Programme Specification

Final

PART 1: COURSE SUMMARY INFORMATION

Course summary

Award title Foundation Degree Science Health and Social Care Practice (Assistant Practitioner)

Programme title Healthcare Assistant Practitioner

Apprenticeship title Assistant Practitioner Apprenticeship

Intermediate award N/A

Course status Validated

Awarding body University of Brighton

School School of Health Sciences

Location of study/ campus Falmer

Partner institution(s)

Name of institution Host department Course status

1. SELECT

2.

3.

Admissions

Admissions agency Direct to School

Entry requirements Include any progression opportunities

into the course.

Be employed in a suitable Health and/or Social Care setting,

have employer support and a guarantee of appropriate work-

based supervision.

Candidates should normally be employed for a minimum 30

hours per week to be eligible under the Higher apprenticeship

scheme. In addition, candidates need to meet the following

entry criteria:

Candidates must possess Level 2 Functional Skills in both

Mathematics and English Language, or GCSE grade C/ new

grade 4 (or above) prior to commencement on the course.

Equivalent Level 3 qualifications might include:

• An Accredited Access to Higher Education Diploma

(pass with at least 45 credits at level 3, health studies or

equivalent preferred)

• Higher Education Certificate e.g. Open University

module

• National Vocational Qualification (NVQ) at level 3 or

above BTEC National Diploma (18 units)

• BTEC Certificate (12 units) International Baccalaureate

(IB) Diploma

• Completion of the Level 3 Certificate in Bridging Skills

for Higher Education developed by Skills for Health –

(please note that although this is not a full level 3

qualification we may consider this as evidence of recent

study when deciding whether to short list a candidate for

interview)

Alternative, relevant higher-level qualifications may be used to

meet the academic entry requirements such as:

• Higher National Certificate (HNC)

• Higher National Diploma (HND)

• A degree in a subject area unrelated to Health and

Social care (alongside supporting evidence of

experience in Health and Social care such as The Care

Certificate)

Prospective Assistant Practitioners (APs) will have an

interview at the University. The interview will include an entry

test (level 2) for Maths and English.

Start date (mmm-yy) Normally September Optional February/March

Sept-19

Mode of study

Mode of study Duration of study

(standard)

Maximum registration period

Full-time 2 years 6 years

Part-time Select Select

Sandwich Select Select

Distance Select Select

Course codes/categories

UCAS code

Contacts

Course Leader (or Course

Development Leader)

Mr Mark T. Lees

Admissions Tutor Mrs. Rebecca. Craig & Mr. Simon. Whiffin

Examination and Assessment

External Examiner(s)

Name Place of work Date tenure

expires

Jenny Pinfield

Elizabeth Sear

University of

Worcester

University of

Northampton

30/09/21

30/09/21

Examination Board(s)

(AEB/CEB)

Community Health, School of Health Sciences

Approval and review

Approval date Review date

Validation April-20141 2018/192 (2022/23)

Programme Specification September 2014

Republished Sept 2015

with minor update3

Republished June 2016

with minor editorial

changes

Q&S Published June 2016

Revalidation May 2017

January 20194

Professional, Statutory and

Regulatory Body 1 (if

applicable):

5

Professional, Statutory and

Regulatory Body 2 (if

applicable):

Professional, Statutory and

Regulatory Body 3 (if

applicable):

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. 5 Date of most recent review by accrediting/ approving external body.

PART 2: COURSE DETAILS

AIMS AND LEARNING OUTCOMES

Aims

The aims of the course are:

The generic course aims are developed from the outcomes as set out in the Characteristics

of the Foundation Degree Graduate (QAA 2015)

1. To interpret the experience of practice within the wider context of employment,

in which knowledge, understanding and skills are clearly integrated.

2. To enable the AP to work within their scope of practice in their area of health or

social care setting.

3. To enhance transferable skills that promote professionalism, personal

responsibility and accountability in decision making.

4. To develop and consider sustainability in the application of the knowledge, understanding and skills in both work and personal contexts.

5. To demonstrate commitment to role development, personal development and lifelong learning.

Foundation degree graduates have the qualities necessary for employment in

situations requiring the exercise of personal responsibility and decision-making. They

are able to undertake further training, develop existing skills and acquire new

competences.

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 appropriate6.

Knowledge and theory

Assistant Practitioner learning outcomes have been developed from:

The National Minimum Training Standards for Healthcare Support

Workers and Adult Social Care Workers in England (DH 2013), and

the Apprenticeship Standard for Assistant Practitioners (Health) (2016)

On successful completion of the programme (Assistant Practitioner)

the learner will be able to:

LO1. Meet Standard1- Understand the role of the Healthcare Support

Worker and Adult Social Care Worker, and work in ways that have

been agreed with the employer and in partnership with others.

LO2. Meet Standard 2- Personal development

Produce a personal development plan and use learning opportunities

and ‘reflective’ practice to contribute to personal development.

LO3. Meet Standard 3- Effective Communication

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

Analyse and demonstrate the importance of effective communication

and meet the communication and language needs, wishes and

confidentiality of individuals, thus promoting effective communication.

LO4. Meet Standard 4- Equality, diversity and inclusion

Analyse the value of inclusion, diversity and non-discriminatory

practice.

LO5. Meet Standard 5-Duty of care

Develop an understanding and application of issues and dilemmas

relating to an individual’s rights and duty of care including: Complaints,

Incidents, working with confrontation and difficult situations.

LO6. Meet Standard 6-Safeguarding

Demonstrate an understanding of the main types of abuse, recognising

the signs and symptoms associated with harm and abuse. Be aware of

any legislation and agreed ways of working that relate to the protection

of individuals from harm and abuse.

LO7. Meet Standard 7- Person-centred care and support

Promote a person-centred values system in day to day work. Develop

an understanding of person-centred care and awareness of their own

values, beliefs and attitudes.

LO8. Meet Standard 8-Health and Safety

Analyse key legislation and the principles and practices relating to

health and safety:

Risk Assessments, Moving and assisting, responding to accidents and

sudden illness, medication and healthcare tasks, handling hazardous

substances, promoting fire safety, security at work, managing stress,

food safety, nutrition and hydration.

LO9. Meet Standard 9- Handling Information

Understand the importance of secure systems, agreed ways of working

and legislation regarding Information Governance.

LO10. Meet Standard 10- Infection prevention and control Analyse

and demonstrate an understanding of the principles and practices

of health or hygiene in infection prevention and control.

The National Minimum Training Standards for Healthcare Support

Workers and Adult Social Care Workers in England (DH 2013)

Skills Includes intellectual skills (i.e. generic skills relating to

academic study, problem

solving, evaluation, research

etc.) and professional/ practical

skills.

Practice skills

On successful completion of the programme (Assistant Practitioner)

the student will be able to:

LO11. Work in line with The Code of Conduct for Healthcare Support

Workers and Adult Social Care Workers in England.

LO12. Demonstrate a range of skills and competences that reflect the

‘scope of practice’ related to the students’ Assistant Practitioner role.

LO13. Appreciate a multicultural context recognising and respecting

differing values and beliefs and eschewing discriminatory practices.

LO14. Engage in, develop and disengage from therapeutic

relationships, through appropriate communication and interpersonal

skills.

Cognitive skills

LO15. Demonstrate effective problem solving and reflective skills on

and in practice.

LO16. Apply the evidence and research base of health and social care

practice.

LO17. Plan a project to promote positive practice and enhance role

development in leadership and management skills.

Key Skills

Demonstrate the key skills of:

LO18. literacy – engage effectively in scope of practice issues and

produce coherent and detailed project reports.

LO19. numeracy – abstract, analyse and interpret data using a range

of techniques related to their role.

QAA subject

benchmark statement

(where applicable)7

The aims and learning outcomes have been developed in consultation

with local Employers and fully integrating the guidelines and principles

within the: Foundation Degree Qualification Characteristics (QAA

2015), the National Minimum Training Standards for Healthcare

Support Workers and Adult Social Care Workers in England (DH

2013), the Skills for Care Code of Conduct (Skills for Care 2013),The

Nursing Associate Curriculum Framework (NHS HEE 2017),

Apprenticeship Standard for Assistant Practitioners (SFA 2016).

PROFESSIONAL, STATUTORY AND REGULATORY BODIES (where applicable)

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.

This Foundation Degree programme sits within Higher Apprenticeships: The Higher

Apprenticeship for APs in Health and is shared with the Nursing Associate Higher

Apprenticeship.

At the end of the programme the student will need to complete an End Point Assessment

(EPA) to finish their Apprenticeship agreement and qualify as an AP. This will comprise of:

• Part 1 multiple choice and short answer test

• Part 2 observation of practice

• Part 3 interview (supported by reflective journal)

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 method relates to an element of the course. The

information included in this section complements that found in the Key Information Set (KIS),

with the programme specification providing further information about the learning and teaching

methods used on the course.

Following the (two day) introduction APs have scheduled teaching activities one day a

week (20% of time employed)

The course team recognises that Foundation Degree APs come from a wide range of

educational backgrounds. The first semester of the first year APs undertake a study skills

module that includes lectures, group discussions, preparation for becoming independent

learners, guided study and induction to different types of studying (Library skills, ICT,

Learner central, blended learning)

The remaining modules throughout the course have a variety of lectures, group work,

action learning sets, seminars and presentations both informal and formal.

Other activities which are utilised to develop APs study skills are simulated clinical

skills environments for professional and practice development. This helps develop APs

and their work from a semi dependent mode of study to becoming independent

learners.

Enquiry Based Teaching

Research as a theme runs throughout the course. Year one APs develop their study skills by

information retrieval, moving on to work-based learning. In year two APs will undertake a

module entitled Using Evidence as a Basis for Practice. During this module, they will develop

their analytical skills and explore the principles of research in accessing and applying

evidence to their own practice.

The curriculum is designed around inquiry-based activities rather than acquisition of

subject content. The traditional division of power between teacher and learner is minimised

and replaced by a process of two-way interaction of research and teaching. The Project

Planning module and Work-based Project in year two offers the opportunity for the APs to

conduct a planned project in their workplace thus integrating and applying knowledge and

skills gained throughout the course to an aspect of practice or role development.

Work-based Learning

Work-based learning is a term used to encompass learning, through or in

work. Work-based learning modules reflect the following characteristics:

• Learning through work.

• Support the development of new skills and knowledge in the workplace.

• Enable the learner to gain recognition of their performance.

• May address organizational priorities.

• Offer flexible personal and professional development.

APs will have an AP, health professional or social worker identified as their practice supervisor throughout practice, and a practice assessor who can undertake the assessment of skills in practice. (More detail covered in the assessment section). A learning agreement will be developed between the AP and the practice supervisor with support from the Personal Tutor (PT).

APs attend University one day a week during term time and will continue to have one day

per week Off-The-Job-Training (OTJT) out of term; this may consist of attendance at

university for additional sessions, practice based learning activities, preparing for

assignments or eLearning guided study. Learning outcomes and achievement of skills

modules (SB401 year one, SB506 year two) are completed in all the work-based learning

settings, (home-base or external placements).

Blended Learning

Studentcentral is used extensively and interactively as a medium to engage the learners.

The School complies with the University baseline requirements set out in the blended

learning strategy:http://www.brighton.ac.uk/clt/resources/blended-learning/blended-learning-

policies/

The course has a dedicated My Course Foundation Degree in Health and Social

Care Practice which has core information such as course handbooks, timetables,

links to skills websites and announcements section.

All modules have a presence in studentcentral as instances for each cohort.

Information provided includes module handbooks, reading materials, reading lists,

assignments, lecture notes, links to other websites as appropriate and all

announcements relating to the organisation and management of the module are

made available.

To make full use of studentcentral APs are given an initial induction at the

beginning of the course and followed by sessions within the study skills modules

pointing out additional resources (Library, ASK, Information services, free

software, module and course areas etc.)

The online library holds a range of electronic indexes and databases. A variety electronic

journals can also be accessed via the Online Library (http://library.brighton.ac.uk) and

many articles can be read and downloaded as full text.

A blended learning approach is used which prominently features E-Learning. This offers

high quality AP focused activities, which are tailored to APs individual learning needs. This

is delivered using Wiki’s, Blogs, digital reading lists and testing packages particularly in

Maths and Biological Sciences via studentcentral. These packages offer various learning

and assessment tools, which enable module teams to complete formative assessment of

APs’ learning.

Some course lectures are also digitally recorded to enable APs to revise and learn in a more

flexible fashion. The University of Brighton encourages digital transformation as a key

aspiration that supports the development of s e-technological skills and transferability to the

workplace (UoB 2016).

Sustainability

The course embeds the University’s core value of sustainability within the curriculum content

and delivery which reflects application of Practical Wisdom (University Strategy 2016-

2021). Sustainability of healthcare and education practice is considered holistically, including

financial, environmental and social dimensions. For example, course materials are provided

online via studentcentral to reduce the carbon footprint of paper produced through printing and

photocopying. APs are also encouraged to use mobile technologies (smart phones, IPads) in

the classroom to limit the carbon footprint and develop digital technology skills. Social

sustainability is addressed while promoting well-being and resilience.

Course team members and students are encouraged to engage with conferences and other

initiatives organised by the School of Health Sciences Sustainability Special Interest Group

(https://blogs.brighton.ac.uk/sustainabilityhealth/). Furthermore, the course draws from

healthcare related resources made available from national sustainability and education for

sustainable development organisations such as the Sustainable Development Unit

(https://www.sduhealth.org.uk/), Centre for Sustainable Healthcare

(https://sustainablehealthcare.org.uk/) and NurSus (http://nursus.eu/).

Employability

The APs journey starts at the work place with their employer prior to application. The AP

applies to the University after completing an internal process with the employer that identifies

their role development from a personal development plan and need for AP from the employer’s

workforce development plan. On commencement of the course, the role of the course team is

to nurture the AP by providing an enriched curriculum to enhance their skills, abilities and

professional and personal responsibilities and potential. One of the strengths of the course is

that all APs are employed, promoting partnership working between the university and

employer.

Assistant Practitioners can be found working in a range of areas such as Cancer Services,

Physiotherapy, Genito-Urinary Medicine, Orthopaedics, Hospice Care, Mental Health, Social

Care, Community, Occupational Therapy, Learning Disabilities as well as hybrid roles that

cross traditional occupational areas. APs will therefore develop additional skills and knowledge

based on their employer’s requirements depending on the clinical or professional area within

which they are working. (Apprenticeship standard for Assistant Practitioner (Health), Skills

Funding Agency 2016)

For those APs who wish to progress into registered practice, the apprenticeship can provide

credits into some Higher Education programmes aligned to professional registration (e.g. step

onto year 2 BSc hons Nursing).

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.

The information included in this section complements that found in the Key Information Set

(KIS), with the programme specification providing further information about how the course is

assessed Learning Outcomes (LO)

Assessment method Module Number of credits

LO 1

Work-based Learning Skills

SB401 40

Poster presentation

or 10-minute video

Multiple Choice

SB402 20

Multiple choice

questions

SB403 20

E-Learning

assignment

SB404

20

Essay & Numeracy

test

SB405 20

Essay SB503 20

Project report SB504 20

Work-based Learning Project report or Work-based

Learning

presentation of

coursework

SB505 20

Work-based

Learning Skills

SB506 40

Case Study SB508 20

LO2

Work-based Learning Skills

SB401 40

Poster presentation

or 10-minute video

Multiple Choice

SB402 20

Multiple choice questions

SB403 20

E-Learning assignment SB404 20

Essay SB503 20

Project report SB504 20

Work-based Learning Project report or Work-based Learning presentation of coursework

SB505 20

Work-based Learning Skills

SB506 40

Case Study SB508 20

LO3

Work-based Learning Skills

SB401 40

Poster presentation

or 10-minute video

Multiple Choice

SB402 20

Multiple choice questions

SB403 20

E-Learning assignment SB404 20

Essay SB503 20 Project report SB504 20

Work-based Learning Project report or Work-based Learning presentation of coursework

SB505 20

Work-based Learning Skills

SB506 40

Case Study SB508 20

LO4

Work-based Learning Skills

SB401 40

Poster presentation

or 10-minute video

Multiple Choice

SB402 20

Multiple choice questions

SB403 20

E-Learning assignment SB404 20

Essay & Numeracy test

SB405 20

Essay SB503 20

Project report SB504 20

Work-based Learning Project report or Work-based Learning presentation of coursework

SB505 20

Work-based Learning Skills

SB506 40

Case Study SB508 20

LO5

Work-based Learning Skills

SB401 40

Poster presentation

or 10-minute video

Multiple Choice

SB402 20

Multiple choice questions

SB403 20

E-Learning assignment SB404 20

Essay SB503 20

Project report SB504 20

Work-based Learning Project report or Work-based Learning

SB505 20

presentation of coursework

Work-based Learning Skills

SB506 40

Case Study SB508 20

LO6

Work-based Learning Skills

SB401 40

Poster presentation

or 10-minute video

Multiple Choice

SB402 20

Multiple choice questions

SB403 20

E-Learning assignment SB404 20 Essay SB503 20

Project report SB504 20

Work-based Learning Project report or Work-based Learning presentation of coursework

SB505 20

Work-based Learning Skills

SB506 40

Case Study SB508 20

SUPPORT AND INFORMATION

Institutional/

University

All learners benefit from:

University induction week

Course Handbook

Extensive library facilities

Computer pool rooms

E-mail address

Welfare service

Student Support Guidance Tutors (SSGT)

Personal tutor for advice and guidance

Module teams

Work based supervisor or a mentor

Learners undertake a variety of Assessment tasks to test knowledge and skills related to the

Learning Outcomes of the course (see above).

During all modules, learners undertake ‘Formative’ tasks to provide feedback on their learning

and development.

Learners have the information regarding assessments, including details of ‘Formative’ and

‘Summative’ submission points at the beginning of the course, and specific details are

discussed at the beginning of each module and detailed in the module and main learner

handbook. Within each year learners can have a choice of assessment: Communication

module (SB402 year 1) and the Project module (SB505 year 2).

Learners are given support by the ‘module team’ and have a ‘personal tutor’ and ‘work based

supervisor’ to monitor and discuss progress and any learning needs.

Practice assessment is carried out an ‘appropriate qualified practitioner (Assistant Practitioner)

called work based supervisors (WBS). WBS are identified during the admission and interview

process, and supported by the Foundation Degree work based learning module leaders and

the course leader. Induction sessions for WBS are run prior to the beginning of the course, and

thereafter on-going support sessions for the learners and WBS, by the course team. There is a

clear communication strategy between the learners, personal tutors and WBS to enable good

support mechanisms. Assessments of skills are mainly carried out in the work place. Skills are

identified by the employer and assessed by the Work Based Supervisor at the end of the first

and second year. The AP may have an assessment skill relative to their employment. The skills

are contained within a skills portfolio (Assessment of Practice Document) and submitted to the

University by submission deadlines. The portfolio is then moderated by the module team to

ensure standards have been met. Year two skills portfolios are sampled by an external

examiner

Assessment submission points are set (at the end of the 1st and 2nd Semesters).

GEAR applies to all modules.

Following completion of the Foundation Degree learners undertake an independent end-point

assessment in their employment.

Course-specific Additional support, specifically

where courses have non- traditional patterns of delivery

(e.g. distance learning and

work-based learning) include:

In addition, learners on this course benefit from: Please

refer to information held in student central.

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.

Course structure of the Foundation Degree in Health and Social Care Practice (Assistant

Practitioner)

YEAR 1

Intr

odu

ction

(2

days)

Semester 1

AE

B /

CE

B

Semester 2

AE

B /

CE

B P

rogre

ssio

n

(SB405) Study skills for Health and Social Care Practice 20

credits level 4

(SB404)

Anatomy and physiology to

support health and social care

practice.

20 credits level 4

(SB402) Communication in Health and

Social Care Practice 20 credits level 4

(SB403)

Legal and Ethical Foundations

of Health and Social Care

20 credits level 4

SB401 Work Based Learning for Health and Social Care Practice (Skills

sessions + 7.5 hours/week protected learning time in the home-base)

40 credits level 4

Care Certificate Assistant Practitioner learners need to have demonstrated they have met the standards of

the care certificate by the end of the first year

YEAR 2

Intr

odu

ction

(1

day)

Semester 1

AE

B /

CE

B

Semester 2

AE

B /

CE

B E

xit A

wa

rd

(SB503)

Using Evidence as a basis for

Practice

20 credits level 5

(SB508) Integrative Health Care Practice

20 credits at level 5

(SB504)

Project Planning

20 credits level 5

(SB505)

Work Based Project

20 credits level 5

SB506 Practice skills development

(Skills sessions + 7.5 hours/week protected learning

time in the home base) 40 credits level 4

End Point Assessment 3 parts – Part 1 multiple choice and sort answer test, Part 2 observation of practice

and Part 3 interview (supported by reflective journal)

PART 3: COURSE SPECIFIC REGULATIONS

The course follows the University modular structure. Learners attend one day a week term time

(Typically September-July) at University and the remainder of the time learning through work as

part of the Apprenticeship agreement. Learners are sponsored through the apprenticeship

scheme and employed by a Trust / Organisation.

The focus of the first Semester, is on study skills, the transition from the workplace to Higher

Education (University), and communication skills.

Induction takes place during the first week, providing information about the course, and the

wider University support mechanisms and University life (Student’s Union, Fresher’s Fair etc.).

This is followed by the study skills module that concentrates on the learner’s study skills

development: Writing academic essay, learning styles, time management, IT, reflective writing,

effective studying techniques and numeracy skills. This runs alongside the Communication

module and skills sessions. In practice learners complete several ‘Core’ skills related to practice

and role development. AP learners need to demonstrate they have met the standards of the

care certificate.

The second semester modules are ‘Legal and Ethical Foundations of Health and Social Care’

and ‘Anatomy and physiology to support health and social care practice’ The focus is on

developing the learners’ knowledge and understanding of these key areas related to their

practice. Additional skills sessions are built into the semester either within the classroom

(knowledge based) or practice skills rooms (simulated practice based)

The focus of the second-year concentrates on role and enhanced practice development towards

AP roles.

Skills assessed are negotiated in partnership with the employer and closely related to the

learner’s job description and applied to their developing role in the work environments. Learners

also have opportunities to develop skills in the simulated environments that are available at the

University

Whilst year 1 has mainly core skills there are specific skills sets APs during year 2. APs need to

complete holistic assessments. Skills sets are listed in the skills portfolios.

Learners develop research awareness and knowledge in the ‘Using evidence as a basis for

practice module in the first Semester and undertake a ‘work-based learning’ project throughout

the year. The projects learners achieve are challenging but often lead to promoting positive

practice and changes in the workplace.

During the second semester, learners take one an ‘Integrative Health Care Practice’ Module,

that can be applied to their area of practice.

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)

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 SB405 M Study Skills for Health and Social Care Practice 20

4 SB402 M Communication in Health and Social Care Practice 20

4 SB403 M Legal and Ethical Foundations of Health and Social

Care

20

4 SB404 M Anatomy and physiology to support Health and

Social Care Practice

20

4 SB401 M Work Based Learning for Health and Social Care

Practice

40

5 SB503 M Using Evidence as a Basis for Practice 20

5 SB504 M Project Planning 20

5 SB505 M Work Based Project 20

5 SB506 M Practice Skills Development 40

5 SB508 M Integrative Health Care Practice 20

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.

12 Total number of credits required to be eligible for the award. 13 Minimum number of credits required, at level of award, to be eligible for the awarded. 14 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. 15 Refers to taught prevision: PG Cert, PG Dip, Masters.

AWARD AND CLASSIFICATION

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

Total credits12 Minimum credits13

Ratio of marks14: Class of award

Final FDSc Foundation Degree Science

Health and Social Care

Practice (NA)

5 Total credit 240 Minimum credit at level

of award 120 5

100% of 4 x 20

credit modules

Level 5 marks

(SB506

pass/fail

only)

Foundation degree

*Foundation degrees only

Progression routes from

award:

BSc Hons Health Studies

BSc Hons Nursing

Award classifications Mark/ band % Foundation degree Honours degree Postgraduate15 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)

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.

The course regulations are in accordance with the University's

General Examination and Assessment Regulations (available from the

school office or the Registry).

Course specific regulations

i. Final award of Pass/Merit/Distinction is taken from the grades

of 4 x 20 credit year 2 level 5 modules (not skills module SB506 as

this is pass/fail only).

ii. Requirements End Point Assessment:

Successful completion of the Care Certificate. The

employer is responsible for enabling the apprentice to

gain the Care Certificate and awarding the Care

Certificate.

Illustrate application of knowledge, skills and behaviours

within the Standard holistically

Level 2 Mathematics and English

Reflective journal

Two exceptions are approved for the Foundation Degree for AP

Exception 1

APs can only have 2 attempts on the skills modules

(SB401 and SB506)

This deviates from GEAR B 12.1 whereby the maximum

number of attempts permitted is three.

Exception 2

A student may conditionally progress to the next stage of

study with 40 trailed credits.

This deviates from GEAR C 1.1 iv whereby no student is permitted

to study for more than 140 credits during one academic year i.e.

20 trailed credits alongside the standard 120 credits studied into

the next stage of study.

Exceptions required by

PSRB These require the approval of

the Chair of the Academic

Board

20