Recommended Texts and Sources: Cottrell, S. (2010) Skills for success: the personal development planning handbook. 2nd edn. Basingstoke: Palgrave Macmillan. Hager, P. & Holland, S. (2007) Graduate attributes learning and employability. Dordrecht: Springer. Marsh, R. (2012) Skills for employability part two: moving into employment. Wrexham: Christal Publishing. Journal: Carer Development International SECTION A: DEFINITIVE MODULE RECORD. Proposed changes must be submitted via Faculty Quality Procedures for approval and issue of new module code. MODULE CODE: CORC1161 MODULE TITLE: Constructions of Childhood and Youth CREDITS: 20 FHEQ Level: 4 JACS CODE: L590 PRE-REQUISITES: None CO-REQUISITES: None COMPENSATABLE: Y SHORT MODULE DESCRIPTOR: (max 425 characters) Childhood as a social category has emerged from the beliefs and values of Western society over the last 350 years. This module addresses the impact of schooling and youth culture on constructing an image and understanding of childhood and youth ELEMENTS OF ASSESSMENT Use HESA KIS definitions] WRITTEN EXAMINATION COURSEWORK PRACTICAL E1 (Examination) % C1 (Coursework) 100% P1 (Practical) % or Pass/Fail (delete as appropriate) E2 (Clinical Examination) % A1 (Generic % Assessment) T1 (Test) % SUBJECT ASSESSMENT PANEL Group to which module should be linked: Camborne Professional body minimum pass mark requirement: N/A MODULE AIMS: To analyse the concepts of the social construction of childhood To examine the historical, cultural, religious and legal changes that have impacted on families, the institutions of early years, schools, youth provision and youth justice. To discuss the social and cultural effects of the constructions of childhood and youth on personal and organisational behaviours ASSESSED LEARNING OUTCOMES: (additional guidance below) At the end of the module the learner will be expected to be able to: Demonstrate an understanding of the historical development of the ways childhood and youth has been constructed and conceived by society Interpret and discuss the underlying concepts, principles and values underpinning the educational and social contexts of childhood, youth and family Identify the ways the key changes in society concerning the role of women, changes in family values, impact of Government legislation and cultural changes have impacted on the nurturing, tutoring and supporting of children and young people
Recommended Texts and Sources: Cottrell, S. (2010) Skills for success: the personal development planning handbook. 2nd edn. Basingstoke: Palgrave Macmillan. Hager, P. & Holland, S. (2007) Graduate attributes learning and employability. Dordrecht: Springer. Marsh, R. (2012) Skills for employability part two: moving into employment. Wrexham: Christal Publishing. Journal: Carer Development International SECTION A: DEFINITIVE MODULE RECORD. Proposed changes must be submitted via Faculty Quality Procedures for approval and issue of new module code. MODULE CODE: CORC1161 MODULE TITLE: Constructions of Childhood and Youth CREDITS: 20 FHEQ Level: 4 JACS CODE: L590 PRE-REQUISITES: None CO-REQUISITES: None COMPENSATABLE: Y SHORT MODULE DESCRIPTOR: (max 425 characters) Childhood as a social category has emerged from the beliefs and values of Western society over the last 350 years. This module addresses the impact of schooling and youth culture on constructing an image and understanding of childhood and youth ELEMENTS OF ASSESSMENT Use HESA KIS definitions] WRITTEN EXAMINATION COURSEWORK PRACTICAL E1 (Examination) % C1 (Coursework) 100% P1 (Practical) % or Pass/Fail (delete as appropriate) E2 (Clinical Examination) % A1 (Generic Assessment) % T1 (Test) % SUBJECT ASSESSMENT PANEL Group to which module should be linked: Camborne Professional body minimum pass mark requirement: N/A MODULE AIMS: To analyse the concepts of the social construction of childhood To examine the historical, cultural, religious and legal changes that have impacted on families, the institutions of early years, schools, youth provision and youth justice. To discuss the social and cultural effects of the constructions of childhood and youth on personal and organisational behaviours ASSESSED LEARNING OUTCOMES: (additional guidance below) At the end of the module the learner will be expected to be able to: Demonstrate an understanding of the historical development of the ways childhood and youth has been constructed and conceived by society Interpret and discuss the underlying concepts, principles and values underpinning the educational and social contexts of childhood, youth and family Identify the ways the key changes in society concerning the role of women, changes in family values, impact of Government legislation and cultural changes have impacted on the nurturing, tutoring and supporting of children and young people