Student Feedback Student Representation and Enhancement Student representation for each stage of the programme is made through programme committee membership, which should also reflect on enhancement activities and their impact and sustainability. Furthermore, programme committee meetings are not considered quorate without student representation. Information for students on the importance o Other useful resources are available within the . In addition to student presence through programme committee membership, it is noted that students also have representation though the Student Unions of both institutions. Student Perception Surveys The National Student Survey (NSS) and Plymouth University’s Student Perception Questionnaire (SPQ) offer the opportunity for the Student Voice to be gathered from students individually. Additionally, there may be local methods for collating survey feedback on individual modules. Student Perception Questionnaire (SPQ) and National Student Survey (NSS) All students on Plymouth University courses in partner colleges are given the opportunity to complete a questionnaire (SPQ) between and March in the first year of their programmes. The questionnaire is arranged under a range of headings, the answers to which give us student views on how effectively we support their learning experience, these include teaching, assessment and feedback, academic support, learning resources, personal development opportunities. Student responses are used only in statistical form to produce a subject level report and to enable comparative data to be prepared at faculty level. In addition students are asked to participate in the National Student Survey (NSS) at the end of their programme. Both of these provide valuable information to enable staff to improve programmes and the learning experience. What is the Student Perception Questionnaire (SPQ) and what is it for? to give students the chance to tell us what they feel about their experience of teaching and learning at the Cornwall College to allow us to identify those issues that are perceived by students as affecting their education, either positively or negatively to provide us with a University-wide perspective and to enable staff to prioritise our actions to improve the quality of the educational experience at Cornwall College What does the survey achieve? At subject level you can expect the findings of the SPQ to be discussed at staff-student liaison groups and Programme Committee Meetings within the college. A related Action Plan is prepared to address students' concerns and this is in turn linked to the University’s Quality Assurance process, addressed through formal meetings between the University and the college. The Director of Higher Education (HE) will review the questionnaire results with senior managers and programme teams as appropriate.
undertake further training and develop new skills within a structured and managed environment qualities and transferable skills necessary for employment requiring the exercise of personal responsibility None 1, 2 1, 2 2, 3, 4 1, 2 Project work Reflective essays Case studies Practical work CORC1013 CORC1053 An explanation for embedding Employment Related Skills through Teaching & Learning and Assessment at this level of the programme: Employability related skills are developed through a range different learning opportunities and assessment tasks. These tasks are designed to drawn on existing understanding so the student can progress own knowledge and understanding through discussion, reflective activities, personal case studies and taught sessions. Learning material is up to date and reflects the professionalism of the early years sector. Students also have to be in practice paid or voluntary as a requirement of the course. Many assignments require students to complete observations, and apply theory to practice. These activities make a clear link between academic theoretical learning and that of professional practice. Health Studies Social Policy and Administration: 4.1,4.2 plan, design and execute practical activities using appropriate techniques and procedures undertake fieldwork with due regard for safety and risk assessment None 2, 3 2, 3 2, 4 2,4 Project work Competence in a range of appropriate communication techniques CORC1056 CORC1013 CORC1053 Practical skills are developed through a range of different learning opportunities and assessment tasks. Students also have to be in practice paid or voluntary. Many assignments require students to complete observations, and apply theory to practice. These activities make a clear link between academic theoretical learning and that of professional practice.
ACADEMIC YEAR: 2016-2017 NATIONAL COST CENTRE: 105 MODULE LEADER: TBC OTHER MODULE STAFF: SUMMARY of MODULE CONTENT •Health, Community and Education Environments, their working practices, professional roles and responsibilities •Communication skills for Health and Social Care •Health and Safety •Quality standards and Codes of Practice •Service users’ needs, rights and choices •Recording practices and procedures SUMMARY OF TEACHING AND LEARNING [Use HESA KIS definitions] Scheduled Activities Hours Comments/Additional Information Lecture 35 Practical Classes and Workshops 10 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 C2 C3 Personal Profile Written Assignment Presentation 30% 30% 40% Total = 100% Practical P Total = 100% Updated by: Date: Approved by: Date: Recommended Texts and Sources: Adams, R., Dominelli, L. and Payne, M. (2009) Social Work: Themes, issues and Critical Debates, 3rd Edition. Basingstoke: Palgrave Macmillan. "Brotherton, G and Parker, S (Editors) (2008) Your Foundation in Health and Social Care, London, SAGE Publications. Especially Chapter 8: Interpersonal Communication." HARGIE, O. (Editor.) (2006) The handbook of communication skills. 3rd edn. London: Routledge. Koprowska, J., Parker, J. and Bradley, G. (Editors (2010) Communication & interpersonal skills in social work. 3rd Edition. Exeter: Learning Matters. Thompson, N (2003) Communication and Language: A Handbook of Theory and Practice, London, Palgrave Macmillan.