Programme Specification

Transcription

1 Programme Specification Programme Title and Name of Award Professional Qualifications / Accreditation BA (Hons) Working with Children and Families [Child Young People and Family Studies] top up N A Academic Level Level 6 Total Credits 120 UCAS Code JACS Code L520 Criteria for Admission to the Programme The University s standard criteria for admissions apply. Please refer to the Applicant Information pages of the University website for more information. For APL, please refer to the University website. Detailed criteria for admission to this programme can be found on the programme webpage: 6&acyear=16-17&online=1&offering=59782 Teaching Institution Owning Department Programme delivered in conjunction with Principal Mode of Delivery Pattern of Delivery Delivery Site(s) Programme Length Higher Education Achievement Report (HEAR) Exit Awards Southport College Department of Health, Psychology and Social Studies, University of Cumbria. N\A Blended learning Full time Southport College It is delivered full time over one academic year. Upon successful completion of this programme, you may receive a Diploma Supplement/Higher Education Achievement Report (HEAR). N\A All rights including copyright in the content of this programme are owned or controlled by the University of Cumbria. Except as otherwise expressly permitted under copyright law or by the University of Cumbria, the content of the programme may not be copied, duplicated, reproduced, republished, posted, distributed or broadcast in any way without the written permission of the University of Cumbria

2 Programme Features A programme suitable for students aiming to work with children and young people from birth to nineteen as a top up from an FdA or HND (level 5) in a relevant subject. The programme contains generic modules, pathway modules and a dissertation linked to this pathway. Children, Young People and Family Studies Suitable for students who know they want to work with children and young people and/or families but are unsure which career route to take, focusing on children and young people up to the age of nineteen and covering issues such as family support. A good stepping stone to a range of professions. Aims of the Programme The overall aims of the Programme are: 1. To provide a distinctive degree course that will welcome students from a variety of backgrounds and provide them with the opportunity to explore a range of roles/employment opportunities for working with children and families in a variety of settings 2. To provide a course fully grounded in multi-professional collaboration and learning to empower, through knowledge, the future workforces of any agency that works with children and families in line with Every Child Matters [2003] and the Children Act [2004]. 3. To provide a range of modules which revolve around families, with an analytical study of social, behavioural, political and philosophical factors which affect the people who live within them 4. To facilitate opportunities for students critical thinking enabling them to develop current knowledge, understanding and attitudes which will prepare them to respond to the requirements of their chosen area of work with children and families 5. To develop the intellectual and practical skills of the student in analysis of the main academic disciplines relevant to the study of children and their families 6. To provide a routes where the choice of pathway enables students to take increasing responsibility for their own learning, thus developing into sound independent learners 7. To develop graduates key skills for employment and future learning within the lifelong learning context. Level Descriptors Level Descriptors describe in general terms the expected outcomes you will achieve at each level of study as you progress through your programmes. They describe the relative demand, complexity, depth of learning and learner autonomy associated with a particular level of learning and achievement. The University s Level Descriptors are aligned to the national Framework for Higher Education Qualifications (FHEQ) and are a key mechanism for ensuring the academic standards of the University s provision. At Level 6: (Usually Year 3 undergraduate), you will be able to demonstrate that you have the ability: To critically review, consolidate and extend a systematic and coherent body of knowledge. 3

3 Critically evaluate concepts and evidence from a range of resources. Transfer and apply subject-specific, cognitive and transferable skills and problem solving strategies to a range of situations and to solve complex problems. Communicate solutions, arguments and ideas clearly and in a variety of forms. Exercise considerable judgement in a range of situations. Accept accountability for determining and achieving personal and group outcomes. Reflect critically and analytically on personal and work place experience in the light of recent scholarship and current statutory regulations. Programme Outcomes Knowledge and Understanding The programme provides opportunities for you to develop and demonstrate the following: After 360 credits of study (BA Hons) you will be able to demonstrate: K1. A factual and conceptual knowledge bases underpinning their understanding of children and families K2. A variety of definitions and models of childhood and family K3. The complexity of debates and influencing factors that surround the study of children, parents and families as separate or collective entities K4. The main descriptors of sociology, social policy[including education], ethics, psychology, biology, developmental processes and research as they apply to childhood and family structures. K5. The dilemmas arising from the legal, ethical, cultural and social debates, which present when studying children and families in the multi-cultural society found in contemporary Britain K6. The scope and character of current Government policy and current initiatives in the area of childhood and family studies. K7. The approaches to working with children and families using the concepts of advocacy, empowerment, autonomy and anti-discriminatory working K8. The needs for and constraints of developing practice, managing change and of multiprofessional working K9. The ability to responding to individual children s needs K10.on the Early Childhood Studies pathway all areas of Knowledge and understanding as outlined in the Early Childhood Studies Benchmarks are delivered through the course modules Programme Outcomes Skills and other Attributes (including Employability Skills) The programme provides opportunities for you to develop and demonstrate the following: After 360 credits of study (BA/BSc Hons) you will be able to demonstrate: S1. Contribute actively to the process of learning in the classroom S2. Synthesise and evaluate primary and secondary data related to the study of children and families. S3. Work with autonomy within defined guidelines eg. ethical/ legal S4. Be aware of the social and environmental issues that impact on children and families S5. Begin to develop own criteria for self-appraisal and skills in making informed judgements S6. Analyse new and/or abstract data and situations without guidance, using strategies appropriate to the subject area S7. Design, carry out and report appropriate research and evaluation using appropriate techniques such as questionnaires, interviews or library-based research S8. Interpret qualitative and quantitative data and the evidence base for working with children and families. S9. Communicate effectively in a form appropriate to the task/situation 4

4 External and Internal Reference Points The following Subject Benchmark Statements and other external and internal reference points have been used to inform the Programme Outcomes: QAA Early Childhood Studies benchmarks 2008 Teaching, Learning and Assessment Strategies employed to enable the Programme Outcomes to be Achieved and Demonstrated Blended Learning: The delivery mode we adopt is referred to as Blended Learning and in our experience this adds significant value to the teaching and learning process. Blended learning refers to the combination of face to face and online learning. It empowers you to collaborate remotely through Moodle, share materials and discuss your work with your peers and tutors. Blended learning equally provides lecturers with opportunities to review your progress, to add tasks, for example, tests for revision purposes, podcasts, videos and other materials between lectures, keeping sites up to date and interactive. Through blending the learning we are able to respond to the range of learning needs and preferences expressed by our student groups. Blended learning also refers to the inclusion of tasks and opportunities that add value by offering exceptional opportunities for learning, Employability: (academic, professional and graduate skills) There is a particular emphasis in the course on employability using volunteering, employment and work experience in appropriate placements as a vehicle for employability skill development. To provide you with the opportunities to compete effectively at the next stage of your career, the team actively promote using volunteering, employment and work experience and have made a variety of links in the local community to support you to take up these opportunities. Alongside this there is a requirement for Students undertaking this programme to complete a 30 hour student negotiated observational learning experience. This will be early in Semester 1 and will allow students to consolidate previous learning and practical experience at Levels 4 and 5 undertaken as part of their previous qualification. The production of a reflective log will be required to underpin the links between theory and practice which are key to completing a summative assessment using this information. DBS Certificate Students will be required to produce their Disclosure Certificate for scrutiny when requested by the University or the observational learning setting. It is the student s responsibility to safeguard their certificate and ensure that it is available for scrutiny during the full period of the programme. In the event that a certificate becomes out of date, lost the student will be required to apply and pay for a new certificate. The delivery and assessment of teaching and learning: The teaching and learning strategy is developmental and cumulative and as such includes formative (opportunities to practice new skills) and summative assignments (assessments that contribute to your progression through the programme). These assessments are structured to promote self-confidence and enhance performance. The delivery of the programme is varied and increasingly innovative. Student participation is considered a key to success and attendance is closely monitored. We have an expectation that 5

5 attendance will be 100% to achieve degree level study. The key aim for all assessments in the programme is to enable you to demonstrate that you have achieved the intended learning outcomes of the programme and each contributory module. The assessment strategy also seeks to: facilitate your learning experience through a varied range of assessment methods develop assessment skills that foster independent and reflective learning encourage engagement in group activities and private study foster a range of generic and key skills vital to maximise employment opportunities Methods of Assessment: The assessment throughout the programme will include a blend of typical assessment activities such as written assignments, presentations and reports, alongside innovative and employability focused tasks such as case study analysis, problem based activities and reflective logs. These methods are chosen to encourage knowledge development, practitioner skills, and a range of transferable and professional capabilities such as communication and presentation skills, problem-solving, team work, numeracy and IT skills. Forms of Assessment: All assessments occur during or on completion of modules, and will include a range of Summative and Formative tasks. In each module, you have the opportunity to engage in summative and formative assessments. Summative assessment refers to work submitted for module and programme credit to achieve a recognised educational qualification, and is used to assess whether you have achieved the relevant Learning Outcomes in a module. Summative assessment is captured in the overall mark awarded for each module. Formative assessments occur in each of the modules to provide a foundation to build on for the future summative assessments. Indicative Range of Formative & Summative Assessment Methods: The breadth of assessment methods acknowledges that graduate and employability skills are many and varied and so you need opportunities to develop, practice and be assessed on as full a range of skills as possible. The traditional methods (e.g. essay) are supplemented by applied methods, for example, portfolio, case analysis, oral presentation for the workplace. Some examples of the assessment types used on the programme appear in the following table: Academic Essay Case Study Reflective Accounts Literature Review Group Presentation Problem Based Learning Activities Portfolio Individual Oral Presentation Academic Debates Project Planning Research Proposal 6

6 Student Support As employed, or with voluntary placements, a local induction with details of key information, contacts and services available within the College will be provided for you. Induction includes the expectations of HE study and of the programme, with additional practical sessions related to the library and accessing information and supportive study skills materials. A student handbook is provided which outlines the structure of the programme and contains more thorough guidance to support you and gives an overview of each module and details of progression and articulation pathways which are aligned to the Academic Regulations which govern the University of Cumbria. Module Handbooks are provided for each module outlining the module requirements and providing very clear guidelines on the type of assessment you will be expected to undertake. You will be issued with a timetable\academic calendar of events which highlight holiday periods and the expected assessment schedule and be given an opportunity to take part in formative feedback as a means of clarifying you understand the tasks of your assessment and how this can support you in preparing for your summative assessment and hence your learning during the course of your studies. The processes of student support you will be entitled to receive whilst a student at Southport College include:- Regular tutorials with personal learning and target setting; Contact with the programme leader who will monitor progress overall and provide ongoing guidance and support; A dedicated e learning portal site with information about the programme, including your programme handbook and resources available for each module; A separate module site will be maintained by each of the tutors, who will also provide updates on issues of current significance; Access to tutors and administrative staff via , telephone and post; A range of facilities is available to support students with special needs and/or learning disabilities. You will be supported on an individual basis, as appropriate, and, if necessary, changes are made to the curriculum, teaching styles and assessment practices. Arrangements are made to ensure that you receive appropriate support during your work based learning experience. Technicians, will be on-hand to help with the use of learning technologies throughout your programme. The Learning Support Centre team can assist with accessing literature aligned to the specific modules and electronic access to appropriate and authoritative sources. Learners are supported throughout their studies to engage in activities designed to elicit their feedback aligned to the content and delivery of the programme and are encouraged to offer their opinions on the teaching and learning experiences as well as any relevant peripheral issues. There are regular student meetings during which an elected student representative will collect and collate the feedback and present to the Programme Leader. Previous students are periodically invited back to discuss their experiences with current learners in terms of progression, both academically and professionally, and offer advice and guidance in relation to maximising potential in their studies and help with the work placement element of the programme. This is further supported by inputs offered from HEI representatives regarding articulation routes available to the learners upon completion of their BA (Hons) You will also be allocated a Pastoral Tutor. Your Pastoral Tutor will be proactively involved in the delivery of your programme and will have contact with you throughout your time at the College. They will support your learning and development, including tutorials. Pastoral tutors will also be able to signpost students to other agencies they may need during their student career. 7

7 Library and Student Guidance Services Library and Student Guidance Services offer a wide range of support, including; access to library learning resources, academic skills, careers and employability, financial help, counselling, health and wellbeing and support for disabled students and those with specific learning requirements. We know that you want to get the most out of your programme, make the best use of your time and find or continue in the career you always dreamed of. Access college support and facilities easily and quickly via our Students can access a suite of online self-help resources accessible 24/7 via the college s website and VLE site. It also provides group and individual advice and guidance accessible through and alongside your course and by different means such as face to face, or virtual. Module leaders will collaborate with Library advisers to ensure that your reading lists are current and items are available via the library collections. In order to maximise access, availability and usefulness, ebooks and electronic journal titles will, in most cases, be prioritised. You can access a wide range of great electronic and print content using and you can find out more about key texts and journals for your subject by accessing the library s In addition to the range of guidance above, you have the opportunity to further develop your personal, academic and professional skills by taking part in a number of initiatives: Headstart Head Start is a self-learning pre-entry module that is completed online and at your own pace. The module gives new undergraduate students an opportunity to prepare for their transition into college and to start to develop the academic skills that will help them become successful students. All UG students are given the opportunity to register and complete Head Start prior to entry on their main programme of study. If you haven t been able to complete Head Start before starting your course, you can access the module via Blackboard by selecting the Skills@Cumbria tab and then the Head Start tab in the bottom right hand corner. Learning at college, academic writing and referencing are the key topics introduced in the module and previous students have told us how useful they have found the online resources and activities. Head Start Plus Head Start Plus is also an online skills development course, designed to support students who are about or who have just started study at level 5 or 6 (2nd and 3rd year undergraduate). This course is particularly recommended to students who may not have studied at HE level for some time or who are transitioning into the higher HE levels. The course provides a useful refresh on academic skills and practice and an insight into the expectations of tutors at those levels. This course is free and available via the Open Education Platform powered by Blackboard. To access the course, follow the link to and set-up a free account with Open Education. Once logged on, select the course free of charge and work through it at your own pace. 8

8 Programme Curriculum Map 1 Academic Level Module Code Module Title 2 Credits Module Status 3 Map to Programme Outcomes 4 Personal and Professional Development: Leadership and Management 6 ECEC6011 To critically examine the skills knowledge and aptitudes required to lead and manage in the Children s workforce. To develop a personal philosophy of leading and managing based on a critical analysis of the study of children in a range of contexts and to challenge assumptions. To explore the importance of being a reflective practitioner within a range of contexts and disciplines. To develop your professional knowledge and understanding of leadership and management within the childrens workforce 20 Compulsory K3, K4, K5, K6, K7, K8, K9, K10 S1, S5, S6, S8, S9 6 HMFA6010 Multi-Agency Working in Safeguarding and Child Protection The aim of this module is enable you to achieve an in depth awareness of the issues relating to the safeguarding of children and the importance of multi agency working to this area of expertise. 20 Core K1, K2, K3, K5, K6, K7, K8, K9, K10 S1, S2, S3, S4 S7, S8, S9 Youth Justice 6 HMFA6020 To develop your understanding of known general precursors to different types of offending, particularly those relating to offences committed by young people. Child developmental factors are discussed, relating to innate and potentially learned features such as intelligence, personality and criminogenic attitudes, coupled with research based information identifying risk (and protective) factors associated with family features and dynamics and the wider social 20 Compulsory K1, K2, K3, K4, K5, K6, K7, K8, K9, K10 S1, S2, S3, S4, S6, S7, S8, S9 9

9 Programme Curriculum Map 1 Academic Level Module Code Module Title 2 Credits Module Status 3 Map to Programme Outcomes 4 environment Transitions in Children s Lives 6 HMFA6030 The module will enable you to critically evaluate the role of professionals in the management of the changes brought about by transitions and critically analyse the common and disparate features of transitions for children and young people 20 Compulsory K1, K2, K3, K4, K5, K6, K7, K8, K9, K10 S1, S2, S3, S4, S6, S7, S8, S9 6 ECEC6012 Dissertation For you to demonstrate that you can consolidate your knowledge and understanding of investigative techniques and methods. By independent study, you are enabled to extend and develop a detailed exploration of a focused aspect of children s development and learning 40 Compulsory K1, K2, K3, K4, K5, K6, K7, K8, K9, K10 S1, S2, S3, S4, S6, S7, S8, S9 Notes 1 This programme operates in accordance with the University s Academic Regulations and Academic Procedures and Process. 2 Please refer to the relevant programme webpage on the University s website for summaries of the individual Module Aims. 3 Core Modules must be taken and must be successfully passed. Compulsory Modules must be taken although it may possible to carry as a fail (if the award permits). Optional Modules are a set of modules from which you will be required to choose to study. Once chosen, unless indicated otherwise in the table above, an optional module carries the same rules as a compulsory module as per the Academic Regulations. Qualificatory Units. These are non-credit bearing pass/fail components that are used to satisfy relevant professional, statutory or regulatory body professional requirements that are associated with the programme. 4 This column references the Programme Outcomes that will be achieved through successful completion of each module (i.e. through successful completion of the module summative assessment) 10

10 Programme Delivery Structure: Full Time Module Code Module Title Delivery Pattern Autumn Semester / Spring Semester Method(s) of Assessment Approximate Assessment Deadline ECEC6011 Personal and Professional Development: Leadership and Management Spring Semester Formative Personal Statement and interview practice Summative Portfolio 5000 word equivalent. Various points in semester final submitted at the end of semester 1 HMFA6020 Youth Justice Spring Semester Formative Group led tutorial Summative Coursework words, End of semester 1 Presentation 10 mins HMFA6010 Multi-Agency Working in Safeguarding and Child Protection Autumn Semester Formative Multi Agency meeting Summative Coursework 3500 words Mid semester 2 End of semester 2 HMFA6030 Transitions in Children s Lives Autumn Semester Formative Reading Log 1000 words Summative Coursework 4000 words End of semester 2 ECEC6012 Dissertation Year long Formative Dissertation Proposal 1000 words Summative - Dissertation 9000 words End of semester 2 11

11 Methods for Evaluating and Improving the Quality and Standards of Learning Mechanisms used for the Review and Evaluation of the Curriculum and Learning, Teaching and Assessment Methods Mechanisms used for gaining and responding to feedback on the quality of teaching and the learning experience gained from: Students, graduates, employers, WBL venues, other stakeholders, etc. Module Evaluation Programme validation and revalidation Annual Evaluatory Reports Peer Review External Examiner reports Southport College Higher Education Quality Improvement group College of Cumbria Departmental Quality Committees College of Cumbria Annual Partnership Review Student focus groups Student council Student governor Module Evaluation Forms Programme Evaluation: National Student Survey, Penultimate Year Survey Module/Programme/Personal tutorials Meetings with External Examiners Date of Programme Specification Production: June 2016 Date Programme Specification was last updated: For further information about this programme, refer to the programme page on the University website 12