full programme approval proforma · full programme approval proforma 1 school he health and care...

FdA Health and Social Care – v1.6

Full Programme Approval Proforma

1 School HE Health and Care Industries

2 Title of Programme Health and Social Care

3 Award (e.g. FdA, FdSc) FdSc

4

Contained Award (list the

contained awards available

for those students who do

not complete the full

programme; e.g. Certificate

of HE for successful

completion of 120 credits at

Level 4)

HE Certificate

5 UCAS code (if applicable) A29B

6 JACS codes L510

7 Mode of Study (full or part-

time) Full time

8 Duration (total number of

years) 2 years full time

9 Number of weeks per

academic year

31

Each trimester consists of eight weeks of module delivery.

Trimester 1 has an extra week in which students are prepared

for study at the new level.

10 Location of delivery

Grimsby Institute of Further and Higher Education, Nuns Corner,

Grimsby, N. E. Lincs, DN34 5BQ

Lincolnshire Regional College, Heath Rd, Skegness, Lincolnshire

PE25 3SY

Yorkshire Coast College, Lady Edith’s Drive, Scarborough, N. Yorks,

YO12 5RN

Potential to deliver on site for employers subject to demand and

appropriateness of environment provided.


11 Accrediting Professional /

Statutory Body (if applicable)

12 Entry requirements (including (CEFR) level)

Standard Offer

All applicants irrespective of entry qualification(s) will be formally

interviewed by an appropriate member of academic staff.

Standard Offer

80 UCAS points from two A’ Levels, GCE and AVCE Double Award

or 60 Access to HE credits (of which a minimum of 45 must be at

Level 3). Students are also required to hold English and Maths no

lower than functional skills level 2. All applicants will be required

to undertake a target skills assessment as part of their admissions

process.

Applicants are strongly encouraged to include evidence of

relevant practice experience in sector.

Non-standard Offer

In line with the widening participation brief, the Institute will also

encourage applications from non-standard students who lack

formal Institutional qualifications. All applicants will be

interviewed, set an appropriate piece of work and a judgement

made taking into account their academic potential and relevant

practice experience. In this instance this piece of work will be a

1500-word essay. All applicants will be required to undertake a

target skills assessment as part of their admissions process.

Accreditation of Prior Learning

Applicants may be admitted with credit for prior certificated

learning (APcL) or work/life experience or other uncertificated

learning (APeL) (see section 8.3 - Accreditation of prior learning

(experiential and certificated) of the Higher Education Quality

Handbook which can be found at

http://www.grimsby.ac.uk/About-us/section8.html).

International students must evidence they possess a satisfactory

command of English language in terms of reading, writing,

listening and are expected to have achieved Level B2 on the

Common European Framework of Reference for Language (CEFR),

as defined by the UK Border Agency.

Additional Requirements

http://www.grimsby.ac.uk/About-us/section8.html


This programme may involve regular contact with vulnerable

adults, also known as regulated activity, as such a Disclosure and

Barring Service (DBS) check must be completed prior to attending

any placement. All DBS certificates will be reviewed on an

individual basis.

International students must evidence they possess a satisfactory

command of English language in terms of reading, writing,

listening and are expected to have achieved Level B2 on the

Common European Framework of Reference for Language (CEFR),

as defined by the UK Border Agency.

Criminal Records

This programme may involve regular contact with vulnerable

adults, children or young people, also known as regulated activity,

as such a Disclosure and Barring Service (DBS) check must be

completed prior to attending any placement. The cost of

undertaking the DBS check is the responsibility of the student and

the outcome of the DBS check will be considered on an individual

basis.

13

Minimum number of

students – for numbers less

than this approval for the

programme to start must be

obtained

20

14 Degree classification weighting

Certificate stage 0%

Intermediate/Foundation

Degree stage 100%

15 Aims of the programme and distinctive features/fit with existing provision

The programme aims to deliver a foundation degree that will provide a challenging and high

quality academic grounding for existing and future practitioners in the social care sector. It seeks

to do this by encouraging students to develop a critical understanding of social care practice. It

aims to facilitate opportunities for students to develop their conceptual understanding in order

that they are able to critically evaluate research, scholarship, and different policies, practices and

approaches to the social care sector, and apply the knowledge gained from this to their own future

practice.

The programme aims to develop understandings of the key concept and theoretical approaches

that have developed in relation to the changing nature of the social care sector; so that students


can actively understand the changing nature of their own practice. The programme also aims to

offer students the opportunity to understand and demonstrate the relationships between social

class, gender, age, race, ethnicity, sexuality and other areas of diversity in relation to the

provisions in social care. Also to gain an understanding of the nature and appropriate use of

research strategies and methods in relation to issues of social relationship and their effect on the

development and delivery of social care. All of which will help to each student to be prepared for

working within the social care sector.

Distinctive Features

In year one of study, students will investigate the development of society and as a result the need

for social care by undertaking critical modules in social policy, lifespan development and health

and society. The students will also be introduced via Work Based Learning to wider transferable

skills that will support their personal, academic and professional development.

Following this in year two, students will progress to evaluate the impact that legislation and

person centred planning has on social care service users as well as investigating the impact that a

changing society and social care provision can have on a diverse range of service users.

The Foundation Degree in Social Care aims to provide: “…employer involvement; accessibility;

articulation and progression; flexibility; and partnership. While none of these attributes is unique

to Foundation Degrees, their clear and planned integration within a single award underpinned by

work based learning makes the award highly distinctive.” (QAA Foundation Degree Benchmark

Statements, 2010, 7). Practice learning opportunities (work based learning) will be provided by a

range of placement providers that include agencies such as: social services, day care centres,

children’s centres, resource centres, befriending services, homecare providers and hospices. The

balance between work based practice and theory will be a key component of this programme.

“As an applied academic subject, social work is characterised by a distinctive focus on practice in

complex social situations to promote and protect individual and collective well-being.” (QAA

Social Work Benchmark Statements, 2008, 6). This Foundation Degree has been introduced to

provide those already working or wishing to work in the sector, an opportunity to demonstrate

their academic ability together with their practical application skills.

Fit with Existing Provision

The development of the FdA Social Care programme will further support the strategic drive of the

School of Health and Social Care Sciences by further increasing our provision of Foundation

Degrees offered and indeed will share common foundation modules as part of a combined

delivery strategy. The Foundation Degree sits comfortably with other sector validated

programmes currently offered within the school. Further supporting the links with local

employers, through the existing work-based learning team. The programme will also support the

development of students in a vocational profession.


Progression and Employment Opportunities

Students have the ability to further their academic studies at the University Centre Grimsby via a

BA (top-up) degree. Once completing the Foundation Degree students are qualified to the level of

assistant practitioner and are ready to enter the work force in a variety of social care settings

within the private, public or third sector such as support workers, mentors, children’s residential

worker, family support worker and advocates.

Pastoral Support

Strength of provision offered by the Grimsby Institute is the level of pastoral and personal support

offered by tutors and other teams. Our aim is to work with you in order that you can achieve your

goals, and hence tutorial support is offered within your weekly timetable, which might take the

form of group sessions, or one to one meetings with your pastoral tutor. Additional support

available within the Institute includes: learning support; counselling; safeguarding support; and

help with financial and domestic issues. This support may include referral to relevant services

where agreed and appropriate.

Work Based Learning

Work based learning in the programme consists of a minimum of 200 hours which must be

completed within stages throughout the programme. Within the work based learning modules,

students will be expected to present a signed log of hours at the end of level 4 and 5. Failure to

present this log at the end of level 4 will affect progression onto Level 5 of the Foundation Degree

and subsequently, failure to present this log at the end of level 5 will affect the student’s ability

to complete the Foundation Degree. The remaining allocation of the work based learning hours

will be divided through the duration of the programme, to correspond with relevant work based

learning and placement orientated modules. It is expected that students will demonstrate

evidence of having undertaken at least 50 hours during their study at level 5 to ensure that they

have had sufficient opportunity to apply new knowledge to a working environment.

There is the general expectation that students will actively seek their own placements during

trimester 1 of year 1. However, the University Centre Grimsby has a well-developed and

structured work based learning support team who are available to support students in finding,

vetting and staring a work based learning placement. During the completion of work based

learning hours, the student will be expected to continually communicate with a placement

mentor. The placement mentor will be a suitably qualified and experienced person, designated by

the placement provider, responsible for supervising the student while on placement.

As this programme may involve regular contact with vulnerable adults, also known as regulated

activity, as such a Disclosure and Barring Service (DBS) check must be completed prior to attending

any placement. The cost of undertaking the DBS check is the responsibility of the student and the

outcome of the DBS check will be considered on an individual basis. Students will also be expected


to complete a health screening questionnaire prior to commencing placement, this will levy an

additional fee which is payable on completion.

The Institute's international agenda means that international students may be admitted onto the

programme subject to meeting the entry requirements. It has to be noted that with international

students there are border agency limits regarding working in the UK. The UKBA rule on work

placements for a non HEI is that a work placement is permitted if it is an integral and assessed

part of the course and the time spent on it must not exceed 33% of the length of the course. The

minimum study time per week must be 15 hours per week so the placement could therefore be 5

hours’ placement with 10 hours’ classroom study.

The Work Based Learning code of practice is available at

http://www.grimsby.ac.uk/highereducation/documents/quality/CoPWBL_approved_Nov_06.pdf

16

Programme intended learning outcomes

Reference the relevant subject benchmark statement(s) for each outcome (in brackets after each

outcome)

State supporting learning, teaching and assessment strategies for each group of outcomes

a Knowledge and understanding of

Knowledge and understanding of:

A1 – Skills and values related to the care of

service users in practice settings (SW 5.1.3.3,

5.1.3.4, 5.1.3.5, 5.5.3.3, HSC1.4)

A2 – Links between social policy and care of

service users, taking into account other relevant

policy areas; such as individual and institutional

welfare (SW4.3.2, 5.5.3.3, 5.1.1.2, 5.1.1.3,

MHNOS MH3, HSC36.8)

A3 – Professional values, ethical principles and

anti-oppressive practice within professional

caring relationships (SW 5.1.3.3, 5.1.3.4, 5.1.3.5,

5.8.3, HSC36.8)

A4 – Contextual, analytical and explanatory

understanding of complex human situations,

including psychological and sociological

explanations (SW 5.1.4.2, 5.1.4.3, 5.1.4.4,

5.5.3.3, 5.1.1.2, 5.1.1.3)

A5 – Importance of links between the individual,

interpersonal, organisational and structural

Teaching and learning methods/strategies:

Knowledge and understanding is acquired

through a number of methods within Health

and Social Care. These methods include

lectures, seminars, tutorials, group work,

research activities, computer assisted

learning, case studies and other multi-media

presentation. There will be a number of

enrichment opportunities for students

throughout each academic year that will be

presented via guest speakers as well as

master classes within the institute that will

hold a number of foci; such as research or

employability.

The use of self-directed study and

independent learning will be essential to all

levels, with tutors guiding and assisting self-

direct learning, dependent on the level of the

student. The use of a VLE and social media,

Facebook, Twitter, will also be used widely to

encourage self-directed study and also

involvement with the sector and other


aspects of care settings. (SW5.6.1, 5.7.3, 5.8.3,

5.5.3.3, HSC36.7)

A6. The local, national and international

legislation, policy, guidelines and/or statutory

codes of conduct that informs professional and

self-regulation in care (SW 4.3.3, 5.1.1.2, 5.1.1.3)

A7. Factors that contribute to inequalities in

service provision and the responsibility of the

practitioner to prevent social exclusion (SW

5.5.3.3, 5.1.1.2, 5.1.1.3,)

A8. A person centred approach to the assessment

of need, planning, implementation and

evaluation of care for service users (SW5.1.4.5,

5.6.3, 5.8.3)

A9. The principles and skills of effective

communication and potential barriers when

working in an inter-professional approach (SW

5.6.3, 5.7.3, 5.8.3,)

A10. Demonstrate knowledge of the methods

used to support and promote safeguarding of

individuals (HSC, 13.1, 13.2,13.3)

institutions. The VLE will be utilised for

independent engagement with students,

whereas social media will be used as a notice

board for students and outside bodies.

Assessment

A wide range of methods will be used

throughout the programme, reflecting the

diverse nature and level of the cohorts.

Assessment activities are those which are

common within undergraduate education;

essays, exams, case studies and

presentations, but the programme has taken

every effort to ensure that all assessments

can be innovative and creative so that

students can be fully engaged with their

assessments. In line with this the programme

will offer assessments that are unfamiliar to

other provisions; action party projects, online

discussions, campaigns and group projects,

are all features of particular modules where

students can take a practical approach to

theoretical and academic subjects.

The assessments activities associated with

each module will have opportunity for

formative assessment and will be also have

feedback following summative assessments,

which will contribute to the overall final

mark. The process of formative assessment

will offer students feedback for

improvements of assessments. Students will

be required to bring a plan of their

assessments to their module tutor in order to

complete this. Module tutors should not read

work that will be submitted for summative

assessment.

b Intellectual skills

Be able to

B1. Analyse research related to the care of

service users to inform understanding and


Intellectual thinking skills are developed

during the sessions that students will attend;

including lectures, seminars, workshops and


underpin practice, reflection and evaluation (SW

5.6.6, HSC3.1)

B2. Recognise the diversity of perspectives

underpinning the care service users as academic

subjects and in practice (SW 5.5.3.3, 5.1.1.2,

5.1.1.3, HSC25.2, 25.3)

B3. Produce reasoned arguments, justifying

conclusions and recommendations by reference

to appropriate analytical frameworks and

supporting evidence (SW 5.6.6, HSC25.3)

B4. Identification, interpretation and evaluation

of relevant primary and secondary data (SW

5.1.4.1, HSC3.3)

B5. Study, apply and reflect of the ethical

principles that are core to the care service users,

particularly those that lead to marginalization

within society (SW 5.1.3.3, 5.1.3.4, 5.1.3.5, 5.8.3)

B6. Recognize the impact of one’s own and others

value judgments upon the health and wellbeing of

the individual (SW 6.2.4, 5.8.3)

B7. Critically reflect on personal and professional

development and review own progress towards

improving knowledge that underpins safe and

effective practice (SW 6.2.4, 5.8.3, 5.6.6)

B8. Relate theory to practice (SW 5.5.1.2, 5.5.1.3,

5.5.1.4, 5.5.3.2)

B9. Accept responsibility for own actions and

decisions whilst recognising the limitations of

one’s own practice (SW 5.8.3, 6.2.4, 6.2.1)

B10. Develop your practice through reflection

and learning, (HSC3.2, 6.2.4, 5.8.2, 5.8.3)

group activities where students will be

encouraged to engage in discussion,

evaluation and analysis of their subject area.

Study skills and reflective writing will be

placed throughout all levels, and in specific

modules, where the aim is for students to

further develop their intellectual skills to

allow competency in practice.

Assessment

Specific strategies for assessing intellectual

thinking skills will include oral and written

assessments, and examinations that will test

for critical analysis and evaluation of

student’s knowledge surrounding health and

social care, as well as the sector that they

practice in. This will include students

demonstrating their intellectual skills both in

academic formats and also their work

placement.

c Practical/Professional skills

Be able to:

C1. Demonstrate understanding within practice

learning situations, through the application of


The programme focuses widely on the

practical and professional skills of students,

so that it can be assured that they can


knowledge and assessment of skills (SW 5.8.8,

5.8.1)

C2. Recognise the impact of discrimination and

injustice (SW 5.5.3.3, 5.1.1.2, 5.1.1.3)

C3. Use and apply appropriate skills of analysis

and communication when working with others

and maintaining the dignity and wellbeing of all

concerned (SW 5.5.3, 5.6.3, 5.6.11, 5.7.3)

C4. Successfully engage and disengage from

therapeutic relationships whilst maintaining the

boundaries of a professional caring relationship

(SW 5.8.3, 5.7.3)

C5. Accept and contribute to person centred

assessment and planning, documenting

outcomes in partnership with clients and

significant others (SW 5.7.3, 5.5.1.3)

C6. Practice in a manner that takes issues of

equality, diversity, the rights, choices, safety and

wishes of others into consideration (HSC, 25.3,

5.5.4.5)

C7, Support the health and safety of yourself and

individuals within the Care setting (HSC, 32.3)

C8. Convey ideas in an appropriate written or

oral format, including the presentation of data

(SW 5.7.3, HSC3.4, 5.6.7, 5.6.9)

C9. Present scholarly work using appropriate

formats and conventions (SW of 5.6.1,

5.6.7,5.6.9)

C10. Work effectively with others and

individually (SW 5.7.1, 5.7.3)

appropriate practice within areas of health

and social care. Students will be encouraged

to learn, develop and evaluate their own skills

in practice through the use of specific

modules designed to allow reflection of skills

based content.

Students on this programme also have a

unique opportunity to develop these skills

within the health and social care sector,

through their work placement. Students will

be required to have a mentor in sector, to

learn and develop more specialised and

relevant practical and professional skills; this

is something implemented throughout all

elements of this foundation degree.

Assessment

These skills will be assessed using a wide

range of assessment techniques, including

written reflective journals and purposeful

evaluation and action planning in order for

students to recognise the direction that they

need to learn and adapt to new practical and

professional skills. Staff will also encourage

considering these skills during all elements of

the health and social care programme; in

communication, presentation, attitude,

valued and ethical methods of

communication and interpersonal skills, as it

is these professional and practical skills that

are considered of great importance for the

students to become more employable.

d Transferable skills

Be able to:

D1. Recognise the value of transferring learning

and knowledge between fields of enquiry (SW

5.8.8, 5.8.1, HSC3.1)


There are a wide range of transferable skills

that students will develop during the course

of this programme. These skills are designed

to encourage students in a positive and


D2. Engage in interactive learning between

classroom and practice learning settings (SW

5.6.1)

D3. Work with and participate in groups to

achieve joint learning outcomes (SW 5.7.3, 5.8.3)

D4. Communicate effectively with others using

ICT (SW 5.9.1, 5.9.2)

D5. Use problem solving skills in complex human

situations (SW 5.5.1.3, 5.5.4.10)

D6. Gather, interpret and evaluate evidence and

information from a wide range of sources (HSC

1.9)

D7. Draw reasoned conclusions and judgments

(SW 5.5.3.5)

D8. Engage with technology, particularly the

effective and efficient use of information and

communication technology (SW 5.9.1 HSC1.6)

D9. Demonstrate competency in numeracy,

literacy and e-learning (SW 5.9.1)

progressive manner in their education and

placement. These methods will introduce

students to research managing, time

managing, presentation skills, ability to work

with groups and individually, presentation of

self, professional standards and professional

qualities when dealing with service users.

These methods are embedded into all the

modules within this programme and

presented throughout teaching on this

programme.

Assessment

The assessment of these skills will be evident

during each module assessment, including

individual and group presentations, as well

as other group based projects. Assessment

will also take place that will occur in a

reflective nature, where students will

consider their own development in these

particular skills.

17 Programme structure (please delete stages not required)

Certificate Stage


Trimester 1 Module

Code/New

Title Core/

Option Credits Level

Compensatable Yes/No

New Social Policy C 20 4 Yes

Trimester 2 Modules

New Sociology of Health C 20 4 No

New Lifespan Development C 20 4 Yes

Trimester 3 Modules

New Service User Groups C 20 4 Yes

Trimester 1 & 2 Module (long thin)

New Research and Study Skills C 20 4 Yes

Trimester 1 & 3 Module (long thin)

New Preparing to be a Professional C 20 4 No

Intermediate/Foundation Degree Stage


Trimester 1 modules

Code/New

Title Core/

Option Credits Level

Compensatable Yes/No

New Legislation in Practice C 20 5 Yes

New Safeguarding of Vulnerable Individuals C 20 5 No

Trimester 2 modules

New Contemporary Issues in Social Care C 20 5 No

New Approaches to Care Planning C 20 5 Yes

Trimester 2 modules

New Applied Psychology in Health and Care C 20 5 Yes

Trimester 1 and 3 modules (long thin)

New Competency to Practice C 20 5 No

18 References used in designing the

programme

QAA Subject Benchmark Statements: Social Work

(2008) (SW)


Mental Health National Occupational Standards (NOS)

(2013)

Health and Social Care National Occupational

Standards (NOS) (2012)

19 Employers used in designing the

programme

Consultation with local providers who provide support in the health and social care sector. Local NHS provision Local mental health providers – such as NAViGO Local social work provisions

20 Indicators of quality and standards

The programme will follow the QA standards of the

Grimsby Institute Group (the Institute). The

programme has been written with reference to

appropriate external reference points.

QAA reviews through the Institute will be published

and any weaknesses addressed as appropriate. The

Institute also undertakes a number of scheduled

internal periodic and thematic reviews throughout

each academic year to assure itself of the quality and

standards of its provision.

External Examiner reports are received by the HE

Quality department and the relevant School at the

Institute. The Institute requires action plans to be

created for any actions recommended as a result of

student, tutor, moderator or External Examiner

comments. The Institute also monitors External

Examiner reports and these are reported on through

faculty self-evaluation documents, the Institute quality

enhancement report and the Institute's External

Examiner's institutional analysis report.

Annual course reviews (AMRs) will take place in line

with the requirements of the Institute and actions

planned to rectify any weaknesses and further develop

the quality of the provision. These AMRs are

moderated internally by the Curriculum Managers and

by the Associate Principal and then submitted to the HE

Quality department to ensure key sources such as

External Examiner reports are fully reflected upon

before being published and also to reduce variability in

the quality of information presented.

21 Particular support for learning The needs of learners with disabilities are taken into

account in the design of all learning programmes.


Students will be screened at induction to identify those

with individual learning support needs. The Institute

has well - established procedures in place to support all

identified students through the application and

assessments for the Disabled Students' Allowance to

secure any specialist equipment or tuition which is

required.

Students will also be invited in for advice and support

through the DSA procedure.

Each student is entitled to tutorials with the

programme leader to discuss individual issues relating

to both modules and the programme overall.

In addition, the institute employs a range of strategies

to support students in the development of their study

skill abilities and includes interventions such as support

towards use of ICT, giving presentations, using formal

writing and appropriate academic conventions,

avoiding plagiarism, analytical and critical writing skills.

Students have access to one support and also

timetabled study skill workshops.

22 Methods for evaluating and improving

the quality of learning

All students will have the opportunity to comment on

the quality of the learning experience on each module.

Staff will also be expected to complete module

evaluations for each module that they deliver. This

feedback must be analysed by the module leader and

the results fed into the annual monitoring report,

School self-evaluation document and the subsequent

year's module handbook. Programme and module

leaders must give consideration to modification to

improve the delivery of any module and this should be

recorded in the annual monitoring report and carried

forward for minor or major modifications as

appropriate.

The Institute's policy requires that all teaching staff

should be observed delivering learning at least

annually. Teaching and learning that does not reach the

minimum expected standard will result in an action

plan agreed between the line manager and the

member of staff.

Student satisfaction is measured by student surveys on

larger courses, on the smaller courses student opinion


may be gathered by other survey means. Student

representatives are invited to course team meetings

and additionally have the opportunity to raise items

with the course leader at individual meetings outside

the course team.

Further, the Institute holds HE Student Subcommittee

meetings each trimester at which their remit is to:

consider matters relating to the student experience within Higher Education

enhance the learner voice within the Institute's Higher Education strategic and operational agenda

look at areas for development

provide feedback on areas of good practice

put forward suggestions of the development of Institutional policy and strategy

collate from and report back to other students any key themes and outcomes relating to the learner experience

23

Identify any ethical issues that relate to

this programme’s teaching and

assessment (supporting material may

be monitored from time to time)

Some assessment will require the use of organisations,

or particular individuals within organisations; in these

cases, students will present information with strict

confidentiality and anonymity. If there are any

assessments that require the use of primary research,

student will have to apply for ethical approval for the

Institute’s ethics committee.

24 Is the 20 credit Level 5 mandatory

module Work Based or Work Related? Work Based Learning

25

How are WBL opportunities managed,

monitored and reviewed, and what

particular arrangements are there for

student support (e.g. identification

and quality assurance of placement

opportunities, management

arrangements, learning agreements,

mentoring , supervision arrangements

and support for employers).

Work based learning in the programme consists of a

minimum of 200 hours which must be completed

within stages throughout the programme. Within the

work based learning modules, students will be

expected to present a signed log of hours at the end of

level 4 and 5. Failure to present this log at the end of

level 4 will affect progression onto Level 5 of the

Foundation Degree and subsequently, failure to

present this log at the end of level 5 will affect the

student’s ability to complete the Foundation Degree.

The remaining allocation of the work based learning

hours will be divided through the duration of the

programme, to correspond with relevant work based

learning and placement orientated modules. It is

expected that students will demonstrate evidence of


having undertaken at least 50 hours during their study

at level 5 to ensure that they have had sufficient

opportunity to apply new knowledge to a working

environment.

There is the general expectation that students will

actively seek their own placements during trimester 1

of year 1. However, the University Centre Grimsby has

a well-developed and structured work based learning

support team who are available to support students in

finding, vetting and staring a work based learning

placement. During the completion of work based

learning hours, the student will be expected to

continually communicate with a placement mentor.

The placement mentor will be a suitably qualified and

experienced person, designated by the placement

provider, responsible for supervising the student while

on placement.

As this programme may involve regular contact with

vulnerable adults, also known as regulated activity, as

such a Disclosure and Barring Service (DBS) check must

be completed prior to attending any placement. The

cost of undertaking the DBS check is the responsibility

of the student and the outcome of the DBS check will

be considered on an individual basis. Students will also

be expected to complete a health screening

questionnaire prior to commencing placement, this will

levy an additional fee which is payable on completion.

The Institute's international agenda means that

international students may be admitted onto the

programme subject to meeting the entry

requirements. It has to be noted that with international

students there are border agency limits regarding

working in the UK. The UKBA rule on work placements

for a non HEI is that a work placement is permitted if it

is an integral and assessed part of the course and the

time spent on it must not exceed 33% of the length of

the course. The minimum study time per week must be

15 hours per week so the placement could therefore be

5 hours’ placement with 10 hours’ classroom study.

The Work Based Learning code of practice is available

at


http://www.grimsby.ac.uk/highereducation/documen

ts/quality/CoPWBL_approved_Nov_06.pdf

26

Have all resources (both physical and

human) been considered for the

programme with specific consideration

given to the RTS status of all teaching

staff on programme? Please provide

detail here.

All teaching staff are experienced with RTS status. The programme may draw upon sector expertise for

particular modules.

27 Other sources of information about

this programme

28 Date of most recent Institute periodic

review N/A

29 Year of next Institute periodic review N/A

30 Revision History

Version Details of minor modification Date of approval

1.6 Changes to delivery model 27/02/2019

2

3

4

5

full programme approval proforma · full programme approval proforma 1 school he health and care...

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