The Programme Leader for your Foundation Degree is responsible for the effective delivery and development of the programme and for providing programme advice to students. They also chair the Programme Committee which has student representation. Name Site Office Location Tel Email Rhisiart Programme Leader Cornwall College R18, Rosewarne 01209 722139 Laetitia Mayne Programme Manager (Duchy) Duchy College, Stoke Climsland Early Years Department Duchy College Stoke Climsland Callington Cornwall PL17 8PB 01579 372317 Module Leaders Each module within your programme has a designated Module Leader who is responsible for the effective delivery and development of the module and providing, module advice to students. Module Name Office Location Tel Email Reflective Practice CORC1156 Rhisiart R18, Rosewarne 01209 722139 Interpersonal and Communication Skills CORC1157 Laetitia Mayne P7 Pendray Building 01579 372317 Safeguarding Children and Young People CORC1158 Alison Keverne R18 Rosewarne 01209 721313 Developmental Perspectives CORC1159 Alison Keverne R18 Rosewarne 01209 721313 PESD CORC1013 Brender Wilmott Newquay 01209 616331 Working With Children and Families CORC1162 Laetitia Mayne P7 Pendray Building 01579 372317 Special Study 1 CORC1166 Catherine Fuller Duchy Stoke 01579 372269
Employment Opportunities Work-Based Learning (WBL) / Work Related Learning (WRL) and Employability is incorporated into the programme, which is designed to equip you with the skills and knowledge base required to work in the children and young people’s workforce. The course acknowledges that children and young people should be afforded the benefits of learning and discovery outdoors, enhancing their health and wellbeing by promoting a pedagogical approach to meeting their needs. Students normally find their own vocational employment opportunities, but if individuals struggle with this and want to gain relevant experience in an area of work, then they can approach their tutors for support. Some of the employment opportunities for students on completion of the course include: Nursery Manager Teaching Assistant Healthcare Practice Worker Social care Youth Worker Children’s services Education Welfare Whilst studying this programme you will be given the opportunity to develop further personal and employability related skills, through planned module content and also external opportunities. A range of teaching approaches are used to specifically enable you to develop and enhance your communication and team working skills. Employers and other industry professionals also input into the programme giving you further contacts. Teaching, Learning and Assessment Your performance in a module will be assessed during the academic year, normally through a combination of coursework and end of year examinations. You must pass the assessments in order to be credited with that module for your award. In addition, some modules may have to be passed as pre-requisites for others taken later in your programme. The method of assessment varies between modules and your lecturers will advise you of the method(s) to be used. This reflects the need to develop a range of different knowledge, understanding and skills. During your programme you may experience some, or all, of the following types of assessment: Coursework essay questions Coursework group reports Coursework case study problems Group presentations Small group assessed discussions Practical’s Formal examinations In-class tests Online assessments Portfolios
Examination Coursework Practical MODULE CODE Examination Test Coursework Type Coursework Type Coursework Type Practical Type Practical Type Year 1, Stage 1 Core CORC1156 Reflective Practice Creative Piece of work with a short presentation 100% CORC1157 Interpersonal and Communication Skills Seminar 20% Essay 80% CORC1158 Safeguarding Children and Young People Presentation 50% Report 50% CORC1159 Developmental Perspectives Training Pack 100% Optional CORC1013 Personal and Employability Skills Development Interview Application 50% Team Work Challenge 50% CORC1161 Constructions of Childhood and Youth Presentation 50% Portfolio 50% CORC1162 Working with Children and Families Essay 100% CORC1163 Forest School Portfolio 35% Observations 30% Reflective Report 35% CORC1164 Risk versus Challenge in the Outdoors Portfolio 35% Observations 30% Reflective Report 35%
CORC1165 Sport and Young People Presentation 50% Portfolio 50% CORC1166 Special Study 1 Proposal and Lit Rev 100% CORC1167 The Third Sector Analysis 100% CORC1168 Supporting Learners Learning Seminar 25% Journal 75% CORC1171 Behaviour for Learning Presentation 50% Journal 50% CORC1172 Supporting Special Educational Needs Report 100% CORC1173 Children and Young People’s Health & Well Being Presentation 25% Case Study 75% Year2, Stage 2 Core CORC2135 Supporting Transitions Information Pack 100% CORC2136 Multi-agency Collaboration Report 100% CORC2137 Inclusive Practice Presentation 40% Report 60% CORC2138 Applied Research Practice Project Report 100% Optional CORC2139 Outdoor Experiential Learning Reflection 35% Presentation 30% Portfolio 35%
CORC2140 Crime, Young People and the Law Presentation 30% Essay 70% CORC2141 The Lead Professional Report 100% CORC2142 Working with Disaffected Young People Report 100% CORC2143 Children’s Social Care Case Study 70% Presentation 30% CORC2144 Special Study 2 Report 100% CORC2146 The Role of Play Based Curriculum Play Pack 50% Essay 50% CORC2148 Unlocking Creativity in the Classroom Case Study 30% Evaluation 70% CORC2149 Identity, Culture and Society Report 100% CORC2150 Promoting Health for Children and Young People Evaluative Report 100% CORC2051 Safeguarding Children & Young People Written Assessment 100% CORC2090 Community and Language Revival Information Pack 100%
Ordered by graduate attributes and skills, the following table provides a map of the above, plus an exposition to describe and explain the ideas and strategy of each. Therefore, subsequent to the initial completion for approval, maintenance of this table as and when programme structure changes occur is also important: FdA Children and Young People’s Workforce Levels 4 Educational Studies Early Childhood Studies Social Work Youth and Community Studies the major theories of the child and youth development, psychology as related to children and young people, communication, learning and teaching, and an awareness of a variety of ideas, contexts and frameworks the wider social and environmental implications of child development and behaviour and is able to debate issues in relation to more general ethical perspectives the reflective practitioner the structures and process of the children’s workforce Case studies Problem-solving exercises 2 3 4 Key Educational Studies – ES Early Childhood Studies – ECS Social Work – SW Youth and Community Work YCW ES 5.3, 5.4 ECS 5.3 Key knowledge and understanding is assessed via a combination of multiple choice tests, examinations, essays, presentations and seminar performances. CORC1156, 1157, 1158, 1159 CORC1159 CORC1156 CORC1158 All core modules be for a
the principles of multidisciplinary working competing positions and perspectives in relation to childhood and youth issues the evidence base for issues concerning the children’s workforce a range of research perspectives and methodologies the nature and practices of social work services in relation to children and young people CORC1158, CORC1159 CORC1158 Lectures, practical exercises and sites visits will be used to embed knowledge and understanding. Group discussions and peer review will be used to rest and reinforce knowledge and understanding. The assessments used will be designed to address the specific learning outcomes of the module and will draw upon a range of skills. Educational Studies Early Childhood Studies Social Work Youth and Community Studies critique rival theories and frameworks analyse and synthesise Intelligently apply appropriate principles in assessing policy or practice demonstrate problem solving and investigation skills demonstrate skills of reflection and evaluation apply appropriately ethical criteria and codes of practice Class exercises Tutorial/seminar discussions Feedback via coursework assessment process (essays etc.) Policy and practice analysis in surgeries Case study analysis and evaluation 1 7 ES 5.4, 5.5. 5.6 ECS 5.3. 5.4 SW 5.1.1, 5.1.2, 5.1.3, 5,1,5 YW 4.3, 4.6,. Reflective journals/crucial incident analysis Coursework on practical application questions Seminar presentations All core modules CORC1156 CORC1156, 1161 CORC1157
the structures and process of the children’s workforce the principles of multidisciplinary working competing positions and perspectives in relation to childhood and youth issues the evidence base for issues concerning the children’s workforce a range of research perspectives and methodologies the nature and practices of social work services in relation to children and young people ECS 5.3 SW 5.1.1, 5.1.2, 5.1.4, 5,1,5 YW 4.2, 4.6, 4.8.3 CORC2135, 2136, 2137 CORC2138 CORC2138 Lectures, practical exercises and sites visits will be used to embed knowledge and understanding. Group discussions and peer review will be used to rest and reinforce knowledge and understanding. The assessments used will be designed to address the specific learning outcomes of the module and will draw upon a range of skills. Educational Studies Early Childhood Studies Social Work Youth and Community Studies critique rival theories and frameworks analyse and synthesise Intelligently apply appropriate principles in assessing policy or practice demonstrate problem solving and investigation skills demonstrate skills of reflection and evaluation Class exercises Tutorial/seminar discussions Feedback via coursework assessment process (essays etc.) Policy and practice analysis in surgeries 1 7 ES 5.4, 5.5. 5.6 ECS 5.3. 5.4 SW 5.1.1, 5.1.2, 5.1.3, 5,1,5 YW 4.3, 4.6,. Reflective journals/crucial incident analysis Coursework on practical application questions Seminar presentations All core modules CORC2135, 2137, 2138 CORC2135, 2136, 2138 CORC2136
•Deviancy theory •Patterns of youth offending •Restorative justice •Criminal justice system •Youth offending teams/youth justice board •Community safety and ASBOs SUMMARY OF TEACHING AND LEARNING [Use HESA KIS definitions] Scheduled Activities Hours Comments/Additional Information Lecture 24 Seminar 21 Guided Independent Study 155 Total 200 (NB: 1 credit = 10 hours or learning; 10 credits = 100 hours, etc) Category Element Component Name Component Weighting Comments include links to learning objectives Written exam E_ % Total = 100% T_ % Total = 100% Coursework C1 Presentation Essay 30% 70% Total = 100% 1200 Words 2800 Words Practical P_ % Total = 100% Updated by: Rhisiart Tal-e-bot Date: 21/01/16 Approved by: HE Operations Date: 24/01/16 Recommended Texts and Sources: Recommended Texts and Source Goldson B and Muncie J (Eds) (2006) Youth Crime and Justice London Sage Publications Ltd McLaughlin E and Muncie J (Eds), (2002) Youth Justice: Critical Readings London Sage Publications Ltd Muncie J (2004) Youth and Crime: A Critical Introduction (2nd Ed) London: Sage Smith R (2007) Youth Justice: Ideas, Policy, Practice 2nd Revised edition London Willan Publishing; Journals Children & Youth Service Review Child & Adolescent Social Work Journal Law & Society Review Websites:
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: 2016-2017 NATIONAL COST CENTRE: 131 MODULE LEADER: Tom Hawkins OTHER MODULE STAFF: None SUMMARY of MODULE CONTENT History of Social Care Roles in Social Care Legal and Ethical issues in Social Care Role in multi-disciplinary working SUMMARY OF TEACHING AND LEARNING [Use HESA KIS definitions] Scheduled Activities Hours Comments/Additional Information Lecture 24 Seminar 21 Guided Independent Study 155 Total 200 (NB: 1 credit = 10 hours or learning; 10 credits = 100 hours, etc) Category Element Component Name Component Weighting Comments include links to learning objectives Written exam E_ Total = 100% T_ Total = 100% Coursework C1 Case Study Presentation 70% 30% Total = 100% Analysis of individual role (2800) Case Study (1200 Words) Practical P_ Total = 100% Updated by: Rhisiart Tal-e-bot Date: 21/01/16 Approved by: HE Operations Date: 24/01/16 Recommended Texts and Sources: Barrett, G, Selman, D & Thomas, J (2005) Interprofessional working in Health & Social Care London: Palgrave O’Loughlin, M and O’Loughlin, S (2008) Social Work with Children and Families Exeter: Learning Matters. Quinney, A (2006) Collaborative Social Work Exeter: Learning Matters Morris, K (2008) Social Work and Multi-Agency Working London: Policy Press Journals: British Journal of Social Work Child & Family Social Work Journal of Social Work Practice Websites:
SECTION 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: 2016-2017 NATIONAL COST CENTRE: 125 MODULE LEADER: Alison Keverne OTHER MODULE STAFF: None SUMMARY of MODULE CONTENT The nature of the module is to provide students with the opportunity to identify and investigate their own area of study. Student tutorials and workshops will focus upon appropriate methods and sources for investigation and review of process. SUMMARY OF TEACHING AND LEARNING [Use HESA KIS definitions] Scheduled Activities Hours Comments/Additional Information Lecture 29 Seminar 16 Guided Independent Study 155 Total 200 (NB: 1 credit = 10 hours or learning; 10 credits = 100 hours, etc) Category Element Component Name Component Weighting Comments include links to learning objectives Written exam E_ % Total = 100% T_ % Total = 100% Coursework C1 Investigation 100% Total = 100% Write-up (4000 words). Practical P_ % Total = 100% Updated by: Alison Keverne Date: 21/01/16 Approved by: HE Operations Date: 24/01/16 Recommended Texts and Sources: Bell, J. (2005) Doing you research project Milton Keynes: Open University Press Cohen, L, Manion, L and Morrison, K. (2000) Research Methods in Education London: Routledge Matthews, B and Ross, L (2010) Research Methods: A Practical Guide for Social Sciences London: Longman Northedge, A (2005) The Good Study Guide, Milton Keynes: Open University Press Whittaker, A (2009) Research Skills for Social Work Exeter: Learning Matters Journals and Websites These will largely depend on the topic of the study
SECTION 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: 2016-2017 NATIONAL COST CENTRE: 105 MODULE LEADER: Rhisiart Tal-e-bot OTHER MODULE STAFF: None SUMMARY of MODULE CONTENT Health issues for children & young people Models of Health Promotion Types of Health Promotion activity Evaluating Health Promotion activities SUMMARY OF TEACHING AND LEARNING [Use HESA KIS definitions] Scheduled Activities Hours Comments/Additional Information Lecture 24 Seminar 21 Guided Independent Study 155 Total 200 (NB: 1 credit = 10 hours or learning; 10 credits = 100 hours, etc) Category Element Component Name Component Weighting Comments include links to learning objectives Written exam E_ % Total = 100% T_ % Total = 100% Coursework C1 Health Promotion Report 25% 75% Total = 100% Campaign (1000 word equivalent) Critical Evaluation (3000 Words) Practical P_ % Total = 100% Updated by: Rhisiart Tal-e-bot Date: 21/04/16 Approved by: HE Operations Date: 24/01/16 Recommended Texts and Sources: Davies, M and MacDowall, W (2005) Health Promotion Theory London: Sage DiClemente, R, Crosby, R and Keglar, M (2009) Emerging Theories in Health Promotion Practice and Research, London: Willey. Fertman, C and Allensworth, D (2010) Health Promotion Programs: From Theory to Practice London: Willey. Moyse, K (2009) Promoting Health in Children and Young People, London: Blackwell. Naidoo, J (2009) Foundations for Health Promotion, London: Elsiver Journals: