CRS06023 Creative Approaches To Social Care Recreation Continuous Assessment 2025 | TUS

CRS06023 Continuous Assessment

TECHNOLOGICAL UNIVERSITY OF THE SHANNON: MIDLANDS MIDWEST

FACULTY OF SCIENCE & HEALTH

CONTINUOUS ASSESSMENT 2025 December Session BA (Hons) in Social Care Practice (Level 8) Year 2 Creative Approaches to Social Care (Recreation) 2.1 CRS06023

External Examiner(s): Miriam Clancy

Internal Examiner(s): Joe Tierney

Requirements and Details:Students must attempt all elements.

Reflections and reviews ongoing (Recreation x 2 & Drama x 1)

Recreation planning and delivery – ongoing, final – end of semester

Due date:

Reflection for recreation x 2 – TBC

Drama reflection x 1 -TBC

Final activity delivery – TBC

Social Care – Year 2 Recreation

The CA has a number of elements designed to assess students’ ability to research, design, implement and reflect on recreation activities in social care settings.

The elements are:

• Recreation planning and delivery including participation (Ongoing)– 70%
• Reflection of activities in social care settingsincluding a drama element (Ongoing) – 30%
• The following CA guideline breaks down each element and includes the relevant marking schemes.

Lesson Plans, Peer Teaching And Facilitation RECREATION – 70%

10% Participation – ongoing

60% final class session

Dates:Reflection for recreation x 2 – TBC;

Final activity delivery – TBC(subject to change)

Lesson plans due:TBC (submission to Moodle)

Practical: MPH on TBC

Learning Outcomes Addressed

• In group work, research, design, plan and facilitate creative recreation programmes, with reference to learning and teaching theories.
• Develop, adopt and modify inclusive activities and programmes, ensuring safe delivery to a range of service users.
• Implement and maintain a safe practice environment, minimising risk to service users.
• All students will be required to engage as part of a team with the development of a recreation programme. The object of the programme is to facilitate anactivity session for your peers/an external group. The activity sessions will be delivered during the allocated class time throughout the semester, with a final practical session towards the end of the semester.

Commencement with preparations will start from the week of the 8th of September. All students are required to attend all classes, theory and practical as 10% of the overall mark will be awarded for participation and contribution to classes (theory and practical). The mark for participation will be an individual mark.The remaining 60% will be awarded forfacilitation of the session under the headings outlined below (note, teaching ability on the day will be an individual mark).

Preparation

Studentsmust compile oneprogamme to include an ice breaker, warm up & main activity X 2. The lesson plans may include variations of the basic games/activities covered in practical classes in year one/two or any other games/activities based on the students researchStudents are encouraged to research their own activities, be imaginative with the games, modify these activities as appropriate for the target group and work as a team.Throughout the semester, students will be required to deliver their lesson plans during practical classes. This will allow for modifications to the activities to be made prior to final submission of lesson plans that will be used for the final practical assessment.All activities/games must clearly show how each activity can be modified to aid participation in the activity for those with physical limitations or disabilities. Each lesson plan should contain an ice breaker, warm-up and two main activities. There must be a link between the warm up andone of the main activities, this link must be clearly demonstrated when delivering the practical session.

The lesson/activity plan template presented in class may be used. However, variations on this are acceptable.

Each activity plan should contain the following headings:

Aims and Objectives: The rationale for the activity.

Description of the activity: Clearly describe what happens during the activity.

Teaching and Safety points: What must be done by the participants to ensure safety and to ensure the game is played correctly (If these are not addressed correctly then Aims/Objectives cannot be achieved)

Equipment: Cones, balls, hoops etc.  (or any other equipment that the team deems necessary)

Modifications/Variations: Adaptation of equipment, rules, environment so as to include a person with a physical limitation or disability.

Each lesson plan should contain a warm-up/ice breaker, two main activities. Note – the use of relevant images will enhance your lesson plans.

Peer Teaching (60%)

As a team, all students will deliver an activity session to their peers or an external group. Students must decide based on all students’ lesson plans and experience of the group (where possible) the most appropriate activity or all activities if the class deems it suitable. Each group member must teach either the Ice breaker, warm up or one of the main activities (note working with social care groups requires you to be flexible). However, you may be required to teach any aspect.  Each studentshould plan to be teaching for 20 – 30 minutes max. Marks will be allocated for the following:

• Efficient organisation of the group
• Clear voice projection, use of teaching points
• Appropriateness of the activities
• A clear link between the activities
• All of the activities must emphasise teamwork
• Teamwork must be clearly displayed on the day of the practical
• Clear use of teaching points
• Appropriate instructional ability
• Safety points must be mentioned at appropriate times throughout each activity
• Group interaction

Note: Please refer to marking sheet for full breakdown of the marks.

Final lesson plans for all groups are due oneweek prior to the practical sessions.

Practical marking scheme:

Social Care Recreation – Year 2 – Reflective Text Or Video Blogs (30%)
10% Drama Element

20% Recreation Elements

Lecturer: Joe Tierney

Learning Outcome:

Demonstrate understanding of the physiological, social and psychological benefits of physical and recreational activities.
Interpret the benefits and uses of recreation and physical activities to a range of service users.

Reflection 1 – students are to reflect based on their practical and theory sessions. The reflection should address the following elements:

• The broad benefits of physical activity (PA)
• PA for those with disability
• Adapting activities to address fundamental movement skills
• Importance of being creative
• Being prepared for the class, lesson planning, achievable activities
• Reflecting on the activities that we have completed – NB – team work, risk management, adaptation, inclusive facilitation, activities to suit groups
• Introducing challenge in a gentle and easy way
• Throughout reflection 1, students should consider what they observed and how the activities were planned and delivered.

Reflection 2 – Students are required to review avideo, journal article or web site that demonstrates the benefits of recreation activities in social care settings. The video/article/web sites can be of indoor or outdoor activities or both.  Students are required to review the video, journal article or web material in the context of the benefits of recreation in social care and provide a reflective review of the video/journal /web article. Students should consider all benefits, but as a minimum, incorporate physical, mental and social health benefits.

Grades awarded for:

• Structure of the 700-word piece or video narrativeINCLUDING RELEVANT REFERENCES (20 marks)
• Relevance of video, journal article or web site (20 marks)
• Interpretation and Integration of the relevant details into the review/narrative (40marks)
• Strong conclusion emphasising the relevance of recreation activities in social care settings based on research (20 marks) –
• EVIDENCE OF RESEARCH OTHER THAN THE PAPER/VIDEO/WEB UNDER DISCUSSION IS VITAL – please provide a minimum of four references (only one web reference permitted) for each reflection.

Required

Two submissions of a 700 -word structured piece or a 2-minute video narrative submitted to Moodle.

Drama minor element (10%)

Marking Scheme

Learning outcome addressed

Demonstrate evidence-based knowledge of the benefits of drama therapy.

Drama minor assessment
Lecturer:  Caroline Coyle

Students are required to review a video, journal article or web site demonstrating the benefits of Drama activities in a social care setting. The video/article/website can be indoor, outdoor activities or a mix of both.  Students are required to review the video in the context of the benefits of Drama in social care and provide a reflective review of the video/journal article. It is important to consider all benefits, but specifically the potential for physical, mental and social health benefits.

Students must provide a structured 500-word reflective review or a 2-minute (Maximum) video blog review of their chosen video, article or web site.

Grades awarded for:

• Structure of the 500-word piece or video narrative (20 marks)
• Relevance of video, journal article or web site (20 marks)
• Interpretation and Integration of the relevant details into the review/narrative (40marks)
• Strong conclusion emphasising the relevance of Drama activities in social care settings based on research (20 marks)

Required

• A 500-word structured piece or a 2-minute video narrative submitted to Moodle.