Foundation Degree Arts (FdA) Learning Support

Transcription

1 Foundation Degree Arts (FdA) Learning Support Programme Specification Primary Purpose Course management and quality assurance. Secondary Purpose Detailed information for students, staff and employers. Current students should refer to the related Course Handbook for further detail. Disclaimer The University of Portsmouth has checked the information given in this Programme Specification. We will endeavour to deliver the course in keeping with this Programme Specification; however, changes may sometimes be required arising from annual monitoring, student feedback, review and update of units and courses. Where this activity leads to significant changes to units and courses, there will be prior consultation of students and others, wherever possible, and the University will take all reasonable steps to minimize disruption to students. It is also possible that the University may not be able to offer a unit or course for reasons outside of its control, for example; the absence of a member of staff or low student registration numbers. Where this is the case, the University will endeavour to inform applicants and students as soon as possible. Where appropriate, the University will facilitate the transfer of affected students to another suitable course. Copyright The contents of this document are the copyright of the University of Portsmouth and all rights are reserved. No part of this publication may be reproduced, stored in a retrieval system or transmitted, in any form or by any means electronic, mechanical, photocopying, recording or otherwise, without the prior consent of the University of Portsmouth.

2 Contents Course Details Named Awards Course Code (and UCAS Code if applicable) Awarding Body Teaching Institution Accrediting Body QAA Benchmark Groups Document Control Information Effective Session Author Faculty Department...1 Curriculum Educational Aims Reference Points General Learning Outcomes Learning Outcomes...3 A. Knowledge and Understanding of:... 3 B. Cognitive (Intellectual or Thinking) Skills, able to:... 4 C. Practical (Professional or Subject) Skills, able to:... 4 D. Transferable (Graduate and Employability) Skills, able to: Learning and Teaching Strategies and Methods Assessment Strategy Course Structure, Progression and Award Requirements Employability Statement...7 Course Management Support for Student Learning Admissions Criteria...7 A. Academic Admissions Criteria... 7 B. Disability Evaluation and Enhancement of Standards and Quality in Learning and Teaching...8 A. Mechanisms for Review and Evaluation... 8 B. Responsibilities for Monitoring and Evaluation... 8 C. Mechanisms for Gaining Student Feedback... 9 D. Staff Development Priorities Assessment Regulations Role of Externals Indicators of Standards and Quality...9 A. Professional Accreditation/Recognition... 9 B. Periodic Programme Review (or equivalent) C. Quality Assurance Agency D. Others Further Information...10 i

3 Course Details 1. Named Awards FdA Learning Support 2. Course Code (and UCAS Code if applicable) C1694P 3. Awarding Body University of Portsmouth 4. Teaching Institution University of Portsmouth 5. Accrediting Body None 6. QAA Benchmark Groups Foundation Degree 2010 (2nd ed.) Education Studies Document Control Information September Effective Session 2017/ Author Chris Neanon 10. Faculty Faculty of Humanities and Social Sciences 11. Department School of Education and Childhood Studies Curriculum 12. Educational Aims The General aims of the Programme: To provide a challenging and stimulating study environment. To provide a framework which draws on a wide range of intellectual resources, theoretical perspectives and academic disciplines allowing students to follow a flexible coherent programme of study. Programme Specification for FdA Learning Support Page 1 of 10

4 To provide a high level of work-based learning. To develop technical and work specific skills underpinned by academic learning. To equip graduates with the necessary transferable skills for lifelong learning, employability and flexibility in the context of changing labour markets. To provide students with the skills and knowledge required to maximise career opportunities. The aims of the Foundation Degree: To provide knowledge and critical understanding of the well-established principles required for supporting learning across the curriculum and across education phases; To deliver the professional and practical skills and competencies which are required to work in classrooms and other educational settings; To enable students to undertake further training, develop existing skills, and acquire new competences that will enable them to assume responsibility within organisations To ensure that students can demonstrate within their practice that they have adopted appropriate value and belief systems for learning environments. These values must include those relating to anti- discriminatory practice, equality of opportunity and ensuring inclusive practice; To develop students self-awareness and reflection, including the ability to evaluate their interaction with other people in the work environment; To develop students ability to understand and apply the principles of evidence-based practice; To provide an understanding of the regulatory and legislative framework for education across the phases and prepare students to work within this framework; To develop students as reflective practitioners able to reflect on their own value systems, development and practices, question concepts and theories encountered in their studies, interrogate the assumptions underpinning theory and research. To provide consideration of the international and intercultural dimension of education, the effect of new technologies, and the impact of increased worldwide mobility. To provide students with an opportunity to progress to an honours degree; To enable students to develop professional skills within the context of national occupational standards for Higher Level Teaching Assistants; To provide students with a pathway, which would enable progression to Qualified Teachers Status (QTS) via an appropriate ITT programmes. 13. Reference Points University of Portsmouth Curricula Framework Document (2012) The scholarship and research expertise of academic members of staff QAA Code of Practice for the Assurance of Academic Quality and Standards in Higher Education Framework for Higher Education Qualifications (FHEQ) National Qualifications Framework Subject Benchmark Statements (SBS): Education Studies & Foundation Degrees Standards for Higher Level Teaching Assistants (HLTA) 14. General Learning Outcomes Level 4 Certificates of Higher Education are awarded to students who have demonstrated: knowledge of the underlying concepts and principles associated with their area(s) of study, and an ability to evaluate and interpret these within the context of that area of study Programme Specification for FdA Learning Support Page 2 of 10

5 an ability to present, evaluate and interpret qualitative and quantitative data, in order to develop lines of argument and make sound judgements in accordance with basic theories and concepts of their subject(s) of study Typically, holders of the qualification will be able to: evaluate the appropriateness of different approaches to solving problems related to their area(s) of study and/or work communicate the results of their study/work accurately and reliably, and with structured and coherent arguments undertake further training and develop new skills within a structured and managed environment And holders will have: the qualities and transferable skills necessary for employment requiring the exercise of some personal responsibility Level 5 Foundation Degrees are awarded to students who have demonstrated: knowledge and critical understanding of the well-established principles of their area(s) of study, and of the way in which those principles have developed ability to apply underlying concepts and principles outside the context in which they were first studied, including, where appropriate, the application of those principles in an employment context knowledge of the main methods of enquiry in the subject(s) relevant to the named award, and ability to evaluate critically the appropriateness of different approaches to solving problems in the field of study an understanding of the limits of their knowledge, and how this influences analyses and interpretations based on that knowledge Typically, holders of the qualification will be able to: use a range of established techniques to initiate and undertake critical analysis of information, and to propose solutions to problems arising from that analysis effectively communicate information, arguments and analysis in a variety of forms to specialist and non-specialist audiences, and deploy key techniques of the discipline effectively undertake further training, develop existing skills and acquire new competences that will enable them to assume significant responsibility within organisations And holders will have: the qualities and transferable skills necessary for employment requiring the exercise of personal responsibility and decision-making 15. Learning Outcomes A. Knowledge and Understanding of: A.1 Value and belief systems relevant to the provision of learning support within an educational context, including those related to anti-discriminatory practice and equality of opportunity: A.2 The regulatory and legislative framework for education across the phases relating to: children; parents and family members; the rights of children, parents and other relevant individuals; the protection and safety of children; data protection and confidentiality and security of information. A.3 How to access and review literature to underpin evidence-based practice and how to use this knowledge within extended written projects, case studies, reports and self-reflective studies. Programme Specification for FdA Learning Support Page 3 of 10

6 A.4 Significant current and emerging theories and principles relating to learning, including theories of motivation, sociological perspectives, psychological perspectives, philosophical dimensions and thinking skills, with particular reference to the following: assessment and methods of assessing performance in learning; development of literacy and numeracy skills; learners with diverse and complex needs; behaviour management in the learning context. A.5 Planning, development, implementation and evaluation of the curricula and pedagogy for learners, including those with special educational needs. A.6 Managing self, self-evaluation and reflection, including the potential effect of personal attitudes, values and behaviour on interaction with children, parents, colleagues within the organisation and on relevant others external to their own organisation. A.7 Roles, norms and cultural aspects relating to diversity and multiculturalism within the context of the wider communities. A.8 Relationships that exist in the learning context, between adults and learner; adult and adult; worker and management; and other professional relationships. B. Cognitive (Intellectual or Thinking) Skills, able to: B.1 Analyse the developing function and purpose of Learning Support in education. B.2 Interrogate assumptions underpinning theory and research. B.3 Deploy information and argue effectively in a self-reflective manner, particularly with respect to the evaluation of alternative perspectives or points of view. B.4 Interrogate and apply different theoretical positions, demonstrating an awareness of their applicability in different contexts. B.5 Plan and conduct practitioner-based enquiry through the use of self-formulated questions and relevant social research methodologies. C. Practical (Professional or Subject) Skills, able to: C.1 Demonstrate the experience, knowledge and skills that underpin effective learning support both evidence-based and reflective. C.2 Carry out effectively and efficiently the work roles expected of; a learning support practitioner at the higher level and supporting a teacher within an educational setting. C.3 Design, implement, monitor and assess specific activities which support individual development and learning and which meet the statutory and regulatory requirements, in consultation with other professionals where necessary. C.4 Manage sessions with groups of learners, taking account of their individual needs. C.5 Demonstrate a thorough understanding of difference and diversity, recognising individual needs as well as developing tolerance and understanding of others. C.6 Manage and evaluate self, and critically reflect on own practice in relation to work with learners and colleagues within the organisation and those with whom they need to work from outside their own setting. C.7 Manage and organise their own time, resources, records and information to support decisionmaking. D. Transferable (Graduate and Employability) Skills, able to: D.1 Communicate information, ideas, arguments, principles and theories by a variety of means taking into account the context and audience. Programme Specification for FdA Learning Support Page 4 of 10

7 D.2 Identify, gather and discuss primary data and source material whether through textual studies or fieldwork. D.3 Attend to, reproduce accurately and reflect on the arguments of others. D.4 Work collaboratively as a member of a team or group. D.5 Undertake independent study. D.6 Use library and electronic sources in order to identify source material. Compile bibliographies, inform research and enhance presentations. D.7 Be able to use IT and computer skills for data capture, to identify source material and support research presentations. D.8 Show critical self-awareness about one s own professional core value base. D.9 Demonstrate initiative and motivation by engaging in projects in the workplace 16. Learning and Teaching Strategies and Methods Within the work place, support will be given by a school-based mentor. Teaching and learning will be conducted through lectures, seminars and practical workshops. (A1-A8) IT support will be provided through the use of the VLE. (A1 A8) A discussion board will enable students to liaise with each other and provide mutual support. (A1, A7 & A8) Case studies, group activities and presentations will be used together with lectures from specialists as appropriate. (A1-A8; D 1-9)) The teaching of all units will include opportunities for debate and discussion and the development of reflective practice. A range of intellectual and interpersonal skills with direct relevance to work based practice will be fostered in seminars and group and individual tutorials.(b 1-5; C 2, 4, 6; D 8) The teaching of all units incorporates the demonstration of the core experiences, knowledge and skills expected of a learning support practitioner. Case studies, simulations and sharing of experiences will further develop the professional and practical skills of students. (C 1-7). Additionally students will complete a final practitioner based enquiry. (B 2,4-5; C 7; D5-7,9) The development of transferable skills is an important aspect of teaching and learning of all units and is incorporated into seminar discussions. (D 1-9) All students will receive support with study skills. The skills for study will be explicitly embedded in Level 4 units. Additionally resource materials will be provided via the online learning environment. The development of Key Skills will be an integral component in all units and will be integrated within the learning outcomes. Practice based skills be acquired through the use of work focused assignments and a Professional Development Profile. Career awareness and job application skills are developed in the context of the programme and are delivered by academic staff and members of the University Careers Service. There has been consideration of the Core Employability skills (UoP Curricula framework) throughout the whole course. 17. Assessment Strategy Outcomes will be assessed using a range of methods. Written assignments, case studies and reports will form the total assessment strategy. (A1- A8) The text based artefacts in particular will demonstrate knowledge, understanding and evidence the student s capacity for critical analysis. (A1-A8) Level 5 work will require the student to be moving towards a greater degree of independent study through the work based projects and to begin to engage in critical evaluation of their own practice and educational theories. (A1-A8) There will be a diversity of assessment artefacts used: Programme Specification for FdA Learning Support Page 5 of 10

8 Essays/reports will provide assessment opportunities for B1/B2/B4 A personal reflective learning journal will contribute to a demonstration of B3 Practice based research projects will assess B5 Work based tasks will enable the students to demonstrate how they are able to relate the underpinning knowledge provided in the workshops to practice in the classroom Students will be required to demonstrate both cognitive/intellectual skills, interrogate assumptions and apply different theoretical positions within these different contexts. Work based learning assignments will enable the students to apply theory to their classroom practice and will enable the students to meet all learning outcomes. Critical reflection on practice in relation to supporting learning will be assessed in the case studies, reports and assignments. Additionally students will have the opportunity to discuss aspects of practice with peers and their work based critical friends. (C 1-7; D 1-9) An on-entry assessment will be used to enable the students to review their baseline study skills. At Level 4 this will be through the Professional Role and Groups Units. At Level 5 this will be through personal tutorials linked to the Practitioner Based Enquiry unit. At all levels these skills are integrated in the Learning Outcomes and assessment opportunities. Key Skills in Communications, Application of Number, IT and Improving own learning and Performance will be reviewed by the students in the context of Professional and Personal Development planning. 18. Course Structure, Progression and Award Requirements See Unit Web Search 1 for full details on the course structure and units The FdA Learning Support will run as a three-year part-time programme. There are twelve core units these will provide a broad and relevant base for whatever context the students are working within. One credit is equivalent to one hour of learning. Each level comprises of a minimum of 120 credits. Units are offered as 20 credits. 240 credits are required to achieve the degree. Standard University rules apply. The regulations must be consulted for a full description of exit awards In the project-based unit at Level 5, students will be able to focus specifically on their workbased context. All units will require the students to demonstrate a link between theory and practice. This will be evident in the Personal Development Profile and the reflective journals. Careers guidance is addressed through tutorials and the Professional role unit. All units take into account Teaching Assistant standards and although neither funding nor training are currently not currently provided by the Government, many students completing this degree will be working at this level in the work place. On successful completion of the FdA Learning Support, all students will have the opportunity to progress to the BA (Hons) Education Studies and then use their qualification to meet the requirements for route to Qualified Teacher Status (QTS). Currently this would only be applicable in relation to teaching in the Primary sector. The FdA Learning Support will run as a three-year part-time programme. There are twelve core units these will provide a broad and relevant base for whatever context the students are working within. In the project-based unit at Level 5, students will be able to focus specifically on their workbased context. All units will require the students to demonstrate a link between theory and practice. This will be evident in the Personal Development Profile and the reflective journals. 1 Programme Specification for FdA Learning Support Page 6 of 10

9 Careers guidance is addressed through tutorials and the Professional role unit. All units take into account HLTA standards and although neither funding nor training are currently not currently provided by the Government, many students completing this degree will be working at this level in the work place. On successful completion of the FdA Learning Support, all students will have the opportunity to progress to the BA (Hons) Education and Training Studies and then use their qualification to meet the Training Agency (TA) requirement for route to Qualified Teacher Status (QTS). Currently this would only be applicable in relation to teaching in the Primary sector. Links with employers: There is an important focus on employer involvement in the use of work based mentors and through work-based elements and the on-going development of the course. All units will include an element which will require the students to either reflect on practice or to consult with mentors and the teachers they work with. 19. Employability Statement Considerable attention is paid to employability and vocational development. Students on Foundation Degrees are already in employment but they benefit from specific professional development work, beginning with tailor-made units and continuing with opportunities for further consideration of career planning. Career Management Skills are therefore embedded in throughout the curriculum. The Professional Role unit studied in Year 1 offer students the opportunity to facilitate meaningful personal development planning activities that support flexible and customisable learning. Within this unit the students will begin to develop a Professional Development Portfolio which they will enhance throughout the course and which will ultimately provide evidence of employability skills. Group and individual tutorials (as defined within the Curriculum Framework Document 2012) will be used throughout the course to provide further scaffolding for this aspect of personal growth. Course Management 20. Support for Student Learning The Course is managed by a Course Leader Extensive induction programme introduces the student to the University and their course Each student has a personal tutor, responsible for pastoral support and guidance University support services include careers, financial advice, housing and counselling The Academic Skills Unit (ASK) The Additional Support and Disability Advice Centre (ASDAC) SECS Learning Development Tutor Excellent library facilities Student course and unit handbooks provide information about the course structure and University regulations Feedback is provided for all assessments Personal Development Planning (PDP) for all awards 21. Admissions Criteria A. Academic Admissions Criteria Entrants to the Foundation Degree aged under 21 years would normally have, in addition to some practical experience, as a minimum one of the following: Programme Specification for FdA Learning Support Page 7 of 10

10 An appropriate full A Level or vocational A Level. NVQ/SVQ Level 3 or other appropriate vocationally related NQF Level 3 qualification or equivalent. English and maths GCSE grade C or above OR Adult Literacy and Numeracy level 2 Entrants to the Foundation Degree over 21 years would normally: Demonstrate they can succeed with the academic requirements of the course. Have experience in the field of learning support. The following is applicable to all entrants: They should be working in a learning support setting for 12 hours or more per week.* - (essential) They need to have at least one year s experience working in a learning support setting. (desirable) If appropriate, Recognised Prior Learning may be assessed and accredited. *Exceptionally where this criterion cannot be met (e.g. where work is on a voluntary basis) applicants will need to demonstrate that they are supporting learning in an appropriate educational context and have the support of the person in charge who has responsibility equivalent to those of the employer. B. Disability The University makes no distinction in its admissions policy with regard to disability and will endeavour to make all reasonable adjustments in order to make it possible for students to study at Portsmouth on a course of their choice. 22. Evaluation and Enhancement of Standards and Quality in Learning and Teaching A. Mechanisms for Review and Evaluation Course Leader s Annual Standards and Quality Evaluative Review Head of Department s Annual Standards and Quality Evaluative Review Unit and Course Level student feedback considered at Board of Studies Unit Assessment Board consideration of student performance for each programme Annual Standards and Quality Reports to Board of Studies, including consideration of Subject and Award External Examiner Reports Periodic Programme Review Student Representatives and Student/Staff Consultative Committees National Student Survey National Postgraduate Taught Experience Survey Staff Performance and Development Review Peer Review and Development Framework Faculty Learning and Teaching Committee B. Responsibilities for Monitoring and Evaluation Unit Co-ordinators for unit content and delivery Course Leader for day-to-day running of course Board of Studies with overall responsibilities for operation and content of course Head of Department Associate Dean (Academic) Associate Dean (Students) Quality Assurance Committee Programme Specification for FdA Learning Support Page 8 of 10

11 Unit, Award and Progression Board of Examiners C. Mechanisms for Gaining Student Feedback Student Representation on Board of Studies Student Staff Consultative Committees Unit and Course level student feedback questionnaires University participates in external student surveys, e.g. National Student Survey (NSS), Postgraduate Taught Experience Survey (PTES), Postgraduate Research Experience Survey (PRES) and International Student Barometer (ISB) D. Staff Development Priorities Academic staff undertake activities related to research, scholarship, teaching and learning and student support and guidance Annual staff performance and development reviews match development to needs Managers undertake a variety of management development programmes New academic staff required to undertake appropriate University of Portsmouth learning and teaching programmes All academic staff encouraged to seek Higher Education Academy membership Academic staff undertake initial and continuing professional development within the Academic Professional Excellence Framework (APEX) programme which is aligned with the Higher Education Academy (HEA) s UK Professional Standards Framework (UKPSF) Support staff are encouraged to attend short courses in areas such as minute taking, and specific IT packages 23. Assessment Regulations The current University of Portsmouth academic regulations will apply to this programme (see Assessment and Regulations 2 ). 24. Role of Externals Subject External Examiners who will: Oversee unit assessment and usually attend Unit Assessment Boards Review unit assessment strategy Sample assessment artefacts Present report to Unit Assessment Boards Award External Examiners (usually also a Subject External Examiner) who will: Oversee and attend Award/Progression Boards Scrutinise and endorse the outcomes of assessment Ensure that the standard of the award is maintained at a level comparable with that of similar awards elsewhere in the United Kingdom 25. Indicators of Standards and Quality A. Professional Accreditation/Recognition None 2 Programme Specification for FdA Learning Support Page 9 of 10

12 B. Periodic Programme Review (or equivalent) A Periodic Review was conducted in May 2015 and confirmed the fitness of purpose of the curriculum and the effectiveness of its annual monitoring and review processes. C. Quality Assurance Agency QAA Higher Education Review, March 2015, judgements about standards and quality meet UK expectations (for full report see Higher Education Review of the University of Portsmouth, March ). D. Others None. 26. Further Information Further information may be found in: Student Handbook University of Portsmouth Curriculum Framework Document University of Portsmouth Prospectus University of Portsmouth 4 and School 5 websites pdf Programme Specification for FdA Learning Support Page 10 of 10