Section 1 Programme Specification

Transcription

1 Section 1 Programme Specification This section of the handbook provides the following information: an introduction to the course; an outline of the programme rationale, its aims and learning outcomes; a detailed exploration of how the programme meets relevant professional standards ; the admission requirements for the programme, including the process by which prior experience and learning can be imported; and how it is assessed. 1.1 Introduction The Postgraduate Certificate in Practice Education enables students to meet both the Stage 1 and Stage 2 requirements of the Practice Educator Professional Standards for Social Work ( PEPS), the revised version of which was published in May The programme both consolidates and extends previous Practice Education and Practice Assessing courses delivered at the University. Consequently, opportunities to import or upgrade previous relevant awards and modules are an essential feature of the programme; candidates wishing to do so are advised to refer to the comprehensive guidance in Sections 1.7 and 1.8 of this handbook. However, by undertaking this programme, candidates with limited prior experience of undertaking a Practice Education role will be equipped with the required knowledge and skills to teach, assess and supervise social work students. Both modules in the Postgraduate Certificate in Practice Education involve a combination of academic study, teaching input and practical application of skills and knowledge in the workplace. Consequently, both the Stage 1 and Stage 2 modules (titled respectively Practice Education 1 and Practice Education 2) require students to support, assess and supervise learners, in practice, over a period of time. It is therefore envisaged that students will normally complete the Stage 1 module in the first year of the programme and Stage 2 in the second year. The Postgraduate Certificate in Practice Education can be completed as a standalone course and/or as a component pathway in the MA Advanced Professional Practice (currently pending approval). Similarly, the structure of the programme allows students to complete the Stage 1 module, use the University Intermission process to take a break from their studies, then return to complete the final, Stage 2 module. The Learning Outcomes and Assessment Strategy for each module mirror the Practice Educator Professional Standards (PEPS). The PEPS are explored in more detail in Section 1.9 and Appendix 1of this handbook, but can be accessed in full by following this link: EducatorProfessional(edref11).pdf 1

2 It is advisable that students become familiar with the PEPS, particularly the differences in the scope and limitations of the Practice Education role that can be undertaken at Stage 1 and Stage Programme Specification General Information Award Postgraduate Certificate in Practice Education Route: N/A Awarding Institution University of Chichester Teaching Institution University of Chichester Programme Accredited by University of Chichester UCAS code: N/A QAA benchmarking group: Social work Validation History: N/A 1.3 Programme Rationale The Postgraduate Certificate in Practice Education is a part-time, two module course which will enable students to meet the requirements of the Practice Educator Professional Standards for Social Work (PEPS) published in May The PEPS are part of a package of reforms to social work education that were introduced under the auspices of the Social Work Reform Board (SWRB) and, latterly, the College of Social Work (TCSW). Consequently the Postgraduate Certificate forms part of the University of Chichester s response to this interlinking series of reforms. More specifically, the Postgraduate Certificate is designed to ensure that its students are equipped to provide the high quality supervision, support, assessment and teaching required for students on qualifying, social work programmes. These Practice Education Requirements are articulated in the Practice Educator Professional Standards (PEPS) and are mapped against the programme learning outcomes in Section 1.9 of this handbook. However, the PEPS can be accessed by the following link: EducatorProfessional(edref11).pdf The Practice Educator Professional Standards for Social Work (PEPS) provide a framework for the professional development of Practice Educators. This is characterised by two, distinct levels of experience and expertise, Stage 1 and Stage 2. These benchmarks provide the parameters for the learning outcomes and assessment processes of the two modules within the Postgraduate Certificate. 2

3 1.4 Distinctive Features The distinctive features of the Postgraduate Certificate have emerged through the development of the programme in co-operation with practitioners and employers. The programme aims to be at, or be informed by the forefront of the defined aspects of the discipline (QAA, 2008). In particular the programme demonstrates the following features: Employer Involvement The programme builds upon a long established collaborative relationship between the University of Chichester and West Sussex County Council. Employer organisations have been involved in all aspects of the design of the programme, its modules and assessment strategy. Employer involvement has ensured that the programme meets workforce development needs and is achievable with in the operational demands of practice. Continuing professional development ( CPD) The programme may exist as a stand-alone CPD programme for practitioners or be integrated in a CPD pathway within the MA Advanced Professional Practice (pending approval). This provides a flexible and responsive approach to meeting the CPD requirements of a range of employers, both in the statutory services and the private, voluntary and independent sectors. Specialist knowledge and skills In its emphasis on the in-depth examination of a specific area of practice, the Programme will enhance the professional knowledge and skills of its students. The Programme will enable students to use their knowledge, skills and experience to develop the practice of others and train the next generation of social workers. The involvement of service users and carers Service users and carers are integral to the management of the programme. The role of representatives is as follows: to be a member of the Programme Board, representing service user and carer views; to provide feedback to service user groups of decisions made by the Board; to raise issues and concerns with Programme Co-ordinator or Module Tutors as appropriate; to participate in the annual monitoring processes. In addition service users and carers contribute to the assessment of practice through their participation in quality assurance meetings for student portfolios (see Section 7 of this handbook). Flexible, work-based learning and assessment The modular structure enables students to step on and off the programme. This ensures that study can be integrated into the demands of the students professional and personal lives. The adherence of the programme to national standards enhances the students ability to achieve credit in the programme for modules taken at other institutions or other work-based learning. 3

4 The programme supports and incorporates opportunities for work based learning and assessment to ensure a closer integration of academic study and professional development. Shared learning and experience The programme offers the opportunity to learn with and from others from a range of professional practice disciplines. 1.5 Aims of the Programme This section articulates the overarching Aims of the Programme : what the course seeks to achieve. The Postgraduate Certificate in Practice Education will: enable students to consolidate, deepen and extend their knowledge and skills in a specialist area of practice: Practice Education; enable suitably qualified professionals to meet the Stage 1 and Stage 2 requirements of the Practice Educator Professional Standards for Social Work (PEPS); enable students to undertake standalone modules within the course to develop knowledge and practice skills within a programme of Continuing Professional Development (CPD); develop students ability to reflect upon and critically analyse their own practice and the practice of others; develop students effectiveness, including skills and confidence, in their professional role; increase students understanding of their own evolving professional role and the roles of other professionals; use their studies as a basis for further Continuing Professional Development, assuming responsibility for their own development; develop students abilities to enable and support the learning of others. 1.6 Intended Learning Outcomes Every programme at undergraduate or postgraduate level contains Learning Outcomes. In addition to the generic programme learning outcomes listed here, each individual module has its own specific learning outcomes. All learning outcomes are written in relation to what students should be able to do at the module s or programme s conclusion. 4

5 We have, where appropriate, referenced several generic documents in the writing of learning outcomes. These are: Framework for Higher Education Qualifications (FHEQ) University of Chichester Level Descriptors (UC) Practice Educator Professional Standards for Social Work ( PEPS) The Professional Capabilities Framework for Social Work ( PCF) University of Chichester Learning and Teaching Strategy Learning Outcomes are divided into three areas: Subject Knowledge; Intellectual and Practical Skills; Transferable Skills For each of these areas this section of the handbook will also outline the teaching, learning and assessment strategies employed to achieve these outcomes. Learning Outcomes for Subject Knowledge At the conclusion of the programme students should be able to: Critically reflect upon and develop ethical practice, in the assessment, teaching and supervision of learners in practice. (PEPS;FHEQ7). Understand and implement the principles of good organisation, management, networking and collaboration in relation to the development and maintenance of practice learning opportunities. (PEPS). Critically evaluate and apply theories and models of adult learning, teaching assessment and supervision.(peps,fheq7). Critically evaluate and apply knowledge of evidence based decision making in relation to student observation, assessment and supervision. (PEPS). Critically evaluate methods to assist the development of learners reflective practice(peps). CriticalIy evaluate methods to identify and address areas of development for learners including evidence of poor performance (PEPS). Apply relevant research to practice and place this within an appropriate legal and policy context (PEPS, FHEQ7). Critically reflect upon and evaluate their own professional development as a Practice Educator (PEPS). 5

6 Develop an understanding of the wider issues of Practice Learning, including quality assurance systems and assessment of written work (PEPS). Be able to apply and critically evaluate a variety of different models of supervision and assessment methods (PEPS; FHEQ7). Demonstrate the ability to assess the written work of learners and give appropriate feedback (PEPS). Demonstrate current knowledge of contemporary issues in research, policy, legislation and practice and apply this knowledge to their role as a Practice Educator (PEPS, FHEQ7). Develop, if the opportunity arises, the ability to consult and work with others in contentious and challenging contexts such as failing learners and formal complaints and appeals (PEPS, FHEQ7). Demonstrate an ability to transfer Practice Educator skills, knowledge and values to new roles in mentoring, supervision, teaching and assessment. (PEPS; FHEQ7). Demonstrate the ability to observe and assess the practice of others (PEPS). Learning and Teaching Strategies for the delivery of subject knowledge The learning and teaching strategy for the delivery of subject knowledge correlates with the overarching University of Chichester Learning and Teaching Strategy In particular, the programme will seek the active critical engagement of students ( Objective 1) through deploying practical workshops,learning sets and seminars to supplement formal lectures. Role play, group work, and self-reflection will consolidate and extend learning. In addition, independent study, on- line learning (via Moodle) and feedback from observations of direct practice will contribute to an holistic approach to learning which recognises and respects the student contribution to their own development (Learning and Teaching Strategy, Objective 1). It is assessed through a comprehensive range of methods: o Essays/reflective commentaries o Written Evaluations o Direction observations of practice o Presentation o Practice portfolio Learning Outcomes for Intellectual and Practical Skills At the conclusion of the programme students should be able to: 6

7 Deal with complex issues and demonstrate evidence-based decision making.(peps,fheq7) Demonstrate ethical behaviour in the management, supervision, assessment and teaching of learners( PEPS). Demonstrate self-direction and professional autonomy in professional decision making and problem solving (FHEQ7). Identify and apply appropriate responses to issues of diversity, difference and disadvantage (PEPS). Identify and implement teaching, assessment and supervision strategies that are relevant to the specific needs of learners (PEPS). Work collaboratively with learners and other contributors to design, coordinate, implement and monitor a programme of relevant learning and assessment opportunities within the context of a practice placement (PEPS). Co-ordinate and manage the contribution of colleagues, other professionals, service users and carers to student learning and assessment (PEPS). Demonstrate the ability to communicate knowledge to learners and other audiences coherently and concisely; this includes the ability to deploy effective presentation skills in a group context (PEPS). Engage critically and reflectively with current research and practice knowledge (PEPS,FHEQ7). Demonstrate familiarity with quality assurance processes, including QAPL (PEPS). Demonstrate the ability to empower learners to express their views, and to take appropriate responsibility for their own learning (PEPS). Give honest, constructive feedback on learners performance and work collaboratively to identify learning needs and strategies to address these (PEPS). Demonstrate the ability to use direct observations as a learning opportunity and as a means of assessing the performance of learners (PEPS). Learning and Teaching Strategies for the delivery of Intellectual and Practical Skills Intellectual and practical skills are developed through the teaching and learning strategies outlined above. In addition, the programme provides two opportunities for observation of practice, a presentation and continuous opportunities for practical skills development through undertaking the Practice Educator role during a student placement. The approach to learning and teaching reflects Objective 3 of the 7

8 University of Chichester Learning and Teaching Strategy Specifically, the programme provides work-based and service learning opportunities and enhances the skills of the workforce. The observations of practice provide a rich feedback dialogue which enhances professional development through a process of providing of ongoing assessment and feedback ( Objectives 1 and 2) Learning Outcomes for Transferable Skills At the conclusion of the programme students should be able to: Exercise initiative and personal responsibility (FHEQ7). Deploy skills in supervision, assessment and teaching (PEPS). Demonstrate presentation skills. Demonstrate the independent learning ability required for continuing professional development ( FHEQ7). Demonstrate skills in giving feedback verbally and in writing (PEPS). Exercise decision making in complex and unpredictable situations (PEPS, FHEQ7). Learning and Teaching Strategies for the delivery of Transferable Skills These are embedded in the teaching and assessment strategies outlined above. The programme learning outcomes require the development of professional skills in teaching, assessment and supervision which are transferable to other mentoring, supervisory and management roles. 1.7 Admissions Requirements (general) The Programme admission requirements reflect the University s Academic Regulations (July 2011) and the qualification and experience requirements of the Practice Educator Professional Standards (see Appendix 1). The first and second modules in the programme correlate with Stage 1 and Stage 2 of the Practice Educator Professional Standards (PEPS).Therefore registered social workers applying to the programme must adhere to the PEPS requirements, which differ according to whether the applicant is undertaking Stage 1 or Stage 2 of the Practice Educator role. Consequently the PEPS entry requirements are detailed separately in this section. University academic and professional admission requirements 8

9 An undergraduate degree or equivalent and/or relevant professional qualification (for example BA in Social Work; Diploma in Social Work plus post-qualifying awards) PEPS requirements for admission to the Stage 1 the programme (Practice Education 1) A registered social worker; qualified for two years. Two years relevant work experience before taking full responsibility for assessing a social work placement. PEPS requirements for admission to the Stage 2 the programme (Practice Education 2) A registered social worker, with three years relevant work experience; qualified for a minimum of two years by the end of the programme. 1.8 Admission Requirements (Non- standard entry and accreditation of prior learning) The programme may be particularly attractive to applicants who wish to extend or upgrade their existing qualifications and experience in Practice Education. Therefore it is recognised that some applicants may wish to apply for Accreditation of Prior Learning (APL) or Accreditation of Prior Experiential Learning (APEL). Under the Credit Accumulation Transfer (CAT) Scheme advanced standing can also be awarded to students, who have gained either relevant qualifications or experience in the preceding five years, which may result in the granting of credit towards an award. Applicants for advanced standing will be judged individually: the candidate s level of performance in a previous course is taken into account; maximum remission will accord with the Postgraduate Awards policy on advanced standing. Similarly, APL and APEL evidence must meet the Practice Educator Professional Standards (PEPS) relevant to the Stage 1 and Stage 2 outcomes associated with the particular module against which credit is required. Applicants who are unsure about the currency of their existing qualifications are strongly advised to consult the PEPS via this link: EducatorProfessional(edref11).pdf Appendix 1 in this handbook also provides details of the PEPS requirements but applicants and students are advised to consult the source documents to ensure that they are current with the latest versions of relevant Guidance. Accreditation of Prior Learning: Enabling Learning modules Many applicants may have completed Enabling Learning modules or courses under the GSCC Post Qualifying Awards framework and may wish to import these into the Postgraduate Certificate. 9

10 The University of Chichester module: Enabling Learning meets, and in many areas exceeds, the Stage 1 requirements of PEPS. Therefore, applicants wishing to import the Chichester Enabling Learning module will be deemed to have met the Stage 1 professional requirements. This will enable applicants to progress to the Stage 2 module. However, the University of Chichester Enabling module is offered at Level 6 (the academic equivalent of the final year of a degree) whereas the Post Graduate Certificate in Practice Education is a Masters level award (Level 7). Consequently, applicants who wish to gain academic credit for the Enabling Learning module, and therefore be eligible for the award of the Postgraduate Certificate, must upgrade their existing academic achievement. This will be achieved via a reflective commentary, which will demonstrate the student s ability to reflect upon the experience and performance of an aspect of the Practice Educator role. Reflective Commentary A reflective commentary of 2000 words critically evaluating the student s skills, knowledge and experience of an aspect of the Practice Educator role. Typically, the assignment may focus on one of the following topics, although this is not an exhaustive list: student supervision; mentoring; the preparation and delivery of direct training. The submission will be assessed against the following criteria, which correlate with M level descriptors (FHEQ Level 7): Assessment criteria Demonstration of a systematic understanding of knowledge, and a critical awareness of current issues Demonstration of the ability to dealt with complex issues both systematically and creatively Demonstration of the student s ability to reflect upon their own professional practice and advance their knowledge and understanding of the Practice Educator role There are a variety of routes and modular configurations through which the Enabling Learning requirements of The GSCC PQ Framework (2005) have been addressed. Consequently, as stated above, applications will be judged individually but will require the applicant to evidence that they have met the PEPS and/or academic requirements. Typically this will be achieved via a portfolio of evidence and/or reflective commentary. The University may need to charge a fee to assess and process applications for Accreditation of Prior Learning (APL) or Accreditation of Prior Experiential Learning (APEL). 1.9 Practice Educator Professional Standards for Social Work 10

11 The final version of the Practice Educator Professional Standards for Social Work (PEPS) was published in May The PEPS provide a framework for the professional development of Practice Educators and therefore underpin the content and assessment of the Postgraduate Certificate in Practice Education. The PEPS are characterised by two, distinct levels of experience and expertise, Stage 1 and Stage 2. Stage1 Practice educators will be able to supervise, teach and assess social work degree students up to but not including the final assessment prior to qualification. At this stage they may contribute to the last placement but not take full responsibility for assessment or act as the practice educator on a day-to-day basis. Stage 2 Practice educators will be able to supervise, teach and assess social work degree students up to and including the last placement. These practice educators have the authority and capability to recommend that the social work students are fit to practise at the point of qualification. at Stage 1 and Stage 2 are characterised by sets of outcomes grouped together under four Domains: A,B,C,D. Stage1 Practice educators must evidence achievements against learning outcomes in domains A C. Stage 2 Practice educators must evidence achievements against learning outcomes in domains A D. Domain A Organise opportunities for the demonstration of assessed competence in practice. Domain B Enable learning and professional development in practice. Domain C Manage the assessment of learners in practice. Domain D Effective continuing performance as a practice educator. Each domain has a series of outcome statements attached to it. These describe the knowledge, skills, qualities and behaviours that Practice Educators should possess and be able to demonstrate. The specific, numbered outcomes for each Domain, A-D, are detailed in Appendix 1 along with the PEPS Values for practice educators and supervisors and the assessment and professional experience requirements for achieving Stage 1 and Stage 2. However the source documents, the Practice Educator Professional Standards The (PEPS) can be accessed in full via the College of Social Work website, by following the link below: 11

12 EducatorProfessional(edref11).pdf. The diagram below (Diagram1) demonstrates how the Learning Outcomes for the Post Graduate Certificate in Practice Education map against the Domains A-D. 12

13 Diagram1 : The correlation of the Programme Learning Outcomes with PEPS outcomes in Domains A-D Programme Learning Outcomes (Subject Knowledge) Outcomes in Domains A-D ( For example, Domain A Critically reflect upon and develop ethical practice in the assessment teaching and supervision of learners in practice Understand andimplement the principles of good organisation, management, networking and collaboration in relation to the development and maintenance of practice learning opportunities. Critically evaluate and apply theories and models of adult learning, teaching, assessment and supervision. Critically evaluate and apply knowledge of evidence based decision making in relation to student observation, assessment and supervision. Critically evaluate and employ methods to assist the development of learners reflective practice. Apply relevant research to practice and place this within an appropriate legal and policy context. Critically reflect upon and evaluate their own professional development as a Practice Educator. CriticalIy evaluate methods to identify and address areas of development for learners including evidence of poor performance Develop an understanding of the wider issues of Practice Learning, including quality assurance systems and assessment of written work. Be able to apply and critically evaluate a variety of different models of supervision and assessment methods. Demonstrate the ability to assess the written work of learners and give appropriate feedback Demonstrate current knowledge of contemporary issues in research, policy, legislation and practice and apply this knowledge to their role as a Practice Educator. Develop, if the opportunity arises, the ability to consult and work with others in contentious and challenging contexts such as failing learners and formal complaints and appeals. Demonstrate an ability to transfer Practice Educator skills, knowledge and values to new roles in mentoring, supervision, teaching and assessment. Outcome 1 = A1) B3 C2 C3 C8 C9 D2 A1 A2 A3 A4 A5 A7 B6 B1 B5 B5 B10 C2 C3 C4 B1 B2 B10 C8 C9 B1 D1 D2 C14 C10 D3 B3 B10 C16 C8 C9 C15 D5 C11 D7 B10 D1 D6 13

14 Programme Learning Outcomes (Intellectual and Practical Skills) Deal with complex issues and demonstrate evidence-based decision making. Demonstrate ethical behaviour in the management, supervision, assessment and teaching of learners. Identify and apply appropriate responses to issues of diversity, difference and disadvantage. Identify and implement teaching assessment and supervision strategies that are relevant to the specific needs of learners Work collaboratively with learners and other contributors to design, co-ordinate and implement and monitor a programme of relevant learning opportunities within the context of a practice placement Demonstrate self-direction and professional autonomy in professional decision making and problem solving Co-ordinate and manage the contribution of colleagues, other professionals, service users and carers to student learning Demonstrate the ability to communicate knowledge to learners and other audiences coherently and concisely; this includes the ability to deploy effective presentation skills in a group context. Demonstrate knowledge of quality assurance processes including QAPL Demonstrate the to empower learners to express their views, and to take appropriate responsibility for their own learning Give honest, constructive feedback on learners performance and work collaboratively to identify learning needs and strategies to address these Demonstrate the ability to use direct observations as a learning opportunity and as a means of assessing the performance of learners Programme Learning Outcomes (Transferable Skills) Exercise initiative and personal responsibility Deploy skills in supervision, assessment and teaching Demonstrate presentation skills Exercise decision making in complex and unpredictable situations Demonstrate skills in giving feedback verbally and in writing C3 C4 C5 C6 C11 C14 B2 C2 C3 C4 C5 C6 C8 C9 A2 B3 B4 B2 B3 B4 B10 C2 A1 A2 A3 A4 A7 B2 B6 C1 C2 B2 C2 C3 C4 C5 C6 C8 C9 A5 C7 B1 A6 A8 C13 D3 B6 B7 B8 B9 C1 C7 C12 C3 C7 C8 C9 C10 C5 C7 B1 B2 B10 A1 A2 C7 C12 C3 14

15 1.9 Professional Capabilities Framework (PCF) The Professional Capabilities Framework (PCF) was developed by the Social Work Reform Board (SWRB). It serves as a framework for initial social work education and continuing professional development (CPD) for qualified social workers. Social workers will become increasingly familiar with the PCF as it replaces the GSCC National Occupational Standards (NOS). The course content will assist candidates to navigate the PCF and develop their ability to use it to train and assess students. Somewhat confusingly the Professional Capabilities Framework also uses the term domain to refer to capabilities that social workers must demonstrate Although the Practice Educator Standards have four domains, A-D, the Professional Capabilities Framework has nine domains (or areas) within it. Fortunately these nine domains are numbered which helps differentiate between the PEPS and PCF. The PCF is divided into levels, both before and after qualification. The levels relate to the complexity of work that someone would be able to manage with a specific level of capability and experience. Progression between levels is mapped against the nine domains. Practice Education is specifically mentioned in two domains of the PCF, Domain 1 and Domain 9. In Domain 9, Professional Leadership, a practitioner meeting the capabilities at Social Worker Level will be able to: Contribute to the learning of others (Practice Educator Standards Stage 1: Domain A,B,C) Similarly, at Experienced Social Worker Level, in Domain 1,Professionalism, practitioners will be able to: Contribute to a learning environment for self, team and, colleagues (Practice Educator Standards Stage 2 Domain D) In Domain 9, Professional Leadership, at Experienced Social Worker Level., a practitioner will be able to Assess and manage the work of social work students and ASYE (Practice Educator Standards Stage 2: Domain B & C) A fuller explanation of the PCF and how it can be used to map CPD achievements can be found by following the link below: m_resources/pcf11socialworklevelcapabilities.pdf 15

16 1.10 Quality Indicators The quality of the programme is monitored by the following methods: At University Level There is an established framework of quality assurance mechanisms at both University and Faculty Level. The Academic Quality and Standards Unit (AQSU is responsible to the Academic Board for maintaining quality systems including the appointment of external examiners and the approval, annual monitoring and review of programmes. Procedures are set out in the Quality Handbook with details illustrating the quality assurance cycle. The University conducts its own anonymous internal student survey (ISS), open to all registered students throughout the University. Data from these surveys is used by the University to determine priorities for enhancing the student experience. At Programme Level University structures for Quality Assurance are reinforced through: Anonymous module evaluations, sometimes supplemented by staff and student discussion at the end of a module Peer observation of teaching sessions Internal and external moderation meetings and examination boards Programme Board meetings each semester with student and staff representation Regular teaching team meetings Consultation with external stakeholders including employer agencies Addressing issues raised in external examiners reports Recommendations and requirements of external advisers and approval panels Individual staff appraisals Addressing issues identified through the evaluations and ISS. The University may need to charge a fee to assess and process applications for 1.12 Award Requirements The Postgraduate Certificate is awarded upon completion of 60 M level academic credits. This is equivalent to 600 hours of study. Of course the 600 hours does not imply 600 hours of university attendance, the process of learning through teaching, supervising and assessing other learners is combined with teaching input from academic staff, personal study and the completion of assessment tasks. Students who successfully complete Practice Education Module 1 will have evidenced the Stage 1 PEPS requirements in Domains A, B and C. Students who successfully complete Practice Education Module 1 will have evidenced the Stage 2 PEPS requirements in Domains A-D. 16

17 The Postgraduate Certificate (FHEQ Level 7) The certificate will be awarded on a three-point scale - Distinction, Pass, Fail, determined by the grades for the modules that comprise the certificate. Distinction the majority of modules passed at grade A and nothing less than C. Pass - any other combination of grades except those specified for distinction or failure. Fail - an E grade in any one module after re-submission has been allowed will lead to failure (see Re-submission regulations) Modules will be assessed against the following criteria: (A) DISTINCTION Displays evidence of meeting each criterion listed for a Good Pass and in addition demonstrates ability to: gain insight into complex issues; evince individual flair in producing original approaches and solutions; abstract and synthesise hypotheses from areas of research studied; communicate methodology and arguments fluently and effectively to others. (B) GOOD PASS Displays evidence of ability to: organise and interpret material well; reflect on and critically analyse material with no omissions, errors or irrelevancies; use an extensive range of literature and published research to support study; make strong links between content and practice; communicate understanding cogently; study aspects of the module thoroughly and pursue enquiries in depth (C) PASS Displays evidence of ability to: organise and interpret material satisfactorily; reflect on and critically analyse material with few omissions, errors or irrelevancies; use a wide range of literature and published research to support study; make a number of effective links between content and practice; communicate understanding effectively; study aspects of the module satisfactorily and pursue enquiries effectively. (D) MINIMAL PASS Displays evidence of ability to: organise and interpret material adequately; reflect on and critically analyse material, despite some omissions, errors or irrelevancies; use an adequate, though reduced, range of literature and published research to support study; make some satisfactory links between content and practice; communicate understanding sufficiently; study aspects of the module and pursue enquiries with some degree of success. 17

18 (E) FAIL Displays a lack or weak evidence of many of the PASS qualities listed above plus an inability to: treat descriptive work reflectively; organise material coherently; make links between content and practice; produce a balanced study that pays due regard to requirements; submit work on time unless a prior request has been made for an extension or consideration of mitigating circumstances; comply with regulations concerning plagiarism or other forms of academic malpractice Module Diagrams Practice Education 1 ( 30 Credits ) Assessment Complete a period of assessed practice Portfolio Direct observation Reflective commentary Practice Education 2 ( 30 Credits ) Assessment Complete a period of assessed practice Portfolio Direct observation A student directed seminar 18