· web viewaward. title: fda childhood studies. ucas code: ft a123, pt p309. jacs code: l520 child...

PROGRAMME QUALITY HANDBOOK

2019/20

FdA Childhood Studies

of 49Last Saved: 16/05/2023Plymouth University Academic Partnerships Programme Quality Handbook UK

Contents1. Welcome and Introduction ..................................................................................................12. Programme Specification....................................................................................................23. Module Records..................................................................................................................7

of 49Last Saved: 16/05/2023Plymouth University Academic Partnerships Programme Quality Handbook UK

1. Welcome and Introduction to FdA Childhood Studies

Welcome to FdA Childhood Studies delivered at City College Plymouth.

This programme has been designed to equip you with the skills and knowledge base required to work in your chosen specialism or other graduate opportunities. It is also a platform from which you can undertake additional vocational and academic qualifications.

This Programme Quality handbook contains important information including: The approved programme specification Module records

Note: The information in this handbook should be read in conjunction with the current edition of:

- Your Programme Institution & University Student Handbook which contains student support based information on issues such as finance and studying at HE

- Your Module, Teaching, Learning and Assessment Guideo available on your programme Digital Learning Environment

- Plymouth University’s Student Handbook o available at:

https://www.plymouth.ac.uk/your-university/governance/student-handbook

https://www.plymouth.ac.uk/your-university/governance/student-handbook

1. Programme Specification

Award title: FdA Childhood Studies

UCAS code: FT A123, PT P309

JACS code: L520 Child Care

1. Awarding Institution: University of Plymouth

Teaching institution(s): City College Plymouth

2. Accrediting body(ies): N/A

3. Distinctive Features of the Programme and the Student ExperienceProviding a vocationally oriented degree programme allows students access to opportunities which realistically enable application of theory to practice. As the college has offered this opportunity for a number of years, relationships have been developed with local employers which further support this concept. Additional contacts formed through other ‘care’ programmes also enable opportunities for students to visit alternative provisions to enhance their personal and professional development as well as improving the outcomes for children, young people and families within local communities. The generic modular design aims to attract wider representation of the workforce particularly those planning a career change within the sector or mature learners. Flexible study aims to provide ‘wrap around’ learning beyond, but directly linked to the workplace with collaboration with employers to assist this aspect. The team prides itself on the personalised support and guidance offered to students to enable them to develop academic knowledge regarding industry specific topics. Lecturers refer to personal industry experience to provide realistic links of theory to practice. The college environment provides additional opportunities to develop innovative aspects to curriculum delivery, accessing alternative areas which have a direct impact on the professional practice provided within the sector.

4. Relevant QAA Subject Benchmark Group(s)Characteristics Statement Foundation Degree (September 2015)Early Childhood Studies (October 2014)Education Studies (February 2015)The FHEQ have been used to inform both the programme and module level outcomes in regard of scope and level. This is particularly evident in the communication elements of the skills based PLOs as well as the ability to reflect on theory and practice to identify and communicate solutions.

5. Programme StructureFull-time: FdA Childhood Studies

Stage 1 Stage 2

Module Code

Module Title No. of Credits

Core / Optional

Module Code

Module Title No. of Credits

Core / Optional

CITY1107

Developing Professionalism and Reflective Practice

20 Core CITY2119

Working in Partnership 20 Core

CITY1108

Constructions of Childhoods 20 Core CITY2120

Health and Well-being 20 Core

CITY1109

Concepts of Inclusion and Diversity

20 Core CITY2121

Critical Social Policy 20 Core

CITY1110

Learning Environments 20 Core CITY2122

Leadership and Mentoring 20 Core

CITY1111

Safeguarding and Child Protection

20 Core CITY2123

Developing Skills for Research

20 Core

CITY1112

Theoretical Perspectives of Development and Learning

20 Core CITY2124

Contemporary Issues Project 20 Core

Part-time: FdA Childhood Studies Part-time 3 Years

Year 1 Year 2 Year 3

Mod

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Code

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CITY1108

Constructions of Childhoods

20

Core

CITY1107

Developing Professionalism and Reflective Practice

20

Core

CITY2119

Working in Partnership

20

Core

CITY1109

Concepts of Inclusion and Diversity

20

Core

CITY1111

Safeguarding and Child Protection

20

Core

CITY2120

Health and Well-being

20

Core

CITY1110

Learning Environments

20

Core

CITY2123

Developing Skills for Research

20

Core

CITY2121

Critical Social Policy 20

Core

CITY1112

Theoretical Perspectives of Development and Learning

20

Core

CITY2124

Contemporary Issues Project

20

Core

CITY2122

Leadership and Mentoring

20

Core

Full-time, over 2 years completing 6 modules per year (120 credits per year)Part-time, over 3 years completing 4 modules per year (80 credits per year)All modules are mandatory, with no optional modules available

6. Programme AimsThe programme is intended:1. to meet the changing requirements of professional roles within childcare, primary education

and social care2. to critically review and engage with the diverse aspects and concepts of the sector3. to ensure practitioners demonstrate values, beliefs and principles which are mindful of

diversity, inclusion and provide equality of opportunity4. to develop transferable skills which underpin and enhance multi-disciplinary practice;

including professional practice, communication skills, working in teams and across professions, leading and managing and problem solving

5. to develop reflection on practice; enabling application of theory and promotion of change to enhance outcomes both for children and for the self.

6. to develop and extend knowledge and skills relating to childhood studies7. to provide a basis for different forms of professional training (eg PGCE, EYTS, EYPS)

7. Programme Intended Learning Outcomes

8.1. Knowledge and understanding

On successful completion graduates should have developed:1) awareness of cultural, legal and political policy context of professional children's services

and their potential implications for practice2) identify and critique the theories of children’s development and their impact on future

outcomes3) knowledge and understanding of the professional environment which support children and

families

8.2. Cognitive and intellectual skills

On successful completion graduates should have developed the ability to:

1) Critically analyse, synthesise, and articulate rational argument 2) Collate, analyse and interpret information from both primary and secondary sources.3) Use theory, practice and reflection to propose solutions to problems

8.3. Key and transferable skills

On successful completion graduates should have developed the ability to:

1) reflect on professional practice to support the development of improved standards to enhance workforce practice, through training and development, within sector settings and provisions

2) demonstrate effective and appropriate communication within and across professional boundaries

3) critically review or evaluate in order to justify and apply new concepts

8.4. Employment related skills

On successful completion graduates should have developed:

1) respectful understanding to enable effective working across professional boundaries 2) compassionate and respectful values and beliefs to ensure equality in achieving outcomes3) ability to apply leadership or mentoring strategies to a range of activities or opportunities

8.5. Practical skills

On successful completion graduates should have developed:

1) ability to research and select appropriate and relevant literature to allow development of theoretical knowledge and professional skills

2) ability to convey or communicate information using a suitable method or format to a range of audiences

3) appropriate self development skills such as; setting goals, working independently and negotiating actions

9. Admissions Criteria, including APCL, APEL and DAS arrangements

NB: The following table is a draft exemplar for an undergraduate programme

Entry Requirements for FdA Childhood Studies

Level 2:Key Skills requirement / Higher Level Diploma:and/orGCSEs required at Grade C or above:

Level 2 English and Mathsor5 GCSE’s – Grade 4 (C) or above to include English and Math

A-level/AS-level 48 UCAS points excluding General Studies.

BTEC National Diploma/QCF Extended Diploma

Candidates are interviewed before an offer is made. Equivalent to 48 UCAS points ● CACHE Diploma in Child Care and Education ● BTEC National Diploma in Early Years● NVQ Level 3 in Early Years Care and Education● BTEC Level 3 Extended Diploma Health and Social

Care● City & Guilds (or other awarding bodies) Supporting

Teaching and Learning● City & Guilds/ BTEC/ CACHE Technical Diploma in

related subject

Access to Higher Education at level 3Candidates are interviewed before an offer is made. Pass an Access to HE Diploma in Nursing and Health.

Independent Safeguarding Agency (ISA) / Disclosure and Barring Service (DBS) clearance required:

DBS certificate must be evidenced to illustrate that each individual student is eligible to work with/alongside vulnerable children and young people.DBS can be applied for though the students' placement setting, through City College Plymouth or by accessing the on-line serviceAny student with an entry applied to their check will be examined through the college's safeguarding procedures to ensure relevant standards are met.

Non Standard Qualifications with experience

Candidates are interviewed before an offer is made. APEL may be considered for mature students

10. Progression criteria for Final and Intermediate AwardsThe agreed progression route for the FdA Childhood Studies are:● BA (Hons) Early Childhood Studies at the University of Plymouth● BA(Hons) Education Studies at University of Plymouth● BSc (Hons) Community and Public Services at City College Plymouth ● BSc (Hons) Community and Public Services (Healthcare) at City College Plymouth

2. Module Records

UNIVERSITY OF PLYMOUTH MODULE RECORD

SECTION A: DEFINITIVE MODULE RECORD. Proposed changes must be submitted via Faculty/AP Quality Procedures for approval and issue of new module code.

MODULE CODE: CITY 1108 MODULE TITLE: Constructions of ChildhoodCREDITS: 20 FHEQ LEVEL: 4 JACS CODE: L520PRE-REQUISITES: N/A CO-REQUISITES: N/A COMPENSATABLE: Y

SHORT MODULE DESCRIPTOR: (max 425 characters)This module aims to introduce and consider the historical construction of childhood as a concept and the subsequent implications to current childhood and family structures, both locally and internationally. This will enable students to consider the future impact for practice within UK and for future outcomes for children.

ELEMENTS OF ASSESSMENT [Use HESA KIS definitions] – see Definitions of Elements and Components of Assessment

C1 (Coursework)

80% P1 (Practical) 20%

SUBJECT ASSESSMENT PANEL to which module should be linked: Care

Professional body minimum pass mark requirement: MODULE AIMS:This module aims to raise awareness of the family structure and concept of childhood and adolescence around the world. Students will examine the differences and similarities regarding family structure and consider how this may affect the development and care of children and young people within those communities. The concept of childhood will also be explored, with the differences being considered in relation to the purpose and value to current societies.

ASSESSED LEARNING OUTCOMES: (additional guidance below; please refer to the Programme Specification for relevant award/ programme Learning Outcomes.

At the end of the module the learner will be expected to be able to: Assessed Module Learning Outcomes Award/ Programme Learning Outcomes

contributed to1. Demonstrate an understanding of the

construction of the childhood and the value to current society

2. Demonstrate an understanding of the existence of different family structures and their impact for society

3. Analyse key influences of family structure4. Evaluate the purpose and value of

childhood within different communities

(Please expand this box as necessary to include all required information)PLO: 8.1.(2)(3) 8.2 (1)(2) 8.3 (3) 8.5 (1)(2)

DATE OF APPROVAL: 27 April 2018 FACULTY/OFFICE: Academic Partnership

DATE OF IMPLEMENTATION: September 2018

SCHOOL/PARTNER: City College Plymouth

DATE(S) OF APPROVED CHANGE: XX/XX/XXXX

SEMESTER: Semester 1 / Semester 2 / Semester 1 & 2/ Summer / Other (please specify)

Notes:

Additional Guidance for Learning Outcomes:To ensure that the module is pitched at the right level check your intended learning outcomes against the following nationally agreed standards

● Framework for Higher Education Qualifications http://www.qaa.ac.uk/publications/information-and-guidance/publication/?PubID=2718#.VW2INtJVikp

● Subject benchmark statements http://www.qaa.ac.uk/ASSURINGSTANDARDSANDQUALITY/SUBJECT-GUIDANCE/Pages/Subject-benchmark-statements.aspx

● Professional, regulatory and statutory (PSRB) accreditation requirements (where necessary e.g. health and social care, medicine, engineering, psychology, architecture, teaching, law)

● QAA Quality Code http://www.qaa.ac.uk/AssuringStandardsAndQuality/quality-code/Pages/default.aspx

S ECTION B: DETAILS OF TEACHING, LEARNING AND ASSESSMENT Items in this section must be considered annually and amended as appropriate, in conjunction with the Module Review Process. Some parts of this page may be used in the KIS return and published on the extranet as a guide for prospective students. Further details for current students should be provided in module guidance notes.

ACADEMIC YEAR: 2018/19 NATIONAL COST CENTRE: 135MODULE LEADER: Dawn Jones OTHER MODULE STAFF:

Summary of Module Content The module explores and evaluates childhoods and family structure both within the UK and internationally providing an opportunity for practitioners to develop awareness and knowledge in order to support the growing diversity within communities. Students will explore the introduction of the concept of childhood and how this develop through time; considering the legal implications applied to children and how this differs internationally

SUMMATIVE ASSESSMENTElement Category Component Name Component Weighting

Coursework Abstract writings- 2500 words (ALO 1,2,3) 100%

Practical Individual Presentations (ALO 4) 100%

REFERRAL ASSESSMENTElement Category Component Name Component Weighting

Coursework Essay (New) - 2500 words 100%Practical Individual presentation (new) 100%

To be completed when presented for Minor Change approval and/or annually updatedUpdated by: RMcManus Date: Sept 2019 Approved by: Date:



SUMMARY OF TEACHING AND LEARNING [Use HESA KIS definitions]Scheduled Activities Hour

sComments/Additional Information (briefly explain activities, including formative assessment opportunities)

Lectures 30 Delivery of module content

Seminars 20 Discussion of module content

Tutorials 10 Guidance for self-directed study

Self-directed study 140 Provides opportunity for additional reading & research to develop knowledge

Total 200 (NB: 1 credit = 10 hours or learning; 10 credits = 100 hours, etc)

MODULE CODE: CITY 1109 MODULE TITLE: Concepts of Inclusion and DiversityCREDITS: 20 FHEQ LEVEL: 4 JACS CODE: L520PRE-REQUISITES: N/A CO-REQUISITES: N/A COMPENSATABLE: Y

SHORT MODULE DESCRIPTOR: (max 425 characters)This module aims to introduce and consider the historical construction of childhood as a concept and the subsequent implications to current childhood and family structures, both locally and internationally. This will enable students to consider the future impact for practice within UK and for future outcomes for children.


C1 (Coursework)



Professional body minimum pass mark requirement:MODULE AIMS:This module aims to encourage students to consider the effects of diversity in relation to development and well-being; from both a child and/or a young person’s perspective and the practitioners. Students will review methods and strategies used for inclusion, relating them to underpinning best outcomes for children, young people and/or families. Values, ethics and discrimination will be explored, along with reviewing current training requirements, to consider the impact of the quality of practice currently observed within different provisions.

ASSESSED LEARNING OUTCOMES: (additional guidance below; please refer to the Programme Specification for relevant award/ programme Learning Outcomes. At the end of the module the learner will be expected to be able to:

Assessed Module Learning Outcomes Award/ Programme Learning Outcomes contributed to

1. Examine concepts of inclusion and consider potential impact to children and families

2. Demonstrate an awareness of diversity and relate this to inclusive practice

3. Evaluate current regulations and frameworks, including training requirements, to identify effective practice methods

4. Discuss values and ethics and their implications for inclusive practice

(Please expand this box as necessary to include all required information)PLO: 8.1.(1)(3) 8.2 (1) 8.3(1)(2)(3) 8.4 (1)(2) 8.5(1)(2)

DATE OF APPROVAL: 27 April 2018 FACULTY/OFFICE: Academic PartnershipDATE OF IMPLEMENTATION: September 2018




Notes:


ACADEMIC YEAR: 2018/19 NATIONAL COST CENTRE: 135MODULE LEADER: Judi Wheeler OTHER MODULE STAFF:

Summary of Module Content This module will consider the concept of inclusion and diversity. Different aspects will be examined in relation to children and families and how the current frameworks and guidelines ensure inclusive practice is implemented for the benefit of effective care, learning and development. Students will explore effective practice relating to raising awareness of diversity.


Coursework Essay- 2500 (ALO 1,2,4) 100%Practical Individual presentation (ALO 3) 100%


Coursework Essay (new)- 2500 100%Practical Presentation (new)- 20 minutes 100%











MODULE CODE: CITY1107 MODULE TITLE: Developing Professionalism and Reflective Practice

CREDITS: 20 FHEQ LEVEL: 4 JACS CODE: L520PRE-REQUISITES: N/A CO-REQUISITES: N/A COMPENSATABLE: Y

SHORT MODULE DESCRIPTOR: (max 425 characters)This module aims to encourage consideration for professional capacity within working environments and potential implications for outcomes within the sector. Students will evidence their learning and development over the academic year and of their vocational hours undertaken within the sector. Different strategies and methods will be examined and trialled to enable students to link theory and practice.


C1 (Coursework)

80% or P1 (Practical) 20%


Professional body minimum pass mark requirement:MODULE AIMS:This module aims to encourage students to become reflective practitioners, using tools and methods identified in teaching sessions to identify an appropriate strategy in order to ‘map’ their personal development. Part of becoming a reflective practitioner is to consider implications of personal development to others within the sector (i.e colleagues, children/young people, parents/carers) so this will a concept reviewed throughout the module enabling students to identify and analyse their impact for practice and outcomes.


At the end of the module the learner will be expected to be able to: Assessed Module Learning Outcomes Award/ Programme Learning Outcomes contributed to1. Demonstrate the ability to reflect,

question, adapt and apply2. Evidence and justify ongoing

continued professional development which outlines personal progression

3. Demonstrate the ability to link theoretical aspects to practical context, including legislation, ethics and accountability

(Please expand this box as necessary to include all required information)PLO: 8.1(1)(3) 8.2 (1)(2)(3) 8.3(1)(2) 8.4 (1)(2)(3) 8.5(2)(3)

DATE OF APPROVAL: 27 April 2018 FACULTY/OFFICE: Academic Partnership

https://www.plymouth.ac.uk/uploads/production/document/path/1/1956/Definitions_of_Elements_and_Components_of_Assessment.pdf


DATE OF IMPLEMENTATION: Sept 2018 SCHOOL/PARTNER: City College PlymouthDATE(S) OF APPROVED CHANGE: XX/XX/XXXX

SEMESTER:All Year

Notes:






http://www.qaa.ac.uk/AssuringStandardsAndQuality/quality-code/Pages/default.aspx


http://www.qaa.ac.uk/ASSURINGSTANDARDSANDQUALITY/SUBJECT-GUIDANCE/Pages/Subject-benchmark-statements.aspx


http://www.qaa.ac.uk/publications/information-and-guidance/publication/?PubID=2718#.VW2INtJVikp



ACADEMIC YEAR: 2018/19 NATIONAL COST CENTRE: 135MODULE LEADER: Rachel McManus OTHER MODULE STAFF:

Summary of Module Content This module will encourage students to develop as a reflective practitioner, using various methods and strategies to identify an appropriate journey of progression to enhance knowledge and professional practice. The students will be encouraged to access opportunities which may provide an innovative initiative in order to diversify their skills in order to create a more holistic knowledge base. The students will consider ethics and values and how this may have an impact of their professional judgement and decisions. In addition to professional specific aspects, students will consider traditional skills such as time management, planning, observations and communication to ensure their development is supported by the best possible means.









Coursework E-Portfolio (no word limit) (ALO 1,2) 100%

Practical Professional group discussion (30-45 mins) (LO 3) 100%


Coursework Reflective account (new)- 2500 words 100%

Practical Alternative presentation- 15mins 100%




MODULE CODE: CITY 1111 MODULE TITLE: Safeguarding and Child ProtectionCREDITS: 20 FHEQ LEVEL:4 JACS CODE: L520PRE-REQUISITES: N/A CO-REQUISITES: N/A COMPENSATABLE: Y

SHORT MODULE DESCRIPTOR: (max 425 characters)This module will ensure that students have a clear understanding of safeguarding and child protection strategies, guidance and practice. Current policies and initiatives will be reviewed in relation to underpinning best outcomes for children and/or families. Students will review practice with specific settings and consider methods to improve practice and children’s awareness and resilience


C1 (Coursework)



Professional body minimum pass mark requirement:MODULE AIMS:The module will provide an opportunity to ensure that children’s outcomes and ability to thrive is supported and underpinned by effective practice. This will be gained through comprehending and applying principles of current legislative frameworks. Exploring and developing understanding of different facets within a child or young person’s life will enable appropriate systems to be recognised and employed for successful development. Reviewing training and professional development within this area of practice will enable justification for new strategies or methods to be considered and potential implications discussed.



contributed to1. Identify and review statutory

regulations in relation to outcomes for life

2. Consider the impact of different factors on child’s ability to thrive

3. Demonstrate how to support children’s needs in adverse situations

4. Discuss and review current strategies applied to ensure effective practice for safeguarding and child protection

(Please expand this box as necessary to include all required information)PLO: 8.1(1)(2)(3) 8.2 (1)(2)(3) 8.3(1)(2)(3) 8.4 (1)(2) 8.5(1)(2)







Notes:














Summary of Module Content:The module will provide an opportunity to ensure that children and young people’s outcomes and ability to thrive is supported and underpinned by effective practice- looking at professional practice, current strategies and resources/activities provided. This will be gained through comprehending and applying principles of current legislative frameworks. Exploring and developing understanding of different facets within a child or young person’s life, such as parent’s needs (substance misuse, medical conditions), poverty, online risks and other adversity (refugee status, parent unemployment, teenage pregnancy) will enable appropriate systems to be recognised and employed for successful development. Reviewing training and professional development within this area of practice will enable justification for new strategies or methods to be considered and potential implications discussed. Systems in place in cases of child protection will be identified and explored however the emphasis of the module is to identify effective practice which enables children to thrive, develop resilience and have positive outcomes in later life.

SUMMARY OF TEACHING AND LEARNING [Use HESA KIS definitions]Scheduled Activities

Hours

Comments/Additional Information (briefly explain activities, including formative assessment opportunities)







Coursework Report (2,500 words) LO1,2,3 100%

Practical Professional discussion (45 mins) LO4 100%


Coursework Report- 2500 words (new) 100%

Practical Alternative Presentation- 15 minutes 100%



MODULE CODE: CITY1112 MODULE TITLE: Theoretical Perspectives of Development and Learning

CREDITS: 20 FHEQ LEVEL: 4 JACS CODE: L520PRE-REQUISITES: N/A CO-REQUISITES: N/A COMPENSATABLE: Y

SHORT MODULE DESCRIPTOR: (max 425 characters)This module will review development according to ‘milestones’ and consider how different theoretical perspectives may affect this, including biological and environmental factors. Factors will be examined to understand the impact on development as well as the practice of professional practitioners


C1 (Coursework)



Professional body minimum pass mark requirement:MODULE AIMS:This module aims to examine changes in theoretical perspectives and how this has impacted professional practice and curriculum creation. Both traditional and current theoretical perspectives will be explored and evaluated in relation to their benefit to supporting children and young people’s holistic development. Life events and factors will be reviewed and how each differing perspective may influence the implementation of specific strategies. As the role of practitioners grows and diversifies, theories relating to care and family support will also be discussed and analysed for potential value in holistic development.

ASSESSED LEARNING OUTCOMES: (additional guidance below; please refer to the Programme Specification for relevant award/ programme Learning Outcomes.)


contributed to1. Demonstrate an understanding of

expected development of children 2. Demonstrate knowledge regarding

theoretical perspectives for implementation of strategies which support holistic development

3. Review theoretical perspectives in relation to the effect of life events and factors

4. Analyse theoretical perspectives in relation to potential impact on professional practice

(Please expand this box as necessary to include all required information)PLO: 8.1(2)(3) 8.2 (1)(2) 8.5(1)(2)

DATE OF APPROVAL: 27 April 2018 FACULTY/OFFICE: Academic PartnershipsDATE OF IMPLEMENTATION: September SCHOOL/PARTNER: City College Plymouth



2018DATE(S) OF APPROVED CHANGE: XX/XX/XXXX


Notes:













ACADEMIC YEAR: 2018/19 NATIONAL COST CENTRE: 135MODULE LEADER: Kath Norris OTHER MODULE STAFF:

Summary of Module Content This module will examine changes in theoretical perspectives and how this has impacted professional practice and curriculum creation, with students reviewing the value and effectiveness of current frameworks in situ. Both traditional and current theoretical perspectives will be explored and evaluated in relation to their benefit to supporting children and young people’s holistic development. Life events and factors will identified and explored before being reviewed encouraging students to consider how differing perspectives may influence the implementation of specific strategies. As the role of practitioners grows and diversifies, theories relating to care and family support will also be discussed and analysed for potential value in holistic development and ensuring positive outcomes in life.SUMMARY OF TEACHING AND LEARNING [Use HESA KIS definitions]Scheduled Activities

Hours








Coursework Essay - 2500 words (ALO 2,4) 100%

Practical Professional discussion- 30 minutes (ALO 1,3) 100%


Coursework Essay 2500 words 100%

Practical Presentation- 15-20 mins minutes 100%




MODULE CODE: CITY 1110 MODULE TITLE: Learning EnvironmentsCREDITS: 20 FHEQ LEVEL: 4 JACS CODE: L520PRE-REQUISITES: N/A CO-REQUISITES: N/A COMPENSATABLE: Y

SHORT MODULE DESCRIPTOR: (max 425 characters)This module will explore and review different learning environments which provide opportunities for children to learn and develop. Considering different concepts locally and internationally will encourage application of different concepts to improve or underpin effective practice and ultimately outcomes.


C1 (Coursework)



Professional body minimum pass mark requirement:MODULE AIMS:This module provides opportunities to explore a range of learning environments which support children and young people’s learning and development through applying different curriculums and principles (EYFS, National Curriculum, Forest School and Steiner). Environments will be examined to identify benefits for learning and development as well as developing important lifelong skills. Different strategies; nationally and internationally, will be analysed to identify effectiveness for enhancing children and young people’s development and support justification for application.




range of environments and their impact on development and learning

2. Consider the disparate judgements regarding the importance/value of quality environments

3. Analyse aspects of alternative environments and justify their implementation within personal settings

4. Discuss how learning theories

(Please expand this box as necessary to include all required information)PLO: 8.1(1)(2)(3) 8.2 (1)(2)(3) 8.3(3) 8.4 (2) 8.5(1)(2)



underpin the creation of learning environments





Notes:













ACADEMIC YEAR: 2018/19 NATIONAL COST CENTRE:MODULE LEADER: Rachel McManus OTHER MODULE STAFF:

Summary of Module Content This module will explore the range of learning environments provided for children and young people’s learning and development. Professionals (students) will assess the different environments in relation to the benefits for learning and development and the relevant curriculums. National and international strategies and initiatives will be examined, allowing professionals (students) to evaluate provisions and consider methods for enhancing the quality of the learning environment. Professionals (students) will consider the understanding of colleagues and other professionals of the necessity to provide quality learning environments; this understanding will be reviewed allowing professionals (students) to identify links to continued personal development and the importance of research.

SUMMARY OF TEACHING AND LEARNING [Use HESA KIS definitions]Scheduled Activities Ho

urs





Self-directed study 140

Provides opportunity for additional reading & research to develop knowledge

Total 200

(NB: 1 credit = 10 hours or learning; 10 credits = 100 hours, etc)


Coursework Essay 2,500 words (ALO 2,4 ) 100%Practical Presentation 15-20 mins (ALO 1,3) 100%


Coursework Essay 2,500 words (ALO 2,4 ) 100%Practical Presentation 15-20 mins (ALO 1,3) 100%




MODULE CODE: CITY 2119 MODULE TITLE: Working in PartnershipCREDITS: 20 FHEQ LEVEL: 5 JACS CODE: L520PRE-REQUISITES: N/A CO-REQUISITES: N/A COMPENSATABLE: Y

SHORT MODULE DESCRIPTOR: (max 425 characters)This module aims to introduce the range of services with whom a practitioner may work with for the benefit of children, young people and families. The students will develop an awareness and understanding of different roles and the implications of multi-agency working within the sector


C1 (Coursework)



Professional body minimum pass mark requirement:

MODULE AIMS:To develop an awareness and understanding of the different professional roles within the sector and consider the value of the services they provide to children and families. Students will be expected to show an ability to work alongside different professionals; assessing the skills for effectiveness and purpose. All students will explore services that support across the range of ages; enabling them to have an improved knowledge regarding individual needs for children and young people.



contributed to1. Demonstrate an understanding of

working in partnership and collaboration of services paradigm

2. Critically evaluate partnership principles in relation to underpinning positive outcomes

3. Appraise the methods and strategies used within interdisciplinary relationships

4. Critically analyse the value of multi-agency team working.

(Please expand this box as necessary to include all required information)PLO: 8.1.(1)(3) 8.2 (3) 8.3(1)(2)(3) 8.4 (1)(3) 8.5 (2)



DATE(S) OF APPROVED CHANGE: SEMESTER: Semester 1 / Semester 2 / Semester 1



XX/XX/XXXX & 2/ Summer / Other (please specify)Notes:














Summary of Module Content

This module will explore the concepts of working in partnership for the benefit of children, young people and families. Core statutory frameworks and initiatives will be identified and reviewed in relation to their value in supporting children, young people and their families. The role of different agencies and professionals will be analysed using methods adopted within practice, such as case conferences or ‘child in need’ reviews. Services for different aged individuals will be examined enabling students to have a greater awareness of support and opportunities available to children and young people.

SUMMARY OF TEACHING AND LEARNING [Use HESA KIS definitions]Scheduled Activities Hours Comments/Additional Information (briefly explain activities,

including formative assessment opportunities)







Coursework Reflective Account 3,000 words (ALO2,4) 100%

Practical Case Conferences 45 mins (ALO 1,3) 100%


Coursework Reflective Account 3,000 words A(LO2,4) 100%

Practical Presentation 15-20 mins (ALO 1,3) 100%




MODULE CODE: CITY 2120 MODULE TITLE: Health and Well-beingCREDITS: 20 FHEQ LEVEL: 5 JACS CODE: L520PRE-REQUISITES: N/A CO-REQUISITES: N/A COMPENSATABLE: Y

SHORT MODULE DESCRIPTOR: (max 425 characters)This module will explore both physical and mental health of children and young people and the impact of this on their development and well-being. Family health will also be considered in relation to the implications to children and young people.


C1 (Coursework)



Professional body minimum pass mark requirement:MODULE AIMS:This module aims to emphasis the need to consider children and young people’s health and well-being (physical and mental) in relation to their successful learning and development. Current trends will be explored and consideration given to identify how professionals respond within practice. In addition family health and potential implications on children and young people will be examined. Becoming proactive professionals, rather than solely responsive, will enhance outcomes in life therefore methods and initiatives regarding positive health promotion will be explored for effectiveness and value.



contributed to1. Demonstrate an understanding of factors

which impact on health2. Demonstrate an understanding of the

value of improved knowledge regarding health and well-being

3. Analyse the implications of poor health for outcomes in life

4. Critically evaluate the current strategies and methods used to promote positive health

(Please expand this box as necessary to include all required information)PLO: 8.1.(3) 8.2 (2)(3) 8.3(1) 8.4 (2)(3) 8.5(1)(2)

DATE OF APPROVAL: 27 April 2018 FACULTY/OFFICE: Academic Partnership DATE OF IMPLEMENTATION: September 2018


DATE(S) OF APPROVED CHANGE: SEMESTER: Semester 1 / Semester 2 / Semester 1



XX/XX/XXXX & 2/ Summer / Other (please specify)Notes:













ACADEMIC YEAR: 2018/19 NATIONAL COST CENTRE: 135MODULE LEADER: Judi Wheeler OTHER MODULE STAFF:

Summary of Module Content This module will explore the diverse concept of health and well-being. Consideration will be given to identify methods and strategies which would enable positive health and well-being. The impact and implications of either children and young people’s and family poor health or medical conditions will be examined and analysed in relation to learning, development and ability to thrive. In order to apply positive principles to practice (professional and parental) the methods for promoting good health will be evaluated with students creating activities or training to enhance awareness of good health. Opportunities will be identified for students to engage with health professionals within the sector, such as Speech and Language Therapists, School Nurses, Diabetic Nurses and staff from Sexual Health Clinics; enabling students to observe positive practice and frontline services and allowing strategies to be considered for personal work environments. Services and support will be reviewed enabling students to signpost.


Hours Comments/Additional Information (briefly explain activities, including formative assessment opportunities)




Self-directed study

140 Provides opportunity for additional reading & research to develop knowledge



Coursework Report- 2000 words (ALO 4) 100%

Practical Awareness session- 30 minutes (ALO 1,2,3) 100%


Coursework Report- 2000 words (new) 100%

Practical Alternative Awareness session- 30 minutes 100%




MODULE CODE: CITY 2121 MODULE TITLE: Critical Social policyCREDITS: 20 FHEQ LEVEL: 5 JACS CODE: L520PRE-REQUISITES: N/A CO-REQUISITES: N/A COMPENSATABLE: Y

SHORT MODULE DESCRIPTOR: (max 425 characters)Students will consider the value of current policies and strategies implemented within the sector in relation to effective practice and positive outcomes. Students will also develop an awareness of politics and the role of the government within the specific sector


C1 (Coursework)



Professional body minimum pass mark requirement:MODULE AIMS:The students will develop a deeper understanding of the current frameworks, strategies and policies through review and evaluation, in order to recognise their value to underpinning practice. Different frameworks will be related to their impact on children, young people and families achieving positive outcomes and how modification of practice may enhance these being implemented. Students will also explore politics and the role of the government on practice within the sector.




development of social policy within the sector

2. Critically analyse the role of different government departments in relation to children and families

3. Critically evaluate the current frameworks and strategies implemented in relation to addressing adversities within the sector

(Please expand this box as necessary to include all required information)PLO: 8.1.(1) 8.2 (2)(3) 8.3(3) 8.5(1)







Notes:














Summary of Module Content

The students will look at the current frameworks and strategies and consider the reasons for their implementation and whether they underpin all areas of practice in the sector. The development of social policy within this area will be examined along with the role of different government departments who support children, young people and families.


Coursework Essay (ALO 1,3) 100%Practical Presentation (ALO2) 100%


Coursework Essay- new (ALO 1,3) 100%Practical Presentation (ALO2) 100%











MODULE CODE: CITY 2122 MODULE TITLE: Leadership and MentoringCREDITS: 20 FHEQ LEVEL: 5 JACS CODE: L520PRE-REQUISITES: N/A CO-REQUISITES: N/A COMPENSATABLE: Y

SHORT MODULE DESCRIPTOR: (max 425 characters)This module aims to develop skills and understanding for leading, managing and mentoring in a range of situations and activities across different settings which support children, young people and families. ELEMENTS OF ASSESSMENT [Use HESA KIS definitions] – see Definitions of Elements and Components of Assessment

C1 (Coursework)

100%

SUBJECT ASSESSMENT PANEL to which module should be linked: CareProfessional body minimum pass mark requirement:MODULE AIMS:This module will explore the concept of leading, managing and mentoring within the various sector provisions. Knowledge and skills essential for undertaking this will be identified and reflected on in relation to different job roles and activities within those roles. The students will describe theoretical knowledge of leading and managing and demonstrate the ability to apply practical skills in order to be effective when leading or managing.ASSESSED LEARNING OUTCOMES: (additional guidance below; please refer to the Programme Specification for relevant award/ programme Learning Outcomes.


contributed to1. Demonstrate the ability to critically apply

appropriate and effective skills for leadership, management and/or mentoring in the workplace

2. Identify, discuss and critically reflect upon a range of strategies implemented in practice.

3. Critically justify the use of strategies, resources and training to support organisational change.

(Please expand this box as necessary to include all required information)PLO: 8.1.(1)(3) 8.2 (3) 8.3(1)(2)(3) 8.4 (1)(2)(3) 8.5 (2)(3)





Notes:

Additional Guidance for Learning Outcomes:



To ensure that the module is pitched at the right level check your intended learning outcomes against the following nationally agreed standards












ACADEMIC YEAR: 2018/19 NATIONAL COST CENTRE: 135MODULE LEADER: Rachel McManus OTHER MODULE STAFF: Summary of Module Content This module will explore the concept of leadership, mentoring and management, from leading specific activities within provisions to managing the organisation of provisions. Definitions and models of good practice will be explored and related to theory which may underpin practice. The module will identify and review the necessary skill set for the sector and varying provisions. Students will participate in practical activities aimed at developing methods and strategies which could be applied in practice and referring to relevant and appropriate standards within the sector. The assessment will include evidence of collated placement hours; these will underpin the opportunities which enabled the students to develop these particular skills within practice.









Coursework E-Portfolio (inc evidence of placement hours)- no word limit (ALO 1,2,3) 100%


Coursework Reflective account (inc evidence of placement hours)- 100%




MODULE CODE: CITY2123 MODULE TITLE: Developing Skills for ResearchCREDITS: 20 FHEQ LEVEL: 5 JACS CODE: L520PRE-REQUISITES: N/A CO-REQUISITES: N/A COMPENSATABLE: YSHORT MODULE DESCRIPTOR: (max 425 characters)This module aims to introduce and develop knowledge and understanding of skills and methods required to undertake quality research and the generic value of research to society. ELEMENTS OF ASSESSMENT [Use HESA KIS definitions] – see Definitions of Elements and Components of Assessment

C1 (Coursework)


SUBJECT ASSESSMENT PANEL to which module should be linked: CareProfessional body minimum pass mark requirement:MODULE AIMS:This module aims to develop students understanding of research and the value to the sector, evaluating methods used to undertake research and how this determines the validity and reliability of the research. Published research will be examined and reviewed in relation to developing professional practice.ASSESSED LEARNING OUTCOMES: (additional guidance below; please refer to the Programme Specification for relevant award/ programme Learning Outcomes.


contributed to1. Critically evaluate research methods in

relation to validity and reliability2. Collate, review and apply appropriate

research findings to the practice in the sector

3. Critically analyse the value of research to professional practice

(Please expand this box as necessary to include all required information)PLO: 8.2 (1)(2)(3) 8.3 (3) 8.5(1)(3)





Notes:




ACADEMIC YEAR: 2018/19 NATIONAL COST CENTRE: 135MODULE LEADER: Judi Wheeler OTHER MODULE STAFF: Summary of Module Content This module aims to introduce and develop knowledge and understanding of skills and methods required to undertake quality research and the generic value of research to society. The students will develop the ability to apply critical thinking and evaluation which will enable them to review factors which may have an effect on the quality and reliability of research already published. Students will develop an awareness of research and data collection methods and consider their effectiveness. This will support their ability in undertaking their own research or investigative projects with support from staff regarding ethics.









CourseworkResearch Proposal- 3000 words (ALO 1,2,3) 100%

PracticalOnline discussion (ALO 2)

100%


Coursework Research Analysis and Proposal (new)- 3500 words 100%




MODULE CODE: CITY 2124

MODULE TITLE: Contemporary Issues Project

CREDITS: 20 FHEQ LEVEL: 5 JACS CODE: L520PRE-REQUISITES: N/A

CO-REQUISITES: N/A COMPENSATABLE: Y

SHORT MODULE DESCRIPTOR: (max 425 characters)The aim of this module is to encourage the student to explore and review an area of interest and/or concern in regarding to supporting children and/or young people’s development and outcomes in life.ELEMENTS OF ASSESSMENT [Use HESA KIS definitions] – see Definitions of Elements and Components of Assessment

C1 (Coursework) 100% SUBJECT ASSESSMENT PANEL to which module should be linked: CareProfessional body minimum pass mark requirement:MODULE AIMS:The module will provide an opportunity for students to research and review an area of interest in relation to their professional development or areas within their provision. Students will apply skills and understanding developed via the research skills module and apply these to undertaking an exploratory project. Students will be expected to identify clear links between their project and practice in the sector.ASSESSED LEARNING OUTCOMES: (additional guidance below; please refer to the Programme Specification for relevant award/ programme Learning Outcomes.


contributed to1. Apply appropriate and relevant research skills

and methods to real life investigative project2. Critically review findings and identify value to

the provision3. Critically justify adaptations for improving

outcomes for children and/or young people

(Please expand this box as necessary to include all required information)PLO: 8.1.(1)(2)(3) 8.2 (1)(2)(3) 8.3(1)(3) 8.5(1)(2)(3)

DATE OF APPROVAL: 27 April 2018 FACULTY/OFFICE: Academic PartnershipDATE OF IMPLEMENTATION: September 2018 SCHOOL/PARTNER: City College PlymouthDATE(S) OF APPROVED CHANGE: XX/XX/XXXX SEMESTER: Semester 1 / Semester 2 /

Semester 1 & 2/ SummerNotes:

Additional Guidance for Learning Outcomes:To ensure that the module is pitched at the right level check your intended learning outcomes against the following nationally agreed standards Framework for Higher Education Qualifications




Subject benchmark statements http://www.qaa.ac.uk/ASSURINGSTANDARDSANDQUALITY/SUBJECT-GUIDANCE/Pages/Subject-benchmark-statements.aspx

Professional, regulatory and statutory (PSRB) accreditation requirements (where necessary e.g. health and social care, medicine, engineering, psychology, architecture, teaching, law)

QAA Quality Code http://www.qaa.ac.uk/AssuringStandardsAndQuality/quality-code/Pages/default.aspx








ACADEMIC YEAR: 2018/19 NATIONAL COST CENTRE: 135MODULE LEADER: Judi Wheeler OTHER MODULE STAFF: Summary of Module Content The students will use this opportunity to apply theoretical knowledge of research skills and methods to undertaking investigative project relating to an area of the sector. The project will enable the students to provide finding which could potentially have an impact on the outcomes for children, young people and/or families.


Hours Comments/Additional Information (briefly explain activities, including formative assessment opportunities)




Self-directed study

140 Provides opportunity for additional reading & research to develop knowledge


SUMMATIVE ASSESSMENT

Element Category Component Name Component Weighting

Coursework Research Portfolio- no word limit (ALO 1,2,3) 100%

REFERRAL ASSESSMENT

Element Category Component Name Component Weighting

Coursework Reflective Account (3,500 words) 100%


· web viewaward. title: fda childhood studies. ucas code: ft a123, pt p309. jacs code: l520 child...

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