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Certificate in Higher Education Working with Children Young People and Families
Course Handbook – Higher Apprenticeship
2019
Academic Course Leader: Steve Bullock
Course Administrator: Anita Suarez
Email: [email protected]
Telephone: 01242 715153
University of Gloucestershire School of Health and Social Care
www.glos.ac.uk
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Table of Contents
Course Handbook – Higher Apprenticeship............................................................................................................ 1
1. INTRODUCTION & WELCOME ....................................................................................................................... 4
2. THE UNIVERSITY AND SCHOOL OF HEALTH AND SOCIAL CARE CONTEXT .......................................... 5
3. COURSE CONTEXT & DESCRIPTION ............................................................................................................. 5
4. THE COURSE TEAM ......................................................................................................................................... 6
5. COURSE ENTRY REQUIREMENTS & APPLICATION PROCESS .................................................................. 8
6. FUNDING FOR STUDY ..................................................................................................................................... 9
8. COURSE MANAGEMENT ................................................................................................................................. 9
Boards of Study ............................................................................................................................................... 9
Boards of Examiners/Award Boards ........................................................................................................ 10
Student Representatives ............................................................................................................................. 10
Evaluation ...................................................................................................................................................... 10
National Student Survey (NSS) ................................................................................................................... 11
External Examiner ........................................................................................................................................ 11
9. EXPECTATIONS & ENTITLEMENTS OF STUDY ......................................................................................... 11
Managing your programme of study ......................................................................................................... 12
Enrolment................................................................................................................................................... 12
Checking and Changing Personal Details ............................................................................................. 12
University ID Cards ................................................................................................................................... 12
Mode and Period of Study ....................................................................................................................... 12
Maximum Periods of Study ..................................................................................................................... 12
Accreditation of Prior Learning (APL) .................................................................................................. 13
Making your Module Choices .................................................................................................................. 14
Progression Routes .................................................................................................................................. 14
Taking ‘time out’ – withdrawing or deferring study .......................................................................... 15
10. COURSE CONTENT ...................................................................................................................................... 16
11. RANGE AND TYPE OF ACADEMIC WORK ................................................................................................ 17
Description of Level of Study ...................................................................................................................... 17
Academic Work ............................................................................................................................................. 17
Tutorials ......................................................................................................................................................... 17
Independent Study/Reading ...................................................................................................................... 17
Written Work................................................................................................................................................. 17
Portfolios ........................................................................................................................................................ 17
Presentations................................................................................................................................................. 17
In the workplace ........................................................................................................................................... 18
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Supervision– a Process of Support in Practice ........................................................................................ 19
Addressing and Escalating Student Concerns in Practice ..................................................................... 20
12. MATERIALS AND EQUIPMENT FOR THE COURSE ................................................................................. 20
13. LEARNING AND TEACHING ....................................................................................................................... 20
14. PLACEMENT VISITS: HEALTH & SAFETY/COSTS .................................................................................. 21
15. TIMETABLES AND ENGAGEMENT ............................................................................................................ 21
16. STUDY SKILLS SUPPORT ........................................................................................................................... 21
Libraries ......................................................................................................................................................... 21
Relevant Journals.......................................................................................................................................... 22
Relevant Online Resources ......................................................................................................................... 22
ICT and Study Skills Training ..................................................................................................................... 22
17. SUBMISSION OF WORK FOR ASSESSMENT ............................................................................................. 23
Late Submission ............................................................................................................................................ 23
Non-Submission ............................................................................................................................................ 23
Early Submission .......................................................................................................................................... 23
18. MITIGATING CIRCUMSTANCES ................................................................................................................ 23
19. ACADEMIC REGULATIONS ......................................................................................................................... 24
20. ASSESSMENT................................................................................................................................................ 25
21. REASSESSMENT ........................................................................................................................................... 29
22. RETENTION OF WORK ............................................................................................................................... 30
23. FEEDBACK .................................................................................................................................................... 30
24. ASSESSMENT OFFENCES ............................................................................................................................ 30
25. THE END POINT ASSESSMENT .................................................................................................................. 31
26. APPEALS & COMPLAINTS .......................................................................................................................... 32
27. REFERENCING.............................................................................................................................................. 32
28. STUDENT SUPPORT.................................................................................................................................... 32
29. SUPPORT FOR INTERNATIONAL STUDENTS ......................................................................................... 33
30. EMPLOYABILITY AND CAREERS .............................................................................................................. 34
31. KEEPING IN TOUCH – ALUMNI.................................................................................................................. 34
APPENDICES ....................................................................................................................................................... 35
A1. Programme Specification ............................................................................................................................... 35
A2.Course Map ..................................................................................................................................................... 42
A3. Course Assessment Strategy .......................................................................................................................... 43
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1. INTRODUCTION & WELCOME
Welcome to the University of Gloucestershire. We are delighted that you have chosen to study with us. The development of our Certificate in Higher Education (CertHE) in working with children, young people and families (CYPF) provides an opportunity to develop the knowledge and skills required of practitioners working in an early intervention role in a variety of settings with a variety of ages.
This development has been eagerly anticipated by a whole host of local stakeholders who have been interested in both this route and a traditionally taught route as it allows apprentices to develop the knowledge, skills and behaviours required for the modern workforce. Having trained staff in important early intervention roles means that important needs may be identified and then met, in an appropriate way, so that they do not escalate and require more support in the future. Therefore, you are about to develop further in your role and continue to make a significant difference to others and society.
The curriculum has been developed and informed substantially by the Higher Apprenticeship standard for children, young people and family practitioners which clearly states what a programme needs to cover in order for workers to be qualified to do the role.
The University has made a commitment to support your professional development through the academic and practice approach to teaching, learning and assessment, but in return we ask for your commitment:
• To embrace every opportunity; • To give constructive feedback to enable the programme to continually improve; • To take responsibility for your own learning at all times.
We share and promote the professional values and behaviours, and work with integrated services to ensure that everyone has greater control of their health and wellbeing, supported to live longer, healthier lives by high quality services that are compassionate, inclusive and constantly-improving. To this end the programme has been designed to support you to consider and develop your own resilience and maintain a strong work life balance.
You will live the values and contribute to early intervention services to create the culture and conditions for a range of service provision in the statutory and voluntary sectors with other professionals and staff, to deliver the highest standard of service and ensure that valuable public resources are used effectively to get the best outcomes for individuals, communities and society for now and for future generations.
This handbook has been prepared to cover the information you will need to guide you through your programme and to assist you in your role and work in this field. Please read it thoroughly and use it as your first point of reference.
On behalf of the University of Gloucestershire and our practice partners, I wish you an enjoyable and successful programme of study, here, at the University of Gloucestershire.
The Academic Course Team
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2. THE UNIVERSITY AND SCHOOL OF HEALTH AND SOCIAL CARE CONTEXT The University of Gloucestershire gained University status in 2001 but has been a location for study for the past 200 years. The university currently has roughly 12,000 full and part-time students located across the county. This Cert HE in Working with Children Young People and Families (CYPF) is managed within the School of Health & Social Care. The school offers a range of professional undergraduate and postgraduate programmes within the field of nursing, health, social care and youth work, working with various external professional bodies including: Nursing and Midwifery Council (NMC), Health & Care Professions Council (HCPC), National Youth Agency (NYA) and Skills for Care. The range of disciplines within one School enables the cross-disciplinary teaching and collaborative working. The School aims to provide students with the knowledge, skills and values to enter their professional field. It also means we have the local knowledge to support your applications into our wider professional programmes.
3. COURSE CONTEXT & DESCRIPTION This course is driven by the Higher Apprenticeship Standard in Working with Children Young People and Families and aims to produce confident practitioners by the end of the programme. Apprentices will be working for a minimum of 30 hours undertaking early intervention work within a relevant field and as such will experience a rich range of learning opportunities to complement their academic learning. Apprentices will be supported while on placement with a mentor who has been prepared to enable and facilitate students to maximise their learning opportunities for the course. The programme has been developed with an emphasis on the development of employability, development of workplace skills as well as facilitating progression onto other courses, reflecting discussions from our external stakeholders in the locality. The course begins by examining how an individual grows and develops and the potential factors that might make an impact on them both internally and externally. Within this context, the role of the practitioner will be explored in terms of how they can engage and communicate with children, young people and families whilst maintaining a professional outlook at all times.
The importance of working with others is highlighted especially in the context of undertaking assessments and when dealing with safeguarding concerns. Planning, delivering, monitoring and evaluating a variety of suitable interventions will enable students to consider effective evidence based solutions as a result of their understanding of a situation. Within the course, students will be encouraged to explore the specifics of working with a specialized age group in a variety of contexts so that students can further develop their employability. At the end of the programme, you will have developed knowledge, understanding, skills, attitudes and behaviours relevant to employment as a practitioner in an early intervention role with children, young people and families. Successful completion of the programme will provide the basis for progression on to other programs at the University, either at level 4 (year 1) or at level 5 (year 2), if a progression route has been agreed and that you meet the entry criteria.
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The programme aims to develop the core knowledge, skills and behaviours as set out in the higher apprenticeship standard which on completion a student can demonstrate to potential employers their capabilities. Such standards incorporate the key values of care, compassion, courage, communication, competence and commitment. Successful completion of the programme will be based on achievement of all learning outcomes A blended learning approach, designed to encourage all students to behave in ways most likely to achieve the necessary outcomes, is used with teaching, learning and assessment activities aligned to the learning outcomes.
4. THE COURSE TEAM
The Cert HE in Working with children, young people and families will be delivered by an experienced course team who will be supported by guest speakers from experts within the field of early intervention work.
Staff contact information can be found at https://infonet.glos.ac.uk/contact/Pages/default.aspx .
STAFF MEMBER TEL. EMAIL ROOM
Lorraine Dixon
Head of School
01242 714767
[email protected] FC QW108
Suzanne Sheldon
Academic Subject Leader
01242 715122
FC QW139
Rachel Jefferies
Senior Tutor
01242 714579
[email protected] Oxstalls TC019
Steve Bullock
Tutor
01242
715402
[email protected] FC QW135
Richard Dobbs
Tutor
01242
715323
FC QW137
Simon Gillings
Tutor
01242 715348
[email protected] FC QW135
Kate Hammond
Tutor
01242 714474
[email protected] FC QW134
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Richard Millican
Tutor
01242 714811
[email protected] FCQW108
Jo Munyard
Tutor
[email protected] FCQW125
Anita Suarez
Social Care and Youth Courses Administrator
01242
715153
FC QT102
Key Personnel:
Course Leader
The Course Leader is responsible for the student experience and management of the Cert HE. If you have any concerns or query relating to your Course, you should book an appointment with the Course Leader. However, if your query relates to a particular module, consult with the Module Tutor in the first instance.
Personal Tutor
On entry to the University, you will be allocated a Personal Tutor. The role of your Tutor is to provide guidance, encouragement and advice in relation to your learning and to ensure that your progress and focus for future work is recorded.
You will be introduced to your Personal Tutor at induction and you should meet with them regularly thereafter in your first year.
It is your Personal Tutor’s responsibility to:
• ensure enrolment and induction has taken place.
• compile up to date student records of personal profile, progress and interview notes.
• be responsible for writing references.
• offer advice and support throughout the course
• offer guidance through your Modular programme and progression routes.
Generally, you will keep the same Personal Tutor throughout your study on the programme, if your Tutor is not available, you should go to Student Services.
Module Tutors
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The Module Tutor co-ordinates module-specific learning activities and provides academic supervision regarding the module specific content. She/he is responsible (with members of the module team) for marking module assessments. If you have any queries relating to a module that you are studying, you should book an appointment to see the Module Leader.
Placement Mentors
Placement Mentors are experienced practitioners with skills to support students while on placements. They are inspirational practitioners who act as role models in providing high quality safe patient care and to help you understand the consequence of care outcomes.
Senior Tutor
The Senior Tutor exists to support students with significant difficult circumstances. This can include the provision of extension and the creation of supported study programmes with members of our student services team
If you need to a request for an extension on your assessment deadline, you should complete the Mitigating Circumstances request form available on through Student Records online. Further information about this process can be found at https://myhelp.glos.ac.uk/assessments/what-happens-if-you-cant-finish-in-time/Pages/default.aspx .
5. COURSE ENTRY REQUIREMENTS & APPLICATION PROCESS Apprenticeship standards seek to encourage an inclusive approach to learning and therefore the only restrictions placed is that the apprenticeship will get their maths and english level 2 qualification by the end of the apprenticeship.
Mechanisms have been setup by the University apprenticeship team to assess apprentice’s skill level upon entry so that they can be challenged into receiving the correct help, support, advice and guidance to help them achieve the award.
However, this does not mean the course team will accept all applicants, instead they will expect to be involved in recruitment with a local employer in order to ensure that a potential apprentice will be able to achieve their chosen award.
For employers who want employees to participate in the apprenticeship, joint interviews will be conducted to ascertain the student’s ability to undertake the programme and course of study.
Potential apprentices will be asked to write up to 750 words on why they think they are suitable to work with potentially vulnerable children, young people and families.
Through an interview a potential apprentice will be asked to demonstrate:
Relevant communication skills and ability
Current or transferable knowledge/skills relevant for the role
Examples of responsible behaviour/positions, initiative being taken and working with others
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Their knowledge about early intervention work
Their passion commitment to the course/achieving their future goals
6. FUNDING FOR STUDY Your course is funded by your employer. As such they will be interested in terms of your performance throughout the course. Please check with your employer in relation to any clauses in your contract which refer to study costs.
8. COURSE MANAGEMENT Your programme has a dedicated Course Leader who has responsibility for the day to day operation of the programme and produces the course report for annual monitoring the course leader also attends the Module Board of Examiners (MBE) and the Award and Examination Boards.
If you have a query about an academic issue for a module then you need to contact the Module Tutor, or if they are unavailable the Course Leader. If you need to discuss a general or a personal matter, then you need to contact your Personal Tutor.
The Course Team are keen to maintain the highest quality of delivery that is possible within the structures and constraints to which it is subjected. Tutors will operate in accordance with the Student Charter. You can get a copy of this from the Students’ Union or from the University’s web site: http://www.glos.ac.uk/docs/download/Equality/student-charter-2016-17.pdf
Management of the course reflects University Quality Assurance processes, contained in the Quality Assurance Handbook, Academic Regulations for Taught Provision, Assessment Principles and Procedures and associated sources of advice. All regulations, policies and procedures are aligned to the QAA reference points and where relevant those of Professional, Statutory and Regulatory bodies.
The programme is owned by the School of Health and Social Care at the University of Gloucestershire. Externality is guaranteed via external examiner reports which enable the University to make judgments on the quality and standards of its provision. Externality additionally provides benefits from review during approval and review procedures.
The quality assurance processes feedback cycle from module level are through midpoint module reviews and Academic Course Evaluations (ACE), student evaluations, external scrutiny, National Student Survey, and reports to module boards.
Boards of Study These sit at the end of each semester to consider marks from modules completed that semester. They are attended by the Course External Examiner who will have had sight of a sample of work and will offer comment on the processes and standards of Assessment on the course. The MBE considers:
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• the overall performance of the students in relation to their peers in comparable subjects
• the strengths and weaknesses of the student body;
• the quality of knowledge and skills (both general and subject specific) demonstrated by the
students;
• the structure, organisation, design and marking of all assessments;
• the quality of teaching as indicated by student performance;
• the curriculum, syllabus, teaching methods and resources of the modules and/or subject;
• any other recommendations arising from the assessments.
Boards of Examiners/Award Boards These sit after the MBE to confirm student awards. The membership and terms of reference of the Boards of Examiners are determined by Academic Board and specified in the Assessment Procedures. The Award Examination Board report focuses on the:
• efficacy of course regulations;
• consistency of subject assessment board recommendations;
• comparability of treatment where discretion is exercised or special circumstances taken into
account;
• conduct of the award and progression assessment boards.
Student Representatives Student Representatives will be elected by the student group during induction and will be briefed about their role by the Academic Course Leader. The dialogue between students and the academic course leader is pivotal and leads to the enhancement of student learning opportunities. Your student representative will be able to attend or contribute virtually to each Course Enhancement Board. Support may be available from the Academic Services Administrator to gain feedback from the student group, or they may contact the student group directly though Moodle or e-mail. Students are able to comment on their modules and courses in various ways including mid-point module evaluations, course enhancement boards, the Annual Course Evaluation (ACE) and the National Student Survey (NSS).
Student Representatives have an important role in feeding back comment from their fellow students to the teaching team. Each year you will be invited to nominate or stand for this role at the start of the year. Your student reps are your voice, so it is both important that you support them and that you talk with them on a regular basis.
If you are interesting in becoming a student year representative, then please discuss this with your Academic Course Leader.
Evaluation All modules are regularly and formally evaluated by students. Such evaluation is reported back to the Course leader and course delivery team. The constructive learning points are fed into improving
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the module at its next run. Mid-point evaluations are undertaken where students are asked to confirm ‘what is going well’ and ‘even better if’ questions. In this way student will have the opportunity to feedback to the module tutor to make any adjustments to meet the learning outcomes for the module.
National Student Survey (NSS) The National Student Survey (NSS) gathers students’ opinions on the quality of their courses. The purpose of this is to contribute to public accountability, help inform the choices of prospective students and provide data that assists institutions in enhancing the student experience.
The NSS has been capturing final-year undergraduate students' feedback on their course experience since 2005. Every university in the UK takes part, as do many colleges and alternative providers.
During your final study, you will receive an email inviting you to take part in this study. At that time academic staff will talk to you about the survey, what it entails and help define the questions for you.
Outcomes of the survey are published on the Unistats website to help prospective students. The findings are also an invaluable source of intelligence for universities and colleges.
Since 2005, the NSS has helped over two million students make their voices heard about the things that matter to them. These voices have helped to bring about significant and positive change in higher education.
The results are used by senior management teams, academics, students’ unions and others to drive improvements in curriculum, teaching and learning quality, learning resources and academic support.
A press release regarding the 2017 Survey can be found at: http://www.hefce.ac.uk/news/newsarchive/2017/Name,115244,en.html
External Examiner Each course has an External Examiner, who will be an expert appointed from another University or sometimes a private practitioner. Occasionally, students might be invited to contribute to an informal discussion with the External Examiner who will be interested in discussing their experience of the Course (but we stress that this is not part of the assessment process for those who are asked to meet the External Examiners). The remit of External Examiners, and procedures for their appointment, are documented in the Quality Assurance Handbook. See the Academic Regulations for Taught Provision. Students should not contact the External Examiner directly.
9. EXPECTATIONS & ENTITLEMENTS OF STUDY It is expected that you will also act in accordance with your responsibilities as a student as laid out in the Student Charter and also within the Student Code of Conduct.
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Managing your programme of study
Enrolment You must enrol for the CYPF Cert HE prior to the start of the academic year and additionally attend the induction event to collect your student card. You should be sent information by our admissions team about the process. You can then check that you have been enrolled and Registered on the correct modules for the course. If you need advice or help with this do contact the Student Helpzone at the University of Gloucestershire. Further details about this process can be found at: https://myhelp.glos.ac.uk/course/enrol-and-choose-your-modules/Pages/default.aspx .
Checking and Changing Personal Details To check and change personal details at the University of Gloucestershire you should Go to your Student Records account. If you need to change your name, address or emergency contacts make sure you let us know right away. A guide to changing your personal details can be found at: https://infonet.glos.ac.uk/departments/registry/studentrecords/studentinfo/Guidance%20Notes%20and%20Instructions/Guide%20to%20Updating%20your%20Personal%20Details.pdf
University ID Cards If you have not done so previously, on induction day you will be able to upload your profile picture so that a University student ID card can be issued. This ID card will allow you access to the building via all entrances and access to the out of hours study spaces. You can use your Student ID card to loan learning resources from the Library where lost or replacement cards can be requested.
Mode and Period of Study Students may undertake this course on a full-time basis where completion would typically be in one years. A part-time option also exists where student typically complete the course over two years.
Maximum Periods of Study Your maximum period of study is governed by the University of Gloucestershire Academic Regulations. Full details are available on the website: https://myhelp.glos.ac.uk/Documents/Academic-Regulations-for-Taught-Provision-2017-18.pdf
The maximum period of registration on a programme is specified in the table below. Where a PSRB specifies a shorter period, such an additional requirement will be outlined in the programme specification of the course in question.
Award title Minimum credit for award Maximum period of registration
University Certificate 60 2 years Certificate of Higher Education (CertHE)
120 3 years
Foundation Degree (FdA; FdSc; FdEng)
240 5 years
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BA, BSc (with honours) Top up (validated programme with entry at Level 6)
120 3 years
Notes:
a. The maximum period of registration will be applied on a pro rata basis to students admitted with Accreditation of Prior Learning or who change mode of study.
b. Where a student has not completed their intended award at the expiry of their maximum completion time, they will be required to withdraw. They will be made the highest award to which they are entitled.
c. Where a student, on reaching the maximum time for completion of their intended award, has outstanding reassessment work, or work with a Late grade granted for mitigating circumstances, they will be allowed to complete that assessment. However, a student will not be allowed to retake a module in the case of failure.
d. Approved periods of suspension of studies (‘deferral’) count against the maximum registration period, and therefore do not change the end date for the registration period.
Accreditation of Prior Learning (APL) Procedures for claiming APL are documented in the Guide to Accreditation of Prior Learning (http://www.glos.ac.uk/docs/download/Key/accreditation-of-prior-learning-guidance-2017-18.pdf). A student may be awarded credit for prior or concurrent learning (APL) up to the specified maximum against the requirements for an award of the University as follows:
University Award Total Credit for the Award (CATS)
Maximum APL Credit for Award (CATS)
Maximum APL for Level of Award
University Certificate
60 0 0
Higher National Certificate (HNC)
150 75 0
Certificate of Higher Education (CertHE)
120 30 30
BA; BSc (with honours) Level 6 (validated programme with entry at Level 6) 120
120 0 0
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Making your Module Choices There are two optional modules CY4008 and CY4009 which you will need to choose between. Your choice may be determined by your preferred working context or if you are thinking about progressing onto another award at the end of the course – see Progression Routes below.
You are required to register your choice of modules with Student Records at the beginning of your programme of study. Information on how to do this can be found at: https://myhelp.glos.ac.uk/Documents/How-to-register-for-modules.pdf
Progression Routes Whilst the CYPF Cert HE is a stand along course, it is possible to use this course to access other courses within the University.
It is possible to undertake this course and then on successful completion use your study to access another course at level 4 i.e. starting at year 1 again for a 3 year undergraduate route, as long as you meet the entry requirements for the award.
However, there is provision made to enter into level 5 (year 2) on various different routes on completion on the award, depending if you have met the required entry requirements.
You could undertake the course and then enter level 5 in BA Early Childhood Studies or BA Education. In order to do follow either of these routes, you would have to undertake the specialist module CY4018 (Specialist Understandings and educational Roles). Entry to Early Childhood Studies would also require you to undertake all your practice with early years children in a suitable setting.
Once you have completed and passed the Cert HE CYPF award you would then have to follow the APL guidelines http://www.glos.ac.uk/docs/download/Admissions/accreditation-of-prior-learning-policy.pdf in order to start at level 5.
There is also an option that we are currently working on to potentially move into Level 5 of BSc Social Work. This is awaiting approval from HCPC who is the professional body for Social Work.
When this is approved, this is what you will have to do:
Firstly, you would have to undertake CY4019 in order to understand social work.
Secondly, you will have to pass the Cert HE CYPF, with an overall average of 50%.
You must have Maths and English GCSE – A-C / 4-9 or Equivalent You must then take and pass an extra module CY4020 (this is a non-credit bearing module). This module will be offered at no extra cost to you but is essential that it is attended, completed and satisfactory passed in order for progression to level 5 to occur Then you will have to make sense of the practice that you have undertaken and will also have to undertake a 2500 word Reflective Assignment - ‘Demonstrates 25 days skills development and readiness for practice at the PCF Readiness for Direct Practice Level’, complete and submit a PCF table, complete and submit a Personal Development Plan.
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CY4001 Professional Practice
CY4002 Human Development
CY4003 The Social Context
CY4005 Working with others
CY4006 Assessment & Safeguarding
CY4007 Interventions
+
CY4010 Social Work Law and Policy
CY4004 Practical Skills
CY4008 Specialist Understandings and Educational Roles
CY4009 Specialist Understandings and Social Work
CERT HE CYPF achieved Extra module for those wanting to enter into level 5 BSc Social Work
Once you have undertaken all the above you would then have to follow the APL guidelines http://www.glos.ac.uk/docs/download/Admissions/accreditation-of-prior-learning-policy.pdf in order to start at level 5.
Taking ‘time out’ – withdrawing or deferring study The Course Leader or Personal Tutor can help you to consider the consequences of deferring or leaving your course. This will need to be discussed also with your employer to see if this is possible. If you do defer or leave your course, you will no longer have access to university emails or files, so save anything you need.
Or what if the university suspends your studies or withdraws you from your course?
This could be because of academic failure, visa compliance matters, financial reasons, behaviour or something else. It's your responsibility to engage with your course from when you enrol and sign up for modules, attending lecturers and seminars, and completing your assessments and exams.
You can read more about what's expected of students here in the Student charter. And there are Academic Appeals Procedures if you want to appeal the decision if you want to appeal a decision.
Please note, if you're withdrawn as a Tier 4 student, you'd then have your Tier 4 sponsorship withdrawn and would have to leave the UK within 60 days.
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10. COURSE CONTENT UNIVERSITY OF GLOUCESTERSHIRE Cert HE Working with children young people and families Course Leader: Steve Bullock Senior Tutor: Denise Wright Notes: Apprenticeship Route
To achieve your intended award you must meet the overall award requirements and the Course requirements. Award Requirements Include one of the following boxes below and delete those not appropriate:
For CertHE • Take 120 CATS at Level 4 • Pass compulsory and core modules from the Course map below
Course Requirements: LEVEL 4 To complete your programme you must pass the following compulsory modules: CY4001 Professional Practice 15 CATS SEM 1
(year 1) CY4002 Human Development 15 CATS SEM
1&2 (year 1)
CY4004 Practical Skills 15 CATS YEAR (year 1)
CY4003 The Social Context 15 CATS SEM 2 (year 1)
CY4005 Working with Others 15 CATS SEM 3 (year 2)
CY4006 Assessment and Safeguarding 15 CATS SEM 1 (year 2)
CY4007 Interventions 15 CATS SEM 2 (year 2)
To complete your programme you must pass a minimum of 15 CATS from the following core modules: CY4008 Specialist Understandings and Educational Roles 15 CATS SEM 3
(year 1) & Year (year 2)
CY4009 Specialist Understandings and Social Work 15 CATS SEM 3 (year 1) & Year (year 2)
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11. RANGE AND TYPE OF ACADEMIC WORK
Description of Level of Study Each of the academic levels focuses upon discrete key areas that combine to provide a unique and creative skills-set for you, our students. Level 4 modules typically provide a core curriculum that provides you with opportunity to the focus on yourself and the context of being a learner and understanding the clients that you will work with.
Academic Work In order to complete this course you will be required to engage in academic work beyond the classroom.
Tutorials You will be encouraged to engage in tutorials. This could be group tutorials that form part of the learning and development within a module and may be student or staff led. You will also be encouraged to attend one-to-one tutorials with your personal tutor to reflect on your on-going development and feedback from assignments.
Independent Study/Reading When studying in Higher Education you will need to become highly independent in your approach to learning. This discipline will be supported by the setting of independent study tasks within each module that you are expected to do outside of the classroom. Each credit within a module carries a notional hour of learning. Therefore a 15 CAT module should equate to 150 hours of learning. This means as well as attending lectures, completing study tasks and writing assignments, time is allocated for reading and thinking. In order to write assignments appropriate to this level you must extensively read around each topic of study in order to develop your own view on each subject. In higher education it is not enough to reproduce the ideas of other people; instead you have to understand what good academic sources are saying about the subject and take a critical view in your assignments. The only way this is possible is through extensive reading beyond the classroom.
Written Work You will have to submit work for assessment and written assignments are the most commonly used form of assessment. However, you may also be asked to submit written work for formative assessment as part of the independent study within each module.
Portfolios Portfolios are sometimes used in assessed work when a number of exhibits are required. For example, they are commonly used in placement modules when you would need to reflect on your experience, include observations of your practice, submit learning agreements, provide exhibits of your work, etc.
Presentations Summative and formative individual and group presentations may be used throughout this course. It is increasingly common to have to do presentations as part of the interview process for jobs and a necessary skill for those wishing to progress into more senior or managerial roles within the sector. Therefore, it is important to develop these skills as part of your studies.
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In the workplace A significant amount of time in the workplace is required to be undertaken by students on the course working in an organisation which undertakes early intervention. A student’s current employment, where appropriate, may satisfy work placement requirements. The University will need to assess the appropriateness of any placement identified by the student and ensure a suitable mentor is in place. Alternatively, the Employability Team will support students in securing a placement with a local employer currently listed on our Employer database. A clean Disclosure and Barring Service (DBS) Certificate is required for attendance on this course and before any placement is undertaken. Where students do not meet this requirement, the University will initiate an investigation to assess the suitability of the potential student on the course. In some instances minor or historic offences may be not be considered a factor to preclude entry to the course although a student would be made aware that some placement providers may insist on a clean DBS and not accept them on placement. Students should be aware that the University will be required to disclose to placement providers any know issues. Should an incident occur during placement, which renders a DBS Certificate null and void, the University will conduct a Fitness to Practice Investigation and the student will be suspended for the duration. The outcome of a Fitness to Practice investigation could either result in a student resuming their placement, needing to find an alternative placement or their complete withdrawal from the Cert HE programme. Students will have a mentor to support their learning in practice. Both the mentor and student will receive support from the module leader for the placement modules. Each student will have a designated mentor who will be responsible for supporting their learning in practice and evidencing competence. The role of the mentor is to:
• Engage fully with the placement aspects of the course (awareness of course documentations, attendance at mentor induction (face-to-face or virtual), and involvement with moderation meetings regarding achievement of practice based competencies.
• Take an active role in the assessment planning meetings conducted with the students and a course tutor (face-to-face or on-line).
• Provide academic advice and guidance in relation to practice aspects of the course that relate to the students subject/area.
• Provide teaching and support learning in practice.
• Assess students learning in practice and provide constructive feedback to students (formative).
• Respond constructively to feedback form students.
• Respond constructively to feedback on their involvement in the assessment process (e.g. to comments from an external examiner)
The course team will offer mentors support in the following ways by:
• Preparing mentors for their role in supporting students;
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• Providing an induction for mentors; • Producing a mentor handbook containing relevant course material; • Enabling access for mentors to the courses’ virtual learning environment as associate
students; • Organising annual mentors update information – incorporating professional updating and
course review/evaluation.
The employing organisation will offer support in the following ways by:
• Having responsibility for maintaining a database of mentors’ in their employment and ensuring that they satisfy the relevant professional requirements;
• Providing support for the mentors in their role of assessing the professional competence of students;
• Liaising between the University and the student’s employing organisation; • Providing mentors with adequate time, resources and facilities to fulfill their obligations
towards the student, clients, peers and colleagues; • Contributing to curriculum development; • Provide confirmation that an audit of the practice placement environment has been
successfully completed.
Supervision– a Process of Support in Practice The nature and process of supervision varies depending on the context, competency and activities you are carrying out as a student. Students will experience supervision with a Mentor based in their practice placement.
Supervision is primarily concerned with:
• sharing, demonstrating and providing support; • confidence-building; • encouraging and developing reflective practice; • developing appropriate skills and competence; • supporting learning; • providing any required guidance, sign-posting and information and • helping students to make progress.
Supervision must be ongoing within the practice setting and appropriate for your experience, level of competency and confidence as social care student and the context in which you are working. Students on placement will have a mentor who will guide students through learning opportunities during their placement enabling:
i) appropriate supervision in any/all work-based contexts.
ii) overview of mentoring across the whole programme that will monitor and direct the student’s progress over time.
iii) support in advising students to enable them to make necessary work-based and educational progress.
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Mentorship might be undertaken by an appropriate manager or staff member. The term ‘manager’ is used to identify an occupationally competent person who may be in a position to supervise and or delegate to support workers. Mentorship in the workplace will be through formal and informal review of progress.
Practice Modules are designed to enable you to consolidate your understanding of theory and demonstrate their competence in practice through achievement of Practice Based Learning Outcomes developed in collaboration between the University and Employer.
Addressing and Escalating Student Concerns in Practice In the first instance any concerns raised by a student should be discussed with your mentor and brought to the attention of the employer. You should also inform the Placement Module Leader.
The University aims to support good practice for high quality care and will endeavour to support trainees when raising a concern and refer them to the escalating concerns guidance. Where a placement falls through because of escalating concerns regarding the placement provider, the Employability Team will work with the student to secure an alternative placement. In the case of negative impact on a student’s ability to undertake placement study, Mitigating Circumstances may apply in respect of a deadline extension for submission of assessment work.
We advise you to join a professional student organisation while you are a student, which can offer a wide range of services. The College has no bias to which organisation you choose, but we suggest that you check, and decide for yourself with the Students Union.
12. MATERIALS AND EQUIPMENT FOR THE COURSE
There is no specialist equipment required on this course. Students will be required to submit typed assignments and will have access to College PC’s as well as a personal device issued on enrolment. Students may bring laptops/tablets into class to take notes and access online materials.
13. LEARNING AND TEACHING
A variety of teaching methods will be embedded in programme to deliver the curriculum to enable trainees to achieve all the learning outcomes and facilitate their personal and professional development. Methods of teaching and learning will include a flexible and blended approach:
• Formal learning that is face-to-face, physical and/or virtual/online; • Reading/study periods; • Self-directed learning – physical/online, etc. • Educational supervision/mentoring ; • Assessment activities; • Learning within the workplace; • Informal learning e.g. blogs, social media, etc.;
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• Simulation; • Shadowing.
Differing approaches to learning are embraced as we recognise that students come with a variety of different learning styles.
14. PLACEMENT VISITS: HEALTH & SAFETY/COSTS
Students are required to undertake a placement during the course. The University will endeavor to find a placement that is accessible and local to the student where ever possible. However, it is the responsibility of the student to arrange their travel to the placement at their own cost. It is not anticipated that there would be any other costs associated with the placement. For students already in employment in a suitable role, it may be possible to use your place or work to complete your placement.
Students must read and adhere to the Health and Safety policies of the placement provider. It is expected that all students would undertake some kind of induction where local health and safety considerations are explained and other local polices are understood.
Failure to meet expected standards of conduct may also result in referral to the Fitness to Practice Committee. All students are expected to uphold the principles of the Skills for Care Code of Conduct for Healthcare Support Workers and Adult Social care Workers in England to prioritise people, practise effectively, preserve safety and promote professionalism and trust.
15. TIMETABLES AND ENGAGEMENT
The timetable for this course can be found by searching at: https://infonet.glos.ac.uk/courseresources/Pages/timetables.aspx
You are expected to spend 20% of your working time on your studying. You will need to keep careful logs of this requirement.
Non engagement may mean you will no longer be able to continue.
16. STUDY SKILLS SUPPORT
Libraries You will be able to access resources to support your study at the University from the Libraries based on each campus. Details of Library Services can be found at: https://myhelp.glos.ac.uk/study-resources/look-for-library-resources/Pages/default.aspx
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Relevant Journals Due to the diverse nature of topics studied on the course, you will need to access a wide range of journals. These can be found at the University of Gloucestershire by using the Discovery Service at: https://glos-on-worldcat-org.glos.idm.oclc.org/discovery
Relevant Online Resources Access to various online resources can be found at the following locations:
https://infonet.glos.ac.uk/departments/lis/Pages/onlineresources.aspx
We would also refer you to the following websites for help with your course:
Care Knowledge - https://www.careknowledge.com
Care Quality Commission - http://www.cqc.org.uk/
Department of Health - http://www.dh.gov.uk
Early Intervention Foundation - https://www.eif.org.uk/why-it-matters
Health and Care Professions Council - https://www.hcpc-uk.org/
Health and Safety Executive - http://www.hse.gov.uk/
NICE - https://www.nice.org.uk/
Skills for Care - http://www.skillsforcare.org.uk/Home.aspx?gclid=EAIaIQobChMI_5HXqeDD2QIVCr7tCh0XkQjkEAAYASAAEgKDOvD_BwE
Social Care Institute for Excellence - https://www.scie.org.uk/
South West Information for Clinical Effectiveness (SWICE) - http://www.swice.nhs.uk/
The King’s Fund - http://www.kingsfund.org.uk
ICT and Study Skills Training A number of resources are provided to assist you in acquiring the necessary skills to study at degree level. Resources to support IT skills can be found at: https://myhelp.glos.ac.uk/study-resources/IT-skills-and-resources/Pages/default.aspx The University of Gloucestershire study skills support can be found at: https://myhelp.glos.ac.uk/study-resources/Pages/default.aspx. Here you can find help with looking for library resources, study guides, how to use various software, referencing guides and a student IT guide.
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17. SUBMISSION OF WORK FOR ASSESSMENT
General guidance on the standard of work required is provided in the University Academic Regulations for Taught Provision, in particular section 6. Some of the important issues are outlined below:
In submitting work for assessment you declare that it is your own work and has not been submitted for any other assessment. You also confirm that the work does not breach the University’s Research Ethics: Principles and Procedures.
Students at the University typically undertake three types of assessment - coursework (including presentations), practical assessments and examinations.
Assessments are normally submitted electronically. Feedback for assessments that are submitted electronically will also be presented to students via Student Records Online. For more information and full guidance please see: https://myhelp.glos.ac.uk/assessments/Pages/default.aspx
Late Submission Late submission of coursework without documented and approved mitigating circumstances is penalised in accordance with the appropriate regulations:
• Less than seven days late – maximum mark of 40% • Equal to or more than seven days late – mark of 0%
Non-Submission You should always attempt to submit some work for an assignment, even if it is incomplete as non-submission may result in failure as determined by the appropriate regulations.
Early Submission If you submit work prior to the due deadline you do so at your own risk and cannot retract it even if you have made a mistake and feedback will still be provided 20 days after the assignment due date and not the date of submission.
18. EXTENUATING CIRCUMSTANCES Extenuating circumstances are unforeseen factors affecting your ability to complete assessment to the normal schedule. It is the responsibility of the student to submit evidence, following the published procedures and to the specified deadlines, in support of any claim for mitigating circumstances that may affect their ability to undertake assessment. Normally, where a claim for extenuating circumstances affecting Coursework has been approved, the student will be offered an extension for completion of their work. There are three classes of Extenuating Circumstance:
- MC1 Students are entitled to one 5 working day extension in a year without providing supporting evidence.
- MC2 for extensions of up to 20 working days.
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- MC3 for longer extensions where mitigating circumstances are of a long-term or complex nature.
Exclusions to Extenuating Circumstances:
Foreseeable difficulties associated with undertaking a University course (such as combining your full-time course with an additional job) would not be considered mitigating circumstances. Other specific exclusions include:
• Problems associated with printing or binding or other presentational issues, which you should always allow, time for in your preparation of the work.
• Problems with backup or corruption of computer data. You should always store a backup copy of your work and ensure that you take prints on a regular basis.
For more information regarding extensions and mitigating circumstances please see: https://myhelp.glos.ac.uk/assessments/what-happens-if-you-cant-finish-in-time/Pages/default.aspx
19. ACADEMIC REGULATIONS It is important that you understand the Academic Regulation that govern your course and you are expected to read these. A link to these can be found at: https://myhelp.glos.ac.uk/Documents/Academic-Regulations-for-Taught-Provision-2017-18.pdf Credit accumulation and eligibility for award
For a Cert HE you must take 120 CATS at level 4 and pass all the modules which on this course are all compulsory.
University award classification regulations
Details regarding award classifications and progression issues can be found within section 7 of the Academic Regulations. Guidance regarding rules and results can also be seen at:
https://myhelp.glos.ac.uk/assessments/check-the-rules/Pages/default.aspx
A Certificate of Higher Education award is awarded with distinction when a student achieves an average mark of 70% or above in the best 120 CATS points at level 4. A Certificate of Higher Education is awarded with merit when a student achieves an average mark of 60-69% in the best 120 CATS points at level 4.
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20. ASSESSMENT
Assessment is a judgment of your performance and is an essential feature of both your experience and ultimate qualification. Assessment can include coursework, examinations, group work, presentations, dissertations, projects and importantly your clinical performance. It will encompass both formative and summative assessment, verbal feedback and written feedback. The Assessment: Handbook of Principles and Procedures are in accordance with the University of Gloucestershire:
http://www.glos.ac.uk/docs/download/Business/assessment-handbook-principles-and-procedures-2016-17.pdf
and the University Academic regulations for Taught Provision:
http://www.glos.ac.uk/docs/download/Business/academic-regulations-for-taught-provision.pdf
The University is committed to:
• Encouraging you to actively engage in your own learning and placement skills. • Supporting and facilitating assessment activities to improve your learning and placement
expertise. • Providing assessments that will be accessible and inclusive, both University and placement
based. • Ensuring that you receive timely, meaningful feedback to progress your learning and
placement expertise. • Providing you with innovative, enjoyable and engaging methods of assessments using a
variety of mediums. • Ensuring that assessments are linked to the module and course level outcomes and the
learning outcomes for social care students. • Providing assessments methods that are inclusive of the collaborative partners, including
service users.
Assessment Aims:
• All students will engage with a range of relevant formative and summative assessments, clearly linked to the module and programme learning outcomes.
• All assessments are designed to be accessible and inclusive aligned with the University’s Equal Opportunities Statement.
• Formative and summative assessments are designed to enable you to demonstrate the skills and knowledge you have acquired both academically and clinically.
• The feedback mechanism in place will include guidance on how to improve performance. • Assessment processes and outcomes are designed to enhance your personal and
professional development on your journey to Social Care Practitioner status.
The assessment strategy for the programme has been developed to prepare you to be competent practitioners delivering high quality safe and compassionate care.
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Assessments have been designed to enable you to:
• present evidence of comprehension that links both theory and practice; • complete specific competency skills related to the workplace;
A full assessment strategy can be found in appendix two. Overview of Assessments
Summative assessment contributes towards the final grade of your module.
Formative assessment provides additional feedback designed to inform and develop your academic skills related to a module.
The summative assessment schedule will aim to spread module assessment submission dates across the term. Summative assessments will be pre-empted by formative tasks which may provide feedback to support and guide the student’s preparation for the summative assessment task.
A range of differing styles of assessments across the modules with a view to enabling you to develop a portfolio of evidence that can be used in conjunction with Your Future Plan which will enable the you to provide evidence for future job applications.
Reasonable adjustments will be made, for students who have a disability to ensure that through inclusive design wherever possible, and through individual reasonable adjustments wherever required, assessment tasks provide every student with an equal opportunity to demonstrate their achievement.
Assessments on this programme have been structured, to include a variety of strategies: ranging from, essays, viva voce, projects, portfolios, presentations and practice competence. Not all students learn and demonstrate understanding in the same way; therefore, a range of methods are included in this programme.
More information can be found in the course assessment strategy in appendix A4.
Assessment briefs and assessment criteria
All assessment briefs follow set criteria. An example is shown below:
All assignments are marked according to predetermined assessment criteria. Examples of what is expected at level 4 is outlined in our assessment grids.
Assessment Grids are used to provide support and feedback to students about their coursework;
Level 4
Assignment Specific Focus
0%-29 Poor 30-39
Unsatisfactory 40-49 Satisfactory
50-59 Good 60-69 Very Good
70-80 Excellent > Outstanding
Answering the question /assessment brief
Question misunderstood or not addressed. Goes off the point regularly and includes irrelevant material
Some misunderstandings and question partially addressed. Goes off the point occasionally and includes some irrelevant material
Main ideas covered, but often superficially. May have omitted some basic concepts. Generally relevant to the question
Focused on the topic and covers most of the main ideas. Relevant to the question
Addresses the issues and concepts expected to a good depth. It is well focused on the question.
Covers a wide range of related issues to a high level of detail and depth. Consistently addresses the question and is focused
Addresses the question in great depth and complexity in a sophisticated manner
Demonstration of knowledge & understanding
Concepts, ideas and theories are not adequately discussed. They are frequently misunderstood and superficial
There is some understanding of concepts, ideas and theories. There is some misunderstanding, lack of clarity and depth
The main concepts, ideas and theories are present. There is minimal depth of understanding.
The main concepts, ideas and theories are discussed with understanding with adequate depth present.
Clear evidence of understanding of even complex ideas with good depth present
An excellent depth of knowledge and understanding of complex ideas
An outstanding depth of knowledge and understanding demonstrated at an advanced level
Critical thinking/ engagement with the subject/topic (this incorporates analysis, comparisons questioning and argument)
The piece is just descriptive. There are only a limited number or no arguments stated which may be incorrect.
This piece has a great deal of description included. Arguments are confused/ misleading or weak and insufficient.
Description is present but there is an attempt at discussion and developing an argument.
The discussion element of the piece is developing although not in great depth.
The piece discusses different opinions. Arguments developed and alternatives compared.
The piece critically explores the topic in depth using many diverse perspectives
The piece critically explores the topic in outstanding depth using very many diverse perspectives
Range, appropriateness and amount of literature used. Use of literature to support discussion
Very little or no evidence of reading or research to support points made
Insufficient evidence of reading and/or research to support points. Inappropriate sources used.
References used are limited, very simple, are from basic core texts and meet the minimal requirement. Little independent research. Arguments
Evidence of some independent reading from appropriate sources. Attempts at supporting arguments
Evidence of a fairly wide range of reading. Arguments generally effectively supported with respected sources
Evidence of a high level of independent reading taking place. Wide range of literature cited and arguments very well supported
Evidence of an outstanding level of independent reading taking place. Wide range of literature cited and arguments substantially supported
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appropriate to level
are not always adequately supported.
Application and reflection on practice or experience. Appropriate values demonstrated
There is no reflection or application on/to practice or experience No values evident or unacceptable values present.
There is little reflection or application on/to practice or experience There are only a few values evident or inappropriate values present.
There is some reflection or application on/to practice or experience There are values evident which are consistent to a student practitioner
There is some good reflection or application on/to practice or experience The values applied are appropriately discussed by the student practitioner
There is some effective reflection or application on/to practice or experience backed up with clear examples The values applied are well discussed by the student practitioner
Excellent reflection or application on/to practice or experience is evident which has been backed up with clear examples The values applied are clear and discussed with insight by the student practitioner
There has been outstanding reflection or application on/to practice or experience is evident which has been backed up with explicit examples The values applied are clear and critiqued with insight by the student practitioner
Structure of piece, clarity of expression, presentation & use of conventions
Writing poorly organised, often incoherent. Considerable and wide ranging errors in grammar, spelling, punctuation and in referencing
Some significant problems with organisation, grammar, spelling, punctuation and referencing conventions
Organisation weak, and some errors present, but generally comprehensible. Some errors in referencing, grammar, spelling and punctuation
Writing generally well organised and in an appropriate style and with clear message. Writing and referencing mostly accurate
Writing effective with own style evident. Organisation logical and clear. Easy to read. Grammar, spelling and referencing accurate
Writing very effective. Clearly organised with excellent links. Excellent use of academic style and conventions. References effectively embedded and used in a variety of ways.
A sophisticated academic writing style is evident with a clear flow of ideas. There are no errors in grammar, spelling, punctuation and referencing.
* work of 85 or above is deemed to be of publishable quality
CAS-UGT Alternative assessment arrangements
Alternative assessment arrangements may be made, where appropriate, for disabled students. However, these will only be implemented upon the advice of the Disability Advisor. Disabled students wishing to be considered for alternative assessment arrangements must give notification of the disability (with evidence) to the Disability Advisor by the published deadlines.
Grade Descriptors and Bands
Your tutors expect a high standard in the work submitted for assessment at this level. The pass mark for all modules is 40%. Overall module performance is graded as follows:
Percentage Comment Grade 70-100 Pass A 60-69 Pass B 50-59 Pass C 40-49 Pass D 1-39 Fail but with entitlement to reassessment F 0 Fail due to Non-submission of work F
Word limits or equivalent limits
Where an assignment exceeds the set word (or other) limit, a penalty of 5 marks will be deducted from the initial assignment mark for every 10% in excess of the word (or other) limit. Unless specified otherwise in a particular assessment brief, the word count of an assessment includes all material such as quotations and quantitative or qualitative data presented within the main body of the text, but does not include references/bibliography or supplementary material presented in the form of an appendix.
For presentations and other forms of assessment, an equivalent limit might be set, for example 10 minutes for a presentation meaning that a student should not exceed 11 minutes without a penalty being applied.
21. REASSESSMENT
A student shall be entitled to a single opportunity for reassessment if the overall mark for the module is in the range 1-39%.
When one or more elements of assessment are submitted as a reassessment opportunity, the maximum attainable module mark is 40%.
Work must be submitted by the re-assessment date or a date that has been extended as a result of disability or mitigating circumstances. Re-submission dates are non-negotiable.
A student who has achieved the specified pass mark for the module at the first attempt will not be able to re-take the module to gain a higher mark.
Should you be required to complete a reassessment you will need to undertake this after the Module Board of Examiners has confirmed the final result of your module. The reassessment submission date reflects
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standard University guidance and normally provides four weeks to resubmit the reassessment task after the Module Board of Examiners. You will need to access your Reassessment brief task for the module, which is made available online. You are advised, if needed, to seek support from your module leader.
22. RETENTION OF WORK
The University is required to retain work for review by External Examiners and as an archive of examined work. To avoid un-necessary retention, course teams will usually attempt to coordinate the two samples. If the work has been submitted physically this is normally in the form of a photocopy and you will receive an annotated copy of your work, but this is not always possible and it may be that your non-photocopied work may be retained. In anticipation of that you are advised to produce a second copy of the work, either digital or copied, or, of non-standard, a complete photographic or film record of the submission. If in doubt speak to your tutor. If archived the work may be retained for several years. In some instances, the tutor may be happy to allow the original to be returned in exchange for an accurate copy.
This is not an issue for electronic work which will be retained and made available to the External Examiner electronically.
23. FEEDBACK
Tutors will offer feedback in a variety of ways, this may be formative as work progresses, before and in preparation for submission, this might take the form of informal tutorials in class or annotation on draft submissions or it may be critique offered at an interim presentation. Whatever the form, your tutors will endeavour to provide clear constructive criticism and encouragement.
You will also receive formal summative feedback following the actual submission. All assignments will normally have electronic written feedback provided. Tutors, may use more innovative means such as recorded spoken feedback that will aim to be constructive. All feedback will use the terminology of the appropriate Grade and Level Descriptors for the level of study and where appropriate, indicate where and how the work might be improved.
You are encouraged to engage fully with any feedback opportunities offered to you and you should discuss implications with your Personal Tutor. Should you have any queries about assessment feedback you should contact the Module Tutor.
24. ASSESSMENT OFFENCES Work submitted for assessment is expected to be your own. Practices that compromise this principle include:
• Plagiarism • Unauthorised Collusion • Re-presentation • Fabrication
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• Impersonation • Cheating in Examination • Procedural Dishonesty
Where the work of the student is deemed not to be their own the work will be considered within the category of ‘errors of attribution’ or ‘assessment offences’. Further details are set out in section 6 of the Academic Regulations for Taught Provision. It should be noted that academic offences such as plagiarism are also considered a professional issue for those studying to become Health and Social Care Practitioners and may result in a fitness to practice consideration.
When you submit work to us for summative assessment it may be necessary for us to make it available to third parties in either paper, or electronic form.
To allow the fair assessment of your work, it may be necessary to copy it. For example, we may need to share your work with external examiners, or allow a piece of work to be independently assessed by more than one assessor or examiner.
To uphold the academic integrity of our awards and ensure our students secure reputable academic qualifications, we may need to compare your work with that of others to ensure that it is substantially your own.
Any work submitted to Turnitin® UK will be held on their database and may be used in any investigation of suspected academic offences and or for the purpose of detecting the future plagiarism of your own work.
If you have any questions about Turnitin® UK, you should ask your tutor or visit the Turnitin website at: http://www.turnitinuk.com/en_gb/support/support-services
25. THE END POINT ASSESSMENT During the award students will prepare a portfolio ready for their end point assessment (EPA) in order to achieve their apprenticeship award. This is to be organised by the employer.
The end-point assessment is designed to enable the competence of apprentices to be assessed in accordance with the apprenticeship standard. The approach to the end-point assessment is based on the following principles:
• The end-point assessment process should be meaningful and add value to both the apprentice and the employer by complementing and building on normal performance management and development processes;
• It should enable and encourage progression and continuous professional development;
• The end-point assessment is designed to test the markers of competence laid down in the standard;
• End-point assessment methodologies have been selected on the basis that they will provide a high level of validity of the relevant knowledge, skills and behaviours;
• End-point assessment will be synoptic and will assess skills, knowledge and behaviours in an integrated way. It will take place at the end of the apprenticeship and the final assessment decision will be made independently of the both the employer and the learning provider.
The apprentice will undertake the two end-point assessments:
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1. Observation of practice by independent assessor in apprentice’s own workplace setting.
2. Competence interview with independent assessor.
Apprentice will submit the portfolio at least three weeks before the competence interview is due to be held. The portfolio will be reviewed by the assessor and will be the subject of the competence interview.
More details can be found here: https://www.instituteforapprenticeships.org/media/1938/st0088_cypf_practitioner_l4_290618.pdf
Details of the EPA are summarised in the course assessment strategy
26. APPEALS & COMPLAINTS If you need to make a formal complaint or an appeal you need to follow the procedures outlines by the University, available at http://www.glos.ac.uk/governance/pages/appeals-and-complaints.aspx
27. REFERENCING
Academic work demands that you read widely and consider the work of other writers and researchers when you are preparing your essays and other assignments. Using this work without acknowledgement is to steal the ideas of other people and is called plagiarism. It is, therefore, very important that you acknowledge these ideas and opinions as belonging to a particular author, as they are considered to be that author's intellectual property. This procedure is called citing or quoting references. By doing this you are making it possible for readers to locate the source material that you have used. It is important that you use the appropriate referencing convention for your field of study. This University uses the Harvard system of referencing.
Links for online tutorials can be found at: https://infonet.glos.ac.uk/departments/lis/Pages/referencing.aspx
When you submit work to us for summative assessment it may be necessary for us to make it available to third parties in either paper, or electronic form.
• To allow the fair assessment of your work, it may be necessary to copy it. For example, we may need to share your work with external examiners, or allow a piece of work to be independently assessed by more than one assessor or examiner.
• To uphold the academic integrity of our awards and ensure our students secure reputable academic qualifications, we may need to compare your work with that of others to ensure that it is substantially your own.
28. STUDENT SUPPORT
Student Services
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All student services can be accessed via the website. Information about a range of Student Services offered at the University can be found at: https://myhelp.glos.ac.uk/wellbeing/Pages/default.aspx
On this site you will find details of student services including information relating to:
• Chaplaincy
• Counselling
• Disability Services
• Health and Wellbeing
• Medical Support
• Student Finance
• Welfare Advice
Students with Disabilities
If you have individual support needs, it would be extremely helpful if you could disclose these so that we can respond appropriately. You could approach the learning and disability support team for one-to-one support and you could also meet with your Personal Tutor so that they are aware of your needs. For more detailed information please see: https://myhelp.glos.ac.uk/study-resources/get-study-support-and-advice/Pages/Get-learning-and-disability-support.aspx
Additional Learning Support Team
If you require additional academic support beyond that available from your Personal Tutor, then we strongly encourage you access an academic skills adviser. Full details can be found at: https://myhelp.glos.ac.uk/study-resources/get-study-support-and-advice/Pages/default.aspx
Financial Support
We can help you stay on top of your finances while you're at university. You can check some of the details of fees, payments and the kinds of funding you may be able to get in this section. Or for your specific circumstances you can get confidential advice and information – as well as advice on how to support yourself and budget. For information please see: https://myhelp.glos.ac.uk/money/Pages/default.aspx
29. SUPPORT FOR INTERNATIONAL STUDENTS
See our International Students Welcome Guide for advice and information about our buddy scheme, fees and accommodation, finances, visa and immigration issues.
It is a legal requirement that the University must monitor the attendance and progress of international students.
All students will be allocated a named staff member act as a personal tutor, usually one of your regular teaching tutors, who will support you during your studies and act as a first point of reference as well as helping you fulfil the attendance requirements.
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The module lead may monitor all students’ attendance and they may discuss student’s attendance where there are concerns about any students’ ability to complete the module as a result of poor attendance.
Students are required to inform both the module tutor and course leader if they are going to be absence from lecturers.
30. EMPLOYABILITY AND CAREERS
We have an Employability Team who work in close contact with local employers to facilitate the matching of employment demand with training needs. This sector specific information is used to tailor your programme and enhance your employability. Careers advice is available along with support and workshops designed to help you think about ‘Your Future Plan’ and find a good job when you graduate. For full details see: https://myhelp.glos.ac.uk/your-future-plan/Pages/default.aspx
31. KEEPING IN TOUCH – ALUMNI We are very keen to have news of students after graduation and updates on your professional progress, find out more about the University Alumni Office at:
http://www.glos.ac.uk/partnerships/pages/alumni.aspx
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APPENDICES
A1. Programme Specification
Programme Specification
1 Name of Course and highest award eg, BA (Hons) Astrophysics
Cert HE Working with Children Young people and Families
2 Level of highest award (according to FHEQ)
Cert HE
3 Named interim awards eg, PGCert or DipHE, etc.
University Certificate
4 Awarding/validating institution
University of Gloucestershire
5 Teaching institution
University of Gloucestershire
6 Faculty responsible for the course
School of Health and Social Care
7 Mode of study (full-time, part-time, etc)
Full Time
8 QAA subject benchmark statement(s) where relevant
Social Work 2016 Youth and Community Work 2017 Early childhood studies 2014 Education Studies 2015
9 Recognition by Professional, Statutory or Regulatory Body (PSRB), to include definition of the recognition
N/A
10 Other external points of reference
The Higher Apprenticeship Standard for the children young people and family practitioner
11 Date of initial validation
June 2019
12 Date(s) of revision/confirmation
13 Course aims 1. Develop and applies appropriate values, ethics and behaviours that are expected of a
professional children, young people and family worker that respect a client’s dignity and involvement in decision making, ensures effective safeguarding, commits to collaborative working, maintains professional knowledge and skills and justifies the public trust by acting with integrity.
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2. Draws from a range of academic disciplines including physiology, psychology, sociology, history, welfare, the law, social policy and political and economic perspectives to underpin knowledge and understanding of the intrinsic and extrinsic factors that impact human development and behaviour, as well as relevant policy and legislation and commonly used practice approaches to inform professional decision making and functions.
3. To develop confident practitioners who know how to engage and communicate with a variety of individuals experiencing a variety of needs, adjusting their approaches accordingly.
4. To develop reflective practitioners who are able to effectively identify and assess the needs of clients experiencing a wide range of needs who are then able to develop informed relevant interventions and effectively monitor and evaluate the outcomes of these.
5. To enable students to attain the relevant skills and knowledge be able to progress to further study or improved employability in a variety of related settings.
14 Learning Outcomes of the Course
Students completing the Cert HE should be able to: 1. Demonstrate through their understanding and practice, the values, ethics and behaviours
expected of a professional children, young people and family worker.
2. Discuss and apply the key theories and principles that inform understanding of the human condition in the light of intrinsic and extrinsic factors that may impact an individual, family and community.
3. Describe and apply the key legislation, policies and principles that inform and drive safe and
effective practice 4. Discuss and demonstrate professional interpersonal skills whilst working with clients and other
professionals in order to develop effective working relationships, changing approaches where necessary to achieve positive outcomes.
5. Undertake informed assessments of clients, including safeguarding concerns, follow
organisational policy throughout and design, implement, monitor and evaluate relevant interventions to achieve shared goals.
6. Explore in detail how to work with a particular group e.g. U5, 5-11, 12+, young adult, parents,
families, children with special educational needs and disabilities, in a specific context, who may face specific needs.
7. Develop academic skills in reading, writing, evaluating research, communication and reflection,
suitable for study in Higher Education;
15 Learning and Teaching Strategy
The following grid depicts through module breakdown how and when each course learning outcomes are met.
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Module
1 2 3 4 5 6 7 CY4001
x x x x x
CY4002
x x x x x
CY4003
x x x x
CY4004
x x x x
CY4005
x x x
CY4006
x x x x x
CY4007 x x x x x CY4008 x x x x x x CY4009 X x x x x x
16 Learning and Teaching Methods The University is committed to delivering excellence in learning and teaching (Academic Strategy 2017-2022) and as such the course seeks to support learning through a variety of methods which have been thoroughly used and tested in related programmes, as well as seeking to try new ways to create rich environments for teaching and learning to occur. The approach to teaching and learning on the higher apprenticeship route will be via blended learning. The online environment gives many opportunities for students to participate virtually in teaching sessions, learn new things from interesting activities and resources, as well as consolidate their learning by participating in activities designed to aid that process. Therefore, students will be expected to engage with the online material available so that their learning continually progresses. With topics being introduced online, the students learning will be consolidated further, through monthly sessions where students will participate in a variety of teaching methods which promote learning such as direct input, facilitated discussions, group work, case studies/scenarios and the use of multimedia/online resources. The approach therefore will be a flipped learning approach throughout. As the course is a pathway through to other subjects at level 5 subject areas must be taught by staff with relevant specialist expertise and knowledge. Where possible, current practitioners will be brought into modules to share their wisdom so that all students further benefit from those working on the front line. Where possible simulation activities will be used in order to help the students reflect on their approaches to situations and be prepared for times when circumstances may become challenging. In a place of safety, students will be stretched to apply their learning to their practice and be able to trial strategies for future use. As the students are grounded in a workplace setting, students will have to apply their learning to their practice and use their practice to inform their learning. It is expected that the students, as a
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result of being mentored in the workplace demonstrate the knowledge and skills required to be a developing practitioner in that context, ready to progress their knowledge understanding and practice further. ---------------------------------------------------------------------------------------- Each module CAT point equates to ten hours of learning thus a 15CAT module equate to 150 hours of learning and therefore at leach level, 1,200 hours of learning take place. These hours are distributed as follows: Level 4: Taught Route Scheduled learning and teaching activities: 204 hours Guided independent study: 700 hours Placement: 296 hours Higher Apprenticeship Route Scheduled learning and teaching activities: 270 hours Guided independent study: 690 hours Placement: 240 hours as part of their full time work
17 Assessment Strategy The table below identifies the Course Learning Outcomes which will be assessed through the summative assessments. Learning outcomes that are not assessed through the summative assessments will be met through formative assessments and in class discussions within the module.
Selected academic skills from the list noted in learning outcome 7 will be assessed throughout the programme in each module.
Once the award has been completed, each apprentice will need to undertake an end point assessment (EPA), undertaken by an external organisation and organised by their employing organisation.
The EPA will comprise of an independent assessor undertaking x2 assessments. Firstly, they will undertake an observation of practice in the apprentice’s own workplace setting for approximately 80-90 minutes. This is to assess the competency of the apprentice within their work environment.
Module Assessment Learning Outcomes 1 2 3 4 5 6 7
CY4001 001 X X X CY4002 001 X X X CY4003 001 X X X CY4004 001 X X X CY4005 001 X X X CY4006 001 X X X CY4007 001 X X CY4008 001 X X CY4009 001 X X
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Secondly, a competence interview will be undertaken which is a 60 minute discussion between the apprentice and the independent assessor, focusing on the work covered in the portfolio undertaken during the course. It will look at both the work the apprentice has undertaken, the strengths demonstrated and will consider any gaps or weaknesses in knowledge, skills or behaviours. The information gained from the discussion will provide a basis for the independent assessor to make a holistic decision about the grade to be awarded.
18 Assessment Methods Whilst several summative assessments are written, students are actively engaged with real world problem solving assignments. Students are encouraged in all their submissions to consider how their knowledge links to current practice. Academic study is integrated or embedded and closely related to practice and the acquisition of skills. Students are encouraged to participate and contribute to the learning community, developing and exploring communication skills and embedding the use of current communication technology. Group debates, seminar presentations, essays, portfolios, reflective practice portfolios and research projects allow students to challenge their knowledge base, whilst work placements provide opportunities for the student to explore professional and vocational contexts. Such approaches allow many opportunities for formative feedback to the student. An assessment strategy has been developed to expand these thoughts.
19 Location(s) of the Course’s delivery
Mostly online with regular study days either at FCH, online or regionally based (depending on demand and location).
20 Admissions Requirements Students will be required to have an interview with their employer and a member of the teaching staff to be accepted onto the program. By the end of the apprenticeship, students will be required to have a level 2 in English and Maths before they complete the final assessment. All applicants will require enhanced DBS clearance for entry.
21 Career and employability opportunities i.e. details of any work experience, work-based learning, sandwich year or year abroad
This course has been developed in conjunction with many local and regional stakeholders who wish to develop routes into early intervention work with children young people and families. These organisations are within the statutory, education, voluntary, community and enterprise sectors and all keen to be involved in the development of knowledge and skills that students need to have in order to make a difference in the vital work that they undertake. Such organisations and their professionals will input into the course so that students will have up to date knowledge about the sector. Work experiences at level 4 are designed to develop the knowledge and skills of students so that they can immediately take up practitioner roles in the sector. Therefore, the level 4 course has employability at its heart. Expected roles which student could fulfill at Cert HE level are: Early help and intervention work with children, young people and families, Family support work, Pastoral support in schools, Housing support work and Advocacy work in a variety of settings and employers. Establishing progression routes at level 5 into other courses such as Social Work, Early Childhood Studies and Education means that students can go further enhance their employability by progressing into professionals working at higher grades within these areas.
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In order for students to progress onto Level 5 social work they are required to:
• attend an interview and meet the set benchmark for social work BSc Degree.
• If they pass the interview they must then pass module CY4010 (non-credit bearing) which includes a law exam (as per BSc Level 4), attendance at revision sessions will be made available.
• undertake a 2500 Reflective Assignment - ‘Demonstrates 25 days skills development and readiness for practice at the PCF Readiness for Direct Practice Level’
• complete and submit the PCF table • complete and submit a Personal Development Plan. • have achieved maths and english GCSE – A-C / 4-9 or
Equivalent • pass all CYFP HE Cert modules with an average of above 50%
grades
Those who wish to APL into level 5 Early Childhood Studies and BA Education, will just have to pass the Cert HE CYPF and practice in a suitable placement.
22 Management of Quality and Standards Guidance on the University’s approach to the management of quality and standards is contained in the Quality Handbook, Academic Regulations for Taught Provision, Assessment Principles and Procedures, and associated sources of advice. All regulations, policies and procedures are aligned with QAA reference points and, where relevant, those of Professional, Statutory and Regulatory Bodies. Quality assurance is undertaken as close as possible to the point of delivery. There is a route from the module level to courses and through to faculty and University levels so that issues can be addressed and delivery enhanced in the appropriate arena. Externality is guaranteed via external examiner reports which allow the University to make judgements on the quality and standards of its provision. The University also benefits from the input of externals in its approval and review procedures. Students are able to comment on their modules and courses in various ways including module evaluations, via students representatives and the NSS.
23 Support for Students and for Student Learning At University level, students are able to access information, advice and guidance on a range of issues as well as contacting most Student Services teams through the campus based Helpzones, either in person, accessing materials and advice via the website or by telephone/e-mail contact see https://infonet.glos.ac.uk/departments/ss/helpzone/Pages/default.aspx Available support specific to their studies includes Student Employability (Careers advice and guidance and placement related activity), Disability, Dyslexia and Learning Support team and the Student Achievement team (including study skills tutors for academic and numeracy skills). Full details of all Student Services is available at - https://infonet.glos.ac.uk/departments/ss/helpzone/Pages/default.aspx
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Further general and programme specific support is available through the Libraries, ICT and LTS. Library and Information Services support student learning by delivering effective, efficient and learner-focused services via the three campus libraries. These include traditional academic library resources, electronic information resources, open access IT and media facilities, integrated learner support, enquiry services, a choice of study spaces and access to the Archives and special collections. Students have access to expert help and advice in using the full range of resources to support their studies, whether they are working on or off campus. Full details of all LIS services are available at https://infonet.glos.ac.uk/departments/lis/Pages/default.aspx
24 Current Course Map Insert hyperlink to the current map. Collaborative partners should insert the course map from their approved validation document, including any subsequently approved changes. This section must include any variations to the University’s Academic Regulations for Taught Provision which apply to this award (variations must be approved by the Academic Affairs Committee).
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A2.Course Map UNIVERSITY OF GLOUCESTERSHIRE Cert HE Working with children young people and families Course Leader: Steve Bullock Senior Tutor: Denise Wright Notes: Apprenticeship Route
To achieve your intended award you must meet the overall award requirements and the Course requirements. Award Requirements
For CertHE • Take 120 CATS at Level 4 • Pass compulsory and core modules from the Course map below
Course Requirements: LEVEL 4 To complete your programme you must pass the following compulsory modules: CY4001 Professional Practice 15 CATS SEM 1
(year 1) CY4002 Human Development 15 CATS SEM
1&2 (year 1)
CY4004 Practical Skills 15 CATS YEAR (year 1)
CY4003 The Social Context 15 CATS SEM 2 (year 1)
CY4005 Working with Others 15 CATS SEM 3 (year 2)
CY4006 Assessment and Safeguarding 15 CATS SEM 1 (year 2)
CY4007 Interventions 15 CATS SEM 2 (year 2)
To complete your programme you must pass a minimum of 15 CATS from the following core modules: CY4008 Specialist Understandings and Educational Roles 15 CATS SEM 3
(year 1) & Year (year 2)
CY4009 Specialist Understandings and Social Work 15 CATS SEM 3 (year 1) & Year (year 2)
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A3. Course Assessment Strategy
Course Assessment Strategy
CERT HE Working with Children, Young People and Families
School Health and Social Care
Subject Community Social Care
Course Group Youth
Course Leader Steve Bullock
Introduction
The Cert HE working with children, young people and families (CYPF) award seeks to develop in students the knowledge, skills and behaviours that they need to become early help practitioners with a focus on a specific age group and setting.
Once the level 4 award is achieved, various pathways have been created so that students can enter other awards/professions at level 5 for example Social Work, Early Childhood Studies and Education.
Part 1: The overall approach to assessment on the course
The teaching and learning strategy will focus on helping students to understand the knowledge, skills and behaviours required as a CYPF practitioner and will enable students to link theory to practice. The approach to assessment therefore is about testing that students have reached the required level 4 standards in their knowledge, practice and behaviours.
The course will test learning outcomes summatively and formatively using a broad range of approaches to maximise learner opportunities for demonstrating their understanding, these will include portfolios, presentations and standard written essays. The use of portfolios allows for flexibility and creativity ensuring that the link to practice can be relevantly demonstrated.
Given the professional nature of practice involved in Early Intervention work, at the outset, students will be expected to develop good habits which are fitting for such roles. Independent learning, thinking and taking informed action are qualities which are sought to be fostered and developed. Besides taught content in class, the student is expected to spend a significant amount of time reflecting on how such content enables them to develop both their academic and practitioner skills. To enable this, a number of independent study tasks are set throughout each module that can be reflected upon within the classroom setting and act as a way of providing formative feedback regarding knowledge and understanding. We believe this makes the course intellectually stimulating and challenging. Compulsory placements also encourage application to specific settings. Here, the observation of practice and supervision allows for significant formative feedback regarding practice skills. This engages students in applying knowledge and conducting critical thinking in practice contexts. Through the use of such formative and summative assessments that combine academic knowledge and reflection on practice appropriate professional formation and development will be achieved.
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Students will be supported throughout their learning and assessment to develop the skills required for practice and further study. A mixture of blended learning experiences, didactic teaching, seminars, group work, skill days, tutorials, independent research/study and work-based learning will enable students to reflect upon their learning and identify future learning goals in their assignments. Prior to assessment, students will be encouraged by academic staff to develop collaborative learning groups that will support and enhance their understanding. In this way formative feedback is not just provided by the academic staff but by the students themselves as they are encouraged to collaborate in the development of knowledge and skills. The programme also expects students to individually be actively involved in the learning process and become self-directed learners.
By making uses of the Virtual Learning Environment (VLE) the academic team uses Moodle as a means of promoting learning and providing feedback through discussion forums. Students are required to undertake specific self-directed learning using a blended learning approach. Students will be supported in the requirement to make use of and demonstrate appropriate ICT skills throughout the duration of the programme. This will include electronic submission of work, use of IT to present information and familiarise themselves with relevant ICT systems whilst on placement.
The programme curriculum is underpinned by research and evidence informed practice. Each module requires students to link their learning to their placement where they will be enabled to critically reflect upon their learning and so will demonstrate where new knowledge has been developed and made a difference to them and their practice. This is achieved through a diverse ranges of assessment methods such as work-based portfolios, case studies, reflective assignments, presentations as well as more standardized essays. The course is built on the idea of constructive alignment where the outcomes of the course are embedded throughout our modules resulting in specific module learning outcomes. Taught content addresses these outcomes and the summative assignments seek to test student knowledge to ensure these outcomes have been met.
The overall approach to teaching and assessment, aims to develop life-long learning which will encourage students to facilitate their own professional development and that of others through reflective practice, education, supervision, feedback and evaluation. In this way, the curriculum and approach to assessment has been designed to strengthen employability.
Part 2: The student experience of assessment on the course by level
Overview
Perhaps the thing that is likely to cause you the most anxiety when coming to University is the preparation and submission of assessments. We know it can be a daunting experience so it is useful to know that you will not be the only one feeling nervous. Do talk to your fellow students about assignments to share understanding about the tasks. Do attend class as this is where lecturers will give hints and tips. The assessment task will routinely be discussed at some point on each module to try and ensure your understanding of the requirements. Do ask your module tutor if you do not understand what the assignment task means. Do ensure you submit by the due date as even if you don’t get it quite right, it will mean you get a second chance. Not submitting will mean a fail so this is to be avoided at all cost. Do read the feedback from your assignments. It will praise and encourage you for what you have done well and give you specific pointers on how to improve future work. Do then discuss this feedback with your Personal Tutor who is there to help you make sense of the comments and help you come up with strategies and approaches that will improve your work. You are not alone in this and help is always at hand but you need
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to actively seek this out. Learners in Higher Education are expected to be more autonomous and independent in this way.
It is also important to know that it will get easier and make more sense as time goes on. Student’s talk about having ‘lightbulb’ moments where it becomes clearer what is expected in assignments and how to approach writing tasks so do trust that things will feel more straightforward as you progress through the course. Below we want to outline our approach to assessment and help you understand the ideas behind the approach we have taken on this course.
As a student the starting point, in understanding both your assessment and assignment, is your online module guide. This guide contains all the relevant information you need to understand about what is required of you in terms of the module and the assignment. This guide has been specifically written at the beginning of each academic year and has been independently reviewed within the teaching team. This is to ensure consistency across levels and modules and a degree of synchronicity across the other modules. Consistency may include word length, where the standard rule of thumb is typically 2500 words at level 4 for each 15-credit module. You will notice that assignment requirements increase if you choose to progress into another programme in your second year.
The online module guide contains the learning outcomes for the module. These have been informed by both the overall course outcomes. These learning outcomes will be reflected in the content of the taught material and learning activities you undertake and will provide the backdrop to your module assignment. You will participate in exercises and workshops during the lectures and on placement. You will also be asked to complete tasks as part of your own independent study and whilst these are not marked or count towards your mark for the module, they prove valuable for learning, and allow tutors to gauge understanding. They can allow us to give you what we call formative feedback, designed to improve your thinking, practice and academic skills which in turn, should enable you to produce better assignments.
The assignments submitted for marking are what we refer to as summative assessment. We want our students to have the capacity to use a variety of different assessment types to demonstrate their understanding, and for them to form an essential part of a ‘portfolio’ of learning that they might wish to take to an employer. As well as knowledge, this portfolio might better demonstrate skills, application and experiences that are appropriate for entry into the workforce at an appropriate level. Formatively and Summatively, you will be invited to demonstrate your knowledge through a range of different ways such as critical reviews, portfolios, reports, reflective learning, group debates, seminar presentations, essays, presentations and research projects. Alongside this, work experience provides an opportunity to explore professional and vocational contexts. Here, you will be encouraged to apply the theory you have learnt and to develop new skills based on a critical understanding of what approaches work most effectively in practice.
Whilst many assessments are written, our students are actively engaged with real world problem solving assignments. As a team we believe learning, at its most basic, comes through the dynamic of action and via reflection on the action. This is one reason why placements have a central focus within the curriculum. As a course that is rooted in vocation and work with people, it essential that our students are provided with an opportunity to both do and reflect. You will be encouraged in all submissions to consider how knowledge links to current practice. Therefore, academic study is integrated or embedded and closely related to practice and the acquisition of skills.
Your module guides will outline the formative study tasks and the summative assignment which will be graded. To help you understand the requirements, a marking grid is included to explain how marks are
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allocated, and the key areas in which staff are marking your work. The team may use either a generic marking grid, or one that suits the task to hand. This grid should be understood alongside the assignment instructions that are provided in the module guide.
Assignments are normally submitted online and the module guide will provide instructions on how to do this. Deadlines are typically at 6pm but we would strongly encourage you to complete your work much earlier than that. Give yourself a couple of days after you finish your work to go back and proof read your assignment. Students needlessly throw away marks by including typos or referencing errors that a proof read could have eliminated. Once you have proof read you work try and several hours before the deadline itself. This allows you to get support for any technical problems you might encounter. If you leave submission until shortly before the deadline and get a technical problem at your end, then there may be nothing we can do to help and your work will be considered as submitted late which means it will be capped at a mark of 40.
Following submission of your assignment, feedback is normally provided 20 working days after the submission date, and can be accessed through your Student Record online within the University of Gloucestershire website. Feedback comes via the use of the marking grid in the module guide with some additional notes regarding strengths and areas for improvement. Students can request feedback tutorials after their marks have been released, so as to discuss their progression.
Assessment Aims:
• All students will engage with a range of relevant formative and summative assessments, clearly linked to the module and programme learning outcomes.
• Formative and summative assessments are designed to enable students to demonstrate the skills and knowledge you have acquired both academically and in practice.
• The feedback mechanism in place will include guidance on how to improve performance.
• Assessment processes and outcomes are designed to enhance students’ personal and professional development on their journey to become a children, youth and family practitioner.
The assessment strategy for the programme has been developed to prepare students to be competent practitioners delivering high quality safe and compassionate care.
Assessments have been designed to enable students to:
• Present evidence of comprehension that links both theory and practice.
• Complete specific competency skills related to the workplace.
Students will gain experience of an assessment strategy that not only reflects the learning outcomes of the course but combines differing tasks across modules which can contribute to employability skills. We want to ensure your teaching and assignment tasks prepare you for the workplace and provide you with the skills, experience and knowledge that employers will be looking for at interview. We specifically focus on these employability skills as part of your work placement modules.
We recognise the need to be inclusive in our assessment. Reasonable adjustments will be made for students with a disability to ensure that wherever possible, and through individual reasonable adjustments wherever required, assessment tasks provide every student with an equal opportunity to demonstrate their achievement.
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• Prepare the student for their End Point assessment (EPA).
The summative assessment schedule will aim to spread module assessment submission dates across the term as much as possible although we recognise there can be pinch points. With this in mind, it is important to be well organised and start assignments as early as possible so that you do not put yourself under too much time pressure.
We will now consider the teaching and assessment approach at each level of study with reference to the modules on this course.
Level 4
This level places a focus on the development of the student as an academic and a practitioner. It provides an understanding of the skills, knowledge and understanding which an early help practitioner needs to have and apply in their role. Specifically, students completing the Cert HE should be able to:
1. Demonstrate through their understanding and practice, the values, ethics and behaviours expected of a professional children, young people and family worker.
2. Discuss and apply the key theories and principles that inform understanding of the human condition in
the light of intrinsic and extrinsic factors that may impact an individual, family and community. 3. Describe and apply the key legislation, policies and principles that inform and drive safe and effective
practice 4. Discuss and demonstrate professional interpersonal skills whilst working with clients and other
professionals in order to develop effective working relationships, changing approaches where necessary to achieve positive outcomes.
5. Undertake informed assessments of clients, including safeguarding concerns, follow organisational
policy throughout and design, implement, monitor and evaluate relevant interventions to achieve shared goals.
6. Discuss in detail a particular group e.g. U5, 5-11, 12+, young adult, parents, families, children with
special educational needs and disabilities, and how to work with them, in a specific context, who may face specific needs.
7. Develop academic skills in reading, writing, evaluating research, communication and reflection, suitable
for study in Higher Education;
For a student to meet these course outcomes, modules have been developed with more targeted learning outcomes to help a student achieve these broader course outcomes.
Students need to understand the people they work with and so through CY4002 (Human Development) students will be able to explore theories related to growth through the life course and the impact of stressors that may affect growth and behaviour. Students will be assessed using a presentational style of assessment as they sum up the issues that an individual may be experiencing and the impact they are having, using what they have been taught. However, the contextual factors also play an important part of the human experience and so through CY4003 (The Social Context) contextual factors will be explored that impact individuals, families and communities. Students will think about the cause for such issues and will consider through an essay how social policy seeks to address or avoid them. Furthermore, students will be
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able to specifically explore in depth a particular age group, condition and site of work in CY4008/CY4009 to build up their specific knowledge base on those they choose to work with. In doing so, the assessments will address course outcomes 2 and 6.
As the focus for the award is about working with children, young people and families, it is expected that a student understands the role of the professional and that is what CY4001 (Professional Practice) seeks to do, along with introducing the student to important skills required for the role and for study. A portfolio will need to be produced to demonstrate important characteristics associated with being a professional. In doing so, the assessments will address course outcomes 1 and 7.
All modules expect that the student link their studies to the workplace but there are specific modules that aim to support students in developing the practical skills needed for the workplace i.e. CY4004, CY4008/CY4009. The modules allow students to put into practice their learning from other modules; to reflect on and apply theories in this context; to develop skills though teaching, observation and doing enabled by academic staff and workplace mentors; to be given formative feedback through direct observation and then to reflect on what they have learnt, how their skills have developed and what they might do differently moving forward; and to develop employability skills. Alongside standard reflective written coursework, a portfolio approach to assessment allows for a diverse set of tasks and observations to be included. In doing so, the assessments will address course outcomes 1, 4 and 6.
An important role of an early help professional is to understand the processes involved in undertaking assessments, dealing with safeguarding issues and working with others in order to develop relevant interventions to meet the needs of the child, young person or family. As such, the assessments which accompany these processes will enable you to reflect on relevant assessment processes, consider whether working with others works and devise, monitor and evaluate appropriate interventions that meet needs. In doing so, the assessments will address course outcomes 3, 4 and 5.
In line with SEEC descriptors1 at Level 4, the approach to assessment at this level will test the student’s ability to develop a rigorous approach to the acquisition of a broad knowledge base; employ a range of specialised skills both academic and work-based; evaluate information, using it to plan and develop investigative strategies and to determine solutions to the variety of unpredictable problems often encountered in early help situations; and operate in a range of varied and specific contexts, including the classroom, the workplace and group-work tasks, taking responsibility for the nature and quality of outputs.
The End Point Assessment
Once the Cert He has been passed each apprentice will have to undertake an end point assessment with an external/independent organisation in order for them to achieve their apprenticeship award.
The end-point assessment will consist of two assessment methods:
1. Observation of practice
2. A competence interview informed by submission of a portfolio – which will be developed during the course
1 For further information see http://www.seec.org.uk/wp-content/uploads/2016/07/SEEC-descriptors-2016.pdf
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Observation of Practice Key Facts: • An 80-90 minutes individual observation of the apprentice at work. This includes:
o 10 minute initial briefing session for the apprentice to outline the context of the work about to be undertaken o The actual observation period will be 55- 60 minutes. o 15-20 minute clarification question and answer session at the end, for the assessor to gain a clearer understanding of the choices made, the outcomes achieved and to ask the apprentice to reflect on the work undertaken during the observation.
• The observation must be designed to make sure that the apprentice demonstrates the required skills, knowledge and behaviours.
• The observation will consist of a live setting practical example, undertaken at the apprentice’s normal place of work. The practical example chosen must show that the needs of a specific child or young person are at the heart of this work. This will utilise the apprentice’s skills and link their theoretical knowledge to practical working.
• Graded as fail/pass/distinction.
The purpose of the observation within practice is to assess the competency of the apprentice within their work environment. The observation must afford the opportunity for the apprentice to work with or on behalf of a child or young person as an individual in their own right and as a central part of a family/carer entity and it should allow them to demonstrate the application of their knowledge, skills and behaviours. The live setting practical example that will be observed should reflect a frequent activity from the apprentice’s work activities and should include evidence of the analysis and professional judgement, practical application of and reflection on theories, models and legislation and child centred practice, values and ethical considerations with the child, young person or family. The standards against which this will be assessed are Knowledge, Skills and Behaviours. This could include a family engagement meeting, early help meeting, parenting programme, a visit to a home, multi-agency meeting or contact with children, young people and families. The observation aims to utilise the apprentice’s skills and link their theoretical knowledge to practical working. The Observation of Practice scenario will be chosen by the apprentice after discussion with the employer and will be enabled by the employer in terms of provision of premises for the end-point assessment to take place and access for the independent assessor. The employer will ensure that all the appropriate safeguards and guidelines are in place for live interactions with children, young people and families. It will be assessed by the independent assessor, using a quality assured format. The apprentice will know in advance the criteria against which they will be assessed. During the 10 minute initial briefing the apprentice will present the assessor with a summary of the context of the piece of work they are about to undertake and an outline of the aim and objectives of the session and how this relates to the outcomes for the child or young person (2000 words +/- 10%). The Assessor will not be permitted to ask the apprentice questions during the observation, and before the end-point assessment starts the assessor should outline the purpose of their presence to the child, young person and/or family and the relevant confidentiality arrangements surrounding the information received during the observation.
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The Observation of Practice should take place before the Competence Interview and where reasonably practicable, should take place on the same day. The assessor will be able to expand upon their observations and to gain a greater understanding of the choices made and the outcomes achieved during the Observation of the live setting practice example, through the question and answer session that will take place directly after the Observation. The end-point assessment organisation will complete the assessment paperwork The Competence Interview The purpose of the competence interview is to ensure that the apprentice understands and can explain the work presented in their portfolio and that there is no plagiarism involved in the work. It is an opportunity for the assessor to discuss with the apprentice the content of the portfolio, allowing them to seek reassurance, where necessary, that the apprentice meets or exceeds the apprenticeship standard. The assessor must not asses the portfolio, but uses it to inform the questioning for the competence interview. The competence interview is a structured discussion of 55- 60 minutes duration between the apprentice and the independent assessor, focusing on the work covered in the portfolio. It will look at both the work the apprentice has undertaken, the strengths demonstrated and will consider any gaps or weaknesses in knowledge, skills or behaviours. There will be probing questions and discussion about the professional practice undertaken within the course of the apprentice’s work, based on the application of the core skills and knowledge and behaviours which will:
• confirm and validate judgements about the quality of work; • provide evidence for any gaps or perceived weaknesses in skills and knowledge; • explore aspects of the work, including how and why it was carried out.
The information gained from the discussion will provide a basis for the independent assessor to make a holistic decision about the grade to be awarded. The range of assessment methods undertaken throughout the apprenticeship, including the on-programme assessments, enables the full range of knowledge, skills and behaviours to be considered.
Part 3: Mapping assessment against module learning outcomes at each level
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Table A: Assessment to module learning outcomes Excess module learning outcome numbers not required for this module √ - Task assesses this module learning outcome / BLANK - Task does not assess this learning outcome
Module Learning Outcomes at Level 4
Module Assessment Elements
1 2 3 4 5 6 7 8 9 10
CY4001 professional practice 001 Individual portfolio
√ √ √ √
CY4002 professional practice 001 Individual presentation
√ √ √ √
CY4003 The Social Context 001 Individual Standard Written
√ √ √ √
CY4004 Practice Skills 001 Individual portfolio
√ √ √ √ √
CY4005 Working with Others 001 Individual Standard Written
√ √ √ √
CY4006 Assessment and Safeguarding 001 Individual Standard Written
√ √ √ √
CY4007 Interventions 001 Individual portfolio
√ √ √ √
CY4008 Specialist Understandings and Educational Roles 001 Individual portfolio
√ √ √ √ √ √
CY4009 Specialist Understandings and Social Work 001 Individual portfolio
√ √ √ √ √
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Duration/Size Written Examination and Practical Examination duration: express in form 2 hours, 1.5 hours, 20 minutes. Length of examination must include any reading time required. Coursework size: normally express in number of words or, in the case of presentations, duration, e.g. 1500 words or equivalent, 20 minutes. A full list of assessment types is provided on the current module descriptor template
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Level 4 – Cert HE Apprenticeship Route
CY4001 study skills 12 hrs – 4hrs x3
CB day 6hrs CY4001 study skills 12 hrs – 4hrs x3
CB day 6hrs/2=3hrs
CY4001 5 hrs – 2.5hr x2
CY4002 7.5 hrs – 2.5hr x3
CB day 6hrs CY4002
CY4002 7.5 hrs – 2.5hr x3
CB day 6hrs CY4002
CY4002 5 hrs – 2.5hr x2
CY4003 7.5 hrs – 2.5hr x3
CB day 6hrs CY4013
CY4003 7.5 hrs – 2.5hr x3
CB day 6hrs CY4003
CY4003 5 hrs – 2.5hr x2
Review day
CY4005 7.5 hrs – 2.5hr x3
CB day 6hrs CY4015 CY4005 7.5 hrs – 2.5hr x3
CB day 6hrs CY4012
CY4005 5 hrs – 2.5hr x2
CY4004 3 hrs - 1.5hrs x2
CY4004 4.5 hrs - 1.5hrs x 3
CY4004 (4.5 hrs - 1.5hrs x 3
CY4004 3 hrs - 1.5hrs x2
CY4004 (4.5 hrs - 1.5hrs x 3
CY4004 (4.5 hrs - 1.5hrs x 3
CY4004 3 hrs - 1.5hrs x2
CY4008/9 (4.5 hrs - 1.5hrs x 3
CY4008/9 (4.5 hrs - 1.5hrs x 3
CY4004 3 hrs - 1.5hrs x2
TT Week
1
2 3 4 5 6 7 8 9 10
11
12
13
14
15
16
17
18
19
20 CY4001
21
22
23
24
25
26
27
28
29
30
31
` 33 CY4002
34
35
36
37
38
39
40
41
42
43
44
45
46 CY4003
47
48 CY4004
49
50
51
52
CY4008/09 input
CY4008/09 input
CY4006 7.5 hrs – 2.5hr x3
CB day 6hrs CY4006
CY4006 7.5 hrs – 2.5hr x3
CB day 6hrs CY4006
CY4002 5 hrs – 2.5hr x2
Review D
ay
CY4007 7.5 hrs – 2.5hr x3
CB day 6hrs CY4007
CY4007 7.5 hrs – 2.5hr x3
CB day 6hrs CY4007
CY4007 5 hrs – 2.5hr x2
Review D
ay
CY4008/19 (4.5 hrs - 1.5hrs x 3
CY4008/19 (4.5 hrs - 1.5hrs x 3
CY4008/09 3 hrs - 1.5hrs x2
Portfolio building
Portfolio building
Portfolio building
TT Week
1
2 3 4 5 6 7 8 9 10
11
12 CY4005
13
14
15
16
17
18
19
20
21
22
23
24
25
26 CY4006
27
28
29
30
31
32
33 CY4008
34
35
36 CY4007
37
38
39
40
41
42
43
44
45
46
47
48
49
50
51
52
CAS-UGT