Programme Specification

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1 Specification Final Award and Title Exit Award(s) and Title(s) Name of Route / Pathway / Framework Professional Qualifications Accreditation BA (Hons) Education Studies Diploma of Higher Education: Education Studies Certificate of Higher Education: Education Studies Flexible Learning in Practice (FLiP) Scheme None QAA Modes of Study Full-time, Part-time, Distance Learning, Flexible & Distributed Learning (FDL), blended learning Delivery Sites Carlisle, Lancaster and London Campus Sites Length Full Time: 3 yrs Part time: 4-7 yrs (5 years standard) Distance Learning 3 7 yrs Blended Learning FT 3 yrs PT 4-7yrs Work Based Learning All modules carry an aspect of work related learning both assessed and unassessed. This theme is highlighted within the Flexible Learning in Practice (FLiP) Scheme. Work based learning takes the form of the equivalent to 10 full days in a general setting in the second year of study followed by a professional opportunity undertaken in the third year of study which will be directly related to both the individuals 40credit dissertation and their chosen field of interest. It is suggested that individuals gain as many days experience as possible and will be encouraged to use vacation dates, the summer period and weekends in order to build a strong portfolio for experience. Each work related experience can be utilised within the individuals academic study. [D4.1] Work related learning will consist of various experiences within the field of education including (not exhaustive) Schools, Hospitals, Child development units, special schools, child-minders, private day nurseries, health visitors, local authorities, children s centres, play groups, pre-schools, all types of daycare, Montessori schools, Reggio All rights including copyright in the content of this programme are owned or controlled by the University of Cumbria. Except as otherwise expressly permitted under copyright law or by the University of Cumbria, the content of the programme may not be copied, duplicated, reproduced, republished, posted, distributed or broadcast in any way without the written permission of the University of Cumbria. 1

2 settings, secondary schools, FE colleges, academies, free schools, church and faith based schools, home schooling, museums, primary schools, teaching schools, special schools, Steiner settings. 1. Educational Aims of the The overall aims of the programme are to offer individuals the opportunity to: Explore the underpinning fundamentals of education including historical and social developments both past and present, and the philosophical, psychological and sociological theories on which modern education has been established. Consider a range of educational systems and settings, selected from local, national and international examples, with scope for pursuing their own particular professional interests. Develop a critical understanding of educational environments and approaches in relation to social justice, social policy and educational diversity. Recognise and evaluate the process of human learning and the impact learning and education have not only within schools and other formal educational institutions but also within the wider social context as learners progress and change from childhood and adolescence to adult life and old age. Develop and deepen an understanding of education through the acquisition and application of knowledge and skills drawn from philosophy, psychology, history and sociology Cultivate a critical perspective on contemporary education and consider the possible directions of its future development. Critically reflect on personal values in relation to education and make connections to the assumptions made within educational contexts. Complete research enquiries on educational issues and in educational settings, demonstrating critical thinking and skills to effectively design, complete and report on educational research, including the collection and analysis of numerical and narrative data, that reaches balanced conclusions positioned within the existing literature. Develop a well-informed, enquiring, analytical and critical disposition towards educational policy and practice. 2. Features and Requirements The programme is written and designed by an experienced tutor team including staff who have researched and written widely in the field of work-based learning and is suitable for a wide range of students who are interested in working in a wide range of educational settings. Students may go on to work within museum/history focused educational settings, prison education, or learning mentor role, for example, and is a good route for those students who already work in an educational setting and are keen to develop their expertise and knowledge. The programme features work place experience at Levels 4, 5, and 6 and the programme aims to ensure that students develop a range of key graduate skills, together with various subject-specific skills and capabilities to enhance their future employment opportunities. Formal, assessed workplace learning will occur at Levels 5 and 6. These experiential work based learning modules are crucial in 2

3 allowing students to make links between theory and practice and will add to student CVs in terms of making explicit to future employers work based skills and knowledge. In addition, the programme includes compulsory modules at all three levels aimed at ensuring that students develop techniques of enquiry and analysis, together with independent learning skills. More specifically, students experience a programme that addresses and interrogates the nature, scope and purpose of education as expressed in both the formal systems in England and elsewhere, from pre-school to Higher Education, and the range of provision offered for vocational and non-vocational education and training which supports the notion of life-long learning. As Education Studies is a multi-disciplinary subject, students will develop the knowledge, understanding and skills drawn from a range of subjects, principally policy, philosophy, psychology, history and sociology. Elements of these subjects form strands running through the programme in a cumulative and progressive way. Modules will usually be delivered through a combination of lectures, seminars and tutorials. In many modules, these will be supplemented by electronically based activities. Modes of assessment will be closely aligned with the content and learning outcomes of the modules, and will encourage the development of a breadth and depth of intellectual and practical skills. Methods will include essays; presentations supplemented by individually-produced supporting papers; individual presentations; and participation in on-line discussion boards. Students will also be required to produce a proposal for a small-scale research project at Level 5 and a major research project at Level 6. A key aspect of the programme is the flexibility afforded for students through the ability to undertake modules on a stand-alone basis to build the award at the student s individual pace. There are a number of post graduate opportunities available for students upon completion of the programme, including further Masters level study as well as postgraduate QTS programmes. For those wishing to continue to post graduate study leading to QTS, after the successful completion of this programme, there is a distinctive package available to support individuals to achieve the necessary entry requirements to Post Graduate ITE programmes at UOC. This may include support to gain a C grade in GCSE Mathematics; or successfully complete the ITE Skills Test. Whatever the requirement may be, a dedicated team of experts will scaffold the learning of each student enabling them to prepare to the best of their ability for the entry requirements of ITE programmes. Individuals are encouraged to take part time employment in educationally focussed organisations, or in settings that have direct relevance to the programme and the individuals future career plans. In addition, students are assisted to secure a variety of day visits in their first year of study, followed by work related learning in both the second and third years. 3. Learning Teaching and Assessment Links to employers through day visits and placements plus a strong employability focus through professional development and planning, offer students the opportunity to develop relevant graduate 3

4 attributes including those related to employment. Students and staff are encouraged to work with Early Years professional networks, teaching assistant networks, school partnerships, nursery forums, children centre network and other related networks supporting work-based learning. Students are offered regular opportunities to reflect on and evaluate the learning experiences via within-module evaluations, end of module evaluations, programme level evaluations, and through interaction with student representatives linked to the student union. (i) Learning, Teaching and Assessment approaches, pedagogy and values that underpin LTA design throughout the programme L&T Priorities (dept. priorities are currently under review): 1) Digital Fluency for all students, including electronic submission 2) Employability, including work-related learning opportunities and professional development 3) Provision of a distinct, unique and flexible suite of programmes designed by creative academics for creative students 4) Learning that takes place locally within local partnerships, at the heart of the Cumbria experience 5) Evaluation that occurs at all levels within the programme, giving students ownership of their learning and confidence that their voice is heard and acted upon Formative Assessment is used in all modules and underpins the development of skills such as critical reflection, independent learning and creative thinking. Formative assessment precedes all summative assessments and is an opportunity for students to work alongside tutors to develop employability skills, transferable academic skills and to engage with electronic submission, grading and assessment. Formative assessment will occur both through Turnitin and Pebblepad, thus helping students who are on a flexible route such as part time, distance learning, or blended learning to fully engage with the programme. (ii) Contexts For Learning The University has identified four learning contexts for enactment of our curriculum offer: Campus-based learning experience, enhanced through the use of technology Connected sites, Gateway and placement settings providing more support online and distributed places for learning Intensive programme attendance, backed up by online learning for workplace learning, placement and professional learning and short course offers Online, at-a-distance learning utilising the full range of UoC digital resources and supported communication through learning technology In the first year the mode of delivery will be by attendance only. (iii) Learning, Teaching and Assessment Methods 4

5 Learning is facilitated on this programme via a range of different teaching methods, including; whole group seminars, tutorials group, paired, individual, workshops, lectures, debates, visiting speakers, e-learning using online tools and materials such as discussion boards and wikis. Summative assessment of modules will vary and includes a diverse range of assessment modes including essays, literature review (FLiP 5001), reports, presentations (FLiP 5004), peer reviews, student conferences (FLiP4004), e-portfolio (FLiP 6003) and a research proposal (FLiP4006) and dissertation (FLiP6002). Study groups, consisting of up to 5 students, will undertake directed tasks and attend group tutorials. There is an expectations students will work in groups at times in order to address module requirements and therefore this requires students to plan, manage and negotiate suitable meeting times, purposes and roles. Additionally, students will be expected to offer one another critical, constructive feedback related to directed tasks undertaken in study groups. Use of Blackboard (VLE) to promote collaborative and co-operative approaches to learning (discussion boards, wikis), with the use of Pebblepad and Turnitin for electronic submissions and e-portfolios Private study, which will include engagement with a wide range of literature, including books, journals and statutory documentation Study skills will be taught systematically in the opening module (Learning to Learn) and revisited and extended in subsequent modules (PDP) such as the research focused modules in year 2 and 3. The concept of reflection on one s own learning and experience will be embedded in Introduction to Research, Investigation and Reflection and developed throughout the programme Assessment of graduate skills and capabilities will be integrated into the assessment of each of the modules using the wide range of assessment modes outlined above. (iv) Formative Assessment Formative assessment will be provided through written and oral feedback, at group tutorials, and through discussion of individual learning logs between PT and students at individual tutorials Formative feedback (where there are electronic submitted assessments) will also be given using Turnitin/Grademark and Pebbepad, where students are encouraged to submit drafts of assessments prior to the final summative assessment 4. Outcomes This programme provides opportunities for students to develop and demonstrate: (i) Knowledge and Understanding 1. The fundamental significance of sociology, psychology, philosophy and history as key 5

6 paradigms and their impact on educational practices and designs, leading to an objective, but particular, personal perspective that draws on knowledge and understanding of education 2. The intricacies and diversity of learners in both formal and informal education contexts, and the range of interactions and relationships that exist within the complexities of the education process 3. The importance of the interaction between learning and contexts, and the range of ways in which participants (including learners and teachers) can influence the learning process 4. The societal and organisational structures and purposes of educational systems, and the possible implications for learners and the learning process (ii) Employability Skills 5. The ability to apply their skills to independent learning and personal development planning to support critical lifelong learning and employability. 6. The commitment to actively engage in learning opportunities both within and outside the programme, helping to inform their personal aspirations and employability options for the future. 7. The skills to work independently and in a team, communicate effectively, respond constructively to feedback, and produce a coherent and reasoned argument using a range of evidence. (iii) Qualities, Skills and Other Attributes 8. The ability to effectively select material from a range of relevant primary and secondary sources, including theoretical and research-based evidence 9. The capacity to analyse critically relevant concepts, theories and issues in a systematic way, identifying and reflecting on their potential application in educational policies and contexts, and suggesting potential changes in practice 10. The ability to reflect on their own values system, using their knowledge, evidence and critical understanding to locate and justify a personal position in relation to the subject 11. The capability to communicate coherently in speech and writing, using appropriate specialist vocabulary 12. The ability to identify the nature of problems, and to propose and evaluate possible solutions 13. The skills needed to be a competent, confident, independent user of ICT 14. The capacity to collaborate and plan effectively, as part of a team 15. The ability to manage their own learning, organise effective work patterns, and work to deadlines 16. Process and synthesise data to present and justify a chosen position 6

7 5. Level Descriptors At HE Level 4: (Year 1 undergraduate), students will be able to demonstrate that they have the ability: to apply a systematic approach to the acquisition of knowledge, underpinning concepts and principles and deploy a range of subject specific, cognitive and transferable skills; evaluate the appropriateness of different approaches to solving well defined problems and communicate outcomes in a structured and clear manner; identify and discuss the relationship between personal and work place experience and findings from books and journals and other data drawn from the field of study. At HE Level 5: (Year 2 undergraduate), students will be able to demonstrate that they have the ability: to apply & evaluate key concepts and theories within and outside the context in which they were first studied; select appropriately from and deploy a range of subject-specific, cognitive & transferable skills & problem solving strategies to problems in the field of study and in the generation of ideas effectively communicate information and arguments in a variety of forms; accept responsibility for determining & achieving personal outcomes; reflect on personal and work place experience in the light of recent scholarship and current statutory regulations. At HE Level 6: (Year 3 undergraduate), students will be able to demonstrate that they have the ability: to critically review, consolidate and extend a systematic and coherent body of knowledge; critically evaluate concepts and evidence from a range of resources; transfer and apply subjectspecific, cognitive and transferable skills and problem solving strategies to a range of situations and to solve complex problems; communicate solutions, arguments and ideas clearly and in a variety of forms; exercise considerable judgement in a range of situations; accept accountability for determining and achieving personal and group outcomes; reflect critically and analytically on personal and work place experience in the light of recent scholarship and current statutory regulations. 7

8 6. Curriculum Map. Structure Level Module Code Module Title (emboldened) and Module Aims (added under each title) Credit Points Core/ Compulsory/ Optional/ Qualificatory * Notes (eg pre/corequisites, core optional etc) 4 FLiP4001 Introduction to Academic Discourses The aim of this module is to introduce students to the nature and uses of distinct academic discourse in education. The module will encourage the development of awareness of the sometimes competing perspectives on issues in education and will develop students ability to engage in dialogue and to be aware of their own and others viewpoints. 4 FLiP4002 Learning to Learn This module aims to develop students awareness and understanding of issues related to their own and others learning, and to foster their awareness of the complexity of the concepts and processes associated with learning 4 FLiP4003 Introduction to Educational Policy & Context The aims of this module are to enable students to recognise and evaluate the development, implementation and oversight of educational policy, and how policy is implemented across the full range of educational contexts, to improve learning, teaching and assessment. Students will consider structures that ensure that policy articulation and practice are aligned, through the examination of a variety of educational phases including primary, secondary, further education and higher education, and in so doing, will demonstrate transferable skills such as reflection, investigation, educational awareness, flexible thinking and written/verbal communication. 20 Compulsory 20 Compulsory 20 Compulsory 8

9 4 FLiP4004 Introduction to Educational Environments This module aims to develop students awareness and understanding of a variety of contexts in which learning occurs 4 FLiP4005 Introduction to Safeguarding in Education The module will: introduce students to issues relating to safeguarding children. Allow exploration of responses to child abuse and explore and discuss this topic in a secure environment. Introduce the student to definitions of, policies pertaining to, and methods of investigation into, child abuse within the context of various educational environments, societies and cultures. 4 FLiP4006 Introduction to Research, Investigation & Reflection This module aims to enable students to develop their knowledge and understanding and practise their subject-specific and transferable skills in Education by undertaking an investigation and subsequent reflection, on a defined aspect of educational policy, thinking or practice. 20 Compulsory 20 Compulsory 20 Compulsory Students exiting at this point with 120 credits at Level 4 would receive a Cert HE: Education Studies 5 FLiP5001 Planning an Enquiry The aim of this module is to help students to develop the intellectual knowledge and skills required to understand and undertake research in the field of education in a safe and ethical manner, through the planning of a research enquiry/proposal which includes the selection of an appropriate research focus, a comprehensive overview of relevant literature, a relevant methodology, suitable research methods, the articulation of ethical considerations, suitable procedures for the analysis/evaluation of data, and the presentation of findings in a manner suitable for the intended audience 5 FLiP5002 The Human Brain: Acquiring Knowledge To explore the nature of knowledge and learning, developing a knowledge and understanding of key aspects of the theory of knowledge, how knowledge is acquired and the biological significance of the 20 Compulsory Pre FLiP Compulsory 9

10 developing brain. 5 FLiP5003 Current Education in Practice The placement module is an opportunity for students to make links between theory and practice, they will develop skills including: Selfmanagement and development, Managing tasks, Communicating, Working with and relating to others. Students will confidently apply their knowledge of practice and theory in solving problems, taking an initiative and reflecting on their learning outcomes. 5 FLiP5004 Global Childhoods: international education and learning This module aims to enhance the theoretical understanding of public policy and development issues surrounding global childhood, strengthening the ability to apply this knowledge to the education of all children from a variety of backgrounds. They will explore education systems home and abroad and examine comparative educations as they relate to effective partnerships and promoting children's rights and wellbeing. 5 FLiP5005 Education, Faith and Philosophy This module aims to enable students to understand their own values and personal ethics in relation to philosophical thought. Philosophical thought is central to this module allowing students to review and analyse the history of education, the definition of education and the morality of education. 40 Compulsory Pre FLiP Compulsory 20 Compulsory Students exiting at this point with 120 credits at Level 4 and 120 at Level 5 would receive a Dip HE: Education Studies 6 FLiP6001 The Unique & Individual Learner This module aims to engage the students in the contemporary theories and issues, initiatives and developments that connect external influences and the individual learner. This module encourages students to utilise professional experience and understanding to explore the impact of policies and offered services. students are encouraged to find experience in many age ranges 20 Compulsory Pre FLiP

11 including birth-3, early years, primary and upper primary to enhance their theoretical understanding. Students are expected to develop the assessment of this module to suit the direction of their chosen career 6 FLiP6002 Dissertation This module encourages students to identify an area of education that they are interested in. This may follow on from previous research based modules, or it may be a separate and new topic that is perhaps related to their chosen career. This module offers structure in all aspects of research, ethical issues and approval, research methods and analysis of information gathered. 6 FLiP6003 Current Education in Practice The placement module is an opportunity for students to make links between theory and practice, they will develop skills including: becoming a reflective ethical professional, key digital skills and presentation abilities to wide audiences, exploration of and application to career options and choices, academic rigour in planning research based inquiry that evaluates experience in the field of choice. 6 FLiP6004 The 21 st Century Education This module aims to discuss the progressive nature of media and technology in the world of the child, exploring significant issues in the way new technology has impacted on children s everyday lives, experiences, their physical and psychological well-being. The module engages the student in their own experiential reflection to investigate the interaction that young children have with a variety of forms of media and the influence they have over media content; grounded in learning theory and covering a wide range of technologies and educational practices. 40 Compulsory Pre FLiP Compulsory Pre FLiP Compulsory Progression / Award requirements 11

12 Module pass mark: 40% (Undergraduate)) (*) Note: Core Modules must be taken and successfully passed. Compulsory Modules must be taken but can be carried as fails (if the award permits). Optional Modules students would be required to take an appropriate number of optional modules Qualificatory Unit of study Non-credit bearing pass/fail components that are used to satisfy relevant professional, statutory or regulatory bodies professional components that are not credit bearing and are pass/fail. 12

13 outcome 9 outcome 8 outcome 7 outcome 6 outcome 5 outcome 4 outcome 3 outcome2 outcome 1 7. Assessment Map This map charts the assessment of the Learning Outcomes across the different modules. It is designed to ensure that assessment tasks are focused on demonstrating achievement of the Learning Outcomes including knowledge and understanding, employability and academic skills, qualities and other attributes as indicated in section 4 above. List all modules and any placements/workbased learning which are not part of a module. Use the following letters to denote the contribution of each module: D = programme outcome is developed in this module F = programme outcome, or aspects of the programme outcome, are formatively assessed on this module S = programme outcome, or aspects of the programme outcome, are summatively assessed on this module Module Code Module Name FLiP 4001 Introduction to Academic Discourses DFS DFS DFS D DFS DFS DFS DFS FLiP 4002 Learning to Learn DFS DFS DFS D DFS DFS DFS DFS FLiP 4003 Introduction to Educational Policy & Context D D D DF DF D D DF DFS FLiP 4004 Introduction to Educational Environments DFS DFS DF D DF DF DF DFS DFS FLiP 4005 Introduction to Safeguarding in Education D D D D D DF DF D DFS FLiP 4006 Introduction to Research, Investigation & Reflection DFS DFS DF DF D DF D DFS DFS 13

14 outcome 9 outcome 8 outcome 7 outcome 6 outcome 5 outcome 4 outcome 3 outcome 2 outcome 1 7. Assessment Map (continued) Module Code Module Name FLiP 5001 Planning an Enquiry DFS DFS DFS FLiP 5002 The Human Brain: Acquiring Knowledge D D DS D D D DF D DFS FLiP 5003 Current Education in Practice DF DFS DFS DFS DFS DFS DFS DFS DFS FLiP 5004 Global Childhoods: international education and learning D D DF DF D DFS DFS FLiP 5005 Education, Faith and Philosophy D D DS D D DF D D DFS FLiP 6001 The Unique & Individual Learner D DFS DS DFS DFS DF DF D DFS FLiP 6002 Dissertation DFS DFS DFS DFS DFS DFS DFS DFS DFS FLiP 6003 Current Education in Practice D DFS DFS DFS DFS DFS DFS DFS DFS FLiP 6004 The 21 st Century Education DS DS D D D D D D DFS 14

15 outcome 16 outcome 15 outcome 14 outcome 13 outcome 12 outcome 11 outcome 10 Module Code Module Name FLiP 4001 Introduction to Academic Discourses D D DF DF DF D DF FLiP 4002 Learning to Learn DFS DFS F F DF DFS DF FLiP 4003 Introduction to Educational Policy & Context DFS DFS D DF DF DFS DF FLiP 4004 Introduction to Educational Environments D D D F DF DFS DF FLiP 4005 Introduction to Safeguarding in Education D D D F DF DFS DF FLiP 4006 Introduction to Research, Investigation & Reflection D D D F D D D FLiP 5001 Planning an Enquiry D D DS D D DF D FLiP 5002 The Human Brain: Acquiring Knowledge D D DS D D DF D FLiP 5003 Current Education in Practice DF DFS DFS DFS DFS DFS DFS FLiP 5004 Global Childhoods: international education and learning D D DS D D DF D FLiP 5005 Education, Faith and Philosophy D D DS D D DF D FLiP 6001 The Unique & Individual Learner D DFS DS DFS DFS DF D 15

16 FLiP 6002 Dissertation DFS DFS DFS DFS DFS DFS DFS FLiP 6003 Current Education in Practice D DFS DFS DFS DFS DFS DFS FLiP 6004 The 21 st Century Education DS DS D D D D D 16

17 8. Indicative Assessment Calendar Module Code Module Title Method(s) of Assessment Weighting Approx assessment deadline (eg mid semester) FLiP 4001 Introduction to Academic Discourses Written Assignment 100% November-December FLiP 4002 Learning to Learn Set exercise Needs analysis, Action Plan and Tutor Negotiated Assessment 100% September/ April FLiP 4003 Introduction to Educational Policy and Context Written Assignment 100% End Semester 1 FLiP 4004 Introduction to Educational Environments Investigation, Student Symposium Report Tutor Negotiated Assessment Pass/Fail 100% March May FLiP 4005 Introduction to Safeguarding in Education Case Study Tutor Negotiated Assessment 100% End November Semester 1 FLiP 4006 Introduction to Research, Investigation and Reflection Research Proposal 100% End Semester 2 FLiP 5001 Planning an Enquiry Literature Review 100% January FLiP 5002 The Human Brain: Acquiring Knowledge Portfolio 100% Early May 17

18 Tutor Negotiated Assessment FLiP 5003 Current Education in Practice Portfolio including;- Placement Reports (Pebblepad) Learning Log 100% April November/February FLiP 5004 Global Childhoods: international education and learning Group Presentation 100% December FLiP 5005 Education, Faith and Philosophy Poster Presentation (Individual) Tutor Negotiated Assessment 100% Late November FLiP 6001 The Unique & Individual Learner Written examination (2 hour) Work/Placement log 80% 20% Jan FLiP 6002 Dissertation Dissertation / Major Inquiry 100% March FLiP 6003 Current Education in Practice Pebblepad e-portfolio: Reflection x 3 Career Action Plan Presentation 100% October/November/December May FLiP 6004 The 21 st Century Education Written Assignment Group Reflection Tutor Negotiated Assessment 70% 30% November 18

19 9. Support for Students and their Learning Each student will engage with a structured induction process at the start of their studies, which will be tailored to your programme needs and will include elements such as: needs analysis, introduction to Blackboard, Turnitin and Pebblepad, introduction to the programme timetable, and to tutors. For students who have identified their preferred career pathway during their academic studies, PT tutors will work closely with them to identify areas of development and progress that can be achieved during the programme that will be directly related to the chosen career; for example, those who wish to move on to a PGCE leading to QTS programme, PT tutors will support students to access appropriate placements through the UoC Partnership office, and ensure that assessments and work related learning reinforce the students engagement with teaching standards and teaching methods. All students will be allocated a Personal Tutor (PT) when they start their studies at the University of Cumbria and this person remains as Personal Tutor throughout the programme. The relationship developed allows Personal Tutors to guide and signpost students to appropriate university support. As well as advising on personal matters these tutors also play a key role in advising students on academic matters and may help with career choices alongside the Careers Service. This is a key strength of the University of Cumbria provision and tutors involved are experienced in the Personal Academic Tutor role. This tutor will understand and be involved in the delivery of the programme and will have contact with the student throughout their time at the University. They will have responsibility to support your learning and development and will have regular tutorials with the student, either in small groups or on a one to one basis.. A comprehensive package of support is offered to all students at the University of Cumbria. Library and Student Services (LiSS) offer a wide range of support, including; access to library learning resources, academic skills training, careers advice and help with employability, finances, counselling, health and wellbeing, and support for disabled students and those with specific learning requirements. This support is put in place to help you get the most out of your programme, make the best use of your time at University, and secure the career of your dreams. University support and facilities support can be quickly and easily accessed via our search portal: help is at hand The Skills@Cumbria service can support, and help to develop, your academic skills throughout your programme. The service is delivered by a team of professional Learning Enhancement Advisers within LiSS. It includes a suite of online self-help resources accessible on a 24/7 basis, via the University s website and Blackboard site. It also provides group and individual advice and guidance accessible through and alongside your course and by further means such as face to face meetings, or virtual interactions. Students on a Distance Learning route will be able to access these facilities as necessary and course materials will be designed for those who wish to study at a distance. They will be allocated a Personal Tutor who they will have regular contact with in line with other students on the programme and have access to student representatives alongside the other members of the programme. 19

20 Module leaders will collaborate with LiSS advisers to ensure that reading lists are current and items are available from the library collections. In order to maximise access, availability and usefulness, ebooks and electronic journal titles will, in most cases, be prioritised. You can access a wide range of great electronic content using our Quest discovery system. Where appropriate, module reading lists will be made available to you electronically using the university s online reading list system. participants will be encouraged and supported, where necessary, to submit work electronically. Tutors will arrange training in the software used to submit electronically using both Turnitin and Pebblepad, as part of your initial induction to the programme, but also as a refresher at the beginning of each year of the course. 10. Criteria for Admission Students apply directly through UCAS to join the programme. The University s standard criteria for admissions apply. Please refer to the Applicant Information pages of the University website for more information. Students who do not meet the standard entry criteria may apply and their application will be considered on an individual basis taking into account their existing and previous work experience and learning. Advanced standing on the course will be considered in line with the University s APL Regulations and Procedures. For APL please refer to the University website. No interview is required Subject specific requirements: a GCSE grade D or above in English Language be able to demonstrate an interest in and/or have experience of education and/or educational settings Standard University practice will be followed with respect to applicants without traditional entry requirements. Non-standard entrants are required to demonstrate ability to benefit from and successfully complete the course. All non-standard entrants are interviewed. Advanced standing on the course will be considered in line with the University s Procedures for APL. Students can be awarded Accreditation of Prior Certified Learning (APCL) or Accreditation of Prior Experiential Learning (APEL) towards their required program credits. Details of the application and assessment process can be found in the University of Cumbria Academic Procedures and Processes (Appendix 6 of the Academic Regulations). The course allows for admission of applicants to Levels 5 and 6 through the University AP(E)L procedures. Successful clearance for Disclosure and Barring Service (ie a police background check) and Occupational Health. The university will contact you about this if you are offered a place. 20

21 11. Methods for Evaluating and Improving the Quality and Standards of Learning and Teaching Mechanisms for review and evaluation of LTA, the curriculum and outcome standards Committees with responsibility for monitoring and evaluating quality and standards Mechanisms for gaining (and responding to) student feedback on the quality of teaching and their learning experience Within-Module Reviews Module Reviews Review Annual Evaluatory Reports Peer Review External Examiner reports Team Meetings Departmental Team Meetings Departmental Quality Committees (DQCs), Faculty Learning & Teaching Committee Faculty Academic Quality and Standards Committee (FAQSC) Staff & Student Liaison meetings Module Evaluation Forms Evaluation: National Student Survey, Penultimate Year Survey Module//Personal tutorials Meetings with External Examiners Staff development priorities for staff teaching this programme PgCE Learning and Teaching (for staff without teaching qualification) Attendance at academic and subject specific conferences Staff have achieved, or are working toward, Standard 2 of the National Professional Standards either through undertaking the MA Academic Practice or through completion of a professional portfolio Developing partnerships and visiting schools and other educational settings on a regular basis Research and scholarly activity leading to the completion of Higher Degrees and Doctorates HEA Workshops & events 12. Additional Information For students with disabilities, an assessment will be made in relation to any reasonable adjustments that may be required, in line with the QAA Quality Code Chapter B4: Enabling Student Development and Achievement 21

22 Special Educational Needs and Disability Act (2001) (SENDA) Techdis Equality Act (2010) 13. Administrative and Supporting Information Key sources of information about this programme and its development can be found in the following: Department: Faculty Teaching Institution Collaborative Partners Description of type of Collaboration JACS code: code (CRS): UCAS code: (where applicable) Date of last engagement with external bodies (eg QAA, Ofsted, etc) Date of Specification validation Validated period of programme: Include: QAA Benchmarking statement (See QAA website) Undergraduate ITE Business Planning document Early Years Teacher Standards (EYTS) Teachers Standards (QTS) UOC Teaching and Learning Strategy Undergraduate ITE s & Partnerships Education, Arts & Business University of Cumbria Not Applicable Not Applicable X370 UB-EDSTUD X301 April 2011 September years Reason for change: (eg minor changes) Date: Date of changes to Specification: 22

23 The University of Cumbria is registered under the Data Protection Act 1998 to collect and process your personal data. The University may be required to disclose student data, but will only do so within the terms of this Act. Please see the University of Cumbria website for more information. About Specifications This programme specification provides a concise summary of the main features of the programme and the learning outcomes that a typical student might reasonably be expected to achieve and demonstrate if s/he takes full advantage of the learning opportunities that are provided. More detailed information is provided in the Handbook and associated Module Guides. Specifications are written with the student audience in mind and are available to students. In addition, they are used in a number of ways: As a source of information for students and prospective students seeking an understanding of the programme. For the teaching team to ensure there is a common understanding about the aims and learning outcomes for a programme. As a reference point for audit, review and monitoring purposes As a source of information for employers, and professional bodies to provide evidence that required skills or abilities are developed by the programme. For more details about Specifications, refer to the QAA Quality Code, Chapter A3: The Level. DEFINITIVE DOCUMENT Date: 29 April 2014 Record of Changes: Date Section(s) affected Actioned by SITS updated (Y/N/NA) 30 April 2014 All Sections Reviewed Curr Dev Day CD NA 02 July 2014 Removal Commentary & Optional Mods CD 23

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