programme handbook - blackpool and the fylde college€¦ · school of society, health and...
TRANSCRIPT
Programme Handbook
Foundation Degree
Working with Young People in the
Community
2015 - 2016
2
CONTENTS
Welcome ............................................................................................................................................................................................. 4
General Information about your programme ..................................................................................................................................... 4
Qualifications Credit Framework ........................................................................................................................................................ 5
Programme Overview ......................................................................................................................................................................... 6
Programme Aims .............................................................................................................................................................................. 10
Programme Learning Outcomes ....................................................................................................................................................... 12
Full Time Programme Structure ........................................................................................................................................................ 14
Assessment Overview ....................................................................................................................................................................... 15
Where will I study? ........................................................................................................................................................................... 16
Getting started .................................................................................................................................................................................. 17
Teaching, Learning and Assessment ................................................................................................................................................. 17
Partners for Success .......................................................................................................................................................................... 26
iKnow Team ...................................................................................................................................................................................... 28
Student Support and Wellbeing Team .............................................................................................................................................. 31
Learning Resource Centre teams ...................................................................................................................................................... 34
Student Union ................................................................................................................................................................................... 36
Being a partner in your own success ................................................................................................................................................ 37
The Student Charter .......................................................................................................................................................................... 37
Absence reporting ............................................................................................................................................................................. 38
Safeguarding ..................................................................................................................................................................................... 38
Student Identity Card ........................................................................................................................................................................ 39
Food on campus ................................................................................................................................................................................ 39
Sports facilities and College teams ................................................................................................................................................... 39
3
Enrichment ........................................................................................................................................................................................ 39
Getting Involved In the Quality of Your Programme ........................................................................................................................ 40
Academic Appeals ............................................................................................................................................................................. 40
Graduation ........................................................................................................................................................................................ 41
Module Outlines ............................................................................................................................................................................... 42
Year 1 (level 4) .................................................................................................................................................................................. 42
BFC401: Academic and Digital literacies .................................................................................................................................. 42
Wyp402: personal development planning 1 ............................................................................................................................ 43
WYP403: Values and principles underpinning work with young people ................................................................................. 44
wyp404: History and development of young peoples services ................................................................................................ 45
wyp405: developing skills for work with young people ........................................................................................................... 45
wyp406: safeguarding children and young people .................................................................................................................. 46
Year 2 (level 5) .................................................................................................................................................................................. 47
wyp501: understanding young peoples social and emotional development .......................................................................... 47
wyp502 personal development planning 2 .............................................................................................................................. 47
wyp503 management of young peoples services .................................................................................................................... 48
wyp504 independent supervised study ................................................................................................................................... 49
wyp505 youth justice ............................................................................................................................................................... 49
wyp505 Child and Adolescent Mental Health (Option) ........................................................................................................... 50
4
WELCOME
Welcome to Blackpool and The Fylde College and to the Foundation Degree in Working with Young People in the Community
This Programme Handbook aims to provide you with the key information you will need to settle into and get the most out of
your programme of study here at the College leading to successful completion of your Foundation Degree in Working with
Young People in the Community. It will provide you with an overview of the programme content, how individual modules are
organised and delivered, how and when you will be assessed and how overall grades final results are determined. In addition
there is information on the help and general support available to you as well as making it clear what you need to do if you
should encounter any specific difficulties in progressing as planned on the programme. There is also further information
available in the College Student Handbook which includes guidance on term times, Travel to College, Attendance Expectations,
College Facilities, Student Services, and Student Representation amongst other useful information.
It is strongly recommended that you keep both this Programme Handbook and the College Student Handbook readily to hand if
you are to get the most out of the time you will have invested in participating in your valuable and hopefully enjoyable learning
experience.
We appreciate that as students in order for materials to be fully accessible you may have a preference for a specific font size or
colour of text/paper. To ensure that your needs are considered this handbook is available electronically.
GENERAL INFORMATION ABOUT YOUR PROGRAMME
Name of awarding body/institution Lancaster University
Teaching institution Blackpool and The Fylde College
Details of Professional/Statutory body accreditation N/A
Name of the final award Foundation Degree Working with Young People in the Community
Programme title Foundation Degree Working with Young People in the Community
UCAS code
Relevant QAA Subject Benchmark Statement Group(s)
Occupational Standards for Youth Work (LSIS 2012)
Common Core of Skills and Knowledge (CWDC2011)
Subject Benchmark Statement Youth and Community QAA 238 02/09
QAA Foundation Degree Benchmark Statement (QAA 345 05/10)
Lancaster University Associated Colleges Regulations
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OA1/2007/212
Mode of Study (FT/PT/Both) FT
Language of Study English
Academic Regulations Lancaster University
QUALIFICATIONS CREDIT FRAMEWORK
All awards and programmes offered by the College are aligned with the Framework for Higher Education Qualifications in
England, Wales and Northern Ireland published by the QAA. The table below shows the structure of this framework where there
are eight designated levels ranging from entry level which normally takes place at primary school; levels 1 and 2 which normally
occur at secondary school; level 3 which is equivalent to a 6th form education. Levels 4 and above are regarded as higher
education and usually take place at colleges and universities.
In addition to the academic content each qualification is measured in terms of credits which reflect the amount of time spent in
learning at that level. Each credit notionally represents around 10 hours of learning time.
The table below illustrates where this qualification sits within the FHEQ.
LEVEL
8 Doctorate PhD
7 Master’s Degree (MA; MSc; MPhil)
6
Honours Degree (BA; BSc; BEng)
Hons, Top-Up Degree (BA; BSc; BEng)
5
Foundation Degree (FdA; FdSc)
HND
4 HNC
3 A-Level A2 L3 Extended Diploma
(National Diploma)
L3 Diploma
(National Certificate) AS
2 GCSE L2 Diploma
6
(Grades A-C) (First Diploma)
1 GCSE
(Grades D-G)
L1 Diploma
(Foundation)
Entry Key Stage 3 E3 Diploma
(Foundation)
PROGRAMME OVERVIEW
The Foundation Degree Working with Young People in the Community was validated in May 2004 and has been running in the
School of Society, Health and Childhood since September 2006. In response to developments in the young people’s sector and to
analysis of student feedback, retention and achievements, the programme was substantially rewritten and revalidated in June
2009.
The broad aim of the course has been and remains to assist in the personal and professional development of anyone working
with young people in the community and, in close collaboration with sector employers, to make a significant contribution to
raising standards of provision throughout the sector.
The programme is aimed at people currently engaged in work with young people (paid or voluntary), across a range of
disciplines, who wish to improve their understanding of the academic principles underpinning work with young people and to
apply that understanding in a professional context. The underpinning philosophy of Foundation Degrees is reflected in the
modes of delivery offered so that employees could, where possible, build on existing expertise to gain a qualification.
The recruitment pool for this foundation degree includes a wide range of practitioners such as voluntary youth workers, learning-mentors,
teachers, teaching assistants, foster carers, residential care workers, social workers, health care staff, police officers, community
officers, drug workers and volunteers in any area broadly involving work with young people between the ages of 8 and 18 years
(incl.).
It is important to note that the course is not merely about youth in peril or, necessarily, at recognisable risk; it encompasses
work with all children and young people between the ages of 8 years and 18 years and seeks to develop knowledge and
understanding of young people’s development, needs and aspirations, regardless of economic, social or cultural background.
The course is about supporting and maintaining the wellbeing of young people; a positive celebration of later childhood and
youth, as experienced by young people and those who work alongside them. The course is as valid for the Scout or Guide leader
as it is for the Police Officer or Shelter-worker.
The revalidated programme for 2013 will continue the traditions of its predecessors and retain much of the content revised and
revalidated in 2009 whilst, at the same time, updating standards where appropriate, offering a wider range of optional modules
and increasing the range of assessment, in accordance with advice and guidance from current and past students, employers and
revised national occupational standards.
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During the initial consultation process, as in previous years, the question of sector endorsement was raised. Professional status
and, consequentially, pay scales for Youth Work was and is regulated by the Joint Negotiating Committee for Youth Work (JNC).
At the time of writing, it remains the case that any qualification seeking to confer professional status in the specific field of youth
work requires JNC recognition. Since 2010, the minimum requirement for conferring professional status for Youth Work in
England has been a JNC recognised honours degree.
However, the national and local youth work sectors have, in recent years, undergone significant change and continue to do so.
Blackpool Council and Lancashire County Council, in common with a number of other local authorities, have recently announced
that their respective Youth Services are to be reorganised with a minority of targeted roles remaining. Lancashire County
Council Young Peoples Service, for example, is completing a 2-year restructure of the core offer and has identified two strands:
Targeted Youth Workers and Youth Workers. It is expected that the core offer will eventually be expanded to include a family
element to the provision. Such developments represent increased funding opportunities for young entrepreneurs and voluntary
organisations, with procurement systems particularly keen on tenders from this sector.
In 2012, the programme team, in consultation with key stakeholders, gave consideration to the development of a three year,
B.A. (Honours) degree which would satisfy the requirements of the National Youth Agency (NYA), and consequently, of the Joint
Negotiating Council for Youth Workers (JNC), and be mapped to the revised National Occupational Standards for Youth Work.
Such a programme would require 888 hours of work placement, involving two separate placements. It was agreed, as in 2009,
that the full NYA/JNC recognised programme, would have relatively limited appeal to the vast majority of applicants, largely due
to the requirement for block placements. As our key aim, however, is to widen participation to include those for whom some
form of paid employment (either in or out of the sector) is essential, we remain committed to seeking a resolution to the issue
of sector recognition.
The earlier version of this programme offered the option of a top-up to the JNC recognized B.A. at St Martin’s College (now
University of Cumbria), which would offer JNC qualification after two years of foundation degree and two years of B.A. top-up.
Whilst this option is no longer available, it is proposed that graduates of our own B.A. (Hons) top-up, who wish to take the JNC
option, should be offered a progression route to the Post Graduate Diploma in Youth and Community Work at the University of
Cumbria. This is a course developed especially for graduates with fieldwork experience in a youth and community setting. It is
anticipated that this programme would offer the JNC qualification within the same four-year time-frame as the previous option,
whilst at the same time, minimizing issues of disadvantage to our students.
As noted above, Foundation Degree: Working with Young People was entirely rewritten and revalidated in June 2009, to keep
pace with the ever-changing young people’s sector requirements. Following significant economic and political changes since
that time; including a move to commissioning of services, rather than direct provision, it has been agreed that the programme
would benefit from a modification of the structure and content in order to offer increased depth in some areas, exploit
synergies in others and provide a wider range of options. The proposed revision would exploit synergies with FD: Professional
Practice in Health and Social Care, thereby facilitating greater choice and increasing the likelihood of a workable cohort in
optional modules.
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Key changes are as follows:
Mnemonics will change to reflect the level of the module e.g. WYP101, will become WYP 401 (level 4). WYP 204, will
become WYP 504 (level 5).
The titles of the two Personal and Professional Development (PPD) modules will change to ‘Personal Development
Planning (PDP). The rationale behind this change is that ‘PDP’ is the more commonly used term in the workplace.
WYP 104 (now WYP 404), The History and Development of Young People’s Services, will place greater emphasis upon
recent social policy, thereby placing greater emphasis on the ‘Development’ aspect of the module.
WYP 103, Values and Principles Underpinning Work with Young People, will provide better definition of and context for,
underpinning values.
WYP 201, Leading Work with Young People will be replaced with one of four optional modules, three of which are also
available to students on Foundation Degree: Professional Practice in Health & Social Care. Students choosing those
options will be taught alongside PPHSC students.
WYP 206, Interventions and Outcomes will be replaced with the second of the four optional modules (students will
choose two from four overall).
WYP 205, Working with Others (Project), will become WYP 505, Independent Supervised Study (Project). Essentially,
content of this module will remain the same, but with wider scope for the pursuit of students’ research interests.
Assessment will include more exams in accordance with the draft revised regulations of Lancaster University
A number of assessments have been reviewed to improve the overall scope of assessment.
N.B. A significant part of the content of WYP 201 and WYP 206 will form part of two level 6 modules on the proposed B.A.
Working with Young People.
These changes represent a natural progression, in keeping with the declared aims of the relevant Sector Skills Councils and, very
importantly, the needs of employers in the wider health and social care sector. The re-development of the programme is also
consistent with the strategic aims of the School to collaborate effectively with local employer organisations, and the wider
strategic aims of the College to promote work based learning, economic development and widening participation.
The revised programme articulates to a wide range of FE provision within the school including: National Diploma in Health and
Social Care, Advanced Apprenticeships and Access to HE programmes offered both in the School of Society, Health & Childhood
and in other parts of our own and other FE institutions. Skills audits on entry will be used to support students’ identification and
analysis of their own learning needs and to facilitate completion and progression to honours level, and/or other professional
qualifications.
In discussions with employers it was agreed that the workplace offers excellent resources for studying this degree so that study
and assessments will be largely based on students’ own working environments. There is a strong possibility that some students
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might change their place of work or be made redundant so all assessments will framed in such a way that students who
experience these sorts of problems will be able to use the college as a model, rather than a specific workplace environment.
The Staff at The School of Society, Health & Childhood at Blackpool and The Fylde College delivering the Foundation Degree is
well versed in the implementation of degree level programmes, having successfully introduced and delivered foundation
degrees in Teaching and Learning, Early Years Childcare and Education and Working with Young People in the Community. Prior
to this, the School also had several years’ experience of delivering Higher National Diplomas.
Political and Social Context
This foundation degree is intended to provide the natural progression from level 3 programmes in related subject areas. This
proposal recognises the growth in demand for individuals equipped with the knowledge and skills to be able to plan and provide
young people’s services at an intermediate level.
There is a continuing need for professionals in the young people’s sector to interact on an informed basis with colleagues in a
variety of disciplines in order to address issues of national and local concern. The understanding and skills necessary for this
informed interaction are built on a combination of sound academic pedagogy and vocational experience closely aligned to the
sector's definition of National Occupational Standards.
Political, social and economic issues matter. Decisions taken by adults dictate the conditions under which the children and young
people of today will be expected to function tomorrow. Tonucci and Rissotto (Frank 2006) argue that young people are
‘sensitive indicators.’ If society focuses on meeting the ne needs of young people in relation to economic development, social
services and sustainable environmental and particularly, urban, design, it may be argued that it is, in effect focusing on the
needs of all. This programme (both at foundation degree and Honours top-up levels) will place a heavy emphasis throughout
upon the effects of social, economic and political processes and practices upon the material and social conditions of young
people’s lives. Through a range of modules, the programme will seek to establish a contextualised understanding of children,
adolescents and young people and, in particular, to challenge wjth Caput (1995) has called the ‘ghettoisation of youth’ in both
academic and practice-based environments. One aspect of this ‘ghettoisation’ is exemplified in the following extract.
‘Most young people in the UK make relatively ‘successful’, unproblematic transitions from school to work and adulthood (albeit
that they can last longer and be more circuitous than in previous decades; Furlong and Cartmel 2007). What do we call those
that do not? How do we describe those who, for instance, experience recurrent periods of unemployment and poor quality
employment? A plethora of normative labels are ready to hand and enjoy widespread currency in policy and academic discourse
in the UK: the ‘disaffected’, ‘disengaged’ and ‘disconnected’, the ‘hard to reach’ and ‘the hard to help’, ‘the socially excluded’,
‘the youth underclass’ and, of late, ‘NEET’ (i.e. those ‘not in education, employment and training’). Names matter.
Representations of youth are ‘overburdened’ with unspoken but powerful assumptions (Ball et al. 2000). Labels carry implied
explanations, not just descriptions with those listed here defining young people by something they are not, something that they
do not have or, generally, their presumed social and economic distance and dislocation from ‘the rest’. ‘Deficit models’ that
focus attention on the supply-side of the labour market - on what aspirant young workers lack - have a long history in UK policy
(with the absence of sufficient aspiration being a common theme currently) (Mizen 2003; Pohl and Walther 2007)’
In exploring the structural contexts of childhood, adolescence and youth, the programme will focus on the extent to which
control and power over resources, cultural and social position and the prevailing political environments dictate outcomes, not
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only in the lives of children, young people and their families, but also in the way in which services for young people are
provided.
Specifically:
At level 4:
WYP 403 will closely examine social and political discourses on youth and their effect on ethical approaches to work with young
people
WYP 404 will examine the religious, militaristic, social and political influences on the development of young people’s services
from the nineteenth century up to and including current provision.
WYP 405 will consider the skills required for effective work with young people, emphasizing the importance of the social,
economic and political environment to the application of these skills in context.
WYP 406 will examine and explore the impact of the socio-economic environment (e.g. poverty, cultural norms) on issues affect
the well-being of children and young people
At level 5:
WYP 501 will analyse the effects of a range of socio-economic issues upon the social and emotional development of children and
young people
WYP 505 will examine the influence of politics on the administration of justice, whilst also considering the ghettoization and
criminalization of youth in a socio-economic context.
FAM503 will address the effects of social and economic pressure on families and, consequentially on the lives of children and
young people.
Whilst the modules listed make specific reference to the wider social, political and economic issues related to work with young
people, all modules will, to a greater or lesser extent require consideration of such issues and their impact on and implications
for practice and academic theory.
PROGRAMME AIMS
This foundation degree is intended to provide the natural progression from level 3 programmes in related subject areas. This
proposal recognises the growth in demand for individuals equipped with the knowledge and skills to be able to plan and provide
young people’s services at an intermediate level.
There is a continuing need for professionals in the young people’s sector to interact on an informed basis with colleagues in a variety
of disciplines in order to address issues of national and local concern. The understanding and skills necessary for this informed
interaction are built on a combination of sound academic pedagogy and vocational experience closely aligned to the sector's
definition of National Occupational Standards.
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The programme actively encourages and supports work-based learning (WBL) and Personal Development Planning (PDP), both
of which are prominent features of the course of study.
The overall aims of the programme are to:
Provide an integrated teaching, learning and assessment programme that facilitates the acquisition and development of academic and professional skills
Develop personal, academic and professional expertise in partnership with employers and Local Authority Young People’s services
Provide a pathway for lifelong learning and the opportunity to progress to other qualifications.
Equip students with the skills and knowledge relevant to their employment and the needs of employers.
Introduce students to a range of analytical approaches and issues in work with young people.
Develop skills in the analysis of a range of types of work-based situations.
Develop skills in the production of a range of texts in a variety of communicative modes.
Develop supervisory level skills to provide students with varied opportunities to apply their knowledge in professional practice.
Provide the opportunity for the students to gain access to up to date knowledge and skills directly related to the workplace.
Equip the students with the skills to critically evaluate the probable impact of technological developments, published research findings and new legislation on professional practice.
Provide an understanding of the wider social, political and economic issues related to work with young people
Educational aims are consistent with an intermediate award within the Higher Education Qualifications Framework, i.e.
to provide suitably qualified students with the opportunity to acquire the skills, knowledge, attitudes and qualities that will enable them to work professionally and independently.
to equip students with the necessary skills to apply their learning in professional practice.
to develop students’ professional skills
to enable students to take responsibility for providing safe, ethical, legal and efficient services to clients.
Educational aims are consistent with a level 5 award within the Higher Education Qualifications Framework, i.e.
To provide suitably qualified students with the opportunity to acquire the skills, knowledge, attitudes and qualities that will enable them to work professionally and independently.
To equip students with the necessary skills to apply their learning in professional practice.
To develop students’ professional skills
To enable students to take responsibility for providing safe, ethical, legal and efficient services to clients.
12
The programme is strongly underpinned by theoretical frameworks, largely delivered within the core modules, which
inform the other modules and act as a framework throughout the degree. We believe that knowledge and skills in a
variety of academic areas can offer insights and benefits to students in their work and enhance their career prospects,
whilst offering employers skilled and confident professionals in the workplace.
The development of the curriculum rationale for the award was, therefore, based on academic rigour. This approach is
present in all modules. There are links between modules and a development from level 4 where knowledge and skills
are acquired to level 5 where they are expanded and applied.
Whilst lectures, seminars and practical workshops feature strongly in the teaching and learning strategy, we will be
making considerable use of alternative methods of delivery and study, particularly online options and alternatives.
Students may therefore expect to participate in a wide variety of learning activities including; live and online projects,
presentations and discussion alongside more traditional modes of delivery. Similarly assessment strategy will draw on a
variety of activities including; personal and professional portfolios, essays, reports, seen exams, research projects,
online formative and summative assessment, and peer review. The intention is to develop an integrated approach to
work based learning and assessment
PROGRAMME LEARNING OUTCOMES
Programme Learning Outcomes are a set of statements which indicate what you will be expected to be able to do on successful
completion of your programme. The programme learning outcomes have been developed using QAA subject benchmark
statements for; Occupational Standards for Youth Work (LSIS 2012); Common Core of Skills and Knowledge (CWDC2011);
Subject Benchmark Statement Youth and Community QAA 238 02/09; QAA Foundation Degree Benchmark Statement (QAA 345
05/10); Lancaster University Associated Colleges Regulations OA1/2007/212 and the Foundation Degree Benchmark 2010.
These learning outcomes represent the skills and abilities you will possess upon successful completion of the qualification.
Programme learning outcomes are linked closely to the learning outcomes of individual modules which are included here
towards the back of the handbook.
At Level 4 Students will acquire sound knowledge of the underpinning theories and will have learned to apply this knowledge to
the analysis of a range of real and hypothetical situations. They will be able to communicate effectively and will have the skills
needed for employment requiring the exercise of personal and/or professional responsibilities. In particular, students will be 12
actively encouraged to develop and apply problem-solving skills both in the college environment and, most importantly, in the
workplace. Level 4 seeks to establish a firm foundation on which to build further study, application and development.
On successful completion of Level 4 students will demonstrate:
• Knowledge and understanding of key perspectives, issues and debates in at least one area of study
• An ability to describe this knowledge accurately
• An ability to construct and develop an argument
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• An awareness of some of the strengths and limitations of key theoretical areas
• An awareness of some of the applications of social sciences
• The ability to use a range of sources in producing a piece of work
• The ability to work alone and in groups; to present ideas and work via a range of media, e.g., written and oral presentations,
to use library and IT facilities
• The ability to take notes; to carry out independent research, produce a relevant, well-structured essay (or equivalent) which
is grammatically correct and accurately referenced
• Competence that involves the application of knowledge and skills in a significant range of varied work activities, performed in
a variety of contexts. Some of the activities are complex or non-routine and some carry individual responsibility and autonomy.
• Problem solving skills involving the identification and solution of actual and potential problems of varying levels of complexity.
At Level 5: Students will have developed a sound understanding of the principles underpinning work in the broader health and
social care sector and will have learned to evaluate the appropriateness of different approaches to solving problems at work.
They will have the qualities necessary for employment in situations requiring personal responsibility and decision-making.
On successful completion of Level 5 students will demonstrate:
• A more detailed knowledge and understanding of theory, research and issues in a range of academic and professional areas
• A developing critical understanding of theory and research encountered and the problems of applying theory to practice
• An ability to apply and evaluate key concepts and theories within and outside the context in which they were first studied
• Use of a wider range of source material and an increasing use of both primary and secondary source material
• Independent thinking
• An increasing ability to present ideas in a range of media, e.g., written, presentation, poster, debates
• An increasing ability and confidence in carrying out independent study, time management, communication skills and in
transferring their knowledge and skills – e.g., between modules, from academic to professional settings
• Competence which involves the application of knowledge and skills in a broad range of varied work activities performed in a
wide range of contexts, most of which are complex and non-routine. There is considerable responsibility and autonomy, and
control or guidance of others is often required.
• The ability to critically evaluate proposed and de facto solutions to a range of problems both academic and work-related,
providing viable alternatives where appropriate.
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FULL TIME PROGRAMME STRUCTURE
Full Time Year 1 (Level 4)
Module Title Level Credits
SM4MD112 Academic and Digital Literacies 4 20
WYP402 Personal Development Planning 4 20
WYP 403 Values and Principles Underpinning Work with Young People 4 20
WYP 404 The History and Development of Young People’s Services 4 20
WYP 405 Developing Skills of Working with Young People 4 20
WYP 406 Safeguarding Children and Young People 4 20
Full Time Year 2 (Level 5)
Module Title Level Credits
WYP 501 Understanding Young People: Social and Emotional Development (Core) 5 20
WYP 502 Personal Development Planning 2 (Core) 5 20
WYP 503 Management of YP Services (Core) 5 20
WYP 504 Independent Supervised Study (Core) 5 20
WYP 505 Youth Justice (Option) 5 20
WYP 506 Child and Adolescent Mental Health (Option) 5 20
FAM 503 Foundations of Work with Children and Families (Option) 5 20
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More information relating to the modules delivered on your programme can be found in the Module Outline Section of this handbook.
ASSESSMENT OVERVIEW
Module
Module Title Credits Coursework %
Practical Exam
LEVEL 4
SM4MD112 Academic and Digital Literacies 20 100%
4000 words N/A N/A
WYP402 Personal Development Planning 20 100%
4000 words N/A N/A
WYP 403 Values and Principles Underpinning Work with Young People
20 100% 4000 words
N/A N/A
WYP 404 The History and Development of Young People’s Services
20 100% 4000 words
N/A N/A
WYP 405 Developing Skills of Working with Young People 20 100%
4000 words N/A N/A
WYP 406 Safeguarding Children and Young People 20 100%
4000 words N/A N/A
Module
Module Title Credits Coursework %
Practical Exam
LEVEL 5
WYP 501 Understanding Young People: Social and Emotional
Development (Core)
20 70% 3000 words
N/A 30%
1000 words
WYP 502 Personal Development Planning 2 (Core) 20 100%
4000 words N/A N/A
WYP 503 Management of YP Services (Core) 20 100%
4000 words N/A N/A
WYP 504 Independent Supervised Study (Core) 20 100%
4000 words N/A N/A
WYP 505 Youth Justice (Option) 20 70%
3000 words N/A
30% 1000 words
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WYP 506 Child and Adolescent Mental Health (Option) 20 70%
3000 words N/A
30% 1000 words
FAM 503 Foundations of Work with Children and Families
(Option)
20 70% 3000 words
N/A 30%
1000 words
More information relating to aspects of teaching, learning and assessment can be found in the Teaching Learning and
Assessment section of this handbook.
WHERE WILL I STUDY?
The Foundation Degree in Working with Young People in the Community will be delivered at University Centre
For more information about our campuses please click here
UNIVERSITY CENTRE
The majority of higher education courses are delivered at our University Centre in
central Blackpool, within easy reach of student accommodation, shops, restaurants,
bars and the promenade. This multi-million pound complex provides higher
education students with a dedicated campus, with the major teaching and support
facilities conveniently converging in an attractive central courtyard. The open-plan
Central Hub houses a refectory, chill-out zones and the central learning resource
centre. A unique and important addition to the Centre is our Gallery, housing works
by both our own students and independent artists.
BISPHAM CAMPUS
Courses in Construction, Computing, Engineering and Automotive are delivered at
our Bispham Campus. Here you can access a central reception, vital student support
functions and a convenient number of retail outlets all within one attractive Hub
development. Bispham Campus has recently been the focus of a stunning £3.5m
upgrade, with the result that it is now dramatically more energy efficient, along with
the multi-million pound development of the Advanced Technology Centre. The
Bispham campus hosts a range of specialist equipment and facilities tailored
towards engineering, science and construction.
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FLEETWOOD NAUTICAL CAMPUS
Fleetwood Nautical Campus is a leading provider training and educational
development for the nautical sector, attracting students from all over the world.
Foundation degrees in Nautical Science and Marine Engineering and HNC/D
programmes are delivered from this campus to cadets employed by a range of
companies such as Carnival Cruises, Princess Cruises and BP. The campus hosts a
range of cutting-edge facilities including a state-of-the-art environmental survival
training tank, a full-mission ship simulator and an engine room simulator suite.
GETTING STARTED
At the start of your course, your tutors will guide you through an initial induction which is designed to ease you into university
life and higher level studies. Activities generally focus on helping you to find your feet, make friends and plan your studies. It
can also traditionally be the time when students get to let their hair down and familiarise themselves with both the College and
the local area before getting down to the more serious business of studying.
Our annual Freshers’ Fair is a fun, vibrant event and a great chance to find out more about what’s on offer locally, with
representatives from the B&FC Student Union as well as local attractions, restaurants, health and fitness centres, clubs, bars and
more. Support organisations and charities are also represented, along with B&FC’s own clubs and societies and sports teams.
TEACHING, LEARNING AND ASSESSMENT
The programme is strongly underpinned by theoretical frameworks, largely delivered within the core modules, which inform the
other modules and act as a framework throughout the degree. We believe that knowledge and skills in a variety of academic
areas1 can offer insights and benefits to students in their work and enhance their career prospects, whilst offering employers
skilled and confident professionals in the workplace.
The development of the curriculum rationale for the award was, therefore, based on academic rigour. This approach is present
in all modules. There are links between modules and a development from Level 4 where knowledge and skills are acquired to
Level 5 where they are expanded and applied.
Whilst lectures, seminars and practical workshops feature strongly in the teaching and learning strategy, we will be making
considerable use of alternative methods of delivery and study, particularly online options such as tutor and self-assessment
revision tests and formative exercises, PowerPoint and other software-based lecture material, learning portals and hyperlinked
resource-materials. Students may expect therefore to participate in a wide variety of learning activities including; live and online
projects, presentations and discussion alongside more traditional modes of delivery. Similarly assessment strategy will draw on a
1 Benchmark Statement for Social Work QAA 236 02/08 (esp 4.5) Available at: http://www.qaa.ac.uk/Publications/InformationAndGuidance/Documents/socialwork08.pdf
18
variety of activities including; professional portfolios, essays, reports, projects, online formative assessment, and peer review.
The intention is to develop an integrated approach to work based learning and assessment2
Discussions within the Scheme Team developing the foundation degree have identified the needs of employers as being crucial
to the success of the degree and these were taken into account when designing the curriculum content and modes of delivery.
Specifically this included:
The curriculum will develop a wide range of skills applicable within a variety of workplace contexts.
Students will gain confidence in their own abilities and will thus be better equipped to present themselves and their knowledge and skills positively in a range of contexts.
The students’ experience of the course will involve the development of a range of related skills such as self-motivation and initiative, independent enquiry, the ability to work with others and effectively plan and organise. These skills will be of benefit in the workplace.
Learning, teaching and assessment will be closely inter-related, and be seen by students to be related. Approaches to
assessment will support student learning, and the teaching which promotes that learning. This will be made explicit, with aims,
tasks and criteria for grading clearly defined.
Assessment will reflect the developing abilities of students. Students will be given the opportunity to demonstrate the full range
of their knowledge and understanding as well as their capacity to apply and reflect these abilities.
Learning and teaching strategies are based on interactive lecture and seminar sessions, making extensive use of the Moodle
Virtual Learning Environment (VLE) and of TURNITIN software, to facilitate formative assessment. Having acquired the basic
knowledge, students will then carry out assessments through practical application, projects or written essay responses.
Different modules will place different emphasis on assessment according to module content.
Typically, formative assessment will include one or more of the following:
Team-based case study or problem-solving exercises assessed by a variety of methods including (but not exclusively): i) Class discussion ii) Q & A sessions iii) Seminar presentation
Moodle-based quizzes for self- assessment of learning
Moodle-based quizzes for tutor- assessment of learning
Moodle and/or text-based reading and research exercises, carried out either during class time or as independent learning and assessed by a variety of methods including (but not exclusively):
i) Class discussion ii) Q & A sessions iii) Seminar presentation iv) One to one feedback (orally or in writing)
2 Ibid See particularly Benchmark Statement 6.7
19
Students will also have the opportunity to submit draft assignments via Turnitin, which will be formatively assessed by either
brief written feedback or in one to one discussion during subject tutorial.
In accordance with QAA Code of Practice (S7 (14) Programme design, approval, monitoring and review) learning and teaching
strategies will include a range of diverse and innovative learning and teaching methods and will include web-based learning, self-
directed studies and problem-based learning.
INDEPENDENT LEARNING
All higher education programmes are designed so that you are able to progressively develop independent learning skills and
aptitudes. Learning independently is a key skill of all graduates when they enter the work place and one which we aim to
develop further during your time with us.
As you begin your programme you will be more intensively supported to develop the skills of learning and learning how to learn.
As you progress you will be given the opportunity to apply these skills and to manage your own study time and activities with
the goal of becoming a truly independent learner ready to get the most out of graduate employment opportunities.
Your Personal Development planning activities are a key component in developing these independent learning skills and with
support from your tutors, support mentors and peers can help you to organise and structure this aspect of your learning and
development
DELIVERY
For the Foundation Degree in Working with Young People in the Community the academic year is divided into 2 semesters of 16
weeks, with the final week typically reserved for examinations where they are included within the programme.
HOW MUCH WORK SHOULD I DO?
For each module, you will have a number of hours timetabled each week where you will be supported by an academic tutor in
your studies. You are expected to attend all timetabled classes. If you wish to see a member of staff at another time, either
drop in or make an appointment in person, by phone or by e-mail. In addition to your timetabled sessions, you will be expected
to undertake further study independently, outside of the classroom. This may be in the form of reading, research, revision or
completing assignments as directed by your tutor. The amount of time you will need to allocate to your studies outside of the
classroom will vary greatly from person to person, and the chances are that your there will be times within your programme of
study where your workload will be heavier than others. Your tutors will work with you to ensure that you are aware of factors
that may influence your workload, such as assessment deadlines and examinations well in advance, to assist you in your
planning.
20
HOW WILL I BE ASSESSED?
You will be assessed on the extent to which you have mastered the content of each course or module you take. You will be given
clear information about each assignment, what to include, and how many marks are available for each question or task. Lots of
support will be available both from your tutors and from HELMs to help you understand how to go about each one.
WHAT KINDS OF ASSESSMENT WILL THERE BE?
Some assessments may already be very familiar, such as essays, exams, and reports. However, in higher education there are a
great many varieties of assessment depending on the subject, the level and the type of course. Our higher education courses
often integrate academic and work-based learning so assessment may include aspects of personal reflection, portfolio building
and case studies.
Here’s a bit more detail about some of the more common types of assessment:
Essay
An essay is an answer to a question in the form of continuous, connected prose, usually with a word limit. Often these are set by
the tutors but you may also be asked to formulate your own question with the tutor’s help. Essays test your ability to organise
your thinking, discuss, evaluate, analyse, summarise and criticise. They also test your skills at making essay plans and reaching a
robust conclusion or decision.
Assignment or brief
An assignment or brief is a learning task that allows you to cover a fixed section of the curriculum predominantly through
independent study. Different methods of presenting the results can be used dependent on the nature of the task - a report (oral
or written), a design solution, a newspaper or magazine article, a video, a poster, a research bid, a book review, a contribution to
a debate, etc.
Group project or assignment
This is where either an assignment or project is undertaken collectively by groups of students working collaboratively, helping to
develop team working skills. In some cases, particularly where the same thing happens in industry, there are particular
assignments that can by definition only be achieved in a group. The major assessment problem is how to identify each
individual's role and contribution and to reward it fairly. Solutions (none of which is problem free) tend to include combinations
of: an individual component which can be individually assessed, tutor observation, and involving the students in some self
Dissertation
A dissertation is a written presentation of results of an investigation or piece of research, normally taking the form of an
extended essay. Dissertations measure your ability to write-up research findings, and demonstrate good research method skills.
They also measure your ability to review the related literature, and link your findings into this. They test your ability to set out
21
with a well-defined quest, and bring it to a solid conclusion or verdict. Dissertations are usually part of the assessment at the end
of your studies as they bring together lots of the things you’ve learned.
Exams
Exams can take a variety of different forms, with the most common sort being done under timed and observed conditions to
ensure it is the student's own work. Exams test your ability to think critically, to respond in a structured way to a question and
to plan on the spot as well as your knowledge and understanding of the subject. Some of the most common types of exams are:
'Seen' where the questions to be answered are given at a pre-specified date beforehand. The intention is to reduce the
need for 'question-spotting', to reduce the anxiety and to increase the emphasis on learning
'Open-book', where you will have access to specified texts and/or your notes. the intention is to reduce the emphasis
on memorising facts, to reduce anxiety and allow more demanding questions to be set
'Unseen' where you don’t know what the questions are until you sit the exam. Arguably these make you focus on the
whole syllabus because anything may appear on the paper
Multiple choice exams where you simply select from a bank of potential answers. These also assess your decision
making skills
Logs and Portfolios
These are an increasingly popular kind of assessment, and involve a collection of all sorts of evidence of your work (often
including others’ testimony about your work, and feedback you’ve collected). Portfolios are intended to be a measure of the
work of the ‘whole candidate’, rather than just particular aspects of the candidate’s work. They also measure your ability to
organise a collection of evidence, in a readable, navigable way. Not least, they test your ability to stick to deadlines with a big,
multifaceted job.
Reports
There are many kinds of reports – laboratory ones, field-trip ones, business ones, and so on – each has its own conventions and
preferred formats – your tutors will tell you more. Assessed reports measure your skills at finding out about, and adhering to,
the expected report formats and conventions in your subject discipline. They also measure your ability to put forward an
organised piece of writing, coming to conclusions, making suggestions for further work, and so on. They often test your skills at
interpreting data, making sense of your findings, and so on.
Calculations and problems
Usually given in sets – with a deadline for tutor marking, or to bring along completed to a tutorial. These, unsurprisingly, tend to
measure your ability to solve problems and do calculations.
Presentations
Lots of students worry about presentations – you normally build up to these as your course progresses and you’ll be given lots of
support and time to prepare. You may be involved in group or solo presentations, perhaps to some or all of your class, usually
with the tutor present. Sometimes peer assessment is used. Presentations measure your ability to talk fluently about a topic,
22
and to answer questions from the group. They also measure your skills at preparing visual aids (overheads, handouts,
PowerPoint presentations) to support your presentation. On some courses there are very few presentations. However, in the
workplace, more and more people have to be involved in them, so practising on your course is a very good way of developing
your skills.
Self and peer assessment
There is strong evidence that involving students in the assessment process can have very definite educational benefits. Not so
much a type of assessment like those already listed, this is something which can be done in conjunction with any type of
assessment. The important aspect is that it involves the student in trying to apply the assessment criteria for themselves. This
might include: a marking exercise on 'fictitious' or previous years' student work; the completion of a self-assessment sheet to be
handed in with your work; 'marking' a peer's work and giving them feedback (which they can then possibly redraft before
submission to the tutor); or really marking other students' work (i.e. allocating marks which actually count in some way) - a
seminar presentation, for example, or a written product using a model answer. The evidence is that through trying to apply
criteria, or mark using a model answer, you will gain much greater insight in to what is actually being required and subsequently
your own work improves in the light of this.
WHEN WILL I BE ASSESSED?
In the majority of courses you will be assessed throughout your course and you will receive on-going feedback to help you
improve your future grades. This is sometimes called formative assessment and is designed to help you learn as you go through
your course. Some formative assessment is quite informal; it may be your tutor asking specific questions in class, for example.
Other types of formative assessment can include written reports, essays, tasks for seminars etc., some of which are handed in so
that written feedback can be provided. You will also be assessed summatively. This just means that once or twice in each
module or unit, often at the end, you will complete work that is then graded, where the mark counts towards your final
qualification.
At the start of your course you will be given an assessment schedule which details the deadlines for all the modules you will be
studying that semester. This will help you to plan your work effectively. Your tutors understand that you have lots of
commitments so will always try to spread the assignments out as much as they can, although inevitably many will come towards
the end of each semester.
ASSESSMENT SCHEDULE
The Schedule provided is indicative of when you will be assessed on this programme. The variations in the timing of the Easter
Holidays will also have an influence on the submission of work during March and April. Your actual assessment schedule will be
confirmed in induction week for each year of your programme.
23
Module # Type
1 Essay
2 Exam
WYP503 Management of Young Peoples Services 20
Credits1 Report
WYP504 Independent Supervised Study 20 Credits 1Research
Paper
1
Presentation
and Summar
Paper
2 Portfolio
1 Case Studies
2 Exam
1 Essay
2 Exam
23
No
ve
mb
er
20
15
WYP505 Youth Justice 20 Credits
21
De
ce
mb
er
20
15
WYP506 Child and Adolsecent Mental Health 20
Credits
WYP502 Personal Development Planning 20 Credits
28
De
ce
mb
er
20
15
FdA Working with Young People in the Community Level Five
14
Se
pte
mb
er
20
15
21
Se
pte
mb
er
20
15
28
Se
pte
mb
er
20
15
05
Oc
tob
er
20
15
12
Oc
tob
er
20
15
19
Oc
tob
er
20
15
26
Oc
tob
er
20
15
02
No
ve
mb
er
20
15
09
No
ve
mb
er
20
15
16
No
ve
mb
er
20
15
23
Ma
y 2
01
6
06
Ju
ne
20
16
18
Ap
ril 2
01
6
25
Ap
ril 2
01
6
02
Ma
y 2
01
6
09
Ma
y 2
01
6
16
Ma
y 2
01
6
21
Ma
rch
20
16
28
Ma
rch
20
16
04
Ap
ril 2
01
6
11
Ap
ril 2
01
6
30
Ma
y 2
01
6
08
Fe
bru
ary
20
16
15
Fe
bru
ary
20
16
Week Commencing
WYP501 Understanding Social and Emotional
Development of Children and Young People 20 Credits
22
Fe
bru
ary
20
16
29
Fe
bru
ary
20
16
07
Ma
rch
20
16
04
Ja
nu
ary
20
16
11
Ja
nu
ary
20
16
18
Ja
nu
ary
20
16
25
Ja
nu
ary
20
16
01
Fe
bru
ary
20
16
30
No
ve
mb
er
20
15
07
De
ce
mb
er
20
15
14
De
ce
mb
er
20
15
14
Ma
rch
20
16
GRADING OF ASSESSMENTS
The majority of Lancaster University assessments will be awarded a letter grade as outlined in the table below. Some of your
assessments may however be assessed by percentages.
Descriptor Grade Aggregation Score
Primary level descriptors for attainment of Intended Learning Outcomes
Foundation Degree
Module # Type
BFC401 Academic and Digital Literacies 20 Credits 1Assessment
& weighting
1 Essay
2
Professional
Discussion
and Report
1
Role Play and
Reflection
Paper
2Seminar and
Seminar Paper
WYP402 Personal Development Planning 20 Credits 1Professional
Portfolio
1 Essay
2 Presentation
WYP406 Safeguarding Children and Young People 20
Credits1 Essay
23
No
ve
mb
er
20
15
WYP403 Values and Principles underpinning work
with Young People 20 Credits
21
De
ce
mb
er
20
15
WYP405 Developing Skills for Work with Young
People 20 Credits
28
De
ce
mb
er
20
15
FdA Working with Young People in the Community Level Four
14
Se
pte
mb
er
20
15
21
Se
pte
mb
er
20
15
28
Se
pte
mb
er
20
15
05
Oc
tob
er
20
15
12
Oc
tob
er
20
15
19
Oc
tob
er
20
15
26
Oc
tob
er
20
15
02
No
ve
mb
er
20
15
09
No
ve
mb
er
20
15
16
No
ve
mb
er
20
15
23
Ma
y 2
01
6
06
Ju
ne
20
16
18
Ap
ril 2
01
6
25
Ap
ril 2
01
6
02
Ma
y 2
01
6
09
Ma
y 2
01
6
16
Ma
y 2
01
6
21
Ma
rch
20
16
28
Ma
rch
20
16
04
Ap
ril 2
01
6
11
Ap
ril 2
01
6
30
Ma
y 2
01
6
08
Fe
bru
ary
20
16
15
Fe
bru
ary
20
16
Week Commencing
WYP402 History and Development of Young People's
Services 20 Credts
22
Fe
bru
ary
20
16
29
Fe
bru
ary
20
16
07
Ma
rch
20
16
04
Ja
nu
ary
20
16
11
Ja
nu
ary
20
16
18
Ja
nu
ary
20
16
25
Ja
nu
ary
20
16
01
Fe
bru
ary
20
16
30
No
ve
mb
er
20
15
07
De
ce
mb
er
20
15
14
De
ce
mb
er
20
15
14
Ma
rch
20
16
24
Excellent
A+
A
A–
24
21
18
Exemplary range and depth of attainment of intended learning outcomes, secured by discriminating command of a comprehensive range of relevant materials and analyses, and by deployment of considered judgement relating to key issues, concepts and procedures
Distinction
Good
B+
B
B–
17
16
15
Conclusive attainment of virtually all intended learning outcomes, clearly grounded on a close familiarity with a wide range of supporting evidence, constructively utilised to reveal appreciable depth of understanding
Commendation
Satisfactory
C+
C
C–
14
13
12
Clear attainment of most of the intended learning outcomes, some more securely grasped than others, resting on a circumscribed range of evidence and displaying a variable depth of understanding
Merit
Weak
D+
D
D–
11
10
9
Acceptable attainment of intended learning outcomes, displaying a qualified familiarity with a minimally sufficient range of relevant materials, and a grasp of the analytical issues and concepts which is generally reasonable, albeit insecure
Pass
Marginal fail F1 7
Attainment deficient in respect of specific intended learning outcomes, with mixed evidence as to the depth of knowledge and weak deployment of arguments or deficient manipulation
Fail
Fail F2 4
Attainment of intended learning outcomes appreciably deficient in critical respects, lacking secure basis in relevant factual and analytical dimensions
Poor fail F3 2
Attainment of intended learning outcomes appreciably deficient in respect of nearly all intended learning outcomes, with irrelevant use of materials and incomplete and flawed explanation
Very poor fail F4 0
No convincing evidence of attainment of any intended learning outcomes, such treatment of the subject as is in evidence being directionless and fragmentary
WHAT IF I EXPERIENCE CIRCUMSTANCES WHICH MEAN I WILL NOT BE ABLE TO COMPLETE AN
ASSESSMENT?
The Personal Mitigating Circumstance (PMC) procedure gives you the opportunity to inform the College of serious medical or
personal circumstances, which you believe, has affected your academic performance in an adverse way before the meeting of
the Board of Examiners.
You may have had genuine and unavoidable circumstances that have affected your performance in coursework. These
circumstances may have prevented you from being assessed or from submitting coursework on time.
25
A Personal Mitigating Circumstance Application Form must be completed by you and is available via Moodle/Student
Administration/ Reception.
It is your responsibility to complete and submit the form to the HE Student Administration Manager within 10 days of the
assessment deadline.
You cannot request an extension to the assignment deadline date. Assignments must be handed in as soon as possible even if
they are incomplete.
For full details of this procedure please refer to http://moodle.blackpool.ac.uk/course/view.php?id=30688
WHAT IF I MISS A DEADLINE?
Managing your time effectively is a key graduate skill and you are therefore encouraged to plan your programme workload
alongside your other commitments. If you fail to meet an assessment deadline, it will be penalised. Work submitted up to three
days late will receive a penalty of one full grade and zero (non-submission) thereafter.
Deadlines are normally be set on Mondays and Fridays to avoid the third day occurring at a weekend. Where the third day does
fall on a weekend, students will have until 10 am on Monday to hand in without receiving further penalty.
WHAT HAPPENS IF I FAIL AN ASSESSMENT?
Most students pass their work, but if your mark for an individual module is less than the minimum pass grade you will be
referred on that module. This means that you will have to be reassessed in the relevant work, however a second attempt will be
subject to a penalty as specified within the University regulations. Penalties are different between ‘final year’ and ‘non-final
year’ reassessment which relates to your stage of study.
Students undertaking reassessment in the final year of study will do so for the purpose of gaining sufficient credit for award, and
any improved marks received will not impact on the final classification of their degree. Students undertaking reassessment in a
year of study which is not the final year of the programme have their module capped at an aggregation score of 9.
Where Personal Mitigating Circumstances are approved, this will typically prevent any penalties being applied through
reassessment.
MODERATION
All work that you submit for assessment is marked by your module tutor. A suitable sample is then selected to be moderated by
another tutor. This is to ensure that the mark awarded is reliable and not just the judgement of one marker. All of the work you
submit is retained by the College to assist our external examiners in the quality assurance of your programme. This may mean
that the results you receive during the year may change and should therefore be considered provisional.
26
EXTERNAL EXAMINERS
Every higher education programme has its own External Examiner whose role is to support the academic staff team in ensuring
that the standard of your programme of study is comparable to other programmes in that subject discipline. The External
Examiner will confirm that the work that you have produced is of a standard that is expected and identifies any issues that the
academic staff team needs to take into account to continually improve the programme. The External Examiner also feeds back
on the key strengths that make your programme a really effective and valuable learning experience.
You can view the External Examiner reports and contact details for your programme on the Information for HE Students
Moodle page or details can be requested by email [email protected]
BOARD OF EXAMINERS
Once a module is complete, the marks for all assessments are compiled together to create an overall module mark. The first
module board of examiners for your programme will sit at the start of the second semester to review your academic
performance in semester 1.
The module board of examiners sits again at the end of semester 2 to consider semester 2 modules and then your overall marks
for the year are considered by a programme board of examiners that will make recommendations regarding your progression
between levels, reassessment and eventually the award of your qualification. The majority of programmes within the college
run an academic year between September and June. Reassessment work for will therefore normally be completed during the
summer months and submitted by July 31st.
The board of examiners sits again prior to the start of the next academic year in September where the results of any summer
reassessment work will be considered.
Where programmes fall outside of the standard academic year, the timing of the board identified above may vary, however the
general process remains the same.
PARTNERS FOR SUCCESS
The Partners for Success framework has been developed from our
considerable achievements and successful review outcomes in supporting
students and ensuring that they are provided with the best possible
opportunities to engage fully with their learning experience and the full life
of the college. It outlines how staff, students and the wider college
community work to provide a seamless network of support to enable all
students to achieve their potential.
Studying at University level can mean quite a life change, particularly if you
have to move away from home, juggle study with work or have caring
27
responsibilities while studying. You may also be returning to study after a period away and feel unsure exactly what to expect.
Most students new to higher level study also comment on the fact that it can be quite different to their previous studies.
Our central aim is to enable all students to become confident and competent independent learners and achieve to the
maximum of their potential through the development of their academic skills, personal well-being, literacies and professional
employability attributes.
We will work in partnership with all stakeholders, students, staff and others to ensure and assure personal change and
development through mutual expectations, mutual agency and clear communications.
We will provide students with a network of support to enable their development and achievement of their personal,
academic and professional goals.
Key partners in your success are
Your Personal Tutor and the programme delivery team
The iKnow team
Student Support and Wellbeing including HE Learning Mentors (HELMS)
Learning Resource Centre teams
The Student Union
You!
YOUR PERSONAL TUTOR AND THE PROGRAMME DELIVERY TEAM
Here at Blackpool and the Fylde College every student is entitled to receive tutorial support on their programme of study.
Tutorials are an important learning activity; they give you the opportunity to engage in dialogue with your tutor on matters of
academic progress as well as personal and pastoral issues which may impact on your learning experience.
The benefits of tutorials are that they help you to individualise your learning on programme and to receive constructive
feedback on your work specifically and progress generally. Tutorials are an essential component of the B&FC Partners for
Success framework which aims to enable your personal and academic development, and maximize your opportunities for
success, through coordinating the range of support services available to you through your personal tutor. Tutorials can help
you to critically engage with your subject in a way that you may not be able to do in lectures and other forms of learning. Your
tutors will encourage creativity and originality of thought that will help you to gain a better understanding of the subject
discipline helping you to achieve your potential and experience high levels of success.
You can ensure that you get the most out of tutorials by:-
Proactively seeking out information before the tutorial to prepare yourself for the discussion and dialogue
Not being afraid to actively engage in discussion with your tutor.
Using the tutorial opportunity to ask questions of your tutor and engage in critical discussion.
Receiving feedback and using this to plan your next piece of work or setting personal and academic targets for future
learning activities.
28
IKNOW TEAM
STUDENT ADVISERS
Student Advisers provide you with confidential and impartial information on a range of areas, and work to matrix quality
standard to ensure excellence of support, advice and guidance to all our Students and prospective Students. Quick-query
interviews usually last approximately ten minutes. For example, you might want to ask about job vacancies, for help with
preparing for an interview, or advice on financial assistance etc. If you have a more complex query the Student Services Adviser
will make a mutually convenient appointment with you for a longer interview. Welfare and Careers Information Advice and
Guidance Group sessions also take place throughout the academic year. Student Advisers are based at:
University Centre Central Blackpool Campus (the Foyer, ground floor of South Building)
Monday - Thursday 8.45am to 5pm, Friday 10am to 4.30pm Tel. 01253 504496 or 504474
Bispham Campus (opposite the main Reception area in the Hub)
Monday - Thursday 8.45am - 5pm, Friday 10am - 4.30pm Tel. 01253 504351 or 504298
Advisers also provide a drop-in service at all Blackpool and The Fylde College Campuses, so you don’t need to book an
appointment to see an Adviser.
WELFARE SUPPORT
Our iKnow Student Advisers can also provide you with expert up to date professional assistance for student finance, including
any additional bursaries and grants that might be available to support you. Advisers can also provide you with information on
funding for equipment, how to access help with transport, childcare while you study and can link you with specialist support
staff and services appropriate to your individual need. Our trained Advisers also provide personalised, independent and
confidential support on a wide range of welfare issues. These include:
Links to support networks and services - internal and external.
Information on fees.
Government student loans and grants.
Previous study and how it will affect your funding entitlement.
Welfare benefits.
Tax credits.
Debt counselling and advice
29
ACCOMMODATION
If you are aged 18 years or over, our Student Advisers can help you find suitable accommodation and provide advice on costs,
legalities and other expenditure i.e. rent bond, gas, electric, TV, phone, travel etc. They can also support you with any problems
you may have with your accommodation during your course of study.
CAREERS INFORMATION, ADVICE AND GUIDANCE
The iKnow Team are all highly qualified in careers information, advice and guidance and can help you with UCAS applications for
entry to Higher Education, with making decisions about progression to other courses, job application, CV preparation and
interview techniques alongside career and further training pathways and opportunities. Our helpful team of professional
Advisers are available to help you with all aspects of your career planning and decision-making, such as:
Making decisions about your future career.
Planning your job search strategy.
Curriculum Vitae (CV) writing.
Getting relevant work experience - including volunteering.
Making applications and preparing for interviews.
Looking at postgraduate study options.
At Blackpool and The Fylde, our careers service extends far beyond helping you to pinpoint your ideal career. The emphasis is on
tailoring a ‘careers package’ to your particular aims and aspirations that gives you the skills and experience needed to make you
highly employable from the moment you graduate.
That’s why all our degrees have a strong employment focus, with opportunities to try out your chosen career area, learn skills
that employers are specifically looking for and practice interview and assessment techniques with representatives from industry.
We also run an online job shop, backed up by a highly trained team of staff dedicated to making your career goals a reality.
You may be starting your course already clear about what you want to do when you graduate or you may not be sure at this
stage. Our experienced and professional team of careers advisers offer careers and progression advice to guide you towards
making the right decisions about your future. Choose from e-guidance, telephone and face-to-face interviews within a small and
supportive environment. We also offer pre-course advice and guidance. Underpinning all of this is a vast range of careers library
resources together with access to internet-based resources, video resources and computer-aided guidance packages.
ENHANCING YOUR EMPLOYABILITY
Employability skills are built into all our courses to ensure you graduate not just with subject knowledge but with the ability to
embark on your chosen career and hit the ground running. Our programmes also provide an opportunity to discover more about
your chosen career area through visits from external speakers and trips to local employers and industry. Some programmes
even contain a workplace learning module, where you’ll get to spend time with an employer, putting your knowledge into
practice and gaining valuable employability skills at the same time.
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PERSONAL DEVELOPMENT PLANNING
In today’s employment world both jobs and organisations are often temporary in structure and constantly evolving and so it is
now necessary for graduates to actively plan their own educational, academic and career progression rather than rely upon
organisations to provide established progression routes.
With this in mind higher education programmes at Blackpool and The Fylde College encourage you to undertake Personal
Development Planning, whereby you are expected to reflect upon your own learning and achievement whilst on the
programme, and draw up a plan for short term and long term personal educational and career progression.
Personal Development Planning (PDP) is a process that is undertaken by an individual learner to reflect upon their own learning
and achievement and to plan for their own educational, academic and career development.
PDP is a feature of all HE courses and it consists of a number of actions that are important in achieving success at University
Level education. These are:-
planning (how to achieve objectives or general change);
doing (learning through the experience of doing with greater awareness);
recording (thoughts, ideas, experiences, evidence of learning through writing, audio video, visual or other means);
reviewing (reflections on what has happened, making sense of it all);
evaluating (making judgments about self and own work and determining what needs to be done to
develop/improve/move on);
These actions enable you to move forward with confidence to achieve your own personal educational goals and to realise your
potential.
GETTING READY FOR LIFE AFTER YOU GRADUATE
About a year before you’re due to graduate we’ll invite you to take part in our graduate employability workshops, covering
topics such as making the right career move, effective applications and successful interviews. In addition, local employers run
mock interviews and facilitate role-play scenarios for students, which replicate the assessment centre experience for newly
qualified graduates. These experiences are vital for developing an awareness of your strengths (and playing to them) and gaining
an understanding of what graduate recruiters are looking for. Some of our students have even been offered a permanent
position on the strength of them.
For more information about choosing the right career please get in touch: Tel: 01253 504 351/474
Email: [email protected]
W. www.blackpool.ac.uk/support/careers
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STUDENT SUPPORT AND WELLBEING TEAM
The Student Support and Wellbeing team aim to enable you to gain different approaches and techniques to reach your full
potential independently through a range of study support and wellbeing strategies. Support offered includes face-to-face on a
one-to-one basis, in a group /drop in workshop or remotely via telephone and online. Support is available across all campuses
Monday to Friday from 8.30am to 4.30pm term time. Appointments can be made outside these times by arrangement. Further
support including guides, presentations and video tutorials are available through the virtual learning environment, Moodle.
Higher Education Student Support and Wellbeing Services include:
Higher Education Learning Mentors (HELMs).
Disability Services
Counselling Services
Equality, Diversity and Wellbeing
Care-leaver Services
HE LEARNING MENTORS (HELMS)
The HELM team can support with aspects of student academic life, from settling into university life, helping you gain and
enhance study and digital skills as well as to create your own health and wellbeing strategies to work as independent learners.
Examples of some of the study skills development and enhancement that we can offer you include:
Academic literacy skills such as developing expression or the use of language critical and reflective writing.
Information skills development, such as research skills, finding and using resources and referencing.
Other support includes effective study techniques, assignment planning and structuring, time management and
organisation skills, optimising memory, revision and examination techniques and coping strategies.
Information Technology support for study.
Digital literacy skills such as communicating in different media.
In addition to individual support, HELMs deliver a range of study and wellbeing skills through workshops including the ‘Flying
Start’ and ‘Flying Further’ programmes. These are designed to help you make the most of their course and complement the
knowledge and information gained from your course. If you wish for the HE Learning Mentors to deliver a workshop for you and
maybe some friends or your tutorial group, liaise with your tutor or direct with the HE Learning Mentors team.
Phone: 01253 504494
Email: [email protected]
DISABILITY SERVICES
Disability services are for students with disabilities, such as an on-going, long term or progressive medical condition; a mental-
health condition such as depression, anxiety, bi-polar; Autistic Spectrum disorder (ASD) such as Asperger’s Syndrome; or Specific
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Learning Difficulty such as dyslexia; a sensory impairment or mobility difficulty or any other condition which has a “significant,
long-term and adverse effect” on your ability to carry out your day to day activities and study.
The Disability Support Service provides specialist guidance and support for prospective and current students, enabling students
to access their studies and College services. Examples of some of the support that we can offer you include:
Advice and support to gain diagnostic evidence for medical, disability and mental health conditions where required.
Advice and support with applications for Disabled Students' Allowances (DSA)
Individual packages of support according to disability study needs requirements.
Assist in the organisation of specific exam, teaching and learning requirements with academic and exam assessment
services.
Duty of Care Plans, are for any student disclosing a medical condition where there is likelihood that first aid
intervention may be required in College, so we know how best to respond to your needs.
Guidance and advice on campus accessibility/ tours. We also have Listening Posts in each of the reception areas for
students whose preference is for spoken information and visual impairments. If you wish to check the accessibility of
our facilities please visit http://www.disabledgo.com/en/org-results/blackpool-and-the-fylde-college/college-view-all-
venues
DISABLED STUDENTS' ALLOWANCE (DSA) FOR UK STUDENTS
Disability Services provides support in applying for an extra grant through the Disabled Students’ Allowance (DSA) this a
allowance provides extra financial help to Higher Education Students to meet the extra costs of studying as a direct result of a
disability and may include some equipment and support if required. Further information on Disabled Students Allowance
including eligibility criteria is available here: https://www.gov.uk/disabled-students-allowances-dsas/overview
If you are an International student with a disability please contact the Disability Team.
EXAM ACCESS ARRANGEMENTS
Exam Access Arrangements allow students who are unable to sit formal examinations under usual examination conditions as a
result of an evidenced disability or other conditions. Reasonable adjustments can also be made through liaison with your Tutors,
Disability Services and the Examinations Office known as ‘Achievements’.
Examples of access arrangements depending on your assessed needs may include: Use of a reader, a scribe, laptop, small group
or separate room, assistive technologies and ergonomic devices such as an ergonomic mouse, supervised rest breaks, additional
time allowance, and signed communication.
If you feel you need more help in putting forward requests for individual arrangements in examinations, you should contact:
HE Learning Support - [email protected]
Achievements Team - [email protected] .
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EQUALITY, DIVERSITY AND WELLBEING
Our Equality, Diversity and Wellbeing Co coordinator can offer you support 1:1 or in groups with positive wellbeing and support
through difficult times including bereavement, bullying and harassment, faith and belief signposting and equality and diversity
issues.
For further information and booking appointments please email [email protected]
There are quiet Contemplation rooms available across the College Campuses as a place for quiet meditation, prayer or just ‘time
out’. The Contemplation Rooms are booked as and when required through main reception desks at each Campus. You will also
be given information on room access and relevant directions.
COUNSELLING SERVICES
Our Counselling and Wellbeing team can help with self-esteem/ depression/anxiety/ relationship difficulties; trauma or
bereavement. Counselling offers short term non-emergency support and where appropriate signposting to external services
and charities. Counselling appointments give you the opportunity to think, talk and explore positive steps to address difficulties
by helping you to explore different personal resources, choices and coping mechanisms. Please e-mail
[email protected] for an appointment. Your name will go on the waiting list and a counsellor will contact you as
soon as an appointment becomes available. Please note that at busy times, there may be a wait of up to 10 days, and may be
longer at peak times.
If you are in a crisis, feel unsafe, or in danger of harming yourself or at risk whilst at College contact the Student Direct
Safeguarding College Hotline: 01253 504444 9am to 5pm. Alternatively at any time; visit your GP or local Walk in Medical
Centre or Accident and Emergency (A&E) unit at the Hospital. Other support networks outside college hours includes the NHS
crisis telephone: 0300 365 0300 and the Mental Health Helpline telephone: 0800 616171
If something's troubling you, you are feeling down or need to speak to someone consider contacting the Samaritans, this is a 24
hour all year external service.
The local Blackpool Fylde and Wyre Samaritans offers College students a Texting facility on 07725 90 90 90 in addition to the
local contact number of 01253 622218 . They also offer a ‘phone back’ service whereby they will phone you back on request at
a time to suit you or when you know you may need someone to talk to. For further information please visit
www.samaritans.org/branches/samaritans-blackpool-fylde-and-wyre-branch
CARE LEAVER SERVICES
The College is proud to have been awarded with the Buttle UK Quality Mark and have exemplary status in recognition for the
support provided for Care Leavers and Young People in Care to raise aspirations and improve student success. You have access
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to the dedicated HE Care Leaver Coordinator who offers support to determine eligibility, to complete the required assessment
forms and provide a link with other support services regarding the availability of bursaries. For more information visit:
www.practitioners.slc.co.uk/media/.../sfe_care_leavers_fs_1516_d.pdf
http://www.thewhocarestrust.org.uk/data/files/H.E.Handbook_2014_England.pdf
A SUMMARY OF STUDENT SUPPORT AND WELLBEING SERVICES EMAIL CONTACTS:
These are non-emergency contacts please see section on Safeguarding for emergency contact information:
HE Learning Mentors [email protected]
Disability Team [email protected]
Equality, Diversity and Wellbeing [email protected]
Counselling [email protected]
Safeguarding [email protected]
LEARNING RESOURCE CENTRE TEAMS
Whichever campus you study on, the Learning Resource Centres (The Loops) will play an important part in your studies. Our
flexible learning spaces can provide you with a mixture of computer, group work and quiet study areas. You should make
maximum use of this facility to log-on to a PC, access printing and copying facilities or ask the Resource Advisers for help and
advice.
You will have access to a wealth of information through a wide range of physical and online resources such as e-books and full
text journal databases giving 24/7 support for your academic work. Our search tool, Discovery, is linked to every course page of
the college’s VLE, Moodle. Our online catalogue - https://libcat.blackpool.ac.uk - is also available 24/7 allowing you to check
reading lists, reserve titles, renew borrowed items and provide direct links to the titles in our extensive e-book library. We can
also provide material from other libraries through our Interlibrary Lending scheme.
Our teams are always happy to offer help and advice. They have in-depth knowledge of your subject area and can support you
in finding good quality research material, as well as developing your IT and research skills through one-to-one sessions.
Interactive support materials are available through the Learning Resources area on the virtual learning environment, Moodle.
More information about The Loops, including the opening hours for each centre, contact e-mails and phone numbers can also
be found on the college website.
Central Loop
Monday – Thursday 8.30 – 21.00
Friday 8.30 – 17.00
Saturday 10.00 – 15.45
Email: [email protected]
Bispham Loop
Monday 8.30 – 17.00
Tuesday – Thursday 8.30 – 20.00
Friday 8.30 – 17.00
Email: [email protected]
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Tel: 01253 504414
Tel: 01253 504290
Fleetwood Loop
Monday – Thursday 8.30 – 20.00
Friday 8.30 – 17.00
Saturday 10.00 – 16.00
Email: [email protected]
Tel: 01253 504714
Self-issue/return facilities are available in the Bispham, Central and Fleetwood Loops. There are drop-in IT-based facilities with
networked computers (including Macs in the Central Loop) and wireless laptops, colour printing and scanning facilities. Help
with IT issues is available through an online HelpDesk.
You can access computing and copying facilities at any campus, if this is more convenient for you when engaged in independent
study, but the majority of course specific materials will be located in the Loop on the campus where your course is based.
You will find the essential texts for your course available in the Library stock and regularly updated. Relevant journals and online
resources are purchased on an annual basis.
Following an initial Welcome Tour of your local Loop, your tutor will arrange for us to work with you in follow-up in-depth
sessions on key skills such as effective searching of online resources and referencing. Induction sessions are also provided at the
start of your programme to help you find your way around technology in the college. Additional one-to-one tutorials are
available to all students. LRC support is supplemented by a range of interactive resources on Moodle.
The services provided by the Learning Resources Centre will be an integral part of the Induction Programme for this course.
INFORMATION TECHNOLOGY RESOURCES
Being able to access resources and materials to help you on your course when you need them is very important. MOODLE is our
virtual learning environment, and contains lots of key information about your course accessible 24:7. As part of your induction
we will make sure you are able to make the most of this resource.
As a student at Blackpool & the Fylde College you will be provided with a web-based Microsoft Office 365 account. This account
provides anytime, anywhere access to a suite of Microsoft programmes including Outlook email and web-based versions of
Word, Excel and PowerPoint. You also get access to your own online storage area so you can download, edit and save your
college work wherever you are.
To find your course materials, log-on to Moodle, the College’s virtual learning environment. Moodle contains lesson notes,
multimedia materials, quizzes, forums and lots of different tools to help you achieve your academic goals. You may submit your
assignments through Moodle and receive online feedback from your tutors. Moodle also provides easy ways for you to
communicate with your tutors and fellow students using messaging, chat rooms and forums. You can access your Office 365 and
Moodle accounts by logging into one simple webpage MyHub which also contains useful college information, news and links:
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http://myhub.blackpool.ac.uk
Induction sessions are provided to all students at the start of their course to help you find your way around technology in the
college. ‘The Loop’ LRC’s are located on each campus. You can pop into The Loop and log-on to a PC, access printing and copying
facilities or ask the Resource Advisers for help and advice.
STUDENT UNION
The Students’ Union (SU) at B&FC is your union. It’s made up of students that you elect each year, who listen to the student
voice and respond to your wants and needs. The SU represents students on a range of issues, including equality and diversity,
education and social activities, with the aim of ensuring your time here is as interesting and enjoyable as possible.
As a student at Blackpool and The Fylde College, you are automatically free members of the Students’ Union and you are
encouraged to play an active role. Our Students’ Union is actively engaged in student affairs at local and regional levels so there
are opportunities for you to become involved in various campaigns and fund-raising activities. Our aim is to work for the good of
the student community and to take an active interest in the development of all students. As such the Union represents the
students on a number of academic and College committees where student involvement and comment is welcomed.
The Union provides the framework and financial backing for students to organise trips and events, which can be a great way to
broaden your interests and meet new people. With a wealth of information, our Students’ Union can also advise you on places
to go and things to see and do.
The Students’ Union has offices at the University Centre and at our Bispham Campus. If you need to get in touch, you can visit
them in person or contact them by phone or email.
University Centre Office
Wednesday and Thursday 9.00am - 5.00pm
Tel: 01253 504 517
Email: [email protected]
Bispham Campus Office
Tuesday and Friday 9.00am - 5.00pm
Tel: 01253 504 374
Email: [email protected]
Contact the Student Enrichment Officer, Steve Stroud
Mobile: 07908 509 209
Email: [email protected]
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BEING A PARTNER IN YOUR OWN SUCCESS
Higher education is as much about personal change and development as it is about subject knowledge and skills development.
By facilitating your development we enable you to take responsibility for your own learning. Students who are fully informed
about the opportunities available to them, but who are also aware of their responsibility to engage with those opportunities, are
more likely to make effective use of services and resources (QAA Quality Code Chapter B4). It is important that you take
advantage of every opportunity to facilitate your success, and to creatively engage with the knowledge you encounter,
constructing and reconstructing your own understanding. We will support you to set clear goals, reflect on your progress and
develop key graduate skills.
THE STUDENT CHARTER
At Blackpool and the Fylde College we believe that effective learning is always based upon a strong mutual respect and co-
operative partnership between those teaching and those being taught. In consultation with students we have a five-point
student charter which indicates what you can expect from us during your programme and what we expect from you. The charter
is also available on Moodle:
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ABSENCE REPORTING
If for whatever reason, including ill health, you are going to be absent from College then you will need to ensure that you make
contact with us to discuss how we can support you. This is particularly important if your absence could have a significant effect
on your assessment requirements. Should this be the case then you will need to consider the College Personal Mitigating
Circumstances procedure the full version of which is available at the link below.
http://moodle.blackpool.ac.uk/course/view.php?id=30688
Any personal mitigating circumstances, such as ill health, which may have affected your studies or performance in assessments
and examinations, would need to be submitted to the HE Student Administration Manager
[email protected] formally by you with supporting evidence, e.g. a medical certificate, following the
procedures and in accordance with the deadlines laid down in the College’s Personal Mitigating Circumstances Policy.
In the event that you are unable to attend an examination because of illness or other unforeseen circumstances, you must
immediately inform your programme leader before the start of the examination. If you are absent from the whole or part of an
examination because of illness, a Personal Mitigating Circumstances application form together with a valid medical certificate or
other appropriate independent documentary evidence must be forwarded to the HE Student Administration Manager normally
within ten working days of the examination.
STAYING IN TOUCH
If you are unable to attend your scheduled sessions for a sustained period of time, there are a number of ways that you can
continue to engage with your programme. It is vital that you discuss your situation with your course tutor at the earliest
possibility to allow us to put a revised study plan in place to support your individual circumstances. This may include distance
support via e-mail, virtual learning (Moodle or Illuminate), or alternative modes of attendance. Additionally, the HE Learning
Mentor service is available to support all students at any point of their studies regardless of their circumstances. Each situation
is different and we endeavour to provide a personalised plan to support you in any way we can, therefore your engagement
with your course tutor as soon as you are aware of any challenges you face in your attendance is vital.
SAFEGUARDING
Safeguarding supports students in ‘Being Safe and Feeling Safe’. If you feel unsafe, in danger of harming yourself or at risk whilst at College contact the Student Direct Safeguarding College Emergency Hotline: 01253 504444 9am to 5pm. Alternatively at any time visit your GP or local Walk in Medical Centre or Accident and Emergency (A&E) unit at the Hospital.
Other support networks also available outside College hours include the NHS crisis telephone: 0300 365 0300, the Mental Health Helpline telephone: 0800 616171 or the Samaritans 24 hours a day on the local contact number of 01253 622218 or on the national number 0845 790 9090.
If you require advice or assistance about disclosing a safeguarding concern you should discuss this with your Personal Tutor or any member of staff.
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STUDENT IDENTITY CARD
You must wear your ID badge at all times whilst on College premises. Access to College facilities is dependent on Students
having their ID badge. You will also be asked to show your ID badge when sitting exams. You will be challenged if you are not
wearing your badge when on College premises. This is to help students and staff feel safe in College.
FOOD ON CAMPUS
When you want to take a break for refereshments on campus, you’re well catered for. At the University Centre’s Central Hub
refectory, Café Grads, you can sit down and tuck into a proper meal or just grab a bite and relax in one of the chill-out areas. A
Starbucks outlet has also just opened in South Building. A similar-style refectory, Retreat, is available at our Bispham Campus or
if you fancy a little treat there is also a bakery/sweetshop, Grab and Go and a Starbucks. At the Fleetwood campus the
Refectory offers traditional breakfast, a wide range of hot food, sandwiches, snacks and beverages. Visit
http://www.blackpool.ac.uk/facilities/shops for more information. At all our campuses, there are also plenty of vending points
providing snacks on the go.
Get off to a great start every morning! All Blackpool and The Fylde College students are entitled to a free healthy breakfast.
SPORTS FACILITIES AND COLLEGE TEAMS
Sports facilities are mainly based at the Bispham Campus where there is a sports hall, an all-weather floodlit sports pitch and a
well-equipped gym, Inspirations, with Fleetwood also having some facilities. We have numerous College teams, both men’s and
women’s, with other available sports ranging from volleyball and five-a-side football to table tennis and canoeing. To find out
more ask your personal tutor.
ENRICHMENT
Enrichment is about providing you with opportunities to bring your learning to life, developing your range of interests, meeting
new friends and growing as a person. Some activities will be related to your area of study whilst others may not be directly
linked.
Curriculum-based activities
Whilst studying your chosen subject at College, you will have the chance to see how your subject works in real life and apply that
insight to your studies. We also aim, during your programme of study, to develop your employability skills and interview
techniques. To provide this valuable enrichment, your programme may feature such activities as guest speakers, trips into
industry and overseas visits, ‘real life’ assignments, competitions, work experience and work placements (some of which can
lead to permanent positions).
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Extra-curricular activities
College is also as much about the social side as it is about learning. At Blackpool and the Fylde College we offer a vast range of
activities, from discounted theatre trips to lunchtime sports activities and book club. Activities are free to everyone enrolled on a
course and in most cases, there’s no need to book. For more information about what’s on, view our enrichment booklet online
or available in hard copy from the iKnow team.
Fee-based activities
For those of you who wish to engage in a further range of activities there are fee-based sports activities. For full details please
see our online Sports Facilities page.
The Sports Team can also organise one-off fitness activities, such as trips to Manchester’s Chill Factor for skiing or outings to
Grizedale Forest for mountain biking. For more information please contact the Sports Centre staff on 01253 590829. Don’t
forget, that the Students’ Union may be able to help with funding too.
GETTING INVOLVED IN THE QUALITY OF YOUR PROGRAMME
At Blackpool and the Fylde College we believe that you are a member of our higher education and College community and as
such your views and experiences are extremely important to us. We want to work in partnership with you to ensure that your
experience is the best that it can be both for you and others who study with you. To this end we work hard to engage all
students in dialogue about the quality of their learning experiences. You can engage by providing useful feedback on your
experiences of modules through Module Evaluation Questionnaires, through being an elected course representative attending
student forums and college meetings and through surveys such as the Student Perception on Course (SPOC) surveys and the
National Student Survey (NSS).
ACADEMIC APPEALS
An academic appeal is a procedure which allows you in certain circumstances to ask for a review of a decision relating to your
academic progress or award. You can ask for a review of a decision by one of the following:
A Board of Examiners, both Module and Programme Boards.
A Personal Mitigating Circumstances Panel
An application to the College
An Academic Malpractice Panel
It should be noted that students may only appeal against a decision if they can show that they satisfy one or more of the
grounds detailed in the academic regulations. The appeal process cannot be used to challenge academic judgement or appeal
simply because you disagree with the marks you have been given.
An academic appeal is different from a complaint so appeals and complaints are looked at under different procedures. A
complaint is dissatisfaction about the provision of a programme or academic service or facility or any other service provided by
the College.
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Students studying either a:
Lancaster University Validated Programme
Liverpool John Moores Validated Programme
Scottish Qualifications Authority Programme (SQA Higher National)
Edexcel Higher National Programme
To lodge an academic appeal, you must do so by submitting your appeal within 10 working days of the publication of your
results or decision of a panel either by writing to the HE Academic Registrar, Bennett Avenue, Blackpool, Lancashire, United
Kingdom, FY1 4EE or by email to: [email protected].
The Academic Appeals regulations and application pro-forma can be found on The Blackpool & The Fylde College website
http://www.blackpool.ac.uk/apply/university
Students studying a:
1. University of Salford Validated Programme
To lodge an academic appeal (other than an appeal against an application to the College), you must do so through the University
of Salford by submitting your appeal in writing, within 10 working days of the publication of your results or decision of a panel to
the Senior Assistant Secretary, Governance Services Unit, Ground Floor, Crescent House, The University of Salford, M5 4WT.
The Academic Appeals Procedure and pro-forma can be found on The University of Salford website
http://www.governance.salford.ac.uk/page/student_policies
In all cases students are advised to consult their Programme Leader or Personal Tutor for advice and guidance in the first
instance.
GRADUATION
Our annual higher education awards event is a spectacular occasion, representing the culmination of masses of dedication and
hard work, and the gateway to an exciting and rewarding future.
The graduation ceremonies will take place at the Winter Gardens and Opera House, 97 Church Street, Blackpool, Lancashire,
England FY1 1HL
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Your graduation day may seem a long way off now, but you will be there quicker than you think! Blackpool and the Fylde
College’s Awards Ceremonies are a part of the celebration of your achievement and we hope you will be able to attend. You will
need to budget for the cost of guest tickets, academic dress and photography. Awards Ceremonies are held each year at the
Winter Gardens. If you attend the Awards Ceremonies we publish the names and awards of all graduates in the Awards
Ceremony booklet and in a graduation supplement in the local press. If you do not wish your name to appear, you must contact
Student Administration to inform us. We will print the name we have recorded for you on your degree certificate, so it’s
important that you tell us in advance of any spelling or other changes. After we have printed the certificate we will not be able
to change it for you.
This is a very special day for all our graduates and their friends and families and is a marvellous opportunity to share and
celebrate your academic achievement and accomplishments.
MODULE OUTLINES
The following module outlines provide you with a brief overview of the modules and their contents, together with the intended
learning outcomes and the recommended reading lists.
YEAR 1 (LEVEL 4)
BFC401: ACADEMIC AND DIGITAL LITERACIES
This module will support the development of your academic and digital literacy skills which are not only the key features of successful undergraduate study but will contribute to your achievements across all other modules in your programme. You will, as you work through the module, be expected to; develop knowledge of digital hardware and software to improve and strengthen your Information, Communication Technology (ICT) computer skills; find, interpret, evaluate, manipulate, share present and record information professionally and ethically. You will also develop critical reading and thinking skills which will be applied to your assessed work in all your modules. You will be provided with opportunities to be assessed and to gain feedback on your progress helping you to action plan your knowledge and skills developments. This module will not only support your studies in your chosen subject discipline but will equip you with graduate abilities that are transferable and will be an asset to your future employability. It is expected that as you work through the module you will develop your confidence in and ability to use digital sources and academic literacy techniques to enable you to study and learn effectively.
INDICATIVE CONTENT
This module will enable students to develop transferable Information Communication Technology (ICT)/computer literacy, information and media literacy skills in order to communicate and collaborate in a range of situations through lectures and self-reflection to improve academic and employability skills. Completion of an e-portfolio will provide evidence of the use of digital media. Students will work individually and collaboratively to find and evaluate a range of sources to demonstrate critical thinking. Through reflection students will be able to identify areas for further development.
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Throughout the syllabus, students will be encouraged to develop graduate attributes including locating, accessing
and analysing information, effectively and ethically communicate in different learning environments, fostering
confidence and professionalism in one’s own abilities.
LEARNING OUTCOMES
You will be expected to:-
1. Adopt and use digital devices, applications and services 2. Find, interpret, evaluate, manipulate, share, present and record information professionally and ethically 3. Read critically and create output in a range of media 4. Communicate and collaborate to support research and learning through the use of digital and other
networks 5. Produce academic evidence in formal and informal; traditional and technology-rich, environments 6. Use digital tools and media in making informed decisions and professional development planning 7. Reflect on own skill levels and identify further learning needs to support future studies and enhance
transferable skills for employment.
WYP402: PERSONAL DEVELOPMENT PLANNING 1
This module will support your development as a reflective practitioner. Developing your personal, academic and professional
expertise you will analyse and plan your development in collaboration with employers, education providers or local young
people’s services. You will be encouraged to analyse your role within your sector and plan your development providing evidence
of achievement of specific competences to relevant standards and guidelines.
You will be expected to demonstrate your learning from work-based experience and record them in a series of reflective
journals and also in your portfolio of evidence. You will present a portfolio of evidence that accurately reflects your abilities as a
reflective youth practitioner. The portfolio will continue throughout your course and will form a significant part of the
assessment for WYP 402 PDP and WYP 502 (PDP)
INDICATIVE CONTENT
A range of teaching strategies will be employed within this module, to include direct delivery (lectures), online activities, guest
speakers, seminars, group work, directed study and tutorials with workshops.
Introduction to professionalism
Core competencies and self-analysis
National standards and guidelines
Standards and guidelines in the workplace
The reflective practitioner
Communication and reflective writing
Recognising good practice
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Personal and professional planning and recording (5 year Plan)
LEARNING OUTCOMES
You will be expected to:-
1. Demonstrate the accurate and effective recording of reflective practice in the workplace 2. Produce, monitor, revise and evaluate effective plans for personal and professional development 3. Outline and explain your role as a youth practitioner, evidencing development and progress of the required skills and
competencies to National Occupational Standards 4. Explain the influence of values and principles, both personal and institutional, on individual practice in the youth sector
WYP403: VALUES AND PRINCIPLES UNDERPINNING WORK WITH YOUNG PEOPLE
This module initiates analysis of the values and principles which underpin professional Working practice with Young People. You will be introduced to a number of ethical perspectives and given the opportunity to discuss a number of scenarios from different perspectives. You will be required to consider and explain what constitutes oppressive and discriminatory practice and how this can be managed and overcome. You will be introduced to key concepts and issues regarding legislative and other professional frameworks that are designed to enhance and develop professional practice.
You will critically examine professional values; how they are constructed and how these values are linked to discourses on youth and childhood. You will investigate potential conflicts between formal, informal, societal, media, personal and professional perspectives when working in the youth and community fields. Against this backdrop, you will explore ways of facilitating young people’s exploration of their own values and beliefs in a non-threatening environment.
INDICATIVE CONTENT
Introduction to ethics and morality
Immanuel Kant and Deontology
Utilitarianism
Virtue Ethics
Applying ethical theory in practice
Policy and practice from an ethical perspective
Ethical conduct in work with children and young people
Discourse on youth
Anti-discriminatory and oppressive practice
The social construction of childhood and youth
Exploring youth cultures, values and beliefs
LEARNING OUTCOMES
You will be expected to:-
1. Explain how values and beliefs are constructed and then applied in practice to work with young people 2. Outline the key basic features of three ethical perspectives 3. Identify ways of facilitating young people’s exploration of their values and beliefs 4. Outline the measures that can be taken to promote and enhance anti-discriminatory and anti-oppressive practice
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WYP404: HISTORY AND DEVELOPMENT OF YOUNG PEOPLES SERVICES
In this module you will explore the development of young people’s services from the late 19th Century to the present day. You will consider the development of social legislation over the period and its impact on the lives of children and young people as well as the political and social imperatives driving change in the provision of education, health, justice, welfare and social services. You will also address the influence of a variety of social, political and economic factors on the type of activities provided for young people.
INDICATIVE CONTENT
19th and early 20th century developments in work with young people – historical context
Voluntarism and welfarism
The evolution of young people’s services
Relevant legislation related to the political, social and economic contexts of service development 21st century social policy related to young people’s services
Current developments in the provision of services for young people - public versus private provision
The involvement of young people in service development
The impact of service development on young people
LEARNING OUTCOMES
You will be expected to:-
1. Identify key developments in the historical context affecting education, health, justice, welfare and social services over the past 100 years and their impact on the lives of young people 2. Explain social, political and economic factors underpinning the introduction of legislation related to these developments 3. Explore the development of specific services for young people in the light of these factors 4. Analyse current developments in young people’s services and their impact on the lives of young people
WYP405: DEVELOPING SKILLS FOR WORK WITH YOUNG PEOPLE
This module is designed to equip you with knowledge and understanding of the skills required for effective work with young people. You will explore a range of techniques for developing professional relationships with young people, their parents and their carers. The module will invite you to explore and practice a range of communication techniques and you will engage in a series of role-plays involving young people. You will examine the formal and informal networks that both facilitate and inhibit good practice, identifying barriers, gateways and routes to better practice.
INDICATIVE CONTENT
Working with groups – teams, roles and responsibilities
Contrasting models of the person and their underlying assumptions
Identifying values, beliefs, needs, strengths, weaknesses and sources of stress in relation to the core skills involved in work with young people
Assessing self-image, presentation and ways of communicating
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Professional boundaries in relation to perception and relationships, formal and informal networks, power and authority
Effective leadership skills in work with young people
Working in collaboration with multi-disciplinary team
Verbal and non-verbal communication using the transactional analysis model
Communicating empathy and positive regard
Problem exploration in working with young people
LEARNING OUTCOMES
You will be expected to:-
1. Demonstrate understanding of the limitations and professional boundaries in work with young people
2. Explore the concepts of intervention and challenge in work with young people
3. Identify the core skills involved in work with young people.
4. Identify and apply principal communication skills by practical demonstration of tackling problematic situations
WYP406: SAFEGUARDING CHILDREN AND YOUNG PEOPLE
This module recognises that protecting children from abuse is a serious issue for those working with children and young people and demands a range of skills including critical thinking, resilience and self awareness. The module is designed to show how the safeguarding and child protection process works. The module aims to increase the confidence of practitioners working with children and young people and enable them to understand the processes involved in order to be able to deliver a more proactive approach to safeguarding. The module will examine the conceptual issues of needs, protection and vulnerability in respect of those who require safeguarding, the major forms of abuse will be considered against this background.
The module will focus on practice issues and debates surrounding risk, vulnerability and need. The legal issues and policy contexts will be considered together with the ethical dilemmas faced by practitioners who must understand and apply these issues to practice situations
INDICATIVE CONTENT
Historical context and background to child abuse and protection, The foundations of current practice
Understand one’s own values regarding child abuse and explain the impact of these on professional practice
Common signs and symptoms of neglect and abuse in children
Assess need, vulnerability and risk: thresholds
Theories and models of abuse
Legal safeguarding frameworks and protective processes
The concept of multi-agency working
Practical work with families and children where abuse and neglect is an issue
LEARNING OUTCOMES
You will be expected to:-
1. The legislative and policy framework designed to safeguard and protect children from abuse and neglect 2. Models and theories of the causation of child abuse and neglect 3. Assessment of need, vulnerability and risk and applying the thresholds
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4. Strategies for working with children and families
YEAR 2 (LEVEL 5)
WYP501: UNDERSTANDING YOUNG PEOPLES SOCIAL AND EMOTIONAL DEVELOPMENT
This module will consider how children and young people start to understand who they are, what they are feeling, what they expect to receive from others? These concepts are at the heart of their social-emotional wellness. They contribute to a child and young person’s self-confidence and empathy, their ability to develop meaningful and lasting friendships and partnerships, and their sense of importance and value to those around them. Children and young people’s social-emotional development influences all other areas of development: Cognitive, motor, and language development are all greatly affected by how a child feels about them and how they are able to express ideas and emotions. The greatest influence on a child and young person’s social-emotional development is the quality of the relationships that they develop with their primary caregivers. Positive and nurturing early experiences and relationships have a significant impact on a social-emotional development. INDICATIVE CONTENT
The impact of parenting for a secure attachment
Understanding social and emotional development-theories and perspectives, risk and resilience, self-concept, moral reasoning and aggression
Neuroscience –the impact of trauma on the developing brain and impact on social and emotional development
Biological, social and environmental factors and their implications for development
Transitions
Social construction of childhood and contributory factors for adolescence
LEARNING OUTCOMES
You will be expected to:-
1. Critically evaluate a range of discourses on attachment
2. Critically analyse the importance of families in the socialisation process, including parenting style and human interaction on the developing brain
3. Evaluate a range of developmental perspectives on emotion
4. Explore and critically analyse biological and social constructs of adolescence
WYP502 PERSONAL DEVELOPMENT PLANNING 2
This module will continue the work commenced in WYP 402. You will be encouraged to move from simple analysis of your role within your particular part of the Children and young people sector to critical evaluation of your development, both personal and professional, and your overall effectiveness in the field. You will begin to critically evaluate the relevance and role of National Occupational Standards at the higher levels of practice and the legislative framework underpinning work with young people. You will progress from recognition of good practice to development and sharing of good practice through internal and external partnership arrangements. You will develop your presentation skills, producing and presenting a critical analysis and evaluation of your own development and practice.
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INDICATIVE CONTENT
Developing professionalism when working with young people
Self -evaluation of developing competencies
Applying National Occupational Standards at higher levels
The legislative framework for working with young people
Working in partnership with multi-disciplinary teams
Higher level professional planning and recording, ethics, confidentiality, data protection
Effective presentations: analysis and evaluation of PDP
LEARNING OUTCOMES
1. Critically evaluate your own personal and professional development of the required skills and knowledge for working with young people
2. Critically analyse the legislative framework in relation to your own practice
3. Critically analyse and evaluate the application of National Occupational Standards at higher levels of practice
4. Produce and present to peers, a critically evaluative analysis of your own professional and personal development
WYP503 MANAGEMENT OF YOUNG PEOPLES SERVICES
The module develops your managerial knowledge & understanding to enable you to critically review management practices within your organisation in preparation for future career pathways. There is no requirement for you to be in a managerial role to undertake this module, as you can consider and appraise management strategies and structures from an employee perspective (as a paid or voluntary employee) to prepare you for future management roles. The module will facilitate progression through the development of a critical and informed understanding of both the strategic management processes and their relationship to operational management at levels within the sphere of your current workplace. This module will provide an opportunity for you to integrate your prior and current studies within the programme.
The aim of the module is to provide you with a critical understanding of the application of management concepts, models and techniques to strategic analysis and provide choice within young people’s services.
INDICATIVE CONTENT
The evolution of strategic thought and contemporary perspectives of leadership & management;
The nature and process of strategic planning and decision making
The determination of strategic vision, mission, policy, and objectives
The process of strategic change within young people’s services
Issues for young people’s services in light of public management (to describe the rise of the audit society and the introduction of private sector ethos, business models and methods into the public and not-for-profit sectors)
Critique of quality practice in young people’s services
The specific content of this section of the syllabus will inevitably change over time as the nature of the issues in young people’s services change. At present it is expected that the following types of issues will be addressed in this section: Strategic Alliances, Joint-Ventures, Mergers, Public Management and National & Local Partnership working. Changes in organisational culture and the nature of management itself e.g. the learning organisation and leadership; the nature of organisations’ management of ethics and social responsibility.
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LEARNING OUTCOMES
1. Critically evaluate the effectiveness of the organisation’s management system 2. Critically analyse the role of the strategic change within the organisation 3. Critically evaluate practice within the current strategic frameworks 4. Evaluate and make recommendations from the research project carried out within the organisation and consider the impact for stakeholders of the organisation
WYP504 INDEPENDENT SUPERVISED STUDY
This module will give you the opportunity to carry out your own research on a subject chosen by you. You will have the benefit of guidance and supervision from your tutor, but the essence of this module is self-directed study. Having studied the underpinning theories of research and academic writing in WYP 401, you will further develop your knowledge and understanding of the research process, through a number of taught sessions, after which, you will prepare a research proposal, based upon your own area of interest or expertise. You will then carry out the necessary primary and secondary research and produce a research report. Each week you will be expected to meet with your tutor to discuss the development of the project and the content of your reading and research to date. It is expected that, with appropriate support and supervision, each student will adopt an individual approach to the research.
INDICATIVE CONTENT
Research Design
The nature of qualitative and quantitative research
Research methods and methodology
Formulating a literature review
Role of the Researcher , including ethical considerations
Collating evidence, analysis and interpretation
Plagiarism and academic concerns, referencing and bibliography
LEARNING OUTCOMES
1. Critically carry out a research task, taking a problem solving approach
2. Critically review the literature relating to your topic
3. Collaborate professionally and communicate effectively in order to gather, collate and present evidence
4. Present findings, conclusions and recommendations in an appropriate academic style to a specified audience.
WYP505 YOUTH JUSTICE
This module will focus on the nature of youth crime; causation, perception and media influence/portrayal. Legislative frameworks and agencies involved in the youth justice system will be explored and key interventions evaluated. The concept of disengaged youth will facilitate a wider evaluation of the significance of societal perceptions of youths who commit crime and the perspectives on youth as specific within the criminal field.
This module will further explore the nature and extent of youth crime and the sources of knowledge about youth offending and its prevention. It will consider social and legal constructions of youth as well as children and young people as victims. It provides an analysis of the youth justice system in England and Wales and contemporary youth justice debates.
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INDICATIVE CONTENT
Youth justice – historical context
Why do young people commit crime? Influences on crime and concepts of deviancy
Process and protocol in the Youth Justice system
Society, perceptions of offending and media influence
Interventions within the youth justice system
Contemporary issues in youth justice
Anti-social behaviour and key legislation /strategies
Restorative justice
The impact of changes and developments in the youth justice system
LEARNING OUTCOMES
1. Critically evaluate the effectiveness of the youth justice system 2. Critically analyse the role of the various agents within the youth justice system 3. Critically assess the need for multi-agency working within the current legislative frameworks 4. Critically review the impact of changes and developments within the youth justice system
WYP505 CHILD AND ADOLESCENT MENTAL HEALTH (OPTION)
The module covers the core aspects of child and adolescent mental health, starting with the background to emotional and
behavioural problems, looking at models and tools for assessment and treatment before examining the specific problems
encountered in young children, older children and adolescents from different cultural backgrounds, The module considers the
particular difficulties of assessing and meeting the mental health needs of children and young people and the legal aspects of
working with child mental health.
INDICATIVE CONTENT
Models of mental health and well being
Assessment processes of children and adolescents including assessing risk and vulnerability
Specific mental health challenges that impact on young people
Therapy and treatment options available for young people
Mental Health Law in England and Wales with specific reference to young people
Early intervention and crisis intervention-practice issues
The impact of mental health on families
Children’s rights relating to mental health
LEARNING OUTCOMES
1. Demonstrate a critical understanding of the different models of mental health 2. Show an understanding of the complex issues involved in assessing risk and vulnerability 3. Critically analyse the legal framework for child and adolescent mental health and its implications for those in receipt of
the range of treatment options available
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4. Critically evaluate the impact of mental health difficulties on families