Details - The 100% assignment critically evaluates collaborative working practices in own professional setting and then critically reflects on own and others' development in relation to effective collaborative working in education contexts.

(Details of the assignment and the assessment criteria are provided in the module handbook.)

This module presents the core issues, strategies and techniques required to facilitate effective collaboration in education settings. It explores the reasons for and approaches to professional collaboration in education settings and how professionals are working together to extend learning opportunities for students. Participants are supported to systematically reflect upon and assess their own and their organisation's approaches to collaboration and partnership working in education contexts. It is suitable for new or experienced education practitioners who observe, take part in or lead collaborative working activities.

A variety of learning and teaching methods are used such as presentations by specialist practitioners, group discussions, case studies, problem based learning activities and participant centred investigations. There is a strong emphasis on activity-focused learning and participants are expected to actively engage in all sessions. In addition, participants are required to engage in independent study so as to consolidate and build upon their learning in taught sessions. This takes the form of undertaking follow-up tasks and work based self-assessments and reading key texts and research papers.

- University Library for a range of relevant texts, e-books and academic journals
- Materials and resources on the module VLE
- Access to academic and library support

Anning, A., Cottrell, D, Frost, N., Green, J. and Robinson, M. (eds) (2006) Developing Multiprofessional Teamwork for Integrated Children¿s Services, Maidenhead: Open Univeristy Press.
Atkinson, M., Springate, I., Johnson, F. and Halsey, K. (2007) Inter-school collaboration: a literature review. Slough: NFER.
Atkinson, M.., Jones. M. and Lamont, E. (2007) Multi-agency working and its implications for practice: A review of the literature, CfBT Education Trust. Available at http://www.cfbt.com/evidenceforeducation/pdf/New%20in%20template%202.pdf
Daniels, H., Leadbetter, J. and Warmington, P. with Edwards, A., Brown, S., Middleton, D., Popova, A. and Apostolov, A. (2007) Learning in and for Multiagency Working, Oxford Review of Education, 33 (4), 521-538.
Dhillon, J.K. (2007) `Trust, shared goals and participation in partnerships: reflections of post-16 education and training providers in England, Journal of Vocational Education and Training, 53 (4) pp. 503-515.
Dhillon, J.K. (2009) `The role of social capital in sustaining partnership¿, British Educational Research Journal, pp.1-18.
Edwards, A., Daniels, H., Gallagher, T., Leadbetter, J. and Warmington, P. (2008) Improving Interprofessional Collaborations in Children¿s Services. London: Routledge.
Fitzgerald, D. and Kay, J. (2008) Working together in Children's Services, Abingdon: Routledge.
Huxham, C. and Vangen, S. (2005) Managing to Collaborate. The theory and practice of collaborative advantage. Abingdon: Routledge.