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PROGRAMME SPECIFICATION April 2015

PART 1: COURSE SUMMARY INFORMATION

Course summary

Final award FdA Early Years Care and Education

Intermediate award FCert Early Years Care and Education

Course status Validated

Awarding body University of Brighton

College Social Sciences

School Education

Location of study/ campus Guernsey

Partner institution(s): N/A

Admissions

Admissions agency Application direct to Guernsey College of Further Education

Entry requirements Applicants are normally expected to meet the following entry requirements:

One year’s experience working in relevant employment context;

Currently working in a relevant setting with at least 12 hours per week of activity-focused time with groups of children;

Agreement of employer to support mentoring, assessment and workplace course activities;

An appropriate A-level OR a relevant NVQ/SVQ level 3 or other vocationally related NQF level 3 qualification OR an advanced modern apprenticeship in an appropriate subject;

Appropriate access to a computer and internet;

Confirmation from applicant’s employer that the applicant has met the enhanced DBS requirements.

Applicants with a language other than English as their first language must have proven competence in written and spoken English and will be required to have an IELTS average score of at least 6 or equivalent.

Claims for AP(E)L will be considered in accordance with University guidance.

Start Date September 2016

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Mode of study Duration of study (standard) Maximum registration period

Part-time 2½ Years 6 Years

Course codes/categories

UCAS code n/a

Contacts

Route Leaders Tracy Fern (Guernsey); Linda Hurley (Falmer)

Admissions Tutors Tracy Fern (Guernsey); Linda Hurley (Falmer)

Examination and Assessment

External Examiner Erika Cunningham University of Dundee 30/09/2017

Examination Board(s) (AEB/CEB) School of Education Combined Area Examination Board

Undergraduate Work-Based Learning Programmes Course Examination Board

Approval and review

Approval date Review date

Validation March 20151 2019/202

Programme Specification May 20163 May 20174

This programme specification is specific to the States of Guernsey Education Department partnership. Recruitment is usually on a biennial basis.

Professional, Statutory and Regulatory Body

n/a

1 Date of original validation. 2 Date of most recent periodic review (normally academic year of validation + 5 years). 3 Month and year this version of the programme specification was approved (normally September). 4 Date programme specification will be reviewed (normally approval date + 1 year). If programme specification is applicable to a particular cohort, please state here.

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PART 2: COURSE DETAILS

AIMS AND LEARNING OUTCOMES [* indicates aims and learning outcomes common to all routes in the School of Education undergraduate work-based learning programme]

Aims

The aims of the course are:

1. To develop a broad and balanced common core of skills and knowledge to enhance practice in early years; 2. To encourage the exploration, questioning and analysis of learning and development processes, contexts and policy in a

wide variety of contexts and for this engagement to inform practice; * 3. To enable students to become critical reflective practitioners able to draw on research and practice evidence bases in

early years contexts; 4. To provide students with a broad and balanced knowledge and understanding of the principal features of learning and

development in a wide range of contexts and through a range of activities appropriate to the early years; 5. To ensure practice respects diversity and promotes inclusion; * 6. To enable students to meet professional standards relevant to their professional role *

Learning outcomes

The outcomes of the main award provide information about how the primary aims are demonstrated by students following the course. These are mapped to external reference points where appropriate5.

Knowledge and theory

The course will develop students’ understanding of:

1. The principal features and processes of education, learning and development including some of the key theoretical perspectives and their relevance to practice; *

2. Cultural, societal, political, historical and economic contexts for working with children, including

issues of diversity and social justice; *

3. Safeguarding and promoting the welfare and wellbeing of the child, including effective

communication and engagement with children, their families and carers and supporting

transitions; *

4. Formal and informal contexts for learning and the roles of, and relationships with, other disciplines

and professions in multi-agency working; *

5. The main methods and importance and relevance of enquiry and research in the field of education

learning and development and their application to professional practice;

6. Principles and interventions in planning for, facilitating and assessing learning in the early years;

7. Effective communication and engagement with children, their families and carers relating to

requirements of the early years;

8. Understanding complex needs and barriers to children’s learning and planning, development,

implementation and evaluation of an inclusive curriculum and pedagogy for all children in the early

years;

9. Significant current and emerging theories, principles and research relating to children from birth to

five and their learning, development and play;

10. The principles of leadership and the implications of change within their organisation.

11. Concepts of professional identity and accountability in the early years.

Skills Includes intellectual skills (i.e. generic skills relating to academic study, problem solving, evaluation, research etc.) and professional/ practical skills.

Students will develop their ability to:

12. Reflect upon and question professional values and practices (including their own) and apply this

critical understanding to professional problems; *

13. Use digital literacies to support professional development and practice; *

14. Enhance acquired skills and undertake further learning at work and in other contexts, as

autonomous learners; *

15. Communicate, argue and analyse, in a variety of forms, to specialist and non-specialist audiences,

in their field of study and in work contexts; *

16. Critically engage with and appreciate the significance and limitations of theory and research; *

5 Please refer to Course Development and Review Handbook or QAA website for details.

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17. Contribute to planning of learning opportunities for children in the early years and personalising

provision by taking practical account of diversity;

18. Contribute to the monitoring and assessment of children’s learning; *

19. Work collaboratively and cooperatively with colleagues and parents;

20. Establish fair, respectful, trusting, supportive and constructive relationships with children in the

early years and demonstrate the positive values, attitudes and behaviour expected;

21. Engage in models of practice which reflect multi-disciplinary and inter-professional working in the

early years;

22. Support the learning and development of all children (0-5 years) within their organisations by recognising difference, diversity and the individual needs of each child and supporting inclusive practice and children's rights.

QAA subject benchmark statement6 Early Childhood Studies

PROFESSIONAL, STATUTORY AND REGULATORY BODIES

Where a course is accredited by a PSRB, full details of how the course meets external requirements, and what students are required to undertake, are included.

The course is not accredited by a PSRB. However, However, the course development has been informed by and builds on standards from the National College of Teacher and Leadership (NCTL) Early Years Educator Criteria and supports progression towards the Teachers’ Standards (Early Years).

LEARNING AND TEACHING

Learning and teaching methods

This section sets out the primary learning and teaching methods, including total learning hours and any specific requirements in terms of practical/ clinical-based learning. The indicative list of learning and teaching methods includes information on the proportion of the course delivered by each method and details where a particular method relates to a particular element of the course.

Approach to Learning and Teaching

The pedagogy for the course is premised on a model of work-based and experiential learning which recognises the learning potential of experience in the work-place, but also posits that such learning is not automatic nor necessarily ‘educative’. It must be structured and supported to ensure that the learning potential is maximised for all learners. The teaching and learning strategies are therefore designed to optimise the interaction between the taught elements of the course and students’ professional experience.

The strategy aims to provide students with the opportunity to:

Experience – professional practice, work-based activities, workshops

Observe and Reflect – in professional practice, tutorials and group critical studies groups, work based activities, on-line discussion groups, learning logs, professional portfolio development

Conceptualise – through taught inputs, work-based activities and assignments, personal research, project development including work-based enquiry

Plan – through self and professional development planning

The learning outcomes of the modules are met through a mixture of taught sessions, student led seminars, workshop activities, online discussion groups, individual reading and reflective learning. The strategy recognises that there are different ways of learning and aims to introduce students to a variety of learning situations, and will require students to reflect on these and on their own engagement with different learning and teaching approaches.

6 Please refer to the QAA website for details.

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Learning and teaching strategies

Learning and teaching strategies include:

Tutor-led lecture style inputs, primarily to introduce underpinning knowledge, theoretical argument, central issues, key texts and relationship to other fields of study;

Study of key texts and supplementary reading to allow students to identify particular aspects of the topic which have most relevance to their own learning and to enhance their understanding and intellectual ability;

Group discussion or debate, to encourage students to critically analyse the topic and ensure its relevance to their lived experiences; group discussion is also intended to further improve their interpersonal, group and communication skills and their intellectual and imaginative abilities;

Case studies and problem-solving tasks, to provide opportunities for individual and group learning in ways which ensure deeper levels of understanding and professional judgement;

Development of practice based critical analysis, through independent reflection, guided individual workplace learning facilitation and group supervision;

Assessment tasks designed to assess the appropriate level of knowledge and practice skills required and which encourage the development of critical analysis, reflection and creativity;

Use of Studentcentral to facilitate student led exploration and discussion of professional issues arising from placement experiences.

Balance of student effort

The course can be seen as comprising taught components, individual study and work based learning. The balance of student effort between these components is as follows:

Learning and Teaching Method % of Student Effort

Taught – 240 hrs 10%

Reading and assignment preparation – 240 hrs 10%

Supported independent enquiry – 240 hrs 10%

Work based practice and reflection – 1200 hrs 50%

Other self-directed and peer supported work based learning – 480 hrs 20%

The workplace element is integrated into every module through workplace observations and activities and assessments which draw on participant’s work-experience. The relationship between the course and the student’s work experience is made closer through a number of strategies. Blended learning means that teaching and learning experiences provided through attendance at course based sessions can be supplemented by a range of resources, made available online for students to access when they are away from the course based sessions, including tutorials by ‘live’ links via ‘webinar’ technology for example. The Reflective Practice Modules in years 2 and 3 of the programme provide facilitated sessions, ‘action learning sets’ and structured sessions with ‘learning facilitators’ in the workplace’ to support students’ learning.

Partnership with Employers

The course has been developed out of a long standing commitment to providing accredited HE programmes for practitioners in the field of working with children and young people. The course team has taken into account the SEEC Work-related Learning: Notes for Guidance and the Quality Assurance Agency’s Code of Practice for Placement Learning in designing and integrating the work-based learning component of the course. Throughout this long history, both the School of Education and the States of Guernsey Education Department have developed effective partnership arrangements with settings in which the students work. These settings enter into a partnership agreement with the School of Education in which as part of their commitment to the course, and to supporting the CPD of their member of staff, the setting is required to nominate a ‘learning facilitator’ whose role is to support the student with their work-based learning and provide formative feedback in the workplace.

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Student Support

Students on the course will also benefit from an associated programme of support tutoring through which they will be allocated a support tutor for the duration of the course with whom they will have regular meetings in small groups as well as recourse to individual support. In addition, students will have access to the online student support and guidance material available to all SoE students.

ASSESSMENT

Assessment methods

This section sets out the summative assessment methods on the course and includes details on where to find further information on the criteria used in assessing coursework. It also provides an assessment matrix which reflects the variety of modes of assessment, and the volume of assessment in the course.

Over the course of the programme, students will engage in a variety of assessment methods including; individual essays and written assignments, reports of workplace activities, individual and group presentations in the workplace and in course sessions. There are no exams.

Module assessment tasks generally provide opportunities for students to:

Demonstrate their understanding of key concepts and models presented in the module;

Reflect upon and analyse practice in relation to theory;

Reflect on their experience of application of key skills developed during the module;

Demonstrate their awareness of their own strengths and areas for development.

Within each module assignment there is scope for students to select a focus relevant to their work and professional development. For example, within the written assignment format, use is made of reflective journals based on practice experience and case studies based on scenarios encountered or activities undertaken within the student’s workplace.

Module assignments for the Professional Reflective Practice in Learning and Development modules are portfolio based and formative assessment features strongly through placement workplace learning facilitator and reflective practice tutor feedback. Formative assessment processes are also used within tutorials to both develop meta-cognition and as guidance in working towards assignment completion.

The following table shows how the course learning outcomes relate to module assessments.

Learning Outcome Module

1. The principal features and processes of education, learning and development including some of the key theoretical perspectives and their relevance to practice;

KV400, KV420, KY400, KY402, KY403, KY502

2. Cultural, societal, political, historical and economic contexts for working with children including issues of diversity and social justice;

KV400, KV420, KV519

3. Safeguarding and promoting the welfare and wellbeing of the child including effective communication and engagement with children, their families and carers and supporting transitions;

KY501, KV500

4. Formal and informal contexts for learning and the roles of, and relationships with, other disciplines and professions in multi-agency working;

KY501 KV500, KY500, KV519

5. The main methods and importance and relevance of enquiry and research in the

field of education learning and development and their application to

professional practice;

KV400, KV518

6. Principles and interventions in planning for, facilitating and assessing learning in the early years;

KV400 KY400, KY403 KY402, KY500 KY502,

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7. Effective communication and engagement with children, their families and carers; requirements of the early years;

KY400 KY403, KY501 KY502

8. Understanding complex needs and barriers to children’s learning and Planning, development, implementation and evaluation of an inclusive curriculum and pedagogy for all children in the early years;

KY502, KY500, KV519

9. Significant current and emerging theories, principles and research relating to children from birth to five and their learning, development and play;

KY400, KY402, KY403, KY502

10. The principles of leadership and the implications of change within their organisation;

KY502, KV518

11. Concepts of professional identity and accountability in the early years; KV400, KY501, KY502, KV421,KV518

12. Reflect upon and question professional values and practices (including their own) and apply this critical understanding to professional problems;

All modules

13. Use digital literacies to support professional development and practice;

All modules

14. Enhance acquired skills and undertake further learning at work and in other contexts, as autonomous learners;

All modules

15. Communicate, argue and analyse, in a variety of forms, to specialist and non-specialist audiences, in their field of study and in work contexts;

KY502, KV518

16. Critically engage with and appreciate the significance and limitations of theory and research;

KY501, KY502

17. Contribute to planning of learning opportunities for children in the early years and personalising provision by taking practical account of diversity;

KY400, KY500, KV519

18. Contribute to the monitoring and assessment of children’s learning; KY400, KY403, KY402, KY502, KV519

19. Work collaboratively and cooperatively with colleagues and parents; KY501, KY502, KY500

20. Establish fair, respectful, trusting, supportive and constructive relationships with children in the early years and demonstrate the positive values, attitudes and behaviour expected;

KY400, KY402, KY403, KY502,

21. Engage in models of practice which reflect multi-disciplinary and inter-professional working in the early years.

All modules but especially KV500, KV518 and KV519

22. Support the learning and development of all children (0-5) within their organisations by recognising difference, diversity and the individual needs of each child and supporting inclusive practice and children's rights;

All modules but especially KV421, KV518, KV519, KY502

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SUPPORT AND INFORMATION

Institutional/ University All students benefit from: Student Handbook: The University and you Online library facilities E-mail address Access to online welfare service (e.g. e-counselling) Student Central

Course-specific Additional support, specifically where courses have non-traditional patterns of delivery (e.g. distance learning and work-based learning) include:

In addition, students on this course benefit from: Course Handbook Turnitin assignment submission Course and module related digital resources Support provided by States of Guernsey Education Department – including support and guidance from locally based Route Leader, Workplace Learning Facilitators and other teaching staff from Guernsey College of Further Education. Additional library and ICT facilities also available at the College of Further Education and Institute of Health.

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PART 3: COURSE SPECIFIC REGULATIONS

COURSE STRUCTURE

This section includes an outline of the structure of the programme, including stages of study and progression points. Course Leaders may choose to include a structure diagram here.

Approach to study

The course will normally be studied over 2½ years part‐time. The course comprises a taught, course based element and a work‐based element. The taught element normal includes 4 x 1 week teaching blocks, with one twilight/evening taught session per week (term time). The work‐based element comprises a minimum of 12 hours of relevant experience per week throughout the course. Throughout the various learning opportunities provided by the course (and in the reflective practice modules in particular), students are supported and encouraged to be critically reflective practitioners. Learning from practice is enhanced by explicit discussion and critique of that practice. In addition pedagogical skills are explicitly developed and supported through modelling in both taught, course-based and work‐place components. Through small peer group sessions and individual tutorials and learning agreements students are encouraged to identify and take responsibility for meeting their professional development needs through the programme. An important aspect of the course’s aims is the development of the students’ capacity for independent research and critical thinking and the course incorporates academic skill development and the opportunity to undertake professionally relevant projects.

Student attendance and participation

Full attendance at the taught, course-based elements and at the place of work is expected. Failure to complete any of the course-based modules including sufficient hours of practice may necessitate that component being repeated when it is next offered, in accordance within the University’s General Examination and Assessment Regulations (GEAR).

Teaching groups

Students are taught in groups of different sizes using a variety of learning and teaching strategies, as well as benefiting from small group and individual tutorial support.

A number of the modules comprising the course are shared with other courses which are designed to meet the professional development and progression needs of workers in the children and young people’s workforce. These provide opportunities for students to work together in multi-disciplinary groups. On these occasions, part of the teaching session is undertaken on a large group basis involving students from a range of professional backgrounds, before breaking into smaller, single discipline seminar groups to look at the issues raised from the perspective of the students’ own profession.

Agreements

Central to the programme is the partnership between the University, the States of Guernsey Education Department and the employer who enter into an agreement with the student, to give support towards successful completion of the placement and work-based element of the course.

This agreement is established between the student, the workplace learning facilitator (on behalf of the employer) and the reflective practice tutor (on behalf of the UoB and SoGED). The purpose of this agreement is to clarify expectations and so enable the student to gain maximum benefit from their work experience.

Alongside this agreement is a ‘learning contract’ in which the student identifies key areas of learning and development each semester. The learning contract is agreed between the student, workplace learning facilitator and reflective practice tutor and provides a focus for the development of the student’s practice and workplace learning with the workplace learning facilitator.

More detailed information about the workplace learning facilitator process and the roles and responsibilities of the student, workplace learning facilitator and reflective practice tutor can be found in the course handbook.

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Semester 1 Semester 2

Stage 1a

Year 1

KV400

The Practitioner as Learner

20 credits @ level 4

KV420

Children and Young People’s Learning and Development

20 credits @ level 4

Review point – September Examination Board

Stage 1b

Year 2

KY400

Pedagogical Approaches and the Adult Role

20 credits @ level 4

KY402

Play as a Developmental Learning Process

KY403

Communication Language and Literacy Development

20 credits @ level 4

KV500

Safeguarding and Promoting Welfare and Wellbeing

20 credits @ level 5

KV421 Professional Reflective Practice in Learning and Development

20 credits @ level 4

Progression point – July Examination Board (Exit award: FCert Early Years Care and Education)

Stage 2

Year 3

KY500

Assessing Children’s Achievements

20 credits @ level 5

KY501

Families in Communities: the role of the setting

20 credits @ level 5

KY502

The Positive Learning Environment

20 credits @ level 5

KV519

Equality and Inclusion

20 credits @ level 5

KV518 Further Professional Reflective Practice in Learning and Development

20 credits @ level 5

Award point – July Examination Board (Final award: FdA Early Years Care and Education)

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Modules

Status:

M = Mandatory (modules which must be taken and passed to be eligible for the award)

C = Compulsory (modules which must be taken to be eligible for the award)

O = Optional (optional modules)

A = Additional (modules which must be taken to be eligible for an award accredited by a professional, statutory or regulatory body, including any non-credit bearing modules)

Level7

Module code

Status Module title Credit

4 KV400 C The Practitioner as Learner 20

4 KV420 C Children and Young People’s Learning and Development 20

4 KY400 C Pedagogical Approaches and the Adult Role 20

4 KY402 C Play as a Developmental Learning Process 20

4 KY403 C Communication, Language and Literacy Development 20

4 KV421 C Professional Reflective Practice In Learning and Development 20

5 KY500 C Assessing Children’s Achievements 20

5 KY501 C Families in Communities: the role of the setting 20

5 KY502 C The Positive Learning Environment 20

5 KV500 C Safeguarding and Promoting Welfare and Wellbeing 20

5 KV518 C Further Professional Reflective Practice in Learning and Development 20

5 KV519 C Equality and Inclusion 20

Shaded boxes indicate modules common to suite of work-based undergraduate awards within the Working with Children and Young People programme.

7 All modules have learning outcomes commensurate with the FHEQ levels 0, 4, 5, 6, 7 and 8. List the level which corresponds with the learning outcomes of each module.

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AWARD AND CLASSIFICATION

Award type Award* Title Level Eligibility for award Classification of award

Total credits8

Minimum credits at level of award9

Ratio of marks

Level 5/610:

Class of award

Final FdA Early Years Care and Education 5 240 120 Level 5 marks Honours Degree

Intermediate FCert Early Years Care and Education 4 120 120 Level 4 marks Ordinary Degree

*Foundation degrees only

Progression routes from award:

BA(Hons) Professional Studies in Learning and Development (offered biennially in Guernsey)

Award classifications Mark/ band % Foundation degree Honours degree Postgraduate11 degree (excludes PGCE and BM BS)

70% - 100% Distinction First (1) Distinction

60% - 69.99% Merit Upper second (2:1) Merit

50% - 59.99% Pass

Lower second (2:2) Pass

40% - 49.99% Third (3)

8 Total number of credits required to be eligible for the award. 9 Minimum number of credits required, at level of award, to be eligible for the award. 10 Algorithm used to determine the classification of the final award (all marks are credit-weighted). For a Masters degree, the mark for the final element (e.g., dissertation) must be in the corresponding class of award. 11 Refers to taught provision: PG Cert, PG Dip, Masters.

EXAMINATION AND ASSESSMENT REGULATIONS

Please refer to the Course Approval and Review Handbook when completing this section.

The examination and assessment regulations for the course should be in accordance with the University’s General Examination and Assessment Regulations for Taught Courses (available from staffcentral or studentcentral).

Specific regulations which materially affect assessment, progression and award on the course e.g. Where referrals or repeat of modules are not permitted in line with the University’s General Examination and Assessment Regulations for Taught Courses.

N/A

Exceptions required by PSRB These require the approval of the Chair of the Academic Board

N/A

ADDITIONAL INFORMATION

Course management and quality assurance

Route Leader (Guernsey)

The Route Leader (Guernsey) is responsible for the day to day running of the course in Guernsey. Specifically

the Route Leader (Guernsey) is responsible, in liaison with the Route Leader / Link Tutor (Brighton), Professional

Development Programme Manager (Guernsey) and Professional Development Programme Leader (Brighton),

for:

marketing and promotion of the course

recruitment and selection

liaison and partnerships with employers and other stakeholders

liaison with external course examiners and providing appropriate samples of work for scrutiny by the

course external examiner

personal tutoring of students on the course

planning the delivery of the course and liaison with timetabling and subject teams for staffing and

timetabling

monitoring and reporting the academic health of the course

Undergraduate Work-based Learning Programme Board

There is a single programme board for the undergraduate work-based learning programme awards in the

School of Education, delivered at Falmer, Hastings and Guernsey. This includes the following routes:

FdA Early Years Care and Education (Guernsey)

FdA Professional Studies in Primary Education (Guernsey)

FdA Supporting Learning (Guernsey)

BA(Hons) Early Childhood Practice

BA(Hons) Professional Studies in Learning and Development (Brighton)

BA(Hons) Professional Studies in Learning and Development (Guernsey)

BA(Hons) Supporting Learning 5-11 Years

BA(Hons) Supporting Learning 11-19 Years

BA(Hons) Working with Young People

BA(Hons) Youth Work

Constitution of the Programme Board, including student representation

Undergraduate Work-Based Learning Programme Leader (chair)

Route Leaders (Falmer/Hastings)

Route Leaders of external site-based routes

Other establishment staff members of the programme tutor team (as appropriate)

A representative of Information Services

Student representatives (1 from each route)

Employer representatives (reflecting the range of routes and settings)

Programme Assistant(s)

Terms of Reference of the Programme Board

To review and ensure the academic standards of the programme and individual routes;

To monitor the admissions policy of the programme and routes and make recommendations to the

School of Education;

To apply the specific examination and assessment procedures of the programme and routes and to

report on them to the School of Education Board of Study;

To discuss and make recommendations for external examiners;

To ensure, through liaison with the Head of School, and employers, that all parts of the programme

and routes are adequately resourced;

To contribute to the monitoring and evaluation of the programme and routes;

To advise on and exercise such functions as are delegated by academic or school boards.

In addition, staff-student liaison in Guernsey is facilitated through a Staff-Student Consultative Group which

meets twice and year and reports from this group are taken back to the full UGWBL Programme Board.

Monitoring and evaluation

The programme, as with all University of Brighton courses, operate according to the statement on the

university's policies and procedures for assuring quality and maintaining standards for taught courses.

http://staffcentral.brighton.ac.uk/xpedio/groups/Public/documents/staffcentral/doc003653.pdf

Specifically, the following areas are subject to scrutiny through the academic health process:

The appropriateness of the selection procedures in identifying suitable students

The accuracy and clarity of the information given to prospective students about the course

The efforts made to recruit students from minority ethnic and other under-represented groups

The effectiveness of the provider’s equal opportunities and race equality policies in the selection

process. Evidence of the analysis of recruitment data, by age, gender, ethnicity and disability can be

seen in the course AHRs. This is used very effectively to identify areas for improvement and monitor

the effectiveness of strategies employed.

The effectiveness of the partnership arrangements in the planning and delivery of the training

programmes

The clarity and effectiveness of the partnership agreement

The clarity and appropriateness of the roles and responsibilities of all involved in the partnership

The effectiveness of the procedures to ensure that trainers have the knowledge, skills and

understanding necessary to discharge their roles successfully

The deployment of resources to support effective training

The effectiveness of the monitoring of policies on equality of opportunity and the promotion of good

race relations

The monitoring of training programmes to ensure that high quality is established or maintained

The monitoring of assessment procedures and the effectiveness of the internal and external

moderation procedures in ensuring that the assessment of students is rigorous, consistent and

accurate

The effectiveness of the systems for evaluating the quality of provision

The quality and impact of the provider’s improvement planning

Modules are evaluated through end of module evaluation questionnaires completed by both students and

tutors. Such module evaluations contribute to the programme academic health report which is also informed

by external examiners reports, student achievement data, student end of course evaluation and National

Student Survey data. The programme academic health report is scrutinised by the Programme Board, and

informs the School of Education Academic Health report.