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Programme Specification: BA (Hons) Playwork

About the course 1 Name of course and highest

award BA (Hons) Playwork

2 Level of highest award (according to FHEQ)

6

3 Possible interim awards – Cert HE Dip HE BA O

4 Awarding/validating institution University of Gloucestershire

5 Teaching institution University of Gloucestershire

6 Faculty responsible Applied Sciences

7 Mode of study Part time distance learning

8 QAA subject benchmark

statement(s) where relevant

Hospitality, Leisure, Sport and Tourism

9 Recognition by Professional, Statutory or Regulatory Body (PSRB), to include definition of the recognition

Endorsed by SkillsActive

10 Other external points of reference

11 Date of initial validation June 2004

12 Date(s) of revision Periodic Review and Revalidation May 2009

13 Course aims

The main educational aims of the Certificate of Higher Education in Playwork are to

provide you, the student, with opportunities to:

1. think creatively about play, with a view to understanding in detail

contemporary issues which inform professional practice;

2. examine play and professional practice through a range of academic

disciplines; recognising the relationship between theory and practice;

3. understand how operational issues and the wider socio-political environment

influence the development of play opportunities;

4. develop a portfolio of competences relevant to professional practice.

The main educational aims of the Diploma of Higher Education in Playwork are to provide you, the student, with opportunities to:

1. think creatively about play, with a view to evaluating in depth contemporary

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debates which inform professional practice and theory;

2. undertake a comparative analysis of disciplinary perspectives on play and

professional practice;

3. evaluate the implications of decisions regarding services for the provision and

extent of play and opportunities;

4. evaluate professional competences in the context of the wider operating

environment.

The main educational aims of the BA (Hons) in Playwork are to provide you, the student, with opportunities to:

1. think creatively and critically about play, with a view to critiquing and synthesising

contemporary debates which inform professional practice and theory;

2. undertake a comparative analysis of inter-disciplinary perspectives on play and

professional practice;

3. develop the necessary knowledge, understanding, skills and competencies

for advanced professional practice, to be responsible managers of play

settings or services and to enhance practice;

4. develop a profile of skills and competencies for their profession that

integrates theory and practice in an applied manner based within a

challenging academic culture.

14 Learning outcomes of the course

As a result of studying the Certificate of Higher Education in Playwork students will be able to:

1. demonstrate knowledge and understanding of concepts and theories of play, childhood and professional practice from relevant subject disciplines, in particular sociology, psychology and the natural sciences;

2. identify and understand the ethical, moral and legal issues that underpin professional practice;

3. identify and understand issues relating to children’s rights, equal opportunities and diversity;

4. understand the social and political context in which play and professional practice are situated.

Intellectual (thinking) skills

5. consider and compare new ideas and theories; 6. reflect on own practice and make appropriate interpretations in the light of theories

presented. Practical, subject specific skills

7. use a variety of techniques to observe and describe children’s play; 8. evaluate and apply a range of approaches to their own practice; 9. demonstrate an awareness of the operational context that may inform workplace

practice; Generic, transferable skills

10. communicate ideas effectively through the use of different media; 11. demonstrate effective use of ICT skills to support their own learning and to

communicate with their peers; 12. work effectively as part of a peer-supported learning community 13. work effectively as an independent learner;

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14. practise a range of skills associated with problem solving, action planning, observation and reflective practice which will support their professional development.

As a result of studying the Diploma of Higher Education in Playwork students will be able to:

1. evaluate and apply discipline based knowledge and skills from sociology, psychology, biology and management studies to professional contexts;

2. evaluate professional practice through both academic and professional reflective practice;

3. develop an understanding of research methods to inform the discipline-based study;

4. evaluate agendas that inform local and national policies and strategies for play. Intellectual (thinking) skills

5. analyse and synthesise information, opinions and arguments about play and professional practice;

6. develop the ability to assess and evaluate new ideas and theories. Practical, subject specific skills

7. evaluate and apply a range of at times competing theories in their workplace; 8. apply research methodologies to the study of play and professional practice.

Generic, transferable skills 9. work independently and within groups to investigate specified problems; 10. communicate ideas and theories effectively by a number of media; 11. practise a range of skills associated with problem solving, action planning,

observation and reflective practice which will support their professional development.

As a result of studying the BA (Hons) in Playwork students will be able to:

1. enhance their professional effectiveness by applying the underpinning theories of play, professional practice, management and childhood in an inter-disciplinary manner;

2. understand the need for both a multi-disciplinary and inter-disciplinary approach to study, drawing as appropriate from research and professional practice;

3. critically evaluate professional practice through both academic and professional reflective practice;

4. analyse and evaluate contemporary practice using specialised skills and knowledge from the academic disciplines of sociology, psychology, natural sciences, philosophy and management studies;

5. contextualise contemporary professional practice in a theoretically informed way that is sensitive to the changing social, political and economic climate;

6. critically understand methods of enquiry, interpret and analyse information appropriate to the context of professional practice to enhance problem-solving abilities;

7. understand and have a critical awareness of the moral, ethical, environmental and legal issues that underpin best practice.

Intellectual (thinking) skills

8. research and assess theories, paradigms, principles and concepts relating to play and professional practice;

9. Interpret, analyse and critically evaluate information and research appropriate to their professional context.

10. develop a reasoned argument and challenge assumptions within professional practice;

11. plan, design, execute and communicate a sustained piece of independent intellectual work using appropriate media;

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Practical, subject specific skills

12. undertake fieldwork with due regard for ethics, safety and risk assessment; 13. recognise and respond to moral, ethical and legal issues which directly pertain to

professional practice. Generic, transferrable skills

14. work independently and within groups to investigate specified problems; 15. self-appraise and reflect on practice;

15 Learning and teaching strategy

Core knowledge and understanding is achieved through a mixture of module workbooks with directed student study tasks, online directed study and group discussions via Moodle, Skype and Adobe Connect, lectures and seminars at study days and experiential learning opportunities. In addition to engaging in dialogue with their peers and undertaking independent scholarly activity, students will also be encouraged to discuss their ideas and progress regularly with their academic review tutor or module tutor. A key objective of the Degree is to develop independent learners who are responsible for their own learning and initiative within a supportive, collegiate framework. In particular students are encouraged to reflect on professional practice and apply theories to workplace practice. This will be facilitated online, by telephone or by email as negotiated and agreed between the student and the relevant tutor.

Cognitive and transferable skills will also be promoted and developed through the mechanisms cited above and through coursework tasks and assessed assignments. LE4600 will explicitly support the development of study skills, particularly identifying those skills that will meet the needs of distance learning playworkers; LE4603 and LE4604 will explicitly support the development of skills in work-based learning and reflective practice.

Please see appended mapping grids.

16 Learning and teaching methods

HEFCE requires that the University’s Key Information Set (KIS) indicates the proportion of time in each year of study that students can expect to engage in the following activities (express as a percentage for each level).

Scheduled learning and teaching activities (including lectures, seminars, tutorials, dissertation meetings, demonstration, practical workshops, fieldwork, external visits, work-based learning);

Guided independent learning;

Placement and study abroad

Level 4 Scheduled learning and teaching activities

24%

Guided independent learning 76%

Placement and study abroad 0%

Level 5 Scheduled learning and teaching activities

21%

Guided independent learning 79%

Placement and study abroad 0%

Level 6 Scheduled learning and teaching activities

21%

Guided independent learning 79%

Placement and study abroad 0%

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17 Assessment strategy

Assessments at the Certificate of HE Level 4 include: portfolios, observations, evaluation reports, essays, online assessed discussions and other tasks, reflective accounts and web-folios. This package of assessments encourages students to demonstrate their ability to apply theory to practice and evidence reflection on their own practice. There is a focus on staged coursework assessment at Certificate level to provide formative feedback to students in the early days of their study.

Assessments on the Diploma of HE include: project work, portfolios and patchwork texts, case study, evaluations, reflective accounts, research proposals and management reports. This package of assessments encourages students to demonstrate their ability to evaluate the relationship between theory and practice, evidence reflection on their own practice and explore the merits of different research strategies. Formative submissions and feedback will continue to be part of the approach to teaching, learning and assessment.

The BA (Hons) award assesses students’ level of knowledge and understanding through an array of on-line and written pieces of coursework. In many cases these assessments are on topics students have negotiated with the module tutor. Assessments include: project work, portfolios and patchwork texts, case studies, evaluations, reflective accounts, independent research projects and a dissertation or investigative study. This package of assessments encourages students to demonstrate their ability to evaluate the relationship between theory and practice, evidence reflection on their own practice and explore the merits of different research strategies. Formative submissions and feedback will continue to be part of the approach to teaching, learning and assessment.

18 Assessment methods HEFCE requires that the University’s Key Information Set (KIS) indicates the proportion of summative assessment in each year of study that will derive from the following:

Written exams

Practical exams

Coursework

Level 4 Written exams 0%

Practical exams 0%

Coursework 100%

Level 5 Written exams 0%

Practical exams 0%

Coursework 100%

Level 6 Written exams 0%

Practical exams 0%

Coursework 100%

19 Location(s) of the course’s delivery

Distance Learning and Oxstalls Campus for study days

20 Admissions requirements 2 A level passes or an NVQ level 3 or equivalent

21 Career and employability

opportunities - details of any work experience, work-based learning, sandwich year or year abroad

It is a requirement of the programme that students have access to play settings/environments to observe and reflect upon childrens’ play.

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22 Management of Quality and Standards – the means by which the quality and standards

of the course are assured at course, Faculty and University level. The text below is offered as an aid may be adapted as necessary.

Guidance on the University’s approach to the management of quality and standards is 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 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 annual 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 external examiners, academics and other professional in its approval and review procedures.

Students are able to comment on their modules and courses in various ways including module evaluations, Course Boards of Studies and the National Student Survey (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 www.glos.ac.uk/helpzones 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 - www.glos.ac.uk/studentservices. Further general and programme specific support is available through the Libraries, the Information and Communication Technology and Learning Enhancement and Technology support teams. 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 Information Technology (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 Library and Information Service services are available at http://insight.glos.ac.uk/departments/lis/Pages/default.aspx.

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24 Current Course Map

Playwork (Single Honours Degree)

Course Leader: Hilary Smith

Senior Tutor: Richard Harper

Notes: This programme is offered part time via distance learning

To achieve your intended award you must meet the overall award requirements and the Course requirements.

Award Requirements For Single Honours Degree

Take 360 CATS, with 120 CATS at each Level and at least 270 CATS from the Course map below

Pass 300 CATS in total with 210 CATS at Levels 5 and 6

Achieve 30% in the remaining 60 CATS for them to be condoned

Pass at least 240 CATS from the Course map below with at least 75 CATS at each Level

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:

LE4600 Perspectives on Play 1 30 CATS *

LE4601 Childhood in Context 30 CATS LE4602 Professional Practice in Context 1 30 CATS LE4603 Experiential Learning and Reflective Practice 1 15 CATS LE4604 Experiential Learning and Reflective Practice 2 15 CATS

LEVEL 5 To complete your programme you must pass the following compulsory modules:

LE5003 Research Methods 15 CATS LE5600 Disciplinary Perspectives on Play 30 CATS LE5601 Professional Practice in Context 2 30 CATS

To complete your programme you must pass a minimum of of 45 CATS from the following core

modules: List core modules here. If necessary, add extra core statements.

LE5602 Managing and Supporting Professional Practice 15 CATS LE5603 Introduction to Therapeutic Playwork 15 CATS LE5604 Experiential Learning and Reflective Practice 3 15 CATS

Other modules which can count towards the requirements of your Course are:

CEG201 Understanding Community Governance 30 CATS CEG204 Community Projects 30 CATS

LEVEL 6 To complete your programme you must pass the following compulsory modules:

Either

LE6003 Dissertation 30 CATS Or LE6004 Investigative Study 15 CATS

To complete your programme you must pass a minimum of 90 or 105 CATS from the following core

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modules: List core modules here. If necessary, add extra core statements.

LE6600 Ethics and Professionalism 30 CATS LE6601 Play Cultures and Children’s Communities 15 CATS LE6602 Playing Out 15 CATS LE6603 Therapeutic Playwork 2 15 CATS LE6604 The Brain at Play 15 CATS LE6605 Leading and Managing to Support Provision for Children’s Play 15 CATS LE6606 Perspectives on Play 2 15 CATS LE6607 Contemporary Issues in Professional Practice 15 CATS

* The semester details will be generated out of the timetabling system and are not subject to validation.

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Pro

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LE4

600

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LE

460

1 C

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LE4

602

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LE4

603

Exp

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LE4

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Level 4 Modules

1. demonstrate knowledge and understanding of concepts and theories of play, childhood and professional practice from relevant subject disciplines, in particular sociology, psychology and the natural sciences;

2. identify and understand the ethical, moral and legal issues that underpin professional

practice;

3. identify and understand issues relating to children’s rights, equal opportunities and diversity

4. understand the social and political context in which play and professional practice are situated 5. consider and compare new ideas and theories 6. reflect on own practice and make appropriate interpretations in the light of theories presented 7. use a variety of techniques to observe and describe children’s play

8. evaluate and apply a range of approaches to their own practice

9. demonstrate an awareness of the operational context that may inform workplace practice

10. communicate ideas effectively through the use of different media

11. demonstrate effective use of ICT skills to support their own learning and to communicate with their peers

12. work effectively as part of a peer-supported learning community

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Pra

ctce

9. Work independently and within groups to investigate specified problems.

10. Communicate ideas and theories effectively by a number of media

11. Practise a range of skills associated with problem solving, action planning, observation and reflective practice which will support their professional development

Level 6 Modules

LE6

60

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Pro

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LE6

60

1 P

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and

Ch

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LE6

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2 P

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LE6

60

3 T

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Pla

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LE6

60

4 T

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LE6

60

5 L

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and

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Su

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Pro

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LE6

60

6 P

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Pla

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LE6

60

7 C

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Issu

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LE6

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600

4

Dis

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Ind

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Pro

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Pro

gram

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1. Enhance their professional effectiveness by applying the underpinning theories of play, practice, management and childhood in an inter-disciplinary manner.

2. Understand the need for both a multi-disciplinary and inter- disciplinary approach to study, drawing as appropriate from research and professional practice.

3. Critically evaluate professional practice through both academic and professional reflective practice.

4. Analyse and evaluate contemporary practice using specialised skills and knowledge from the academic disciplines of sociology, psychology, natural sciences, philosophy and management studies.

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5. Contextualise contemporary professional practice in a theoretically informed way that is sensitive to the changing social, political and economic climate.

6. Critically understand methods of enquiry, interpret and analyse information appropriate to the context of professional practice to enhance problem-solving abilities.

7. Understand, have a critical awareness of and be able to respond to the moral, ethical, environmental and legal issues that underpin best practice

8. Research and assess theories, paradigms, principles and concepts relating to play and professional practice.

9. Interpret, analyse and critically evaluate information and research appropriate to their professional context.

10. Develop a reasoned argument and challenge assumptions within professional practice.

11. Plan, design, execute and communicate a sustained piece of independent intellectual work using appropriate media and with due regard for ethics, safety and risk assessment.

12. undertake fieldwork with due regard for ethics, safety and risk assessment.

13. Recognise and respond to moral, ethical and legal issues which directly pertain to professional practice.

14. Work independently and within groups to investigate specified problems

15. Self-appraise and reflect on practice

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Playwork part time route

Year 1 Sem 1 LE4600 LE4601

Year 1 Sem 2

Year 2 Sem 1 LE4602 LE4603

Year 2 Sem 2 LE4604

Year 3 Sem 1 LE5600 LE5602 CEG201

Year 3 Sem 2 LE5604

Year 4 Sem 1 LE5003 LE5601 CEG204

Year 4 Sem 2 LE5603

Year 5 Sem 1` LE6600 LE6601 LE6603

Year 5 Sem 2 LE6602 LE6607

Year 6 Sem 1 LE6003 LE6004 LE6605

Year 6 Sem 2 LE6604 LE6606

Shared School of Leisure modules

Adopted CEG modules