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 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 Sharon Friend 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 Forest School CORC1163 Special Study 1 CORC1166 Catherine Fuller Duchy Stoke 01579 372269 Supporting Transitions CORC2135 Catherine Fuller Duchy Stoke 01579 372269 Multiagency Collaboration CORC2136 Alison Keverne R18 Rosewarne 01209 721313
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 Case study and essay 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%
This programme develops skills, understandings and abilities in a number of areas. Students from this degree will be able to progress to the stage 3 of the Plymouth University BA (Hons) Education and Training programme delivered at Cornwall College. Your Programme Manager has access to University staff and is able to liaise in relation to your questions regarding progression to programmes at Plymouth University. Please note there is a deadline for progression applications (normally around 15th January with the actual date determined annually) and places maybe subject to availability. If you progress to the final stage of a Plymouth University programme then your stage two aggregate mark (from your level 5 modules) will account for 30% and your progression stage (level 6 modules) aggregate mark will account for 70% of your final degree classification. The contribution of marks from prior levels of study to the progression award is governed by University regulations. PS10. Admissions Criteria Details: Level 2: Communications and Numeracy. NB: A competent level of numeracy and literacy is required and/or Normally, 5 GCSEs, including English and Maths are required. Key Skills requirement / Higher Level Diploma: and/or GCSEs required at Grade C or above: Level 3: at least one of the following: AS/A Levels 60 points at A2 normally Pass Pass normally in an appropriate subject Pass normally in an appropriate subject Pass required normally in an appropriate subject Pass – all subjects accepted 16 points Grade D - 33/72 points respectively - All subjects accepted Advanced Level Diploma: BTEC National Certificate/Diploma: VDA: AGNVQ, AVCE, AVS: Access to HE or Year 0 provision: International Baccalaureate: Irish / Scottish Highers / Advanced Highers: Work Experience: Students will have experience with children/young people Other HE qualifications / non-standard awards or experiences: Normally students will have experience with children/young people APEL / APCL possibilities: Reviewed on an individual basis University of Plymouth regulations apply. Interview / Portfolio requirements: Reviewed on an individual basis. Independent Safeguarding Agency (ISA) / Yes. This is an enhanced CRB disclosure, the cost
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 a for be
Reflective writing 1157, 1158 CORC1156, 1157 CORC1159 Cognitive and intellectual skills will be developed through a number of modules Educational Studies Early Childhood Studies Social Work Youth and Community Studies interact effectively and collaboratively within a team / learning group, manage learning using resources for the discipline communicate effectively in a manner appropriate to the discipline (in standard English oral, written, using ICT) take responsibility for own learning with minimum direction manage information with the ability to select appropriate data from a range of sources and develop appropriate research strategies demonstrate planning and monitoring skills in relation to interaction with young persons and families demonstrate ability to plan and conduct Library and other research exercises Group work awareness and practice Work- based experience Case study and simulation Class and seminar interactions and feedback 1 5 7 ES 5.4, 5.5, 5.6 ECS 5.3 SW 5,1,5 YW 4.3 Coursework of all types Peer assessments All core modules CORC1157 CORC1013 CORC1157 CORC1156, 1157 CORC1159 CORC1156, 1157 CORC1159 CORC1158, 1159
investigation demonstrate skills of observation and analysis in relation to behaviour(s) demonstrate an ability to take account of individual and social /cultural difference in interaction reflect upon own value systems and accommodate new ideas CORC1157 CORC1156 Transferable skills will be developed in all modules through the different modes of assessment. The modules listed could be regarded as the main vehicles for the development of such skills. The skills acquired in these modules should be applied in other modules and will be relevant in other real life contexts and will serve to prepare the students for level 5/6 studies. Educational Studies Early Childhood Studies Social Work Youth and Community Studies Apply a range of understandings to varied contexts involving children, young people and families Demonstrate an awareness of the range of the children’s workforce and how to work in multidisciplinary contexts Demonstrate the ability to communicate effectively with young people Apply an understanding of supportive intervention and safeguarding practice Demonstrate an ability to collaborate with stakeholders and other practitioners 5 6 ES 5.4, 5.5, 5.6 ECS 5.3 SW 5,1,5 YW 4.3 Project work Practical simulations and discussion CORC1156, 1157, 1158 CORC1156, 1157, 1158 CORC1157 CORC1158 CORC1158
through in-class tests but only as a secondary means of assessment. FdA Children and Young People’s Workforce Levels 5 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 the principles of multidisciplinary working 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 SW 5.1.1, Key knowledge and understanding is assessed via a combination of multiple choice tests, examinations, essays, presentations and seminar performances. All core modules CORC2135, 2136, 2137 CORC2137 CORC2137 CORC2136 CORC2136 CORC2135, 2136, 2137
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 5.1.2, 5.1.4, 5,1,5 YW 4.2, 4.6, 4.8.3 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 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 Reflective writing 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 CORC2138 CORC2137
CORC2135, 2136, 2137, 2138 Cognitive and intellectual skills will be developed through a number of modules Educational Studies Early Childhood Studies Social Work Youth and Community Studies interact effectively and collaboratively within a team / learning group, manage learning using resources for the discipline communicate effectively in a manner appropriate to the discipline (in standard English oral, written, using ICT) take responsibility for own learning with minimum direction manage information with the ability to select appropriate data from a range of sources and develop appropriate research strategies demonstrate planning and monitoring skills in relation to interaction with young persons and families Library and other research exercises Group work awareness and practice Work- based experience Case study and simulation Class and seminar interactions and feedback 1 5 7 ES 5.4, 5.5, 5.6 ECS 5.3 SW 5,1,5 YW 4.3 Coursework of all types Peer assessments All core modules CORC2136 CORC2138 All core modules CORC2138 CORC2138 CORC2135, 2136 CORC2138 CORC2136, 2137, 2138
SECTION A: DEFINITIVE MODULE RECORD. Proposed changes must be submitted via Faculty Quality Procedures for approval and issue of new module code. MODULE CODE: CORC1156 MODULE TITLE: Reflective Practice CREDITS: 20 FHEQ Level: 4 JACS CODE: L590 PRE-REQUISITES: None CO-REQUISITES: None COMPENSATABLE: N SHORT MODULE DESCRIPTOR: (max 425 characters) This module provides the opportunity to examine the roles and responsibilities of those in the children & young people’s workforce in relation to other professionals with whom they come into contact. It encourages a reflective approach, enabling practitioners to gain an understanding of a range of issues and responsibilities and promoting engagement with aspects of PPD. ELEMENTS OF ASSESSMENT Use HESA KIS definitions] WRITTEN EXAMINATION COURSEWORK PRACTICAL E1 (Examination) % C1 (Coursework) 100 % P1 (Practical) % or Pass/Fail (delete as appropriate) E2 (Clinical Examination) % A1 (Generic Assessment) % T1 (Test) % SUBJECT ASSESSMENT PANEL Group to which module should be linked: Camborne Professional body minimum pass mark requirement: N/A MODULE AIMS: •To identify the key roles and responsibilities of those working with children and young people •To identify the essential legal and ethical requirements of working with children and young people •To explore issues regarding professional and multidisciplinary team working ASSESSED LEARNING OUTCOMES: (additional guidance below) At the end of the module the learner will be expected to be able to: Identify key roles for those working within the Children’s Workforce Define responsibilities within the Children’s Workforce both generically and in specific instances Analyse specific incidents and case studies identifying legal and ethical issues Analyse specific incidents and case studies identifying issues of multidisciplinary working and referral DATE OF APPROVAL: 20 April 2010 FACULTY/OFFICE: Academic Partnerships DATE OF IMPLEMENTATION: 01 Sep 2010 SCHOOL/PARTNER: Cornwall College DATE(S) OF APPROVED CHANGE: TERM/SEMESTER: All Year Additional notes (for office use only):
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: Alison Keverne OTHER MODULE STAFF: None SUMMARY of MODULE CONTENT Child development theories and approaches Nature/nurture theories Introduction to psychological approaches to development Introduction to sociological approaches to development. SUMMARY OF TEACHING AND LEARNING [Use HESA KIS definitions] Scheduled Activities Hours Comments/Additional Information Lecture 29 Seminar 14 Demonstration 2 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 Report 100% Total = 100% Practical P_ % Total = 100% Updated by: Date: Approved by: HE Operations Date: 25/01/16
Additional notes (for office use only): 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: 135 MODULE LEADER: Richard Irvine OTHER MODULE STAFF: None SUMMARY of MODULE CONTENT Education in the UK and influences of alternative approaches from Europe. Values, spirituality and ethics within Forest School provision for children and young people. Effective review and evaluation of the outdoor experience and Forest School. Developing understanding of play, learning and development through professional observation. SUMMARY OF TEACHING AND LEARNING [Use HESA KIS definitions] Scheduled Activities Hours Comments/Additional Information Lecture 25 Seminar 18 Demonstration 2 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 Portfolio – evidence of planning and preparation Observations – 1000 words Reflective Report – evaluation of Forest School event 35% 30% 35% Total = 100% Practical P_ Total = 100% Updated by: Richard Irvine Date: 24/01/16 Approved by: HE Operations Date: 25/01/16 Recommended Texts and Sources: Bilton, H. (2003) Outdoor Play in the Early Years, Management and Innovation. London: David Fulton. Cornell, J (1998). Sharing nature with children. Nevada City: Dawn publications. Cowie, H. Boardman, C, Dawkins, J & Jennifer, D. (2004) Emotional Health & Well-Being, a practical guide for schools. London: Paul Chapman Publishing.
Additional notes (for office use only): 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 The general development of key skills necessary for practitioners to determine where transitions take place and how effective support can be provided to those concerned. Specific areas of development include: The process of transition and theories of transition management The effects and results of transition. Cross agency team work. Organisational procedures linked to legal frameworks. Practitioners’ own role and its limits SUMMARY OF TEACHING AND LEARNING [Use HESA KIS definitions] Scheduled Activities Hours Comments/Additional Information Lectures 34 . Seminars 8 Demonstration 3 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 Information pack to support transition % Total = 100% 4000 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:
(2005) Forest School Forest Research (2005) Education and Learning. Hodgeson. J. & Dyer, A. (2003). Let your children go back to nature. Milverton: Capall Bann. Learning through Landscapes – School Grounds UK : Early Years Outdoors: National Curriculum Homepage: Ofsted (2004) Outdoor Education: aspects of good practice. Ofsted. QCA (2008) Smith, K. Cowie, H. & Blades, M. ( 1999) Understanding Children’s Development (third Ed.) Oxford: Blackwell. Wood, E. & Attfield, J. (2005) Play, Learning & the Early childhood Curriculum (2nd ed.) London: Sage. The Standards Site: