretion of the Programme Leader.
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Requests for extensions which take a submission date past the end of the module (normally
week 15) must be made using the Mitigating Circumstances procedure.
Some students with registered disabilities will be eligible for revised submission deadlines.
Revised submission deadlines for disability adjustments do not require the completion
extension request paperwork. However, students should request these in writing in advance.
Please note that the failure of data storage systems is not considered to be a valid reason
for an extension. It is therefore important that you keep multiple copies of your work on
different storage devices before submitting it.
13. Procedures for Other Assessments
Not Applicable
14. Academic Misconduct
Academic misconduct may be defined as any attempt by a student to gain an unfair advantage in
any assessment. This includes plagiarism, collusion, commissioning (contract cheating and
unauthorised use of GAI) amongst other offences.
In order to avoid these types of academic misconduct, you should ensure that all your work is your
own and that sources and software applications are attributed. You can also check originality
through Turnitin.
Please note that penalties apply if academic misconduct is proven. See the following link for
further details:
https://www.bolton.ac.uk/student-policy-zone/student-policies-2024-25/academic-misconduct-
regulations-and-procedures-2024-25
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15. Assessments
ASSESSMENT BRIEF
Assessment Number 1
Assessment Type (and weighting) Essay 50%
Assessment Name 2000-word reflective essay
Assessment Submission Date 13/01/25
Learning Outcomes Assessed:
evaluate the impact this has on your own professional practice
effective professional performance and development
Use of Generative Artificial Intelligence (GAI) Applications in this Assessment
AI Status Application Notes
Category A No GAI tool is While grammar and/or spell checkers may be used to
permitted. correct individual words and sentences, the use of GAI is
not allowed. This is because the learning outcomes require
you to produce original assessment work without any GAI
assistance
Any GAI generated content which is presented as your own
original work and is not acknowledged will be assessed for
academic misconduct.
Assessment Task:
This assessment requires you to explore a significant event from current practice and the impact
this has on how you operate as an early years practitioner. For example, you can reflect on working
with parents, managing behaviour or working within a team whilst using an appropriate model of
reflection. You will also reflect on the skills that contribute to effective practice and evaluate the
impact of reflection on your professional development
Declaration: At the end of the assessment you should also include a declaration of any software tools
Minimum Secondary Research Source Requirements:
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Level HE4 – It is expected that the Reference List will contain between five and ten sources. As a
MINIMUM the Reference List should include one refereed academic journal and three academic
books
Specific Assessment Criteria/Marking Scheme:
(Please note that the General Assessment Criteria will also apply. Please see section 16)
First class (70% and above):
A cohesive, comprehensive and critical synthesis of the models of reflection. Relationships between
cognitive style and reflective practice outcomes will be expertly elicited. An excellent evaluation of
your own professional performance will be set out. Reflections will be succinct and insightful. Areas
and strategies for personal development will be expertly summarised and comprehensively justified.
Extensive research demonstrating use of a wide range of current secondary research sources will
be evident. Referencing and English will be excellent.
Second class (50-69%):
A clear and critical synthesis of the models of reflection. Relationships between cognitive style and
reflective practice outcomes will be well elicited. A good evaluation of your own professional
performance will be set out. Reflections will be succinct and evidenced. Areas and strategies for
personal development will be well summarised and justified.
Wider research demonstrating use of a good range of current secondary research sources will be
evident. Referencing and English will be good.
Third class (40-49%):
A critical synthesis of the models of reflections will be provided. Relationships between cognitive style
and reflective practice outcomes will be clearly drawn out. An evaluation of your own cognitive style
and professional performance will be set out. Areas and strategies for personal development will be
clearly summarised and justified.
Research demonstrating use of a range of current secondary research sources will be evident.
Referencing and English will be satisfactory.
Fail (39% and below): Students who do not meet the requirements of a third class grade will not
successfully complete the assessment activity.
Assessment Number 2
Assessment Type (and weighting) Written Piece 50%
Assessment Name Written Piece – Coursework: 5 reflective accounts
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Assessment Submission Date 25/11/24
2 Demonstrate knowledge and understanding of theories and models of reflective practice
and the application to practice within the sector.
Category B GAI can be Grammar and/or spell checkers may be used to correct
used to assist individual words and sentences.
you with the GAI can also be used for specific tasks, e.g.
assessment. (1) to generate initial ideas which must then be subject to
Specific task 1 fact checking by authoritative sources, (2) to structure
and 2 assessments
Assessment Task
This assessment requires you to complete five reflective accounts, (using models of reflection) on
your progress since starting the course. These will be formed from significant points to include
reflections on your progression from level four to level five, and will include safeguarding, ICT,
implementation of a revised or reviewed policy/procedure in setting, working in partnerships with
others and academic skills.
Level HE5 – It is expected that the Reference List will contain between ten and fifteen sources. As a
MINIMUM the Reference List should include two refereed academic journals and four academic books
Specific Assessment Criteria:
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Fail (39% and below): Students who do not meet the requirements of a third-class grade will not
12
16. General Assessment Criteria for Written Assessments
GENERAL ASSESSMENT GUIDELINES – LEVEL HE5
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Learning outcomes Understanding Solving and Reflection Referencing Structure
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