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Programme Handbook
Foundation Degree
Professional Practice in Early Years
2015 - 2016
2
CONTENTS
Welcome ............................................................................................................................................................................................. 4
General Information about your programme ..................................................................................................................................... 4
Qualifications Credit Framework ........................................................................................................................................................ 5
Programme Overview ......................................................................................................................................................................... 6
Programme Aims ................................................................................................................................................................................ 7
Programme Learning Outcomes ......................................................................................................................................................... 7
Full Time Programme Structure .......................................................................................................................................................... 9
Assessment Overview ....................................................................................................................................................................... 10
Where will I study? ........................................................................................................................................................................... 11
Getting started .................................................................................................................................................................................. 12
Teaching, Learning and Assessment ................................................................................................................................................. 12
Partners for Success .......................................................................................................................................................................... 22
iKnow Team .................................................................................................................................................................................. 23
Student Support and Wellbeing Team ......................................................................................................................................... 26
Learning Resource Centre teams .................................................................................................................................................. 29
Student Union............................................................................................................................................................................... 31
Being a partner in your own success ............................................................................................................................................ 31
The Student Charter .......................................................................................................................................................................... 31
Absence reporting ............................................................................................................................................................................. 32
Safeguarding ..................................................................................................................................................................................... 33
Student Identity Card ........................................................................................................................................................................ 33
Food on campus ................................................................................................................................................................................ 33
Sports facilities and College teams ................................................................................................................................................... 33
Enrichment ........................................................................................................................................................................................ 34
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Getting Involved In the Quality of Your Programme ........................................................................................................................ 34
Academic Appeals ............................................................................................................................................................................. 35
Graduation ........................................................................................................................................................................................ 36
Module Outlines ............................................................................................................................................................................... 36
Year 1 (level 4) .............................................................................................................................................................................. 37
SM4MD110: ACADEMIC & DIGITAL LITERACY .......................................................................................................................... 37
SM4MD072: DEVELOPING CURRICULUM AND PRACTICE IN THE EARLY YEARS ..................................................................... 38
SM4MD017: THEORIES AND APPROACHES TO LEARNING ...................................................................................................... 39
SM4MD071: COMPARATIVE STUDIES IN EUROPEAN CURRICULA ........................................................................................ 39
SM4MD018: VALUES AND PRINCIPLES .......................................................................................................................... 40
SM4MD072: PLAY AND CREATIVITY IN THE EARLY YEARS ......................................................................................... 41
Year 2 (level 5) .............................................................................................................................................................................. 41
SM5MD069: PROFESSIONAL PRACTICE .................................................................................................................................... 41
SM5MD070: WORKING IN PARTNERSHIP ............................................................................................................................... 42
SM5mD071: SOCIAL POLICY .................................................................................................................................................... 43
SM5MD072: LEADERSHIP AND MANAGEMENT ....................................................................................................................... 44
SM5MD137: SUPPORTING EMERGENT LITERACY AND NUMERACY ........................................................................................ 44
SM5MD138: INCLUSIVE PRACTICE FROM A RESEARCH PERSPECTIVE ..................................................................................... 45
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WELCOME
Welcome to Blackpool and The Fylde College and to the Foundation Degree in Professional Practice in Early Years.
This Programme Handbook aims to provide you with the key information you will need to settle into and get the most out of
your programme of study here at the College leading to successful completion of your Foundation Degree in Professional
Practice in Early Years. It will provide you with an overview of the programme content, how individual modules are organised
and delivered, how and when you will be assessed and how overall grades final results are determined. In addition there is
information on the help and general support available to you as well as making it clear what you need to do if you should
encounter any specific difficulties in progressing as planned on the programme. There is also further information available in the
College Student Handbook which includes guidance on term times, Travel to College, Attendance Expectations, College
Facilities, Student Services, and Student Representation amongst other useful information.
It is strongly recommended that you keep both this Programme Handbook and the College Student Handbook readily to hand if
you are to get the most out of the time you will have invested in participating in your valuable and hopefully enjoyable learning
experience.
We appreciate that as students in order for materials to be fully accessible you may have a preference for a specific font size or
colour of text/paper. To ensure that your needs are considered this handbook is available electronically.
GENERAL INFORMATION ABOUT YOUR PROGRAMME
Name of awarding body/institution Lancaster
Teaching institution Blackpool and The Fylde College
Details of Professional/Statutory body accreditation SEFDEY
Name of the final award Foundation Degree Professional Practice in Early Years
Programme title Foundation Degree in Professional Practice in Early Years
UCAS code L520
Relevant QAA Subject Benchmark Statement Group(s) Early Childhood Studies (2007)
Foundation Degree Benchmarks (2010).
Mode of Study (FT/PT/Both) Both
Language of Study English
Academic Regulations Lancaster
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QUALIFICATIONS CREDIT FRAMEWORK
All awards and programmes offered by the College are aligned with the Framework for Higher Education Qualifications in
England, Wales and Northern Ireland published by the QAA. The table below shows the structure of this framework where there
are eight designated levels ranging from entry level which normally takes place at primary school; levels 1 and 2 which normally
occur at secondary school; level 3 which is equivalent to a 6th
form education. Levels 4 and above are regarded as higher
education and usually take place at colleges and universities.
In addition to the academic content each qualification is measured in terms of credits which reflect the amount of time spent in
learning at that level. Each credit notionally represents around 10 hours of learning time.
The table below illustrates where this qualification sits within the FHEQ.
LEVEL
8 Doctorate PhD
7 Master’s Degree (MA; MSc; MPhil)
6
Honours Degree (BA; BSc; BEng)
Hons, Top-Up Degree (BA; BSc; BEng)
5
Foundation Degree (FdA; FdSc)
HND
4 HNC
3 A-Level A2 L3 Extended Diploma
(National Diploma)
L3 Diploma
(National Certificate) AS
2 GCSE
(Grades A-C)
L2 Diploma
(First Diploma)
1 GCSE
(Grades D-G)
L1 Diploma
(Foundation)
Entry Key Stage 3 E3 Diploma
(Foundation)
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PROGRAMME OVERVIEW
Blackpool and the Fylde College remains committed to providing a highly responsive curriculum that is employment and future-focused and will enable students to develop the essential knowledge and skills that will prepare them for future success in work and life. Employability and Widening Participation remain central to the College’s HE Strategy as it continues to develop a sustainable, Higher Education provision that supports the economic, social and cultural development of Blackpool, and the wider North West Region. The Foundation Degree: Professional Practice in early Years has been running in the School of Society, Health & Childhood since September 2008, having superseded the Foundation Degree in Early Years Childcare and Education, which ran from 2003, initially in collaboration with Blackburn College, as part of the Lancaster University Foundation Degree Consortium. Since the dissolution of the consortium in 2004, the course has been run independently. Since its inception, the foundation in its various forms has been aimed at people already working in early years settings on either a paid or voluntary basis. A series of excellent relationships with local employers and the two local authorities Blackpool Borough and Lancashire County) has supported recruitment and provided opportunities for work-based observation and assessment, and the provision of student mentors. Since 2006, the recruitment base has been widened slightly to offer less experienced students, particularly those progressing from appropriate level three programmes, the opportunity to develop their skills and knowledge. Whilst employment in the early years sector on either a paid or voluntary basis is still a compulsory element, placement performance and attitude on the level 3 programmes is taken into consideration as a possible substitute for previous extensive work experience. Successful completion of the foundation degree provides a strong academic and practical underpinning; supporting and enhancing the overall quality and confidence of the students in their professional role. Since September 2008, graduates of the foundation degree have been able to progress on to the B.A. (Hons) Early Childhood Studies (Top-up) here at Blackpool and the Fylde College. A number of our graduates have returned to complete PGCE (Post Compulsory Education) programmes at the College. Following consultation with the External Examiner and as a direct result of Triennial Review in 2007, the Foundation Degree Professional Practice in Early Years was written as a replacement for the Early Years Childcare and Education course which had seen a number of minor amendments due to rapid change in the early years sector. Since 2008, the Foundation Degree Professional Practice in Early Years has been able to offer the same routes for progression as its predecessor. Early Childhood Studies, which forms the basis of the foundation degree, is a discipline which has, and is developing, its own evidence and research base and is underpinned by several existing disciplines. It covers a multidisciplinary and interdisciplinary area of study that draws on disciplines and areas such as education studies, health studies, social work and social policy, psychology, and sociology. The discipline is dynamic and developing and so a key concern is to promote awareness of relevant academic and professional developments. Many of our level 3 programmes seek to explore career opportunities in the early years sector beyond the traditional workplace of the local nursery. Our current foundation degrees focus on the wider range of roles within the sector, fostering awareness and deeper understanding of the collaborative nature of work with children and young people. Many practitioners have progressed via the NVQ route and, in many cases have been unaware of, or unable to access opportunities to progress to higher education. Consultation via employer and awareness events has demonstrated an awakened interest in educational and career opportunities amongst those to whom higher education has traditionally been considered inaccessible.
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PROGRAMME AIMS
This foundation degree is intended to provide the natural progression from level 3 programmes in related subject areas. This proposal recognises the growth in demand for individuals equipped with the knowledge and skills to be able to plan and provide children and young people’s services at an intermediate level. There is a continuing need for professionals in the early years sector to interact on an informed basis with colleagues in a variety of disciplines in order to address issues of national and local concern. The understanding and skills necessary for this informed interaction are built on a combination of sound academic pedagogy and vocational experience closely aligned to the sector's definition of National Occupational Standards. The proposal actively encourages and supports work-based learning (WBL) and continuous professional development (CPD) both of which are prominent features of the course. The overall aims of the programme are to: Provide an integrated teaching, learning and assessment programme that facilitates the acquisition and development of academic and professional skills Develop personal, academic and professional expertise in partnership with employers in the early childhood sector and Local Authority Children’s services Facilitate the development of knowledge, skills and attributes consistent with the needs of employers in the early childhood sector Develop in students the ability to analyse and synthesise ideas from a variety of sources Develop in students the ability to construct and sustain a reasoned academic argument Promote and support intellectual independence and critical engagement Develop in students the ability to make informed judgements and consider possible solutions to problems, based upon the application of knowledge and academic theory to practical, work-related situations Create opportunities for progression to Honours degree and/or career development Provide a pathway for lifelong learning
For the full aims and objectives, please look at the Programme Specification for the course which is available on the web. These
are quite technical documents that are prepared when a course is validated and include full details of all aspects.
PROGRAMME LEARNING OUTCOMES
Programme Learning Outcomes are a set of statements which indicate what you will be expected to be able to do on successful
completion of your programme. The programme learning outcomes have been developed using QAA subject benchmark
statements for Professional Practice in Early Years and the Foundation Degree Benchmark 2010. These learning outcomes
represent the skills and abilities you will possess upon successful completion of the qualification. Programme learning outcomes
are linked closely to the learning outcomes of individual modules which are included here towards the back of the handbook.
The programme will provide an educational framework for the acquisition and application of knowledge and skills which will be
subject specific, contextual and personal development skills.
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At Level 4 - Students will acquire sound knowledge of the underpinning theories and will have learned to apply this knowledge
to the analysis of a range of real and hypothetical situations. They will be able to communicate effectively and will have the skills
needed for employment requiring the exercise of personal and/or professional responsibilities. In particular, students will be
actively encouraged to develop and apply problem-solving skills both in the college environment and, most importantly, in the
workplace. Level 4l seeks to establish a firm foundation on which to build further study, application and development.
On successful completion of Level 4 students will demonstrate:
• Knowledge and understanding of key perspectives, issues and debates in at least one area of study • An ability to describe this knowledge accurately • An ability to construct and develop an argument • An awareness of some of the strengths and limitations of key theoretical areas • An awareness of some of the applications of social sciences • The ability to use a range of sources in producing a piece of work • The ability to work alone and in groups; to present ideas and work via a range of media, e.g., written and oral
presentations, to use library and IT facilities • The ability to take notes; to carry out independent research, produce a relevant, well-structured essay (or equivalent)
which is grammatically correct and accurately referenced • Competence that involves the application of knowledge and skills in a significant range of varied work activities, performed
in a variety of contexts. Some of the activities are complex or non-routine and some carry individual responsibility and autonomy.
• Problem solving skills involving the identification and solution of actual and potential problems of varying levels of complexity
At Level 5 - Students will have developed a sound understanding of the principles underpinning the role of the early years
practitioner and will have learned to evaluate the appropriateness of different approaches to solving problems at work. They
will have the qualities necessary for employment in situations requiring personal responsibility and decision-making.
On successful completion of Level 5 students will demonstrate:
• A more detailed knowledge and understanding of theory, research and issues in a range of academic and professional areas • A developing critical understanding of theory and research encountered and the problems of applying theory to practice • An ability to apply and evaluate key concepts and theories within and outside the context in which they were first studied • Use of a wider range of source material and an increasing use of both primary and secondary source material • Independent thinking • An increasing ability to present ideas in a range of media, e.g., written, presentation, poster, debates • An increasing ability and confidence in carrying out independent study, time management, communication skills and in
transferring their knowledge and skills – e.g., between modules, from academic to professional settings • Competence which involves the application of knowledge and skills in a broad range of varied work activities performed in
a wide range of contexts, most of which are complex and non-routine. There is considerable responsibility and autonomy, and control or guidance of others is often required.
• The ability to critically evaluate proposed and de facto solutions to a range of problems both academic and work-related, providing viable alternatives where appropriate
The learning outcomes are based upon the QAA Foundation degree: qualification benchmark (S41 & 42).
Educational aims are consistent with the Higher Education Qualifications Framework, ie:
• To provide suitably qualified students with the opportunity to acquire the skills, knowledge, attitudes and qualities that will enable them to work professionally and independently in the early years sector of child care.
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• To equip students with the necessary skills to apply their learning in professional practice in the early years sector of child care
• To develop students’ professional skills to meet the changing demands placed on managers of early years services • To enable students to take responsibility for providing safe, ethical, legal and efficient services to clients including: children,
parents, carers and other professionals engaged in the care and education of young children.
FULL TIME PROGRAMME STRUCTURE
Full Time Year 1 (Level 4)
Module Title Level Credits
SM4MD110 Academic & Digital Literacy 4 20
SM4MD070 Developing Curriculum and Practice in the Early Years 4 20
SM4MD017 Theories & Approaches to Learning 4 20
SM4MD071 Comparative Studies in European Curricula 4 20
SM4MD018 Values and Principles 4 20
SM4MD072 Play & Creativity in the Early Years 4 20
Full Time Year 2 (Level 5)
Module Title Level Credits
SM5MD069 Professional Practice 5 20
SM5MD070 Working in Partnership 5 20
SM5MD071 Social Policy 5 20
SM5MD072 Leadership and Management 5 20
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SM5MD137 Supporting Emergent Literacy and Numeracy 5 20
SM5MD138 Inclusive Practice: from a Research Perspective 5 20
More information relating to the modules delivered on your programme can be found in the Module Outline Section of this handbook.
ASSESSMENT OVERVIEW
Module
Module Title Credits Coursework %
Practical Exam
LEVEL 4
SM4MD110 Academic & Digital Literacy 20 100
SM4MD070 Developing Curriculum and Practice in the Early Years 20 100
SM4MD017 Theories & Approaches to Learning 20 100
SM4MD071 Comparative Studies in European Curricula 20 100
SM4MD018 Values and Principles 20 70 30
SM4MD072 Play & Creativity in the Early Years 20 40 60
Module
Module Title Credits Coursework %
Practical Exam
LEVEL 5
SM5MD069 Professional Practice 20 100
SM5MD070 Working in Partnership 20 100
SM5MD071 Social Policy 20 50 50
SM5MD072 Leadership and Management 20 100
SM5MD137 Supporting Emergent Literacy and Numeracy 20 60 40
SM5MD138 Inclusive Practice: from a Research Perspective 20 100
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More information relating to aspects of teaching, learning and assessment can be found in the Teaching Learning and
Assessment section of this handbook.
WHERE WILL I STUDY?
The Foundation Degree in Professional Practice early Years will be delivered at University Centre For more information about
our campuses please click here
UNIVERSITY CENTRE
The majority of higher education courses are delivered at our University Centre in
central Blackpool, within easy reach of student accommodation, shops, restaurants,
bars and the promenade. This multi-million pound complex provides higher
education students with a dedicated campus, with the major teaching and support
facilities conveniently converging in an attractive central courtyard. The open-plan
Central Hub houses a refectory, chill-out zones and the central learning resource
centre. A unique and important addition to the Centre is our Gallery, housing works
by both our own students and independent artists.
BISPHAM CAMPUS
Courses in Construction, Computing, Engineering and Automotive are delivered at
our Bispham Campus. Here you can access a central reception, vital student support
functions and a convenient number of retail outlets all within one attractive Hub
development. Bispham Campus has recently been the focus of a stunning £3.5m
upgrade, with the result that it is now dramatically more energy efficient, along with
the multi-million pound development of the Advanced Technology Centre. The
Bispham campus hosts a range of specialist equipment and facilities tailored
towards engineering, science and construction.
FLEETWOOD NAUTICAL CAMPUS
Fleetwood Nautical Campus is a leading provider training and educational
development for the nautical sector, attracting students from all over the world.
Foundation degrees in Nautical Science and Marine Engineering and HNC/D
programmes are delivered from this campus to cadets employed by a range of
companies such as Carnival Cruises, Princess Cruises and BP. The campus hosts a
range of cutting-edge facilities including a state-of-the-art environmental survival
training tank, a full-mission ship simulator and an engine room simulator suite.
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GETTING STARTED
At the start of your course, your tutors will guide you through an initial induction which is designed to ease you into university
life and higher level studies. Activities generally focus on helping you to find your feet, make friends and plan your studies. It
can also traditionally be the time when students get to let their hair down and familiarise themselves with both the College and
the local area before getting down to the more serious business of studying.
Our annual Freshers’ Fair is a fun, vibrant event and a great chance to find out more about what’s on offer locally, with
representatives from the B&FC Student Union as well as local attractions, restaurants, health and fitness centres, clubs, bars and
more. Support organisations and charities are also represented, along with B&FC’s own clubs and societies and sports teams.
TEACHING, LEARNING AND ASSESSMENT
Educational aims are consistent with Level 5 award within the Higher Education Qualifications Framework, i.e. • To provide suitably qualified students with the opportunity to acquire the skills, knowledge, attitudes and qualities that will
enable them to work professionally and independently. • To equip students with the necessary skills to apply their learning in professional practice. • To develop students’ professional skills The programme is strongly underpinned by theoretical frameworks, largely delivered within the core modules, which inform the other modules and act as a framework throughout the degree. We believe that knowledge and skills in a variety of academic areas can offer insights and benefits to students in their work and enhance their career prospects, whilst offering employers skilled and confident professionals in the workplace. The development of the curriculum rationale for the award was, therefore, based on academic rigour. This approach is present in all modules. There are links between modules and a development from Level 4 where knowledge and skills are acquired to Level 5 where they are expanded and applied. Whilst lectures, seminars and practical workshops feature strongly in the teaching and learning strategy, we will be making considerable use of alternative methods of delivery and study, particularly online options such as tutor and self-assessment revision tests and formative exercises, powerpoint and other software-based lecture material, learning portals and hyperlinked resource-materials . Students may expect therefore to participate in a wide variety of learning activities including; live and online projects, presentations and discussion alongside more traditional modes of delivery. Similarly assessment strategy will draw on a variety of activities including; professional portfolios, essays, reports, projects, online formative assessment, and peer review. The intention is to develop an integrated approach to work based learning and assessment. Discussions within the Scheme Team developing the degree have identified the needs of employers as being crucial to the success of the degree and these were taken into account when designing the curriculum content and modes of delivery. Specifically this included: • The curriculum will develop a wide range of skills applicable within a variety of workplace contexts. • Students will gain confidence in their own abilities and will thus be better equipped to present themselves and their
knowledge and skills positively in a range of contexts. • The students’ experience of the course will involve the development of a range of related skills such as self-motivation and
initiative, independent enquiry, the ability to work with others and effectively plan and organise. These skills will be of benefit in the workplace.
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Learning, teaching and assessment will be closely inter-related, and be seen by students to be related. Approaches to assessment will support student learning, and the teaching which promotes that learning. This will be made explicit, with aims, tasks and criteria for grading clearly defined. Assessment will reflect the developing abilities of students. Students will be given the opportunity to demonstrate the full range of their knowledge and understanding as well as their capacity to apply and reflect these abilities. Learning and teaching strategies are based on interactive lecture and seminar sessions, making extensive use of the Moodle Virtual Learning Environment (VLE) and of TURNITIN software, to facilitate formative assessment. Having acquired the basic knowledge, students will then carry out assessments through practical application, projects or written essay responses. Different modules will place different emphasis on assessment according to module content. In accordance with QAA Code of Practice S7 (14) Programme design, approval, monitoring and review) learning and teaching strategies will include a range of diverse and innovative learning and teaching methods and will include web-based learning, self-directed studies and problem-based learning.
INDEPENDENT LEARNING
All higher education programmes are designed so that you are able to progressively develop independent learning skills and
aptitudes. Learning independently is a key skill of all graduates when they enter the work place and one which we aim to
develop further during your time with us.
As you begin your programme you will be more intensively supported to develop the skills of learning and learning how to learn.
As you progress you will be given the opportunity to apply these skills and to manage your own study time and activities with
the goal of becoming a truly independent learner ready to get the most out of graduate employment opportunities.
Your Personal Development planning activities are a key component in developing these independent learning skills and with
support from your tutors, support mentors and peers can help you to organise and structure this aspect of your learning and
development
WORKPLACE LEARNING
Students will be expected to undertake workplace learning within their specific field of interest. If not already employed (either
paid or voluntary) in a relevant job role, students are required to undertake a work placement with a suitable company or
organisation in both their years of study.
The experiential learning model adopted by this programme includes reflection and an evaluation of the workplace learning
experience itself and feedback into the programme of study. The aim of workplace learning is to develop and raise students’
awareness of their skills and needs, and to encourage them to reflect on their experience and enabling them to identify and
focus on what and how they have learned. The ultimate outcome is moving towards becoming a “reflective practitioner”.
For more detailed information, please refer to the Workplace Learning Handbook.
DELIVERY
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For the Foundation Degree in Professional Practice in Early Years the academic year is divided into 2 semesters of 16 weeks, with
the final week typically reserved for examinations where they are included within the programme.
HOW MUCH WORK SHOULD I DO?
For each module, you will have a number of hours timetabled each week where you will be supported by an academic tutor in
your studies. You are expected to attend all timetabled classes. If you wish to see a member of staff at another time, either
drop in or make an appointment in person, by phone or by e-mail. In addition to your timetabled sessions, you will be expected
to undertake further study independently, outside of the classroom. This may be in the form of reading, research, revision or
completing assignments as directed by your tutor. The amount of time you will need to allocate to your studies outside of the
classroom will vary greatly from person to person, and the chances are that your there will be times within your programme of
study where your workload will be heavier than others. Your tutors will work with you to ensure that you are aware of factors
that may influence your workload, such as assessment deadlines and examinations well in advance, to assist you in your
planning.
HOW WILL I BE ASSESSED?
You will be assessed on the extent to which you have mastered the content of each course or module you take. You will be given
clear information about each assignment, what to include, and how many marks are available for each question or task. Lots of
support will be available both from your tutors and from HELMs to help you understand how to go about each one.
WHAT KINDS OF ASSESSMENT WILL THERE BE?
Some assessments may already be very familiar, such as essays, exams, and reports. However, in higher education there are a
great many varieties of assessment depending on the subject, the level and the type of course. Our higher education courses
often integrate academic and work-based learning so assessment may include aspects of personal reflection, portfolio building
and case studies.
Here’s a bit more detail about some of the more common types of assessment:
Essay
An essay is an answer to a question in the form of continuous, connected prose, usually with a word limit. Often these are set by
the tutors but you may also be asked to formulate your own question with the tutor’s help. Essays test your ability to organise
your thinking, discuss, evaluate, analyse, summarise and criticise. They also test your skills at making essay plans and reaching a
robust conclusion or decision.
Assignment or brief
An assignment or brief is a learning task that allows you to cover a fixed section of the curriculum predominantly through
independent study. Different methods of presenting the results can be used dependent on the nature of the task - a report (oral
or written), a design solution, a newspaper or magazine article, a video, a poster, a research bid, a book review, a contribution to
a debate, etc.
15
Group project or assignment
This is where either an assignment or project is undertaken collectively by groups of students working collaboratively, helping to
develop team working skills. In some cases, particularly where the same thing happens in industry, there are particular
assignments that can by definition only be achieved in a group. The major assessment problem is how to identify each
individual's role and contribution and to reward it fairly. Solutions (none of which is problem free) tend to include combinations
of: an individual component which can be individually assessed, tutor observation, and involving the students in some self
Dissertation
A dissertation is a written presentation of results of an investigation or piece of research, normally taking the form of an
extended essay. Dissertations measure your ability to write-up research findings, and demonstrate good research method skills.
They also measure your ability to review the related literature, and link your findings into this. They test your ability to set out
with a well-defined quest, and bring it to a solid conclusion or verdict. Dissertations are usually part of the assessment at the end
of your studies as they bring together lots of the things you’ve learned.
Exams
Exams can take a variety of different forms, with the most common sort being done under timed and observed conditions to
ensure it is the student's own work. Exams test your ability to think critically, to respond in a structured way to a question and
to plan on the spot as well as your knowledge and understanding of the subject. Some of the most common types of exams are:
'Seen' where the questions to be answered are given at a pre-specified date beforehand. The intention is to reduce the
need for 'question-spotting', to reduce the anxiety and to increase the emphasis on learning
'Open-book', where you will have access to specified texts and/or your notes. the intention is to reduce the emphasis
on memorising facts, to reduce anxiety and allow more demanding questions to be set
'Unseen' where you don’t know what the questions are until you sit the exam. Arguably these make you focus on the
whole syllabus because anything may appear on the paper
Multiple choice exams where you simply select from a bank of potential answers. These also assess your decision
making skills
Logs and Portfolios
These are an increasingly popular kind of assessment, and involve a collection of all sorts of evidence of your work (often
including others’ testimony about your work, and feedback you’ve collected). Portfolios are intended to be a measure of the
work of the ‘whole candidate’, rather than just particular aspects of the candidate’s work. They also measure your ability to
organise a collection of evidence, in a readable, navigable way. Not least, they test your ability to stick to deadlines with a big,
multifaceted job.
Reports
There are many kinds of reports – laboratory ones, field-trip ones, business ones, and so on – each has its own conventions and
preferred formats – your tutors will tell you more. Assessed reports measure your skills at finding out about, and adhering to,
the expected report formats and conventions in your subject discipline. They also measure your ability to put forward an
organised piece of writing, coming to conclusions, making suggestions for further work, and so on. They often test your skills at
interpreting data, making sense of your findings, and so on.
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Calculations and problems
Usually given in sets – with a deadline for tutor marking, or to bring along completed to a tutorial. These, unsurprisingly, tend to
measure your ability to solve problems and do calculations.
Presentations
Lots of students worry about presentations – you normally build up to these as your course progresses and you’ll be given lots of
support and time to prepare. You may be involved in group or solo presentations, perhaps to some or all of your class, usually
with the tutor present. Sometimes peer assessment is used. Presentations measure your ability to talk fluently about a topic,
and to answer questions from the group. They also measure your skills at preparing visual aids (overheads, handouts,
PowerPoint presentations) to support your presentation. On some courses there are very few presentations. However, in the
workplace, more and more people have to be involved in them, so practising on your course is a very good way of developing
your skills.
Self and peer assessment
There is strong evidence that involving students in the assessment process can have very definite educational benefits. Not so
much a type of assessment like those already listed, this is something which can be done in conjunction with any type of
assessment. The important aspect is that it involves the student in trying to apply the assessment criteria for themselves. This
might include: a marking exercise on 'fictitious' or previous years' student work; the completion of a self-assessment sheet to be
handed in with your work; 'marking' a peer's work and giving them feedback (which they can then possibly redraft before
submission to the tutor); or really marking other students' work (i.e. allocating marks which actually count in some way) - a
seminar presentation, for example, or a written product using a model answer. The evidence is that through trying to apply
criteria, or mark using a model answer, you will gain much greater insight in to what is actually being required and subsequently
your own work improves in the light of this.
WHEN WILL I BE ASSESSED?
In the majority of courses you will be assessed throughout your course and you will receive on-going feedback to help you
improve your future grades. This is sometimes called formative assessment and is designed to help you learn as you go through
your course. Some formative assessment is quite informal; it may be your tutor asking specific questions in class, for example.
Other types of formative assessment can include written reports, essays, tasks for seminars etc., some of which are handed in so
that written feedback can be provided. You will also be assessed summatively. This just means that once or twice in each
module or unit, often at the end, you will complete work that is then graded, where the mark counts towards your final
qualification.
At the start of your course you will be given an assessment schedule which details the deadlines for all the modules you will be
studying that semester. This will help you to plan your work effectively. Your tutors understand that you have lots of
commitments so will always try to spread the assignments out as much as they can, although inevitably many will come towards
the end of each semester.
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ASSESSMENT SCHEDULE
The Schedule provided is indicative of when you will be assessed on this programme. The variations in the timing of the Easter
Holidays will also have an influence on the submission of work during March and April. Your actual assessment schedule will be
confirmed in induction week for each year of your programme.
Module # Type
1 Essay 50%
2 Essay 50%
3
1E Portfolio
100%
2
3
1Portfolio
100%
2
3
1
Academic
poster
60%
2Essay
40%
3
1Essay
100%
2
3
1Presentation
30%
2Essay
70%
3
08
Fe
bru
ary
20
16
15
Fe
bru
ary
20
16
Week Commencing
Semester 1 SM4MD017 Theories and Approaches to Learning
20 Credits
SM4MD0110 Acadmeic and Digital Literacy
20 Credits
22
Fe
bru
ary
20
16
29
Fe
bru
ary
20
16
07
Ma
rch
20
16
04
Ja
nu
ary
20
16
11
Ja
nu
ary
20
16
18
Ja
nu
ary
20
16
25
Ja
nu
ary
20
16
01
Fe
bru
ary
20
16
30
No
ve
mb
er
20
15
07
De
ce
mb
er
20
15
14
De
ce
mb
er
20
15
14
Ma
rch
20
16
21
Ma
rch
20
16
28
Ma
rch
20
16
04
Ap
ril 2
01
6
11
Ap
ril 2
01
6
30
Ma
y 2
01
6
06
Ju
ne
20
16
18
Ap
ril 2
01
6
25
Ap
ril 2
01
6
02
Ma
y 2
01
6
09
Ma
y 2
01
6
16
Ma
y 2
01
6
28
De
ce
mb
er
20
15
HE Programme Assessment ScheduleProfessional Practice in Early Years. Full Time. Level 4. Year 1.Thursday
14
Se
pte
mb
er
20
15
21
Se
pte
mb
er
20
15
28
Se
pte
mb
er
20
15
05
Oc
tob
er
20
15
12
Oc
tob
er
20
15
19
Oc
tob
er
20
15
26
Oc
tob
er
20
15
02
No
ve
mb
er
20
15
09
No
ve
mb
er
20
15
16
No
ve
mb
er
20
15
23
Ma
y 2
01
6
23
No
ve
mb
er
20
15
SM4D071 Comparative Studies in European Curricula
20 Credits
21
De
ce
mb
er
20
15
SM4D018 Values and Principals in Early Years
20 Credits
SM4D070 Devloping Corriculum and Practices
20 Credits
Semester 2 SM4D072 Play and Creativity in the Early Years
20 Credits
18
Module # Type
1 Report 100%
2
3
1Essay
50%
2Report
50%
3
1Essay
100%
2
3
1Essay
50%
2Presentation
50%
3
1Resource
40%
2Essay
60%
3
1
Dissertation
Proposal
30%
2Portfolio
70%
3
23
No
ve
mb
er
20
15
SM5D137 Supporting Emergent Literacy and
Numeracy
20 Credits
21
De
ce
mb
er
20
15
SM5D069 Professional Practice
20 Credits
SM5D070 Working in Partnership
20 Credits
Semester 2 SM5D071 Social Policy
20 Credits
28
De
ce
mb
er
20
15
HE Programme Assessment ScheduleProfessional Practice in Early Years. Full Time. Level 5. Year 2. Monday
14
Se
pte
mb
er
20
15
21
Se
pte
mb
er
20
15
28
Se
pte
mb
er
20
15
05
Oc
tob
er
20
15
12
Oc
tob
er
20
15
19
Oc
tob
er
20
15
26
Oc
tob
er
20
15
02
No
ve
mb
er
20
15
09
No
ve
mb
er
20
15
16
No
ve
mb
er
20
15
23
Ma
y 2
01
6
30
Ma
y 2
01
6
06
Ju
ne
20
16
18
Ap
ril 2
01
6
25
Ap
ril 2
01
6
02
Ma
y 2
01
6
09
Ma
y 2
01
6
16
Ma
y 2
01
6
14
Ma
rch
20
16
21
Ma
rch
20
16
28
Ma
rch
20
16
04
Ap
ril 2
01
6
11
Ap
ril 2
01
6
08
Fe
bru
ary
20
16
15
Fe
bru
ary
20
16
Week Commencing
Semester 1 SM5MD138 Inclusive Practice
20 Credits
SM5MD072 Leadership and Management
20 Credits
22
Fe
bru
ary
20
16
29
Fe
bru
ary
20
16
07
Ma
rch
20
16
04
Ja
nu
ary
20
16
11
Ja
nu
ary
20
16
18
Ja
nu
ary
20
16
25
Ja
nu
ary
20
16
01
Fe
bru
ary
20
16
30
No
ve
mb
er
20
15
07
De
ce
mb
er
20
15
14
De
ce
mb
er
20
15
Module # Type
1
Academic
poster
60%
2Essay
40%
3
1Essay
50%
2Essay
50%
3
1Essay
100%
2
3
1Proposal
30%
2Portfolio
70%
3
08
Fe
bru
ary
20
16
15
Fe
bru
ary
20
16
Week Commencing
Semester 1 SM4ND072
Play and Creativity
20 Credits
SM4ND017
Theories and Approaches to Learning
20 Credits
22
Fe
bru
ary
20
16
29
Fe
bru
ary
20
16
07
Ma
rch
20
16
04
Ja
nu
ary
20
16
11
Ja
nu
ary
20
16
18
Ja
nu
ary
20
16
25
Ja
nu
ary
20
16
01
Fe
bru
ary
20
16
30
No
ve
mb
er
20
15
07
De
ce
mb
er
20
15
14
De
ce
mb
er
20
15
14
Ma
rch
20
16
21
Ma
rch
20
16
28
Ma
rch
20
16
04
Ap
ril 2
01
6
11
Ap
ril 2
01
6
30
Ma
y 2
01
6
06
Ju
ne
20
16
18
Ap
ril 2
01
6
25
Ap
ril 2
01
6
02
Ma
y 2
01
6
09
Ma
y 2
01
6
16
Ma
y 2
01
6
28
De
ce
mb
er
20
15
HE Programme Assessment ScheduleProfessional Practice in Early Years. Part Time. Level 4/5. Year 1. Tuesday
14
Se
pte
mb
er
20
15
21
Se
pte
mb
er
20
15
28
Se
pte
mb
er
20
15
05
Oc
tob
er
20
15
12
Oc
tob
er
20
15
19
Oc
tob
er
20
15
26
Oc
tob
er
20
15
02
No
ve
mb
er
20
15
09
No
ve
mb
er
20
15
16
No
ve
mb
er
20
15
23
Ma
y 2
01
6
23
No
ve
mb
er
20
15
21
De
ce
mb
er
20
15
Semester 2 SM5D070 Working in Partnership
20 Credits
SM5D069 Professional Practice
20 Credits
19
GRADING OF ASSESSMENTS
The majority of Lancaster University assessments will be awarded a letter grade as outlined in the table below. Some of your
assessments may however be assessed by percentages.
Descriptor Grade Aggregation Score
Primary level descriptors for attainment of Intended Learning Outcomes
Foundation Degree
Excellent
A+
A
A–
24
21
18
Exemplary range and depth of attainment of intended learning outcomes, secured by discriminating command of a comprehensive range of relevant materials and analyses, and by deployment of considered judgement relating to key issues, concepts and procedures
Distinction
Good
B+
B
B–
17
16
15
Conclusive attainment of virtually all intended learning outcomes, clearly grounded on a close familiarity with a wide range of supporting evidence, constructively utilised to reveal appreciable depth of understanding
Commendation
Satisfactory
C+
C
C–
14
13
12
Clear attainment of most of the intended learning outcomes, some more securely grasped than others, resting on a circumscribed range of evidence and displaying a variable depth of understanding
Merit
Module # Type
1
Dissertation
Proposal
30%
2Portfolio
70%
3
1Essay
50%
2Report
50%
3
1
2
3
1Essay
50%
2Presentation
50%
3
1Report
100%
2
3
23
No
ve
mb
er
20
15
SM5D138 Inclusive Practice
20 Credits
21
De
ce
mb
er
20
15
Semester 2 SM5D071 Social Policy
20 Credits
28
De
ce
mb
er
20
15
HE Programme Assessment ScheduleProfessional Practice in Early Years. Part Time. Level 5. Year 3. Tuesday
14
Se
pte
mb
er
20
15
21
Se
pte
mb
er
20
15
28
Se
pte
mb
er
20
15
05
Oc
tob
er
20
15
12
Oc
tob
er
20
15
19
Oc
tob
er
20
15
26
Oc
tob
er
20
15
02
No
ve
mb
er
20
15
09
No
ve
mb
er
20
15
16
No
ve
mb
er
20
15
23
Ma
y 2
01
6
30
Ma
y 2
01
6
06
Ju
ne
20
16
18
Ap
ril 2
01
6
25
Ap
ril 2
01
6
02
Ma
y 2
01
6
09
Ma
y 2
01
6
16
Ma
y 2
01
6
14
Ma
rch
20
16
21
Ma
rch
20
16
28
Ma
rch
20
16
04
Ap
ril 2
01
6
11
Ap
ril 2
01
6
08
Fe
bru
ary
20
16
15
Fe
bru
ary
20
16
Week Commencing
Semester 1 SM5MD069 Professional Practice
20 Credits
SM5MD072 Leadership and Management
20 Credits
22
Fe
bru
ary
20
16
29
Fe
bru
ary
20
16
07
Ma
rch
20
16
04
Ja
nu
ary
20
16
11
Ja
nu
ary
20
16
18
Ja
nu
ary
20
16
25
Ja
nu
ary
20
16
01
Fe
bru
ary
20
16
30
No
ve
mb
er
20
15
07
De
ce
mb
er
20
15
14
De
ce
mb
er
20
15
20
Weak
D+
D
D–
11
10
9
Acceptable attainment of intended learning outcomes, displaying a qualified familiarity with a minimally sufficient range of relevant materials, and a grasp of the analytical issues and concepts which is generally reasonable, albeit insecure
Pass
Marginal fail F1 7
Attainment deficient in respect of specific intended learning outcomes, with mixed evidence as to the depth of knowledge and weak deployment of arguments or deficient manipulation
Fail
Fail F2 4
Attainment of intended learning outcomes appreciably deficient in critical respects, lacking secure basis in relevant factual and analytical dimensions
Poor fail F3 2
Attainment of intended learning outcomes appreciably deficient in respect of nearly all intended learning outcomes, with irrelevant use of materials and incomplete and flawed explanation
Very poor fail F4 0
No convincing evidence of attainment of any intended learning outcomes, such treatment of the subject as is in evidence being directionless and fragmentary
WHAT IF I EXPERIENCE CIRCUMSTANCES WHICH MEAN I WILL NOT BE ABLE TO COMPLETE AN
ASSESSMENT?
The Personal Mitigating Circumstance (PMC) procedure gives you the opportunity to inform the College of serious medical or
personal circumstances, which you believe, has affected your academic performance in an adverse way before the meeting of
the Board of Examiners.
You may have had genuine and unavoidable circumstances that have affected your performance in coursework. These
circumstances may have prevented you from being assessed or from submitting coursework on time.
A Personal Mitigating Circumstance Application Form must be completed by you and is available via Moodle/Student
Administration/ Reception.
It is your responsibility to complete and submit the form to the HE Student Administration Manager within 10 days of the
assessment deadline.
You cannot request an extension to the assignment deadline date. Assignments must be handed in as soon as possible even if
they are incomplete.
For full details of this procedure please refer to http://moodle.blackpool.ac.uk/course/view.php?id=30688
WHAT IF I MISS A DEADLINE?
Managing your time effectively is a key graduate skill and you are therefore encouraged to plan your programme workload
alongside your other commitments. If you fail to meet an assessment deadline, it will be penalised. Work submitted up to three
days late will receive a penalty of one full grade and zero (non-submission) thereafter.
21
Deadlines are normally be set on Mondays and Fridays to avoid the third day occurring at a weekend. Where the third day does
fall on a weekend, students will have until 10 am on Monday to hand in without receiving further penalty.
WHAT HAPPENS IF I FAIL AN ASSESSMENT?
Most students pass their work, but if your mark for an individual module is less than the minimum pass grade you will be
referred on that module. This means that you will have to be reassessed in the relevant work; however a second attempt will be
subject to a penalty as specified within the University regulations. Penalties are different between ‘final year’ and ‘non-final
year’ reassessment which relates to your stage of study.
Students undertaking reassessment in the final year of study will do so for the purpose of gaining sufficient credit for award, and
any improved marks received will not impact on the final classification of their degree. Students undertaking reassessment in a
year of study which is not the final year of the programme have their module capped at an aggregation score of 9.
Where Personal Mitigating Circumstances are approved, this will typically prevent any penalties being applied through
reassessment.
MODERATION
All work that you submit for assessment is marked by your module tutor. A suitable sample is then selected to be moderated by
another tutor. This is to ensure that the mark awarded is reliable and not just the judgement of one marker. All of the work you
submit is retained by the College to assist our external examiners in the quality assurance of your programme. This may mean
that the results you receive during the year may change and should therefore be considered provisional.
EXTERNAL EXAMINERS
Every higher education programme has its own External Examiner whose role is to support the academic staff team in ensuring
that the standard of your programme of study is comparable to other programmes in that subject discipline. The External
Examiner will confirm that the work that you have produced is of a standard that is expected and identifies any issues that the
academic staff team needs to take into account to continually improve the programme. The External Examiner also feeds back
on the key strengths that make your programme a really effective and valuable learning experience.
You can view the External Examiner reports and contact details for your programme on the Information for HE Students
Moodle page or details can be requested by email [email protected]
BOARD OF EXAMINERS
Once a module is complete, the marks for all assessments are compiled together to create an overall module mark. The first
module board of examiners for your programme will sit at the start of the second semester to review your academic
performance in semester 1.
The module board of examiners sits again at the end of semester 2 to consider semester 2 modules and then your overall marks
for the year are considered by a programme board of examiners that will make recommendations regarding your progression
between levels, reassessment and eventually the award of your qualification. The majority of programmes within the college
22
run an academic year between September and June. Reassessment work for will therefore normally be completed during the
summer months and submitted by July 31st
.
The board of examiners sits again prior to the start of the next academic year in September where the results of any summer
reassessment work will be considered.
Where programmes fall outside of the standard academic year, the timing of the board identified above may vary, however the
general process remains the same.
PARTNERS FOR SUCCESS
The Partners for Success framework has been developed from our
considerable achievements and successful review outcomes in supporting
students and ensuring that they are provided with the best possible
opportunities to engage fully with their learning experience and the full life
of the college. It outlines how staff, students and the wider college
community work to provide a seamless network of support to enable all
students to achieve their potential.
Studying at University level can mean quite a life change, particularly if you
have to move away from home, juggle study with work or have caring
responsibilities while studying. You may also be returning to study after a
period away and feel unsure exactly what to expect. Most students new to
higher level study also comment on the fact that it can be quite different to
their previous studies.
Our central aim is to enable all students to become confident and
competent independent learners and achieve to the maximum of their
potential through the development of their academic skills, personal well-
being, literacies and professional employability attributes.
We will work in partnership with all stakeholders, students, staff
and others to ensure and assure personal change and development through mutual expectations, mutual agency and
clear communications.
We will provide students with a network of support to enable their development and achievement of their personal,
academic and professional goals.
Key partners in your success are
Your Personal Tutor and the programme delivery team
The iKnow team
Student Support and Wellbeing including HE Learning Mentors (HELMS)
Learning Resource Centre teams
The Student Union
You!
23
YOUR PERSONAL TUTOR AND THE PROGRAMME DELIVERY TEAM
Here at Blackpool and the Fylde College every student is entitled to receive tutorial support on their programme of study.
Tutorials are an important learning activity; they give you the opportunity to engage in dialogue with your tutor on matters of
academic progress as well as personal and pastoral issues which may impact on your learning experience.
The benefits of tutorials are that they help you to individualise your learning on programme and to receive constructive
feedback on your work specifically and progress generally. Tutorials are an essential component of the B&FC Partners for
Success framework which aims to enable your personal and academic development, and maximize your opportunities for
success, through coordinating the range of support services available to you through your personal tutor. Tutorials can help
you to critically engage with your subject in a way that you may not be able to do in lectures and other forms of learning. Your
tutors will encourage creativity and originality of thought that will help you to gain a better understanding of the subject
discipline helping you to achieve your potential and experience high levels of success.
You can ensure that you get the most out of tutorials by:-
Proactively seeking out information before the tutorial to prepare yourself for the discussion and dialogue
Not being afraid to actively engage in discussion with your tutor.
Using the tutorial opportunity to ask questions of your tutor and engage in critical discussion.
Receiving feedback and using this to plan your next piece of work or setting personal and academic targets for future
learning activities.
IKNOW TEAM
STUDENT ADVISERS
Student Advisers provide you with confidential and impartial information on a range of areas, and work to matrix quality
standard to ensure excellence of support, advice and guidance to all our Students and prospective Students. Quick-query
interviews usually last approximately ten minutes. For example, you might want to ask about job vacancies, for help with
preparing for an interview, or advice on financial assistance etc. If you have a more complex query the Student Services Adviser
will make a mutually convenient appointment with you for a longer interview. Welfare and Careers Information Advice and
Guidance Group sessions also take place throughout the academic year. Student Advisers are based at:
University Centre Central Blackpool Campus (the Foyer, ground floor of South Building)
Monday - Thursday 8.45am to 5pm, Friday 10am to 4.30pm Tel. 01253 504496 or 504474
Bispham Campus (opposite the main Reception area in the Hub)
Monday - Thursday 8.45am - 5pm, Friday 10am - 4.30pm Tel. 01253 504351 or 504298
Advisers also provide a drop-in service at all Blackpool and The Fylde College Campuses, so you don’t need to book an
appointment to see an Adviser.
24
WELFARE SUPPORT
Our iKnow Student Advisers can also provide you with expert up to date professional assistance for student finance, including
any additional bursaries and grants that might be available to support you. Advisers can also provide you with information on
funding for equipment, how to access help with transport, childcare while you study and can link you with specialist support
staff and services appropriate to your individual need. Our trained Advisers also provide personalised, independent and
confidential support on a wide range of welfare issues. These include:
Links to support networks and services - internal and external.
Information on fees.
Government student loans and grants.
Previous study and how it will affect your funding entitlement.
Welfare benefits.
Tax credits.
Debt counselling and advice
ACCOMMODATION
If you are aged 18 years or over, our Student Advisers can help you find suitable accommodation and provide advice on costs,
legalities and other expenditure i.e. rent bond, gas, electric, TV, phone, travel etc. They can also support you with any problems
you may have with your accommodation during your course of study.
CAREERS INFORMATION, ADVICE AND GUIDANCE
The iKnow Team are all highly qualified in careers information, advice and guidance and can help you with UCAS applications for
entry to Higher Education, with making decisions about progression to other courses, job application, CV preparation and
interview techniques alongside career and further training pathways and opportunities. Our helpful team of professional
Advisers are available to help you with all aspects of your career planning and decision-making, such as:
Making decisions about your future career.
Planning your job search strategy.
Curriculum Vitae (CV) writing.
Getting relevant work experience - including volunteering.
Making applications and preparing for interviews.
Looking at postgraduate study options.
At Blackpool and The Fylde, our careers service extends far beyond helping you to pinpoint your ideal career. The emphasis is on
tailoring a ‘careers package’ to your particular aims and aspirations that gives you the skills and experience needed to make you
highly employable from the moment you graduate.
That’s why all our degrees have a strong employment focus, with opportunities to try out your chosen career area, learn skills
that employers are specifically looking for and practice interview and assessment techniques with representatives from industry.
We also run an online job shop, backed up by a highly trained team of staff dedicated to making your career goals a reality.
25
You may be starting your course already clear about what you want to do when you graduate or you may not be sure at this
stage. Our experienced and professional team of careers advisers offer careers and progression advice to guide you towards
making the right decisions about your future. Choose from e-guidance, telephone and face-to-face interviews within a small and
supportive environment. We also offer pre-course advice and guidance. Underpinning all of this is a vast range of careers library
resources together with access to internet-based resources, video resources and computer-aided guidance packages.
ENHANCING YOUR EMPLOYABILITY
Employability skills are built into all our courses to ensure you graduate not just with subject knowledge but with the ability to
embark on your chosen career and hit the ground running. Our programmes also provide an opportunity to discover more about
your chosen career area through visits from external speakers and trips to local employers and industry. Some programmes
even contain a workplace learning module, where you’ll get to spend time with an employer, putting your knowledge into
practice and gaining valuable employability skills at the same time.
PERSONAL DEVELOPMENT PLANNING
In today’s employment world both jobs and organisations are often temporary in structure and constantly evolving and so it is
now necessary for graduates to actively plan their own educational, academic and career progression rather than rely upon
organisations to provide established progression routes.
With this in mind higher education programmes at Blackpool and The Fylde College encourage you to undertake Personal
Development Planning, whereby you are expected to reflect upon your own learning and achievement whilst on the
programme, and draw up a plan for short term and long term personal educational and career progression.
Personal Development Planning (PDP) is a process that is undertaken by an individual learner to reflect upon their own learning
and achievement and to plan for their own educational, academic and career development.
PDP is a feature of all HE courses and it consists of a number of actions that are important in achieving success at University
Level education. These are:-
planning (how to achieve objectives or general change);
doing (learning through the experience of doing with greater awareness);
recording (thoughts, ideas, experiences, evidence of learning through writing, audio video, visual or other means);
reviewing (reflections on what has happened, making sense of it all);
evaluating (making judgments about self and own work and determining what needs to be done to
develop/improve/move on);
These actions enable you to move forward with confidence to achieve your own personal educational goals and to realise your
potential.
GETTING READY FOR LIFE AFTER YOU GRADUATE
About a year before you’re due to graduate we’ll invite you to take part in our graduate employability workshops, covering
topics such as making the right career move, effective applications and successful interviews. In addition, local employers run
mock interviews and facilitate role-play scenarios for students, which replicate the assessment centre experience for newly
26
qualified graduates. These experiences are vital for developing an awareness of your strengths (and playing to them) and gaining
an understanding of what graduate recruiters are looking for. Some of our students have even been offered a permanent
position on the strength of them.
STUDENT SUPPORT AND WELLBEING TEAM
The Student Support and Wellbeing team aim to enable you to gain different approaches and techniques to reach your full
potential independently through a range of study support and wellbeing strategies. Support offered includes face-to-face on a
one-to-one basis, in a group /drop in workshop or remotely via telephone and online. Support is available across all campuses
Monday to Friday from 8.30am to 4.30pm term time. Appointments can be made outside these times by arrangement. Further
support including guides, presentations and video tutorials are available through the virtual learning environment, Moodle.
Higher Education Student Support and Wellbeing Services include:
Higher Education Learning Mentors (HELMs).
Disability Services
Counselling Services
Equality, Diversity and Wellbeing
Care-leaver Services
HE LEARNING MENTORS (HELMS)
The HELM team can support with aspects of student academic life, from settling into university life, helping you gain and
enhance study and digital skills as well as to create your own health and wellbeing strategies to work as independent learners.
Examples of some of the study skills development and enhancement that we can offer you include:
Academic literacy skills such as developing expression or the use of language critical and reflective writing.
Information skills development, such as research skills, finding and using resources and referencing.
Other support includes effective study techniques, assignment planning and structuring, time management and
organisation skills, optimising memory, revision and examination techniques and coping strategies.
Information Technology support for study.
Digital literacy skills such as communicating in different media.
In addition to individual support, HELMs deliver a range of study and wellbeing skills through workshops including the ‘Flying
Start’ and ‘Flying Further’ programmes. These are designed to help you make the most of their course and complement the
knowledge and information gained from your course. If you wish for the HE Learning Mentors to deliver a workshop for you and
maybe some friends or your tutorial group, liaise with your tutor or direct with the HE Learning Mentors team.
For more information about choosing the right career please get in touch:
Tel: 01253 504 351/474
Email: [email protected] W: www.blackpool.ac.uk/support/careers
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Phone: 01253 504494
Email: [email protected]
DISABILITY SERVICES
Disability services are for students with disabilities, such as an on-going, long term or progressive medical condition; a mental-
health condition such as depression, anxiety, bi-polar; Autistic Spectrum disorder (ASD) such as Asperger’s Syndrome; or Specific
Learning Difficulty such as dyslexia; a sensory impairment or mobility difficulty or any other condition which has a “significant,
long-term and adverse effect” on your ability to carry out your day to day activities and study.
The Disability Support Service provides specialist guidance and support for prospective and current students, enabling students
to access their studies and College services. Examples of some of the support that we can offer you include:
Advice and support to gain diagnostic evidence for medical, disability and mental health conditions where required.
Advice and support with applications for Disabled Students' Allowances (DSA)
Individual packages of support according to disability study needs requirements.
Assist in the organisation of specific exam, teaching and learning requirements with academic and exam assessment
services.
Duty of Care Plans, are for any student disclosing a medical condition where there is likelihood that first aid
intervention may be required in College, so we know how best to respond to your needs.
Guidance and advice on campus accessibility/ tours. We also have Listening Posts in each of the reception areas for
students whose preference is for spoken information and visual impairments. If you wish to check the accessibility of
our facilities please visit http://www.disabledgo.com/en/org-results/blackpool-and-the-fylde-college/college-view-all-
venues
DISABLED STUDENTS' ALLOWANCE (DSA) FOR UK STUDENTS
Disability Services provides support in applying for an extra grant through the Disabled Students’ Allowance (DSA) this a
allowance provides extra financial help to Higher Education Students to meet the extra costs of studying as a direct result of a
disability and may include some equipment and support if required. Further information on Disabled Students Allowance
including eligibility criteria is available here: https://www.gov.uk/disabled-students-allowances-dsas/overview
If you are an International student with a disability please contact the Disability Team.
EXAM ACCESS ARRANGEMENTS
Exam Access Arrangements allow students who are unable to sit formal examinations under usual examination conditions as a
result of an evidenced disability or other conditions. Reasonable adjustments can also be made through liaison with your Tutors,
Disability Services and the Examinations Office known as ‘Achievements’.
Examples of access arrangements depending on your assessed needs may include: Use of a reader, a scribe, laptop, small group
or separate room, assistive technologies and ergonomic devices such as an ergonomic mouse, supervised rest breaks, additional
time allowance, and signed communication.
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If you feel you need more help in putting forward requests for individual arrangements in examinations, you should contact:
HE Learning Support - [email protected]
Achievements Team - [email protected] .
EQUALITY, DIVERSITY AND WELLBEING
Our Equality, Diversity and Wellbeing Co coordinator can offer you support 1:1 or in groups with positive wellbeing and support
through difficult times including bereavement, bullying and harassment, faith and belief signposting and equality and diversity
issues.
For further information and booking appointments please email [email protected]
There are quiet Contemplation rooms available across the College Campuses as a place for quiet meditation, prayer or just ‘time
out’. The Contemplation Rooms are booked as and when required through main reception desks at each Campus. You will also
be given information on room access and relevant directions.
COUNSELLING SERVICES
Our Counselling and Wellbeing team can help with self-esteem/ depression/anxiety/ relationship difficulties; trauma or
bereavement. Counselling offers short term non-emergency support and where appropriate signposting to external services
and charities. Counselling appointments give you the opportunity to think, talk and explore positive steps to address difficulties
by helping you to explore different personal resources, choices and coping mechanisms. Please e-mail
[email protected] for an appointment. Your name will go on the waiting list and a counsellor will contact you as
soon as an appointment becomes available. Please note that at busy times, there may be a wait of up to 10 days, and may be
longer at peak times.
If you are in a crisis, feel unsafe, or in danger of harming yourself or at risk whilst at College contact the Student Direct
Safeguarding College Hotline: 01253 504444 9am to 5pm. Alternatively at any time; visit your GP or local Walk in Medical
Centre or Accident and Emergency (A&E) unit at the Hospital. Other support networks outside college hours includes the NHS
crisis telephone: 0300 365 0300 and the Mental Health Helpline telephone: 0800 616171
If something's troubling you, you are feeling down or need to speak to someone consider contacting the Samaritans, this is a 24
hour all year external service.
The local Blackpool Fylde and Wyre Samaritans offers College students a Texting facility on 07725 90 90 90 in addition to the
local contact number of 01253 622218. They also offer a ‘phone back’ service whereby they will phone you back on request at a
time to suit you or when you know you may need someone to talk to. For further information please visit
www.samaritans.org/branches/samaritans-blackpool-fylde-and-wyre-branch
CARE LEAVER SERVICES
The College is proud to have been awarded with the Buttle UK Quality Mark and have exemplary status in recognition for the
support provided for Care Leavers and Young People in Care to raise aspirations and improve student success. You have access
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to the dedicated HE Care Leaver Coordinator who offers support to determine eligibility, to complete the required assessment
forms and provide a link with other support services regarding the availability of bursaries. For more information visit:
www.practitioners.slc.co.uk/media/.../sfe_care_leavers_fs_1516_d.pdf
http://www.thewhocarestrust.org.uk/data/files/H.E.Handbook_2014_England.pdf
A SUMMARY OF STUDENT SUPPORT AND WELLBEING SERVICES EMAIL CONTACTS:
These are non-emergency contacts please see section on Safeguarding for emergency contact information:
HE Learning Mentors [email protected]
Disability Team [email protected]
Equality, Diversity and Wellbeing [email protected]
Counselling [email protected]
Safeguarding [email protected]
LEARNING RESOURCE CENTRE TEAMS
Whichever campus you study on, the Learning Resource Centres (The Loops) will play an important part in your studies. Our
flexible learning spaces can provide you with a mixture of computer, group work and quiet study areas. You should make
maximum use of this facility to log-on to a PC, access printing and copying facilities or ask the Resource Advisers for help and
advice.
You will have access to a wealth of information through a wide range of physical and online resources such as e-books and full
text journal databases giving 24/7 support for your academic work. Our search tool, Discovery, is linked to every course page of
the college’s VLE, Moodle. Our online catalogue - https://libcat.blackpool.ac.uk - is also available 24/7 allowing you to check
reading lists, reserve titles, renew borrowed items and provide direct links to the titles in our extensive e-book library. We can
also provide material from other libraries through our Interlibrary Lending scheme.
Our teams are always happy to offer help and advice. They have in-depth knowledge of your subject area and can support you
in finding good quality research material, as well as developing your IT and research skills through one-to-one sessions.
Interactive support materials are available through the Learning Resources area on the virtual learning environment, Moodle.
More information about The Loops, including the opening hours for each centre, contact e-mails and phone numbers can also
be found on the college website.
Central Loop
Monday – Thursday 8.30 – 21.00
Friday 8.30 – 17.00
Saturday 10.00 – 15.45
Email: [email protected]
Tel: 01253 504414
Bispham Loop
Monday 8.30 – 17.00
Tuesday – Thursday 8.30 – 20.00
Friday 8.30 – 17.00
Email: [email protected]
Tel: 01253 504290
Fleetwood Loop
Monday – Thursday 8.30 – 20.00
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Friday 8.30 – 17.00
Saturday 10.00 – 16.00
Email: [email protected]
Tel: 01253 504714
Self-issue/return facilities are available in the Bispham, Central and Fleetwood Loops. There are drop-in IT-based facilities with
networked computers (including Macs in the Central Loop) and wireless laptops, colour printing and scanning facilities. Help
with IT issues is available through an online HelpDesk.
You can access computing and copying facilities at any campus, if this is more convenient for you when engaged in independent
study, but the majority of course specific materials will be located in the Loop on the campus where your course is based.
You will find the essential texts for your course available in the Library stock and regularly updated. Relevant journals and online
resources are purchased on an annual basis.
Following an initial Welcome Tour of your local Loop, your tutor will arrange for us to work with you in follow-up in-depth
sessions on key skills such as effective searching of online resources and referencing. Induction sessions are also provided at the
start of your programme to help you find your way around technology in the college. Additional one-to-one tutorials are
available to all students. LRC support is supplemented by a range of interactive resources on Moodle.
The services provided by the Learning Resources Centre will be an integral part of the Induction Programme for this course.
INFORMATION TECHNOLOGY RESOURCES
Being able to access resources and materials to help you on your course when you need them is very important. MOODLE is our
virtual learning environment, and contains lots of key information about your course accessible 24:7. As part of your induction
we will make sure you are able to make the most of this resource.
As a student at Blackpool & the Fylde College you will be provided with a web-based Microsoft Office 365 account. This account
provides anytime, anywhere access to a suite of Microsoft programmes including Outlook email and web-based versions of
Word, Excel and PowerPoint. You also get access to your own online storage area so you can download, edit and save your
college work wherever you are.
To find your course materials, log-on to Moodle, the College’s virtual learning environment. Moodle contains lesson notes,
multimedia materials, quizzes, forums and lots of different tools to help you achieve your academic goals. You may submit your
assignments through Moodle and receive online feedback from your tutors. Moodle also provides easy ways for you to
communicate with your tutors and fellow students using messaging, chat rooms and forums. You can access your Office 365 and
Moodle accounts by logging into one simple webpage MyHub which also contains useful college information, news and links:
http://myhub.blackpool.ac.uk
Induction sessions are provided to all students at the start of their course to help you find your way around technology in the
college. ‘The Loop’ LRC’s are located on each campus. You can pop into The Loop and log-on to a PC, access printing and copying
facilities or ask the Resource Advisers for help and advice.
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STUDENT UNION
The Students’ Union (SU) at B&FC is your union. It’s made up of students that you elect each year, who listen to the student
voice and respond to your wants and needs. The SU represents students on a range of issues, including equality and diversity,
education and social activities, with the aim of ensuring your time here is as interesting and enjoyable as possible.
As a student at Blackpool and The Fylde College, you are automatically free members of the Students’ Union and you are
encouraged to play an active role. Our Students’ Union is actively engaged in student affairs at local and regional levels so there
are opportunities for you to become involved in various campaigns and fund-raising activities. Our aim is to work for the good of
the student community and to take an active interest in the development of all students. As such the Union represents the
students on a number of academic and College committees where student involvement and comment is welcomed.
The Union provides the framework and financial backing for students to organise trips and events, which can be a great way to
broaden your interests and meet new people. With a wealth of information, our Students’ Union can also advise you on places
to go and things to see and do.
The Students’ Union has offices at the University Centre and at our Bispham Campus. If you need to get in touch, you can visit
them in person or contact them by phone or email.
University Centre Office
Wednesday and Thursday 9.00am - 5.00pm
Tel: 01253 504 517
Email: [email protected]
Bispham Campus Office
Tuesday and Friday 9.00am - 5.00pm
Tel: 01253 504 374
Email: [email protected]
Contact the Student Enrichment Officer, Steve Stroud
Mobile: 07908 509 209
Email: [email protected]
BEING A PARTNER IN YOUR OWN SUCCESS
Higher education is as much about personal change and development as it is about subject knowledge and skills development.
By facilitating your development we enable you to take responsibility for your own learning. Students who are fully informed
about the opportunities available to them, but who are also aware of their responsibility to engage with those opportunities, are
more likely to make effective use of services and resources (QAA Quality Code Chapter B4). It is important that you take
advantage of every opportunity to facilitate your success, and to creatively engage with the knowledge you encounter,
constructing and reconstructing your own understanding. We will support you to set clear goals, reflect on your progress and
develop key graduate skills.
THE STUDENT CHARTER
At Blackpool and the Fylde College we believe that effective learning is always based upon a strong mutual respect and co-
operative partnership between those teaching and those being taught. In consultation with students we have a five-point
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student charter which indicates what you can expect from us during your programme and what we expect from you. The charter
is also available on Moodle:
ABSENCE REPORTING
If for whatever reason, including ill health, you are going to be absent from College then you will need to ensure that you make
contact with us to discuss how we can support you. This is particularly important if your absence could have a significant effect
on your assessment requirements. Should this be the case then you will need to consider the College Personal Mitigating
Circumstances procedure the full version of which is available at the link below.
http://moodle.blackpool.ac.uk/course/view.php?id=30688
Any personal mitigating circumstances, such as ill health, which may have affected your studies or performance in assessments
and examinations, would need to be submitted to the HE Student Administration Manager
[email protected] formally by you with supporting evidence, e.g. a medical certificate, following the
procedures and in accordance with the deadlines laid down in the College’s Personal Mitigating Circumstances Policy.
In the event that you are unable to attend an examination because of illness or other unforeseen circumstances, you must
immediately inform your programme leader before the start of the examination. If you are absent from the whole or part of an
examination because of illness, a Personal Mitigating Circumstances application form together with a valid medical certificate or
other appropriate independent documentary evidence must be forwarded to the HE Student Administration Manager normally
within ten working days of the examination.
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STAYING IN TOUCH
If you are unable to attend your scheduled sessions for a sustained period of time, there are a number of ways that you can
continue to engage with your programme. It is vital that you discuss your situation with your course tutor at the earliest
possibility to allow us to put a revised study plan in place to support your individual circumstances. This may include distance
support via e-mail, virtual learning (Moodle or Illuminate), or alternative modes of attendance. Additionally, the HE Learning
Mentor service is available to support all students at any point of their studies regardless of their circumstances. Each situation
is different and we endeavour to provide a personalised plan to support you in any way we can, therefore your engagement
with your course tutor as soon as you are aware of any challenges you face in your attendance is vital.
SAFEGUARDING
Safeguarding supports students in ‘Being Safe and Feeling Safe’. If you feel unsafe, in danger of harming yourself or at risk whilst at College contact the Student Direct Safeguarding College Emergency Hotline: 01253 504444 9am to 5pm. Alternatively at any time visit your GP or local Walk in Medical Centre or Accident and Emergency (A&E) unit at the Hospital.
Other support networks also available outside College hours include the NHS crisis telephone: 0300 365 0300, the Mental Health Helpline telephone: 0800 616171 or the Samaritans 24 hours a day on the local contact number of 01253 622218 or on the national number 0845 790 9090.
If you require advice or assistance about disclosing a safeguarding concern you should discuss this with your Personal Tutor or any member of staff.
STUDENT IDENTITY CARD
You must wear your ID badge at all times whilst on College premises. Access to College facilities is dependent on Students
having their ID badge. You will also be asked to show your ID badge when sitting exams. You will be challenged if you are not
wearing your badge when on College premises. This is to help students and staff feel safe in College.
FOOD ON CAMPUS
When you want to take a break for refereshments on campus, you’re well catered for. At the University Centre’s Central Hub
refectory, Café Grads, you can sit down and tuck into a proper meal or just grab a bite and relax in one of the chill-out areas. A
Starbucks outlet has also just opened in South Building. A similar-style refectory, Retreat, is available at our Bispham Campus or
if you fancy a little treat there is also a bakery/sweetshop, Grab and Go and a Starbucks. At the Fleetwood campus the
Refectory offers traditional breakfast, a wide range of hot food, sandwiches, snacks and beverages. Visit
http://www.blackpool.ac.uk/facilities/shops for more information. At all our campuses, there are also plenty of vending points
providing snacks on the go.
Get off to a great start every morning! All Blackpool and The Fylde College students are entitled to a free healthy breakfast.
SPORTS FACILITIES AND COLLEGE TEAMS
Sports facilities are mainly based at the Bispham Campus where there is a sports hall, an all-weather floodlit sports pitch and a
well-equipped gym, Inspirations, with Fleetwood also having some facilities. We have numerous College teams, both men’s and
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women’s, with other available sports ranging from volleyball and five-a-side football to table tennis and canoeing. To find out
more ask your personal tutor.
ENRICHMENT
Enrichment is about providing you with opportunities to bring your learning to life, developing your range of interests, meeting
new friends and growing as a person. Some activities will be related to your area of study whilst others may not be directly
linked.
Curriculum-based activities
Whilst studying your chosen subject at College, you will have the chance to see how your subject works in real life and apply that
insight to your studies. We also aim, during your programme of study, to develop your employability skills and interview
techniques. To provide this valuable enrichment, your programme may feature such activities as guest speakers, trips into
industry and overseas visits, ‘real life’ assignments, competitions, work experience and work placements (some of which can
lead to permanent positions).
Extra-curricular activities
College is also as much about the social side as it is about learning. At Blackpool and the Fylde College we offer a vast range of
activities, from discounted theatre trips to lunchtime sports activities and book club. Activities are free to everyone enrolled on a
course and in most cases, there’s no need to book. For more information about what’s on, view our enrichment booklet online
or available in hard copy from the iKnow team.
Fee-based activities
For those of you who wish to engage in a further range of activities there are fee-based sports activities. For full details please
see our online Sports Facilities page.
The Sports Team can also organise one-off fitness activities, such as trips to Manchester’s Chill Factor for skiing or outings to
Grizedale Forest for mountain biking. For more information please contact the Sports Centre staff on 01253 590829. Don’t
forget, that the Students’ Union may be able to help with funding too.
GETTING INVOLVED IN THE QUALITY OF YOUR PROGRAMME
At Blackpool and the Fylde College we believe that you are a member of our higher education and College community and as
such your views and experiences are extremely important to us. We want to work in partnership with you to ensure that your
experience is the best that it can be both for you and others who study with you. To this end we work hard to engage all
students in dialogue about the quality of their learning experiences. You can engage by providing useful feedback on your
experiences of modules through Module Evaluation Questionnaires, through being an elected course representative attending
student forums and college meetings and through surveys such as the Student Perception on Course (SPOC) surveys and the
National Student Survey (NSS).
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ACADEMIC APPEALS
An academic appeal is a procedure which allows you in certain circumstances to ask for a review of a decision relating to your
academic progress or award. You can ask for a review of a decision by one of the following:
A Board of Examiners, both Module and Programme Boards.
A Personal Mitigating Circumstances Panel
An application to the College
An Academic Malpractice Panel
It should be noted that students may only appeal against a decision if they can show that they satisfy one or more of the
grounds detailed in the academic regulations. The appeal process cannot be used to challenge academic judgement or appeal
simply because you disagree with the marks you have been given.
An academic appeal is different from a complaint so appeals and complaints are looked at under different procedures. A
complaint is dissatisfaction about the provision of a programme or academic service or facility or any other service provided by
the College.
Students studying either a:
Lancaster University Validated Programme
Liverpool John Moores Validated Programme
Scottish Qualifications Authority Programme (SQA Higher National)
Edexcel Higher National Programme
To lodge an academic appeal, you must do so by submitting your appeal within 10 working days of the publication of your
results or decision of a panel either by writing to the HE Academic Registrar, Bennett Avenue, Blackpool, Lancashire, United
Kingdom, FY1 4EE or by email to: [email protected].
The Academic Appeals regulations and application pro-forma can be found on the Blackpool & The Fylde College website
http://www.blackpool.ac.uk/apply/university
Students studying a:
University of Salford Validated Programme
To lodge an academic appeal (other than an appeal against an application to the College), you must do so through the University
of Salford by submitting your appeal in writing, within 10 working days of the publication of your results or decision of a panel to
the Senior Assistant Secretary, Governance Services Unit, Ground Floor, Crescent House, The University of Salford, M5 4WT.
The Academic Appeals Procedure and pro-forma can be found on The University of Salford website
http://www.governance.salford.ac.uk/page/student_policies
In all cases students are advised to consult their Programme Leader or Personal Tutor for advice and guidance in the first
instance.
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GRADUATION
Our annual higher education awards event is a spectacular occasion, representing the culmination of masses of dedication and
hard work, and the gateway to an exciting and rewarding future.
The graduation ceremonies will take place at the Winter Gardens and Opera House, 97 Church Street, Blackpool, Lancashire,
England FY1 1HL
Your graduation day may seem a long way off now, but you will be there quicker than you think! Blackpool and the Fylde
College’s Awards Ceremonies are a part of the celebration of your achievement and we hope you will be able to attend. You will
need to budget for the cost of guest tickets, academic dress and photography. Awards Ceremonies are held each year at the
Winter Gardens. If you attend the Awards Ceremonies we publish the names and awards of all graduates in the Awards
Ceremony booklet and in a graduation supplement in the local press. If you do not wish your name to appear, you must contact
Student Administration to inform us. We will print the name we have recorded for you on your degree certificate, so it’s
important that you tell us in advance of any spelling or other changes. After we have printed the certificate we will not be able
to change it for you.
This is a very special day for all our graduates and their friends and families and is a marvellous opportunity to share and
celebrate your academic achievement and accomplishments.
MODULE OUTLINES
The following module outlines provide you with a brief overview of the modules and their contents, together with the intended
learning outcomes and the recommended reading lists.
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YEAR 1 (LEVEL 4)
SM4MD110: ACADEMIC & DIGITAL LITERACY
The module is designed to provide a scaffolded approach, which develops the learners academic literacy and/or numeracy
competencies that underpin vocational higher education study.
The module provides learners with foundational and fundamental elements of academic and digital research; writing;
referencing and information communication skills and recognises the importance of each of these skills in building knowledge,
and confidence in the academic process and applications in the workplace and in so doing addresses key skill shortages as
identified in the National Employers Skills Survey (NESS) 2009.
The structure of the syllabus takes cognisance of the varying levels of knowledge, skill and experience of our HE entrants and
recognises the developmental nature of these skill acquisitions. The module utilises peer learning, practical workshops and
social constructivist approaches that recognise the importance of the individual’s existing personal competencies and provides
the opportunity to build on these through active experimentation, assessment and feedback, critical thinking and evaluation.
The module will be delivered through practical lecture sessions, seminars and interactive on line sessions with the opportunity
for individual and small group review tutorials
This module is integral to all other modules of vocational higher education study and particularly so for extended written
reports, projects and dissertations.
The module will be assessed through an e- portfolio of evidence which will reflect the learner’s skills developments and will
sample a range of practices which underpin study at higher education level. The portfolio will draw on and integrate work from
other modules enhancing the transferability of skills across the programme as a whole. Formative assessment opportunities will
be provided to support the development and improvement of knowledge and skill. The portfolio is designed to encourage the
development of skills such as critical reflection, evaluation, informed decision making, problem solving and action planning
which are key critical to enhanced personal outcomes and graduate employability.
Formative assessment methods will include:
• Group and individual tasks
• Peer assessment
• Self-assessment
Summative assessment has one component:
• E-portfolio
LEARNING OUTCOMES
1. Adopt and use digital devices, applications and services
2. Find, interpret, evaluate, manipulate, share, present and record information professionally and ethically
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3. Read critically and create output in a range of media
4. Communicate and collaborate to support research and learning through the use of digital and other networks
5. Produce academic evidence in formal and informal; traditional and technology-rich, environments
6. Use digital tools and media in making informed decisions and professional development planning
7. Reflect on own skill levels and identify further learning needs to support future studies and enhance transferable skills for
employment
Whilst you will not be assessed directly against National Occupational Standards, you will be expected to conform to the
National Occupational Standards relevant to your chosen discipline and to reflect upon the application of those standards in
your work for this module.
SM4MD072: DEVELOPING CURRICULUM AND PRACTICE IN THE EARLY YEARS
This is module that draws heavily upon the practitioner’s professional role and competences. It provides them with the opportunity to revisit vital skills through the inclusion of evidence that demonstrates firstly their ability to conduct and interpret observations in relation to the current emphasis on individualised learning. It also provides opportunity for consideration of the historical development towards current curriculum frameworks and an analysis of a setting policy will illustrate the practitioners understanding of the climate in which they currently practice. This evidence, together with the series of reflections and a personal development plan will form the foundations of the Professional Practice Portfolio that will be formatively assessed at Level 5 in SM5MD069: Professional Practice.
INDICATIVE CONTENT
This module will allow learners to consider the importance of CPD and how curriculum frameworks have changed and developed
overtime and ultimately influence their practice. This will include:-
Discuss how the observation process supports individualised learning within current curriculum framework.
Describe the historical context of the current curriculum frameworks
Consider models of reflection to inform and change practice.
Recognise the importance of continuing professional development in accordance with government strategy
LEARNING OUTCOMES
You will be expected to:-
1. Observe and assess children’s’ learning in relation to current curriculum guidelines. 2. Discuss the historical development of the current early years curriculum. 3. Demonstrate the importance of continuing professional development. 4. Use models of reflection to identify areas for improvement in practice.
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SM4MD017: THEORIES AND APPROACHES TO LEARNING
The focus of this module is the exploration of key theories and approaches to learning in the early years of childhood. You will explore some of the historical traditions in early childhood education along with the contribution and influence of a number of seminal thinkers and their importance to contemporary theory and practice. Often we take our own practice methods for granted, content to follow the practice guidelines defined and laid down by national criteria. We follow the statutory guidelines of Ofsted, Quality Curriculum Authority (QCA) ,the National Curriculum and the Early Years Foundation Stage (EYFS). The Children Acts 1989 and 2004 will also affect our methods of working. Frequent reference to, and familiarity with, such terms as ‘Every Child Matters’ ‘Parents as Partners’ ‘Child Centred Approaches’ often undermine the power and importance of the theories that underpin them. We say the words, often without fully understanding their implications for early childhood education. In this Module you will be encouraged to take a critically analytical approach to a range of established theories of learning. You will compare them, seeking out similarity and contrast, relevance and value. You will be encouraged to take a reflective approach, both to established theory and to your own practice in the context of such theory. The proper application of reflective practice will facilitate evaluation and critical analysis of your own role as an Early Years Practitioner, in supporting learning through the use of theoretical models. You will also consider how differing theories of learning impact on children before relating these theories to current practice.
INDICATIVE CONTENT
This module will allow learners to consider theories of learning and its relevance to early years practice. This will include:-
Theories of learning including the work of: Wilderspin, Froebel, Rousseau, Pestalozzi Montessori, Steiner, Bruce, McMillan and others
Starting points, traditions established by such as Plato and Seneca
The work of Robert Owen at New Lanark
The concept of the developmentally appropriate curriculum
The role of music in children’s development
Social development as a key element in child-centred models
Commonality and divergence in key educational ideologies and theories
Critical analysis of behaviourism, cognitivism, humanism, constructivism, experiential learning (Kolb)
Critical analysis of VAK, Multiple Intelligence Howard Gardner, Honey & Mumford Learning Styles
Planning appropriate activities for children linked to learning style theory
LEARNING OUTCOMES
You will be expected to:-
1. Discuss theories of learning 2. Identify a range of learning styles and consider their implication 3. Demonstrate the relationship between theories of learning and practice
SM4MD071: COMPARATIVE STUDIES IN EUROPEAN CURRICULA
The constituent nations of the United Kingdom each take a slightly (and occasionally, not so slightly) different approach to early years care, education and development. Beyond the United Kingdom, our partner-nations in the European Union also take a variety of different approaches and espouse a variety of models of practice. It may be argued that the record of the United Kingdom and of England in particular, falls short of the ideal, and that we may have much to learn from the approaches and models of others in Europe. This module will introduce and explore a number of different approaches and models of early years
40
curricula from a European perspective. Students will be encouraged to take a critically analytical approach, arguing the merits and demerits of the various approaches; comparing, contrasting and synthesizing aspects of each. You will explore the endogenous and exogenous variables such as, culture, climate, population size etc. that impact the development of particular approaches to children’s care, education and development. This will enable you to broaden your understanding of how curricula are formed and consider the differing underpinning theoretical and philosophical ideas upon which these models are constructed. This module builds on the learning from PPEY 402 enabling comparisons to now be drawn between the provision of the home country and curricula practices from around Europe.
INDICATIVE CONTENT
This module will allow learners to consider the wider context of curriculum studies and broaden their understanding of different
approaches adopted. This will include:-
Review the curriculum practices of European countries,
Explore the potential cultural, social and economic factors underpinning curriculum formation
Relate the pioneering influences of Froebel, Montessori, Malaguzzi, Steiner, Isaacs and Bruner to Curricula
Draw comparisons between European curriculum practices and those of the home country
LEARNING OUTCOMES
You will be expected to:-
1. Compare and contrast current European approaches to early years curricula. 2. Consider the cultural, social and economic factors that may underpin curriculum formation 3. Identify the underpinning pioneering influences on current European curricula. 4. Review established curricula models that have influenced and directed current practices in the home country
SM4MD018: VALUES AND PRINCIPLES
In this Module you will consider the childcare values and principles which underpin early years’ practice. These will lead you to investigate their role in current practice and evaluate specific examples from your setting.
INDICATIVE CONTENT
This module will allow learners to consider the values and principles which underpin practice. This will include:-
The development of professional values through societal, cultural, environmental influences
The historical context of childcare practice e.g. pioneers and theorists Bruce, Froebel, McMillan, Issacs, Owen, Pestalozzi, Rousseau
Policy construction and implementation e.g. Plowden, Warnock, StartRight, Rumbold, UN Convention Rights of the Child
LEARNING OUTCOMES
You will be expected to:-
1. Identify individual needs and differences, and recognise equality and diversity 2. Describe the underpinning theory of values construction 3. Identify own values and principles 4. Explore anti-discriminatory practice in early years’ settings
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SM4MD072: PLAY AND CREATIVITY IN THE EARLY YEARS
The key theme in this module is the differential developmental experiences of young children and the impact of these experiences on the child’s ability to learn and to develop. You will explore the holistic development of young children through the medium of play. You will consider how babies play, for example, and how that play develops as the child develops. You will consider stages of play as identified by theorists such as: Piaget, Smilansky, Goldschmied and Jackson; and introduced to a range of concepts such as: Functional play, constructive play, socio-dramatic play, heuristic. The module will explore parental reactions to play, how play may provoke anxiety, the cultural two-way process of play discussed by Whiting and Whiting and the reflections of cultural environment argued by such as Bruner, Tamis-Lemonda, Katz and Bornstein.
This module will encourage you students to actively engage in applying theoretical perspectives on play and creativity to your practice. It will allow you to broaden their knowledge as to the importance of creativity, through play and learning, as a precursor to lifelong learning which consequently offers increased positive life chances for children.
INDICATIVE CONTENT
This module will allow learners to consider creativity and its relevance across all aspects of learning. This will include:-
The importance of creativity for the personal growth of the child
Creative pedagogy and the role of the adult in purposeful play
Identify the intrinsic connections between theoretical perspectives of play and curriculum frameworks
Explain the links between theories of play and creativity
LEARNING OUTCOMES
You will be expected to:-
1. Produce an age/stage/developmental appropriate creative resource for use in an early years setting. 2. Justify the underpinning concept of creative pedagogy. 3. Apply a creative approach to current curriculum frameworks. 4. Analyse theories of play and creativity in relation to the early years sector.
YEAR 2 (LEVEL 5)
SM5MD069: PROFESSIONAL PRACTICE
In this Module you will be continue to consider the professional and academic requirements of the course, and, by engaging in reflection, you will be encouraged to evaluate and analyse your role as an Early Years Practitioner, and to explore the skills, knowledge and collaborative endeavour that exists within the learning organisation at the centre of your professional practice. You will investigate early years practice through group and independent activities to help you appreciate the range and diversity of the practitioner role.
Through consideration of the impact that additional study and knowledge has had upon daily practice learners will be expected to select an area of interest in which primary research could be potentially be conducted. Through the production of a research proposal learners will be expected to formulate a hypothesis with specific research aims. They should consider ethical issues surrounding social science research, methodological tools used to conduct research, identification of suitable literature for inclusion within a literature review, and possible timescales in which research could be completed within a 12 month period.
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The rationale for the inclusion of the research proposal is that it provides learners with the opportunity to further build upon the research skills that were introduced on Level 4 within Module PPEY 401. Furthermore, it will provide an insight into the initial stages of the dissertation process and support potential transition from Level 5 to the Level 6 B A Honours Early Childhood Studies.
INDICATIVE CONTENT:
This module will allow learners to consider theories of reflective practice and how these may develop their practice as well as
contribute to their profession as early years practitioners. This will include:-
Theories of reflective practice
Research methods
Ethical considerations when conducting research
Contemporary issues
Role and importance of Continued Professional Development
LEARNING OUTCOMES
You will be expected to:-
1. Critically evaluate the importance of Continuing Professional Development 2. Reflect and evaluate the ways in which the current programme of study has impacted upon your professional practice 3. Provide examples from your professional role that illustrates how your practice has been influenced. 4. Propose and plan a small scale research project based upon an area of interest identified within the Portfolio.
SM5MD070: WORKING IN PARTNERSHIP
Partnership working is a key concept at the very heart of early years policy over the past fifteen years. It represents a significant move away from a top-down approach to education and social policy towards one which recognizes the importance of key stakeholders in the care, development, welfare and education of young children. Previous policy tended to focus upon distinct specialisms such as, welfare (social services), education (Nursery, school) Health (the medical profession) and protection (police, social services etc.). Since the turn of the century, there has been an increased emphasis upon a holistic approach to work, not only with young children themselves, but also with their families, carers and other stakeholders in their lives. During the early part of the twenty first century, new partnerships began to emerge, between previously separate and often mutually antagonistic agencies, all of whom impacted the welfare and development of young children. From these early collaborations grew SureStart partnerships, the Common Assessment Framework (CAF) and ultimately Children’s Centres; partnerships between every conceivable agency in a child’s life, built around a common hub.
This module considers a number of partnerships in existence within early years. These include those between professionals and between professionals and parents, and relationships with children in their care. There is a specific focus on the work of the multi-disciplinary team. You will also consider how policies for partnership working are formed. Conflict between partner agencies and individual professionals will also be explored, as will potential for both growth and failure. You will be encouraged to consider the partnerships in which you play a part and to evaluate their effectiveness through a process of professional reflection.
INDICATIVE CONTENT
Models of partnership in Health, Education, Social Services and voluntary agencies eg Surestart, Common Assessment Framework (CAF)
Roles in multi-disciplinary teams and team dynamics
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Positive and negative effects of partnership working eg ethical considerations, differing agenda
LEARNING OUTCOMES
You will be expected to:-
1. Critically evaluate changing roles and responsibilities of a range of professionals working in Early Years 2. Analyse the complexity and practice of parent / professional and parent / child relationships 3. Discuss challenges and opportunities of multi discipline team working 4. Evaluate policy framework for partnership working
SM5MD071: SOCIAL POLICY
Social policy has a huge impact on the care, development, education and safeguarding of young children and, very importantly, upon parents, carers and educators. This module will consider the historical development of services for young children, starting with the concept of ‘the child’. You will be encouraged to explore the philosophies and ideologies underpinning the approaches of the main U.K. political parties and of governments controlled by those parties in the past hundred years. You will also consider the external influences upon policy, including poverty, industrialization, war etc. The module will trace the development of the British post- war welfare state and the theoretical framework upon which it was developed before moving on the consider policy and legislation specifically relevant to professional practice in early years children’s services. You will be encouraged to take a critically analytical approach to the values, norms and customs embodied in current legislation drawing upon a range of diverse philosophical approaches to issues surrounding childcare in contemporary society and to evaluate the effectiveness of current policy and that of the past forty years. The module will examine policy frameworks at both national and local level, evaluating, by reference to a range of academic and professional resources, the impact of legislation and policy on the lives of children and their families.
INDICATIVE CONTENT
Defining Social policy; how is it made?
The historical development of early years policy
Influences on early years policy The impact of policy on children and families
Inequality; normative and explanatory ideals of social policy.
Ideological approaches to social policy and welfare
The Children Acts 1989 and 2004
Every Child Matters: Change for Children
The care and protection of children; an overview of relevant legislation
LEARNING OUTCOMES
You will be expected to:-
1. Examine and analyse differing philosophical and political approaches to the provision of children’s services 2. Analyse and explain the policy framework that sets the parameters for contemporary practice in the early years. 3. Evaluate responses to the policy framework at national and local levels 4. Outline and explain the historical development of children’s services in England
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SM5MD072: LEADERSHIP AND MANAGEMENT
The direction of this module is on leadership and management in practice. You will be encouraged to consider current theoretical models and evaluate their implementation in an early years’ setting. Management and leadership will be examined through a human resources focus. In this Module you will be introduced to the skills qualities and attributes required to lead and manage effectively in early years settings. The direction of this module is to consider the role of leadership and management in practice in the early years. You will be encouraged to consider current theoretical models and evaluate their implementation in an early years’ setting. Management and leadership will be also be examined through a human resources focus and how these apply in practice.
INDICATIVE CONTENT
Theories and approaches to leadership including Moyles, Whalley, Rodd, Pugh
Skills & attributes of effective managers
Performance management systems including appraisal
Effect of poor leadership & management on individuals and organisations
LEARNING OUTCOMES
You will be expected to:-
1. Consider theories and approaches to leadership 2. Analyse skills and attributes of effective managers 3. Evaluate performance management systems 4. Reflect / review own practice in the professional context
SM5MD137: SUPPORTING EMERGENT LITERACY AND NUMERACY
This module will broaden your understanding of how children become both literate and numerate during the early years stages of development (0-5 years). Through conducting a small scale primary research project you will investigate current thinking relating to these emergent skills as a precursor to lifelong appreciation of literature and number. Your findings and recommendations will lead you to further appreciate the pedagogical strategies, frameworks and resources to conclusions that will directly inform your knowledge and practice when supporting children’s development of reading, writing, speaking and listening alongside mathematical thinking.
INDICATIVE CONTENT
• Stages of emergent literacy and numeracy • Contextual and situational learning • Theories of teaching and learning • Early Schema development • Curriculum frameworks • Differentiation & Inclusion • Personal views of mathematics • Barriers to learning
LEARNING OUTCOMES
You will be expected to:-
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1. Design, create and implement a resource to develop and support emergent literacy and numeracy for a specific child / children in an early years setting.
2. Outline and explain the stages of development in literacy and numeracy during the Early Years Foundation Stage. 3. Critically evaluate the pedagogical strategies and theoretical perspectives that support emergent literacy and numeracy.
SM5MD138: INCLUSIVE PRACTICE FROM A RESEARCH PERSPECTIVE
This module focuses on inclusion in early years’ settings, examining both theoretical models and inclusive practice. It requires the student to identify who has collective responsibility for children with additional needs. The central focus of the module is for the student to identify and relate current legislation, policy and practice that ensures consistent inclusive practice in the early years setting. The essay assessment strategy measures the students ability to apply knowledge and understanding of the subject matter in a written format and linking this with their own practice. Students will use this assessment to critically reflect on a small scale research task carried out in their setting.
INDICATIVE CONTENT
Collective responsibility for children with special needs e.g. multidisciplinary agency working, SENCO, education & care settings, child & Family, support services.
Inclusive practice in the early years on the educational & social agenda e.g. SEN Code of Practice, SENDA (2001) Every Child Matters (2003), Equality Act (2010)
Gifted & Talented
Latest research on attachment and attachment disorders
Common signs and symptoms of neglect and abuse in children
Neuroscience linked to behaviour
LEARNING OUTCOMES
You will be expected to:-
1. Conduct a small scale research project that identifies strategies and makes recommendations for improvements in an area of inclusive practice 2. Evaluate the roles and responsibilities of professionals working within inclusive practice 3. Critically analyse current legislation and policies in relation to inclusive practice 4. Discuss theories and practice related to children’s behaviour 5. Demonstrate critical understanding and awareness of current research in relation to an area of inclusive practice
