Course Information Form (CIF) CIF1011

Transcription

1 Course Information Form (CIF) CIF1011 The CIF provides essential information to students, staff teams and others on a particular course of study and is designed to meet the University s own expectations and those of external bodies such as the Quality Assurance Agency (QAA) in respect of programme specifications. Please refer to the University s Guidance notes on completing Course Information Forms before completing the details below SECTION 1 - General Course Information Qualification (award type) Course Title FdA Child and Family Studies Intermediate Qualification(s) Certificate of Higher Education at level 4 Awarding Institution Location of Delivery Duration of Course University of Bedfordshire Barnfield College Two Years Full Time Three Years Part Time Level 5 FHEQ Level Professional Statutory Body accreditation Accreditation Renewal Date (Month and Year) Route Code (SITS) Not Applicable FDCASFAF Field Cod UCAS Course Code L591 Relevant External Benchmarking. QAA Foundation Degree qualification benchmark May 2010 QAA Code of Practice for the assurance of academic quality and standards in higher education. Section 9: Work-based and placement learning - September 2007 Social policy and administration 2007

2 This course will help you gain an in-depth understanding of the essential aspects of child development and welfare and equip you with the skills required to provide high-quality services for children, young people and families. Their rights, and the belief that they have equal access to services and life opportunities regardless of social difference, feature strongly throughout the course. You will apply knowledge to current practice Your studies will have a strong vocational orientation, with 'real' practice issues informing the curriculum and your work. You will be expected to be employed or volunteering with children or young people for a minimum of 14 hours per week. You will have a work based mentor to support you with your studies over the next two years. The course is set within the context of current events, research legislation and policy. You will also be given opportunities for undertaking research in preparation for your independent project, as well as enjoying the practical experience of working with children, young people and families. Underpinning the course is the belief that children, young people and their families have rights and should have equal access to services and opportunities, regardless of social difference. Valuing the potential and the qualities of children and young people are also guiding principles. Published Course Summary We are working alongside the Sector Skills Council to provide this Foundation degree, which has been designed to equip you with the upto-date knowledge and skills you will need to be an effective and successful practitioner in the field of Child and Family studies. During the course you will: Develop extensive knowledge and skills in all areas of child development and child care service provision Understand various related theoretical perspectives and how these are linked to and inform policy and practice in the area of childcare Cultivate independent thinking and creative and innovative approaches to working with children, young people and families Develop a sound working knowledge of childcare legislation and current government policy and initiatives Areas of study you may cover on this course include: Child observation Beliefs expectations and language of youth Social policy and families Multi-agency working Applied psychology for child and family studies Following completion of this Foundation Degree you will have the opportunity to undertake a third year in order to gain a BA (Hons) degree in Child and Adolescent Studies or BA (Hons) Early Years Studies.

3 SECTION 2 Entry Requirements, Student Support and Further Opportunities Entry requirements Standard: Standard entry requirements for UK students Students from the European Union - International students - Accreditation Of Prior And Experiential Learning (APEL) is a process that enables people of all ages, backgrounds and attitudes to receive formal recognition for skills and knowledge they already possess. A person' learning and experience can be formally recognised and taken into account to: Field Cod Field Cod Field Cod gain entry to higher education courses give exemption from certain parts of a course APEL takes into account: organised prior-learning where the learning has been assessed and where certificates are awarded on completion learning gained through unstructured experiences and short courses, arising through leisure pursuits, family experiences and work If you think that APEL will be of benefit to you, you should have a preliminary discussion with the course manager. Additional: Learners must be in work, either in a paid or voluntary capacity for a minimum of 14 hours with children, young people or families and must demonstrate vocationally related practice at a supervisory level (Level 3). You will be expected to provide evidence from your line manager throughout the duration of the course. Student Support during the course Students registering on the Foundation Degree Child and Family Studies consist of both mature students and school leavers from a variety of social and cultural backgrounds. Educational backgrounds consequently range from the traditional A level route through to Access to Higher Education and NVQ courses. With this diversity in mind, the course team puts strong emphasis on student support in order that all students are given the opportunity to achieve their maximum academic potential and gain the most from their undergraduate experience at the College and University. This awareness of the differing needs of the student body is reflected in the degree of support offered, with particular emphasis on the accessibility and availability of the course team. New and continuing students meet staff during induction week both at the College and the University and are presented with a range of written material and advice. The induction programme is tailored to run with the college s programme and is intended to provide a range of activities that kick-start the academic programme and foster a sense of membership of both the college and the University and the award programme. Short talks will also be given during induction by various services available to you in the university, for example, the Mitigation and the Retention Team, Professional and Academic Development (PAD) Team, Learning Resources Centre (LRC) and the Careers and Employment Service, amongst others. New students meet the core teaching team at the college in an induction meeting to discuss their learning needs and academic support. Thereafter all members of the teaching team are contactable by telephone, or by . Thus issues relating directly to the study of an individual unit can be discussed first hand with the unit coordinators and teaching team; and in practice most issues are resolved at this level. The Course Leader is responsible for monitoring students progress and supporting their academic progress throughout the course and acts as the students personal tutor at Levels 4 and 5. In the first year, Level 4 students have weekly 1 hour study skills sessions with their Course Leader This gives Course Leaders the chance to understand what additional academic support students might require and advise students accordingly. It also gives students the chance to get to know his/her Course Leader

4 Where there are areas of concern, the Course Leader will arrange a meeting with the student and the Area Manager for HE to establish the cause and agree an action plan. The College has a Student Services team who are available to provide advice and guidance on general issues such as childcare, accommodation, financial support, bursaries etc. They will also provide careers guidance for progressing students. Students with disabilities In the endeavour to achieve our mission, Barnfield College operate their Equal Opportunities Policies in the provision of: (a) education, training and progression (b) recruitment, promotion and development (c) services and the use of our facilities (d) positive links with partners in the community. Our policies operate regardless of ability, age, disability, ethnic origin, gender, marital status, nationality, religion or sexual orientation. Students who have a disability that may affect their studies should make themselves known to the unit leader. The handbook will include a copy of the referral process. The college has a team of Additional and Learning Support (ALS) staff available to provide students with advice and guidance to set up the personal support they need to succeed within their studies. Students may also be entitled to claim funding through the Disability Student Allowance scheme for more information The ALS team can help students to complete the necessary forms and carry out a range of initial and diagnostic assessments in support of claims. Field Cod Distinctive Features of the course Being in employment (or voluntary work) is integral and essential to this Foundation degree. A letter of support is required from employers. Each learner must have a work-based mentor. We have an excellent relationship with local Employers, and regularly hold meetings and visit to their organisations. The course allows you to remain in your childcare employment whilst you continue to study allowing you to relate theory to practice and reflect on your learning throughout the course. The time table runs over 1 afternoon and 1 evening allowing for a minimum time taken from work. The course seeks to develop your personal, professional and study skills in areas such as multi-agency working and working in social or child care. Employability is also core to the Foundation Degree and is part of the teaching programme at every level in units such as the Level 4 unit Reflective Learning, the Level 5 unit Managing People and Career Development in the Human Services. As part of the Managing People and Career Development in the Human Services unit we have a student residential which consists of two days away including an overnight stay on a Friday and Saturday. We work in groups to prepare a presentation for formative assessment. This also provides an excellent opportunity for team building and group work ready for the second year. Students attending the course come from a diverse range of employment and have a wealth of experience to share. There are various assessment methods to meet individual needs including the standard essays and presentations to seminars, Wiki s and case studies. As per the Code of Practice section 9: Work-Based and Placement and Learning this course requires you to be in either paid or voluntary work for a minimum of 2 days per week working with children, young people and families. The Foundation Degree Benchmark 2010 states that academic and work-based learning should be integrated through close collaboration between employers and programme providers is a distinct feature of this course and it is designed to appeal to learners wishing to enter a profession as well as those seeking continuing professional development. Career/further study opportunities Career: On completing this course you will have developed the skills and knowledge required to support your career prospects within the sector. You are likely to progress into the following areas:

5 Outreach and community based project work Educational welfare Family support/family centres Youth remand centres/prisons Residential social work Special schools Statutory schools Children s rights/complaints. Further study: Completion of the Foundation degree allows the learner to enter the final year of the BA (Hons) in Early Years Studies, BA (Hons) in Child and Adolescent Studies or the BA (Hons) Applied Social Studies.. Opportunities will also be available to undertake further training, develop existing skills, and acquire new competences that will enable you to assume responsibility within organisations. You will also have acquired new qualities and transferable skills necessary for employment and progression to other qualifications requiring the exercise of personal responsibility and decision-making. Finally you will have the ability to utilise opportunities for lifelong learning. SECTION 3 Teaching, Learning and Assessment Educational Aims The aim of the Foundation Degree is to provide staff in childcare establishments with a vocationally relevant higher education qualification, the content of which reflects the demands and diversity of their roles. Specifically the aims of the Child and Family Studies Degree are: To provide a progression to higher level for candidates who hold Level 3 qualifications and who are currently in employment in relevant work settings. To develop and contribute to the training, knowledge and professional skills of practitioners in the field of childcare and education. Students will be enabled to meet changing circumstances in employment, practices and promotion to supervisory or management roles. The objectives of the Foundation degree in Child and Family Studies are to: Develop extensive knowledge and skills in all areas of child development and child care service provision. Understand various related theoretical perspectives and how these are linked to and inform policy and practice in the area of childcare. Draw out, develop reflective skills and extend learning from the work place experiences and activities. Develop a sound working knowledge of childcare legislation and current government policy and initiatives. Initiate and carry out independent child care research activities. Develop skills in critically analysing theories, policy, planning and practice in the child care arena. Relate theory to practice and reflect on practice through utilisation of the students own experiences gained from existing practice in the field of childcare. Become reflective practitioners with good self-awareness and ability to transfer knowledge and skills to different specialist areas of child service provision. The educational aims attempt to integrate academic and integrated work-based learning through close

6 collaboration between employers and programme providers. The aims are designed to appeal to learners wishing to enter a profession as well as those seeking continuing professional development. They are designed to meet the needs of the local employment market and links to the Bachelor s degree with Honours on either Child and Adolescent Studies or Early Years Studies. The course has a balance of intellectual and practical skills. Course Learning Outcomes Upon successful completion of this course, you should be able to:- 1. Demonstrate a sound working knowledge of relevant policy, legislation and service provision, together with in-depth knowledge of specialized areas of study and the ability to recognise when legislation in relevant for different workplace practices; 2. Engage in reflective working and innovative approaches to working with children and young people and families; 3. Relate theory to practice and reflect on practice through utilization of student s own experiences gained from existing practice in the field of children s and young people s services, 4. Evidence an understanding of key theoretical perspectives and their applications within child care policy and practice; 5. Demonstrate a familiarity with key research methodologies and techniques, selecting and applying a methodology appropriately in order to complete assessments and prepare for higher levels of study. 6. Evidence a solid grounding from which to pursue child care related careers and professions, including the potential to become reflective practitioners with the self-awareness and ability to transfer knowledge and skills to children s young people s services. 7. To build on your academic skills to enhance your future employability, your communication skills both oral and written and finally to promote critical thinking skills giving you the confidence to question and reason information received. Teaching Strategy A major objective of the course is to foster and encourage students independence of study and learning in both college and work settings. A key feature of this award is that there will be a variety of experienced mature students from a wide range of childcare and education settings. Past experience has shown that the students collectively bring with them vast vocational experience, which will be shared in large and small group work discussions, exercises and tasks. The units have been chosen and developed because of their relevance to the student work practice and so there is great potential for the connection between how theory informs practice and practice informs theory. Past experience has shown that the student s collectively bring with them vast vocational experience, which will be shared in large and small group work discussion exercise and tasks. Consequently the majority of teaching will be interactive in line with the principles of adult learning. Teaching sessions will draw on teaching methods from the following list and may utilise several of these in a session. Lecturing with the use of power point Small group exercises and tasks Large group work Workshops Seminar and discussion groups Tutorial individual and group Community projects Student presentation of papers Field work Role-play Visiting speakers Experiential exercises

7 Breo/Moodle VLE Residential Assessment Strategy The overall strategy of the Foundation degree seeks to reflect the breadth of study possible, as well as ensuring that learners have the opportunity to build on areas of particular interest or relevance to themselves. Continuous assignment based assessment is seen as the most effective way to determine academic development and achievement and is a suitable approach for learners returning to study who need immediate feedback for reassurance and to take remedial action if necessary at the earliest opportunity. The assessment types will include: Case study Report Presentations Portfolio Individual education plan Curriculum plan Continuous assignment based assessment Reflective log or integrated work based experiences Project Observations Exam Reflective journal WIKI These assessment methods have been chosen because they will assist learners to review their learning and capture naturally occurring situations within the setting. This strategy informs the assessment methods in each individual unit in the course and has due regard to the level descriptors and course learning outcomes. The three year part time route will be delivered as follows: Delivery of Units: Year 1 Interpersonal Skills (Level 4) Child Observation (Level 4) Applied Psychology for Child and Family Studies (Level 4) Families and Social Policy (Level 4) Year 2 Reflective Learning and Personal, Professional and Academic Development (PPAD (Level 4) Managing People & Career Development in Human Services (Level 5) Year 3 One assignment One assessment Two assessments Two assessments Two Assessments Two Assessments Feb Exam Board Beliefs, Expectations and Two Assessments Language of Youth (Level 5) Evidence Based Practice Two Assessments (Level 5) Multi-Agency Working One Assessment

8 (Level 5) Applied Experience with Children, Young People and Families (level 5) Two Assessments

9 Curriculum Structure, Assessment Methods and Learning Outcomes Unit Code Level Unit Name Credit Core (C) Option (O) Assessment Methods* Contributing towards the Learning Outcomes (Taught (T), Practised (P) and/or Assessed (A)) ASS Interpersonal Communication 15 Core OT TA TA TA TA TA ASS Child Observation 15 Core OT TA TA TA TA TA TA ASS Social Policy and Families 30 Core EX RE TA TA TA TA TA TA TA ASS ASS ASS ASS Applied Psychology for Child and Family Studies Reflective Learning and Personal, Professional and Academic Development (PPAD) Multi Agency Working in Child and Family Studies Applied Experience with Children, Young People and Families 30 Core OT EX TA TA TA TA TA 30 Core PR OT PA A A A A TA 15 Core CS TA TA TA TA TA 15 Core PR RE A PA PA PA PA ASS Evidence Based Practice 30 Core PR LR TA TA TA TA TA ASS ASS Managing People & Career Development in the Human Services Beliefs, Expectations, and Language of Youth 30 Core CS PO TA P TA A TA TA TA 30 Core RE CB TA TA TA TA TA TA *The following codes for assessments methods apply:- AR artefact PC practical CB computer-based PF performance CS case study PL placement DI dissertation or project PO portfolio EX Exam PR presentation GR group report RE individual report IT in-unit test OR oral LR literature review OT other

10 Section 4 Learning and Employability Skills Development Strategies The Foundation degree Child and Family Studies course places equal emphasis on skill development and subject specific knowledge. These are indivisible and skills acquisition is embedded as a natural component of knowledge gained through the study of the childcare arena. The following describes in overall terms how this strategy is replicated in the course. Each unit specification describes in detail how the skills are acquired as a result of subject contextualization. A key element of the course is providing students with the skill of judging their own learning and development, and how their learning can be improved. The aim of the course team is to develop the identity of the learner, their self-awareness and their preparedness for future opportunities. To get students to reflect on their academic and personal development through classroom discussion and exercises is to be found in specific units, while feedback provides concrete examples of academic guidance on how to improve learning. Each of the four key skills related to graduateness and employability are specifically addressed below Communication To help with the development of this you will Be involved with oral communication that will be practiced and tested in presentations and individual critiques. Written and verbal communication skills will be developed and assessed as part of work-based learning in its historical, social, political and legal contexts in line with CRe8. You will be asked to produce work of different lengths and formats that should be properly referenced. Visual and verbal communication skills will be taught through all the practical modules. You will assess the quality of your own oral and visual communication and identify areas for improvement and deliver written or presentation assignments which succeed in communicating a series of points effectively. Information Technology To help with the development of this you will Use a range of computer software as an integral part of the course and these skills are embedded in the practice-based units. Information technology skills development for generic purposes such as research and data analysis and presentation will be incorporated into different assessments across the units. You will be able to complete a complex search using appropriate primary and secondary sources, and draw accurate conclusions independently using the subject methodology. Searching and evaluating internet sources is taught and you will analyse the information found using appropriate techniques. You will be introduced to the services of the Learning Resource Centre (LRC) where specialist staff will be able to disseminate best practice on this. Research and Evaluation To help with the development of this you will: - Have to decide on action plans and implement these effectively in order to complete work. You will have to clearly identify criteria for success and evaluate your own performance against those criteria. The importance of action plans, strategies and success criteria will be measured for both your individual work and any group work that you may be involved in. You will have the opportunity to work in teams and, through your own records or progress and from

11 feedback, you will monitor the group s progress and evaluate its individual effectiveness to achieve its aims. Working individually, you have to set your own tasks to achieve your research goals, drawing on previous learning experience to achieve creative solutions to common problems. Creativity and Critical Thinking To help with the development of this you will: - Most assignments involve the development of problem-solving skills by testing your ability to identify solutions to problems and to defend your choice. Specific units use developmental assignments which encourage you to improve your approach to problem solving in the summative assignment by building on your initial work and tutor feedback. The philosophy is driven by the requirement that students undertake the analysis of issues, policy and proposed developments concerning children young people and families and make a reasoned evaluation of the source, providing examples of practical evaluation and areas for improvement. An essential feature of the contextual studies strand of the course will be to help you to relate your practice to relevant theory and to help you to construct relevant contexts for your work. This will provide you with a framework and means to reflect on your creative work throughout the course. You will be required to maintain a contextual/reflective journal, the purpose of which is to monitor and reflect on your own learning. Team Working You will work in teams throughout the course. You will be expected to consider, value and respect the contribution of others. You will share your experiences, learn from each other and where possible learn about different vocations both here in the UK and globally. The majority of units require group work of some kind. Team working skills are developed through group project work incorporated within both the practice and theory units You will produce creative and realistic solutions to complex problems including time management, monitoring progress to work to deadlines, evaluating your group and individual strategies to achieve the desired outcome. Much of the teaching and learning involves group discussion and the group critique is a significant feature of the learning experience and you will be expected to participate and contribute to this effectively. Improving Learning and Performance You will use reflective practice to inform your development. You will draw upon your work place practice as a basis for the assessments using this experience for critical analysis and reflection to contribute to the understanding of new knowledge. Through this reflection, you will identify, assimilate and integrate into practice all appropriate sources of knowledge in relation to experience, thereby enabling you to develop critical thinking. Personalized learner development (PLD) is a key aspect of the Foundation degree to facilitate higher level learning. The Level 4 study skills session aids you in developing awareness and understanding of your strengths and areas for improvement. This understanding, as well as tools acquired through the process, should equip you to improve your own learning and performance in a wide range of circumstances, increasing skills of self-reliance, self-direction, self-monitoring and self-evaluation useful to both academic and professional life. The Level 4 units, Reflective Learning, seeks to introduce students to the concept and practice of personal development planning and progress files and to develop personal, professional and academic skills. At Level 5, Managing People and Career Development in the Human Services continues this theme and assists students to identify those skills, which are sought after by employers within this sector; and to relate theory to practice within an actual work setting.

12 Career Management Skills The Foundation degree aims to provide the opportunity to link current employment situations to academic theory. The PDP (Personal Development Planning) unit at Level 4, Reflective Learning, introduces students to personal and career development skills. The Level 5 core unit, Managing people and Career Development in the Human Services, explicitly focuses on career management theory and its practical application whilst a number of lectures are given by staff from the colleges Careers Department You will have the opportunity to engage in case conference work, assessment centre activity and interview sessions in order to enhance your existing skills, develop a high quality CV and personal statement. The course manager will also observe you in practice and give you constructive feedback on your performance and future practice. Progress Files As part of the course you will be required to complete a reflective journal and develop personal, professional and academic skills. Your progress will be monitored throughout the course through the tutorial process. Your mentor will also provide you with constructive feedback and advice on strategies to improve your performance. You will be encouraged to reflect upon your own performance and develop personal goals and targets. Professional Standards You will be expected to bide by the college and university standards as they apply to students. These will include regulations on Attendance and punctuality Plagiarism Attitudes towards others, both fellow students and members of staff In addition, your behaviour and performance in the workplace may affect your ability to continue with the course. The essential aims of the course are to develop the students professionalism and to enhance your potential for employment within specific sectors. To this end the course will aim to promote professional attitudes and behaviour as well as to provide specific insights into professional ways of working. Your engagement in the course should reflect professional standards. Professional standards include: Expectations of punctuality, regular attendance, reliability and the ability to keep in contact. Appropriate means of interpersonal behaviour, address, communication and presentation skills. Personal organisation that will include being able to draw, in an effective way, on experience, learned attitudes and skills. Maintaining the fitness to practice and having an understanding of the Criminal Records Bureau, particularly in circumstances where you may wish ultimately to work with young people. Team working and the evaluation of outcomes. The ability to engage in further learning. Strategy for Developing and Embedding the Professional Standards Adherence to the above professional standards is a condition of your learner agreement with the college. The university s code of conduct for students and its disciplinary procedure will be highlighted at the beginning of the course. Written information about all relevant policies will be in the student hand book, on

13 line and the course handbook You will be advised about correct procedures, protocols and ethics as well as enabled through a habit of self-reflection and evaluation to apply learned skills and attitudes to professional contexts. You will be expected to engage with the course respecting professional standards and your attitude in this respect may be taken into account when assessing your work. There will be units of learning that will be a significantly work-related and work-based at both level four and level five. These will give you experience of and insights into professional working practices How to avoid plagiarism is explicitly taught at Level 4 and it is reinforced in seminars at Level 5. Guidance is also available in the Unit and Course Handbooks. Students at Level 4 and 5 are also taught, and must use, the plagiarism detection software, Turnitin, to check their work for areas of poor academic practice. Attendance and punctuality are monitored. Where problems arise, students are initially seen by their personal tutor or course manager. If issues or difficulties are not resolved at this level, the Assistant Director sees students and/or tutors to assist in finding a solution. Problems of a more serious nature, such as plagiarism or disruptive behaviour, are dealt with in line with College and University regulations. SECTION 5 Administrative Information Faculty Field Department/School/Division Course Leader Health and Social Sciences Applies Social Studies Applied Social Studies Linda Collins/ Liesl Conradie Version Number 1 Body approving this version Date of University approval of this version (dd/mm/yyyy) University of Bedfordshire 26/03/2013 Form completed by: Name: Christine Harper Date: 1 st March 2013 Authorisation on behalf of the Faculty Teaching Quality and Standards Committee (FTQSC) Chair: Date:...

14 Course Updates Date (dd/mm/yyyy) Nature of Update FTQSC Minute Ref: