PROFESSIONAL MASTER’S

PROGRAMME

IN7860-30 BAL30

Attachment and Learning

The Sessions and Their ContentSession One Introduction

The impact of trauma and the importance of attachment

relationships – consolidation of research and theory and

evidence from neuroscience

Assignment and assessment criteria – action enquiry

project

Session Two Exploring attachment theory and its impact on learning

Session Three Key strategies which promote attachment and support

vulnerable learners – Attachment Aware Schools and

Emotion Coaching

Session Four Strategies for good practice – visiting lecturer

Session Five Sharing good practice - Presentations (formative

assessment)

Session Six Action Inquiry Report Work

Activities for Each Session

For each session of the module you will complete the following:

• viewing course materials.

• participating in the session’s discussion board activity (for session 1

there is also an introductory discussion post as well).

• write answers to the session’s leading questions in the journal entry,

including an answer to the reflection prompt (these are private to you

and your instructor and will serve to aid your focus in the

assessments).

**The private tutorial area (for any help you may need during the

module preparing for your assessments) is also located in the journal

area.

You will also be required to submit a formative assessment as preparation for your formal, summative assessment (the Action Enquiry Report). This will take the form of a short PowerPoint Presentation with voiceover (10-15 minutes). The presentation will indicate the following:

• Your professional role and context

• The topic of your Action Enquiry

• A brief review of some key literature related to your focus

• An outline of the methodology you will use as part of your Action Enquiry

• An outline of what you are hoping to achieve

• The presentation will be followed by a personal tutorial via the Tutorial Area or Skype which should assist you in preparing for your Action Enquiry.

• In the event of a failed submission, Janet will contact you to warn them that your piece of work is going to the board as a fail. You will be able to resubmit at the next board.

Formative Assessment Presentation

• Due Date: Will be communicated to you.

• This is a report on an action enquiry into your own practice.

• The action enquiry must be related in some way to the focus of the module (i.e. ‘Attachment and Learning’) and ensure that at least some of the report draws on literature related to the attachment process.

• All participants will be expected to present the findings from their enquiry as their Formative Assessment Presentation (or progress to date) and this will serve as a writing frame for the formal assessment (see previous slide on Formative Assessment).

• 5000 words (30 credits)

• It should be well presented and use a clear font, in 11 or 12 point font and 1.5 line spacing. You should paste in a cover sheet (Appendix C) at the front so that your work is a single file and electronically sign it by writing your name at the bottom.

Action Inquiry Assessment

The report should contain evidence of:

• the professional context of the enquiry

• the pedagogical rationale for conducting the enquiry

• identification of the nature of the problem or topic

• background reading on the professional topic being investigated

• academic validation of the research methods and project management strategy adopted

• progress of the project and findings showing collection and interpretation/evaluation of the data

• implications/lessons of the study for the professional field concerned and identification of any future potential professional action.

The Assessment Descriptor Grid is the same for both the Formative and Action inquiry Assessments and is located on the next slide (and in the Handbook).

Outline of the Action Inquiry Assessment

Assessment Descriptors: People working towards the first 60 credits (PG Cert) should typically:

Critical Analysis and Reflection Draw on literature to develop reflections and use theoretical frameworks to support understandings of own practice.

Focus Identify an issue for investigation and demonstrate a clear focus in enquiry design and data analysis. Articulate both methodology and enquiry techniques.

Critical Evaluation of Practice and Research Explore own professional perspectives and are critically aware of wider contexts and current problems/ new insights through reference to research.

Structure and Cohesion Structure the text/presentation clearly and fluently, with ideas linked cohesively throughout .

Writing/Presenting style Use a formal ‘voice’, which may include first, but not second person. Use an appropriately objective style to report and discuss -effectively communicate intended meaning.

Reference all sources appropriately using university approved Harvard system.

• Application form from CPD office – you will be

contacted by the CPD office.

• Cathryn Crane - cpdadmin@bathspa.ac.uk

• You complete the form and return it to CPD Admin.

• You will be sent instructions on how to access

Minerva.

• My email – Dr. Janet Rose – j.rose@bathspa.ac.uk

Administrative Services

• As a registered student at the University, you are

eligible for a library card and to use our online

library resources. The library has a good range

of electronically available books and journals to

challenge your professional understandings.

• You can use your student number (username)

and password to access these resources as well

as the main PMP Minerva website.

• LIBRARY DEMONSTRATION

Library Services and VLE (Minerva)

IT Help Desk

Email: ithelpdesk@bathspa.ac.uk

Tel: +44 (0)1225876500

IT (Technology) Services

• PG Certificate (60 credits)

• PG Diploma (120 credits)

• MA degree (180 credits)

• This module and another

30 credit module (with 50%

discount) will give you

a PG Certificate

in Vulnerable Learners.

I have deepened and extended my knowledge of

child development and have a better understanding of how

to promote children’s learning and development.

MA Programme Structure