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Plymouth University

Academic Partnerships

CORNWALL COLLEGE, ST AUSTELL

Programme Quality HandbookBA(Hons) Children, Schools and

Families

(Top up)

Academic Year 2017-2018

1 | P a g eBA(Hons) Children, Schools and Families Handbook (2017-18)

If you require any part of this Handbook in larger print, or an alternative format, please contact:

HE Operations Tel: (01209 617757)

E-mail: ([email protected])

Please note:

All the information in this Handbook is correct at the time of printing.

The Cornwall College Group is proud of its teaching and research and it undertakes all reasonable steps to provide educational services in the manner set out in this Handbook and in any documents referred to within it. It does not, however, guarantee the provision of such services. Should industrial action or circumstances beyond the control of the College interfere with its ability to provide educational services, the University undertakes to use all reasonable steps to minimise the resultant disruption to those services.


PROGRAMME SPECIFICATION1

Programme Title: BA (Hons) Children, Schools and Families (Top up)

Internal Programme Code: 5843 (Full Time), 5844 (Part Time)

Partner Delivering Institution: Cornwall College, St Austell

State Date: September 2018

First Award Date: 2018-19

Date(s) of Revision(s) to this Document: 21/11/17

This programme specification template aligns with recommendations within the UK Quality Code for Higher Education2. The information provided, by the programme proposer, in each section is definitively agreed between the delivering institution and Plymouth University at approval. Therefore any requests for changes to content (post the conditions set at approval) must follow Plymouth University’s procedures for making changes to partnership programmes3.

ContentsPS1.Programme Details.......................................................................................................................18

PS2. Brief Description of the Programme............................................................................................18

PS3. Details of Accreditation by a Professional/Statutory Body (if appropriate).................................19

PS4. Exceptions to Plymouth University Regulations...........................................................................19

PS5. Programme Aims.........................................................................................................................19

PS6. Programme Intended Learning Outcomes (ILO)..........................................................................19

PS7. Distinctive Features.....................................................................................................................20

PS8. Student Numbers.........................................................................................................................20

PS9. Progression Route(s)....................................................................................................................21

PS10. Admissions Criteria....................................................................................................................22

PS11. Academic Standards and Quality Enhancement........................................................................22

PS12. Programme Structure................................................................................................................241 This Programme Specification contains no information pertaining and/or referring to any individual and is therefore appropriate for dissemination as a public document.2QAA, 2011, Chapter A3: The Programme Level, UK Quality Code for Higher Education: http://www.qaa.ac.uk/en/Publications/Documents/quality-code-A3.pdf , last accessed 28 th July 2014 [n.b. this includes ‘Appendix 2: Working with programme specifications: A leaflet for further education colleges’]3 If required please contact Academic Partnerships Programme Administration for assistance.


http://www.qaa.ac.uk/en/Publications/Documents/quality-code-A3.pdf

PS13. Explanation and Mapping of Learning Outcomes, Teaching & Learning and Assessment......25

PS14. Work Based/ Related Learning..................................................................................................25

Appendix.............................................................................................................................................32


PS1. Programme Details

Awarding Institution: Plymouth UniversityPartner Institution and delivery site (s): Cornwall College, St Austell and Duchy College,

Stoke ClimslandAccrediting Body: N/ALanguage of Study: EnglishMode of Study: Full Time / Part TimeFinal Award: BA(Hons)Intermediate Award: N/AProgramme Title: BA(Hons) Children, Schools and FamiliesUCAS Code: 678LJACS Code: L520Benchmarks: The Programme has been designed utilising with

QAA Benchmark for Education Studies. The FHEQ has also been utilised and the programme aligns to it.

Date of Programme Approval: April 2016

PS2. Brief Description of the Programme

The BA (Hons) Children, Schools and Families top-up builds on knowledge of working with children and young people across the workforce and will further develop understanding of the broad range of provision available in the UK and elsewhere. Students on the course will examine a range of services, systems, working practices and policies relating to children, schools and families and will cover subject areas such as sociology, psychology, philosophy and education. The course prepares students for working with children and young people by integrating theory and practice in preparation for a rewarding career. The optional modules embedded within the programme provide the ability for students to shape their own programme of study to meet their individual interests. The programme has been developed following several years of consultation with students, who have stated that they are interested in pursuing a career in the field of education, but not teaching and that they have not identified a suitable course that will allow them to develop the skills that they believe will benefit them in pursuing their goals. The BA (Hons) Children Schools and Families programme offers modules that have been carefully chosen to provide students with the necessary knowledge, understanding and skills to help develop their careers in their chosen areas. The course is offered either on a full time basis over one year or as a part time course over two years. This provides the choice for students to focus full time on their studies or to continue to work and study by taking advantage of the flexibility of part time provision. The degree provides the opportunity to not only up skill to degree level, but also to develop existing knowledge in areas of professional and personal interest. The course is suited to existing/recent practitioners in the children and young people’s work force, along with new foundation degree graduates just beginning their career in this sector.


PS3. Details of Accreditation by a Professional/Statutory Body (if appropriate)

N/A

PS4. Exceptions to Plymouth University Regulations(Note: Plymouth University’s Academic Regulations are available internally on the intranet: https://staff.plymouth.ac.uk//extexam/academicregs/intranet.htm)

None

PS5. Programme Aims

This programme will deliver:

A1. An ability to identify and evaluate a range of policy, practice, social and community issues in the context of children, schools and families.

A2. An understanding of skills required to carry out independent research into policy and practice.

A3. An understanding of the factors involved in the socio-economic, cultural and political drivers of service provision for children, young people and families

A4. The opportunity to explore and identify individual learning needs and develop and manage learning in the context of underpinning values within the children, schools and families sector.

A5. The skills required for professional reflection on and investigation into professional practice.

PS6. Programme Intended Learning Outcomes (ILO)

By the end of this programme the student will be able to:

LO1. Evaluate practice of wider issues in the context of children, schools and families.LO2. Use research methods to develop practice relating to service provision.LO3. Identify and critically analyse a range of issues relating to service provision for children and

families in a range of different contexts.LO4. Undertake effective independent research within a relevant context.


https://staff.plymouth.ac.uk//extexam/academicregs/intranet.htm

LO5. Engage in critical professional reflection on practice.

PS7. Distinctive FeaturesThis text is definitively approved at programme approval and therefore may be directly used for promotion of the programme without the need for further confirmation:

The BA (Hons) Children, Schools and Families top-up is for those who want to work in a range of vocations with children and families such as Children’s Centre Manager, Community Care Worker, Family Centre Manager, Intervention Service worker, Early Years Teaching, Youth work, Social Work, Family liaison. In addition, the Charity, Voluntary and Community Sector – locally and nationally - with the trend of local authorities to commission out services. Associated careers in the media, marketing, journalism, fundraising, finance and strategic posts such as those in Equality and Diversity and Human Resources can also be considered.

The programme has been designed to provide the academically-minded reflective professional practitioner with an opportunity to culminate their studies with a degree that offers a chance to explore the options of working in service provision that aims to meet the needs of children, schools and families in a broad sense.

In-depth research opportunities into areas of professional interest. All core modules to be delivered at Cornwall College, St Austell site Option modules to be delivered at Camborne (Language Learning) and Stoke Climsland

(Outdoor Experiential Learning) and St Austell sites (ISM and Disability modules) for greater convenience and flexibility

Opportunities to study with a range of professionals working with children, schools and families.

High levels of autonomy and choice in shaping own programme of learning. Sharing of learning and professional experiences with others working with services relating

to children, schools and families. Studying that has direct relevance to professional practice. Application of own professional practice and experience to personalise learning depending

on career direction. Continued personal and professional development that enhances employability.

PS8. Student Numbers

The following provides information that should be considered nominal, and therefore not absolutely rigid, but is of value to guide assurance of the quality of the student experience, functional issues around enabling progression opportunities to occur and staffing and resource planning:

Minimum student numbers per stage = 12

Target student numbers per stage = 15

Maximum student numbers per stage = 25


PS9. Progression Route(s)

Approved “progression route(s)” are those where successful achievement in this programme enables direct alignment to join a stage of another programme. This is an approach employed primarily for Foundation Degree students to “top-up” to complete a Bachelor degree, but may be employed for other award types.

This is in part an automated admissions criterion and therefore progression may be impacted on by availability of a position on the progression award; however progression opportunity, if not available in the first year of application, is guaranteed within 3 years.

Progression arrangements with institutions other than Plymouth University carry an increased element of risk. It is necessary for the delivering partner institution to obtain formal agreement from that institution to guarantee progression for existing students on the programme. For progression to Plymouth University, should there be the need to withdraw the progression route programme(s) then either this will be delayed to provide progression or appropriate solutions will be found. This arrangement is guaranteed for existing students that complete their programme of study with no suspensions or repeat years and who wish to progress immediately to the University.

Upon successful completion of the BA (Hons) Children Schools and Families programme students will be able to progress to other programmes subject to the relevant awarding bodies’ admissions criteria. Further teacher education study opportunities are available such as PGCE incorporating the Diploma in Education and Training (Cornwall College Camborne and St Austell).

The contribution of marks from prior levels of study to the progression award is governed by University regulations.


PS10. Admissions Criteria

Qualification(s) Required for Entry to this Programme: Details:

Level 2: It is expected that students will have 5 GCSE’s, including Maths and English, at grade C or above, but this will be considered on an individual basis and on occasion Key Skills will be considered as an alternative

- Key Skills requirement / Higher Level Diploma:

and/or

- GCSEs required at Grade C or above:

Level 4 or 5 : at least one of the following:

- HND (relevant subject areas)- Foundation Degree (relevant subject areas)

Students are expected to have achieved at least 240 Credits at level 4 and 5 before progressing onto the level 6 qualification

(In this case only the Level 6 modules will be used to calculate the final degree classification)

Work Experience:

It is recommended that students will have experience of working with children and/or young people, but students will be considered on individual merit.

Other HE qualifications / non-standard awards or experiences: Considered on individual merit

APEL / APCL4 possibilities: APL will be considered as per Plymouth University Regulations

Interview / Portfolio requirements:

Mature students will have to demonstrate at interview the necessary motivation, potential, experience and/or knowledge. Disabilities – the course welcomes applications from students with disabilities and is committed to its inclusive policy. In order to be more learner-centred, the college requests that all applications be considered individually and in consultation with the programme manager.

Independent Safeguarding Agency (ISA) / Disclosure and Barring Service (DBS) clearance required:

Yes (if undertaking CORC377Outdoor Experiential Services)

PS11. Academic Standards and Quality EnhancementThe Programme Leader/Manager (or the descriptor) leads the Programme Committee in the Plymouth University’s annual programme monitoring process (APM), as titled at the time of approval. APM culminates in the production, maintenance and employment of a programme level Action Plan, which evidences appropriate management of the programme in terms of quality and

4 Accredited Prior Experiential Learning and Accredited Prior Certificated Learning


standards. Any formally agreed changes to this process will continue to be followed by the Programme Leader/Manager (or other descriptor) and their Programme Committee.

Elements of this process include engaging with stakeholders. For this definitive document it is important to define:

Subject External Examiner(s):

An Interim visit by External Examiner (EE) (usually between January and February) will review work that has been marked, consult students and feed back to the programme manager and module leaders and course team.

Subject Assessment Panel (SAP) reviews the assessment marking and is scrutinised by the subject EE. Representatives of the team review and present their module marks for each student on the programme.

The annual Award Assessment Board (AAB) takes place with Programme Manager, the awarding body’s partnership member and the External to receive the students work and confer progression or award.

Subject External Examiner(s): All of the programme’s modules will be covered by a single External Examiner: The EE for the BA (Hons) Children, Schools and Families will be shared with the EE for BA (Hons) Education and Curriculum Development.

Additional stakeholders specific to this programme: Konnect Cornwall and Cornwall Neighbourhood for Change (CN4C) have been involved with the development of the programme through consultation; Students of the HNC/FdA Children and Young People’s Workforce (past and present) have been engaged with the development of the course since 2014.

Additional stakeholders specific to this programme:

Students have the opportunity to discuss the programme independently, twice a year in the Student Review. This forms part of the discussion for the annual programme monitoring in the autumn and spring of each academic year.

The Student Perception Questionnaire (SPQ) is administered during the year and feeds into the programme review.

Students Representatives attend Annual Programme Monitoring (APM) to contribute student views alongside Module Leaders, the Programme Manager and the Assistant Registrar to monitor module delivery and the course provision.

Curriculum meetings take place once a month to review progression, department provision, resources and staffing.


PS12. Programme Structure The following structure diagram(s) provides the current structure for this programme:

FHEQ level: Level 6 For: Full Time

F/T Route Year When in Year? (i.e. Autumn, Spring etc) Core or Option Module Credits Module

2016/17 All Year Core 40 CORC353*- Dissertation2016/17 All Year Core 20 CORC384*- Research Methods2016/17 All Year Core 20 CORC378 - Children’s Services2016/17 All Year Core 20 CORC379 - Health Inequalities and Interventions2016/17 All Year Option 20 CORC355* - Disability: Approaches to Inclusion2016/17 All Year Option 20 CORC376 - Language Learning2016/17 All Year Option 20 CORC377 - Outdoor Experiential Services2016/17 All Year Option 20 CORC350* - Independent Study Module

FHEQ level: Level 6 For: Part Time

P/T Route Year When in Year? (i.e. Autumn, Spring etc) Core or Option Module Credits Module

2016/17 All Year Core (PT2) 40 CORC353* - Dissertation2016/17 All Year Core (PT1) 20 CORC384* - Research Methods2016/17 All Year Core (PT2) 20 CORC379 - Health Inequalities and Interventions2016/17 All Year Core (PT1) 20 CORC378 - Children’s Services2016/17 All Year Option (PT1) 20 CORC355* - Disability: Approaches to Inclusion2016/17 All Year Option (PT1) 20 CORC376 - Language Learning2016/17 All Year Option (PT1) 20 CORC377 - Outdoor Experiential Services2016/17 All Year Option (PT1) 20 CORC350* - Independent Study Module


PS13. Explanation and Mapping of Learning Outcomes, Teaching & Learning and Assessment

Developing graduate attributed and skills, at any level of HE , is dependent on the clarity of strategies and methods for identifying the attributes and skills relevant to the programme and where and how these are operationalised. The interrelated factors of Teaching, Learning and Assessment and how these are inclusive in nature, are fundamentally significant to these strategies and methods, as are where and how these are specifically distributed within the programme.

Ordered by graduate attributes and skills, the following table provides a map of the above, plus an exposition to describe and explain the ideas and strategy of each. Therefore, subsequent to the initial completion for approval, maintenance of this table as and when programme structure changes occur is also important:

FHEQ level: 6 BA (Hons) Children, Schools and Families

Definitions of Graduate Attributes and Skills Relevant to this Programme

Teaching and Learning Strategy / Methods Prog Aims

Prog intended Learning Outcomes

Range of Assessments Related Core Modules

Knowledge / Understanding:

The degree programme has been designed with the Subject benchmark statements education studies:

By the end of this level of this programme the students will be able to demonstrate for a threshold pass: the underlying values and principles relevant

to education studies developing personal stance which draws on

individual knowledge and understanding

Primary: Lectures and tutorials Directed independent study Learning from work

experienceSecondary/Supplementary: Case studies

1, 3, 4 1, 3 and 5 Key knowledge and understanding are assessed via a combination of practice portfolios, essays, presentations and reports and research projects.

CORC384CORC353







the complexity of the interaction between learning and contexts, and the range of ways in which participants (including learners and teachers) can influence the learning process

the structures of organisations that provide services for children and their families and the purposes of such systems

Problem-solving exercises

An explanation for embedding Knowledge and Understanding through Teaching & Learning and Assessment at this level of the programme:Learners will have demonstrated an ability to apply knowledge and understanding developed within the course to industry related scenarios and will be required to complete a range of vocationally based assessment.Cognitive and Intellectual Skills:

Students will be able to demonstrate an ability to present, evaluate, and interpret qualitative and quantitative data, to develop lines of argument and make sound judgements in accordance with basic theories and concepts of their subject(s) of study. They will also be able to demonstrate the ability to evaluate the appropriateness of different approaches to solving problems related to their area(s) of study and/or work.By the end of this level of this programme the students will be able to demonstrate for a threshold pass: the ability to reflect on their own and others'

value systems the ability to use their knowledge and

understanding critically to locate andjustify a personal position in relation to the

Primary: Class exercises Tutorial/seminar discussions Feedback via coursework

assessment process (seminar etc.)

Research activities Secondary/Supplementary:

1, 2, 3 and 5 1, 2, 3, 4 and 5 Essays/projects/dissertations

Coursework Seminar Research

development.Assessed discussions

CORC378CORC384CORC353CORC379







subject an understanding of the significance and

limitations of theory and research. be able to process and synthesise empirical and

theoretical data, to create new syntheses and to present and justify a chosen position having drawn on relevant theoretical perspectives.

Policy and practice analysis in surgeries

Computer-based practical’s on data and measurement problems

An explanation for embedding Cognitive and Intellectual Skills through Teaching & Learning and Assessment at this level of the programme:Learners will have demonstrated an ability to apply cognitive and intellectual skills developed within the course to industry related scenarios and will be required to complete a range of vocationally based assessment.Key Transferable Skills:

Students will be able to demonstrate an ability to plan, manage and evaluate own skills, understanding, needs and knowledge and that of others, while providing suitable provision. Ability to develop lines of argument and make sound judgements in different situations in various areas of work with children, young people and families. Students will be orientated towards vocational application for their interest and skills, while delivering an underpinning theoretical understanding of dealing with all aspects of working with children, schools and families. Students will develop and refine employment related skills e.g. communication, reflection that they can use in in a wide range of services.

By the end of this level of this programme the Primary: 1, 2, 3, 4 and 1, 2, 3, 4 and Coursework of all CORC378







students will be able to demonstrate for a threshold pass:

Ability to organise and articulate opinions and arguments in speech and writing using relevant specialist vocabulary.

analyse a range of concepts, theories and issues of policy in a systematic way

identify and reflect on potential connections and discontinuities between each of the aspects of subject knowledge and their application in policy and within suitable contexts

accommodate new principles and understanding of working with children, schools and families

select a range of relevant primary and secondary sources, including theoretical and research-based evidence, to extend their knowledge and understanding

use a range of evidence to formulate appropriate and justified ways forward and potential changes in practice

Library and other research exercisesGroup work awareness and practiceComputer-based learning and assessmentAutonomous researchIndependent learning.Secondary/Supplementary:Class and seminar interactions and feedback

Completion of work-related tasks

Integration of work-related tasks into module assessments.

Completion of coursework assessment in work-based module.

5. 5. types Research preparation

and presentation. Assessed discussions

Seminar

CORC384CORC353CORC379

An explanation for embedding Key Transferable Skills through Teaching & Learning and Assessment at this level of the programme:Learners will have demonstrated an ability to apply skills developed within the course to industry related scenarios and will be required to complete a range of vocationally based assessment.Employment Related Skills:The interrelationship between the day-to-day work of those working with children and families, be they in schools, social care, health or any other field of employment, and the vital







principles and practices found within these fields will be developed e.g. communication, reflective practice, ICT, analysing data, presenting information.By the end of this level of this programme the students will be able to demonstrate for a threshold pass:

On graduating with this degree, students should have the ability to collaborate and plan as part of a team, to carry out roles allocated by the team and take the lead where appropriate, and to fulfil agreed responsibilities.

be able to use ICT in their study and other appropriate situations.

Be able to research and use the data generated from this, adapted to the range of assessments in the modules

collect and apply numerical data, as appropriate

present data in a variety of formats including graphical and tabular analyse and interpret both qualitative and quantitative data.

Primary: Library and other research exercisesGroup work awareness and practiceComputer-based learning and assessmentSecondary/Supplementary:Class and seminar interactions and feedback

1,2,3, 4 and 5 1,2,3 and 5 Project work Competence in a

range of practice related tasks.

Practice portfolio

CORC379CORC384CORC353

An explanation for embedding Employment Related Skills through Teaching & Learning and Assessment at this level of the programme:Learners will have demonstrated an ability to apply practical skills developed within the course to industry related scenarios and will be required to complete a range of practical based skills assessments.Practical Skills:Students will gather, analyse and interpret skills used in working with children, young people and







their families and associated services, which includes the facilitation of interdisciplinary working practice across a range of services within the sector with the voluntary, community and private sectors.By the end of this level of this programme the students will be able to demonstrate for a threshold pass:

analyse a range of concepts, theories and issues of policy in a systematic way

identify and reflect on potential connections and discontinuities between each of the aspects of subject knowledge and their application in policy and within suitable contexts

accommodate new principles and understandings

select a range of relevant primary and secondary sources, including theoretical

and research-based evidence, to extend their knowledge and understanding

use a range of evidence to formulate appropriate and justified ways forward and potential changes in practice.

Primary: Projects and research

activities. Designated tasks Lectures and tutorials Learning from work Practical activitiesSecondary/Supplementary: Presentations

1, 2, 4 and 5 1, 2, 3, 4 and 5 Practical coursework Assessed discussions Peer assessment Seminar

CORC353CORC378

An explanation for embedding Practical Skills through Teaching & Learning and Assessment at this level of the programme:Learners will have demonstrated an ability to apply practical skills developed within the course to industry related scenarios and will be required to complete a range of practical based skills assessments.


PS14. Work Based/ Related LearningWBL is an essential element of Foundation Degrees and therefore needs to be detailed here. However, for all types of HE Programmes there should be an element of employability focus through, at least, Work Related Learning, and therefore the following is applicable for all:

FHEQ level: 6 BA (Hons) Children, Schools and FamiliesWBL/WRL Activity: Logistics Prog Aim Prog Intended LO Range of Assessments Related Core Module(s)

Dissertation

Research Methods

Managing ethics in relation to use of vocational practice to support children and young people in a range of service provision. Planning and delivering outdoor activities for children and young people

2, 3, 4 and 5 1, 3 and 4Evaluative report; Portfolio presentationResearch report

CORC353

CORC384

An explanation of this map:A range of approaches to service provision for children and families are in use within this programme. The programme, alongside the academic expectations of a degree, has an emphasis on developing practical skills; therefore it involves scheduled sessions to allow students to learn via demonstration and practice. Employability skills are embedded throughout the programme, including the development of practical skills in taught sessions.


Appendix - Definitive Module Records


SECTION A: DEFINITIVE MODULE RECORD. Proposed changes must be submitted via Faculty Quality Procedures for approval and issue of new module code.

MODULE CODE: CORC353 MODULE TITLE: Dissertation

CREDITS: 40 FHEQ Level: 6 JACS CODE: X142.

PRE-REQUISITES: None CO-REQUISITES: None COMPENSATABLE: NO

SHORT MODULE DESCRIPTOR: (max 425 characters)This module will provide students with the opportunity to research and investigate a topic or subject of their choice in considerable depth. To develop their personal and professional skills and gain a deep understanding of an issue related to their own practice.

ELEMENTS OF ASSESSMENT Use HESA KIS definitions]WRITTEN EXAMINATION COURSEWORK PRACTICE

E1 (formally scheduled)

C1 100% P1

E2 (OSCE) C2 P3T1 (in-class test) A1

SUBJECT ASSESSMENT PANEL Group to which module should be linked: BA (Hons) Education and Curriculum Studies

Professional body minimum pass mark requirement: N/A

MODULE AIMS:This module will assist learners to develop research skills using them to research and investigate a substantial issue and to conduct a project which will enhance their professional skills, knowledge and understanding of a topic or subject of their choice.

ASSESSED LEARNING OUTCOMES: At the end of the module the learner will be expected to be able to:

1. Work autonomously on a major investigative project of professional relevance2. Systematically and critically evaluative a body of knowledge in relation to a particular issue.3. Evaluate complex issues in the context of their research subject incorporating theory.4. Identify and evaluate critical ethical dimensions in their work5. Apply research methods to practice.6. Present the findings of their research project in an academic, rigorous and accessible style

DATE OF APPROVAL: May 2014 FACULTY/OFFICE: Academic PartnershipsDATE OF IMPLEMENTATION: Sept 2015 SCHOOL/PARTNER: Cornwall CollegeDATE(S) OF APPROVED CHANGE: TERM: All YearAdditional notes (for office use only):


SECTION B: DETAILS OF TEACHING, LEARNING AND ASSESSMENTACADEMIC YEAR: 2016/17 NATIONAL COST CENTRE: 135

MODULE LEADER: Wendy Kiellor OTHER MODULE STAFF:

SUMMARY of MODULE CONTENT proposals and ethical practice in research. reviewing focus of research to ascertain practicability, relevance and theoretical depth conducting a literature search and writing a literature review research methodology, research methods and data collection academic research writing and presenting research for peer appraisal

SUMMARY OF TEACHING AND LEARNING [Use HESA KIS definitions]Scheduled Activities Hours Comments/Additional InformationLecture 12Tutorial 12Fieldwork 96Guided Independent Study 280

Total 400 (NB: 1 credit = 10 hours or learning; 10 credits = 100 hours, etc)

Category Element Component Name Component Weighting

Comments include links to learning objectives

Coursework C1

Dissertation Total = 100% 1,2,3,4, 5,6 Submit and an academic dissertation in an appropriate format.Harvard referenced (10000 words)

Updated by:Wendy Kiellor

Date:7March 16

Approved by:Amanda Crowle

Date:March 16


Recommended Texts and Sources:

Bates, B. (2016) Learning Theories Simplified, London: SageBell, J. (2010) Doing your Research Project: a guide for first-time researchers in education, health and social science, (5th edn.), Maidenhead: Open University Press.Blaxter, L., Hughes, C. and Tight, M. (2010) How to Research, (4th edn.), Maidenhead: Open University Press.Brady, H. and Collier, D. (eds).(2004) Rethinking Social Inquiry: Diverse Tools, Shared Standards. Lanham, MD, Rowman & Littlefield Publishers.British Educational Research Association (2011) Revised Ethical Guidelines for Educational Research, Nottingham: BERA.Clough, P. and Nutbrown, C. (2012) A student's guide to methodology : Justifying enquiry, (2nd edn) London: SAGE, Publications.Cohen, L., Manion, L. and Morrison, K. (2011) Research Methods in Education, (7th edn.), Abingdon: Routledge.Denscombe, M. (2010) Ground Rules for Social Research: Guidelines for Good Practice (2nd Edn), Maidenhead: Open University Press.Fink, A. (2010) Conducting Literature Research Reviews: From the Internet to Paper, (3rd Edn.), London: Sage.Scott, D. and Usher, R. (2010) Researching Education: Data, Methods and Theory in Educational Enquiry,(2nd Edn.), London: Continuum.


SECTION A: DEFINITIVE MODULE RECORD.

MODULE CODE: CORC384 MODULE TITLE: Research Methods

CREDITS: 20 FHEQ Level: 6 JACS CODE: X142

PRE-REQUISITES: None CO-REQUISITES: None COMPENSATABLE: Yes

SHORT MODULE DESCRIPTOR:To provide the student with an understanding and appreciation of the research process and the application of research methods. To enable the student to acquire, develop and deploy transferable skills in relation to researching in a wider context.



C1 75% P1 25%




MODULE AIMS:To explain the research process and the methods that are commonly used in a wider context and enable students to identify an appropriate research method to apply to a research problem in the context of an appropriate ethical framework.

ASSESSED LEARNING OUTCOMES:At the end of the module the learner will be expected to be able to:

1. Evaluate a range of research methods used in the context of wider practice.2. Critically analyse the application of a research techniques to a given problem.3. Critically analyse, evaluate and review current research and scholarship.4. Demonstrate an in-depth knowledge of ethical research conduct.

DATE OF APPROVAL: May 2014 FACULTY/OFFICE: Academic PartnershipsDATE OF IMPLEMENTATION: 2016/17 SCHOOL/PARTNER: Cornwall CollegeDATE(S) OF APPROVED: June 2016 TERM: All Year

Additional notes (for office use only):


SECTION B: DETAILS OF TEACHING, LEARNING AND ASSESSMENT

ACADEMIC YEAR: 2016/17 NATIONAL COST CENTRE: 135

MODULE LEADER: Wendy Kiellor OTHER MODULE STAFF:

SUMMARY of MODULE CONTENT Research methodology and methods; identifying and operationalising research issues. Quantitative techniques. Qualitative techniques Contemporary issues and debates in research Theories/paradigms of research Ethics of research Reviewing literature and the critical analysis of existing research Developing a research question/hypothesis Designing appropriate research Role and function of the pilot study Developing a research proposal Access and sampling Methods of data collection Fundamentals of frequently used statistical tests Presentation, analysis and interpretation of data Uses and application of ICT

SUMMARY OF TEACHING AND LEARNING [Use HESA KIS definitions]Scheduled Activities Hours Comments/Additional InformationLecture 36 Introducing the main themes and concepts of the

module.Tutorial 20 Tutorial discussion 1:1

Fieldwork 19 In field investigation of research issues.Practical research to allow students to develop and apply skills that complement and underpin theory.

Guided Independent Study 125 Students are expected to put in time outside of taught sessions on their own professional development and module content.

Total 200 (NB: 1 credit = 10 hours or learning; 10 credits = 100 hours, etc.)

Category Element Component Name

Component Weighting


Coursework C1Essay Total = 100% LO1,3,4

Academic essay approximately. Harvard referenced (4000 word)

Practice P1Presentation Total = 100% LO2. In appropriate format to peers.

Harvard referenced (1000 word equivalent)

Updated by: Amanda Crowle Date: June 16 Approved by: Date:



British Educational Research Association (2011) Revised Ethical Guidelines for Educational Research, Nottingham: BERA.Dawson, C. (2009) Introduction to Research Methods, Oxford: How to BooksHartas, D. (2010) Educational Research and Inquiry: Qualitative and Quantitative Approaches, New York, Continuum International Publishing Group.Kumar, R. (2012) Research Methodology: A Step-by-Step Guide for Beginners, 3rd edition.London: Sage.Thomas, G. (2009) How to Do Your Research Project: A Guide for Students in Education and Applied Social Sciences, London, Sage.Oliver, P. (2010) The Students Guide to Research Ethics, Maidenhead: Open University Press.

Journals:

Children and Young People Now

British Journal of Healthcare Management

Health Service Journal

Journal of Family Health



MODULE CODE: CORC379 MODULE TITLE: Health Inequalities and Interventions

CREDITS: 20 FHEQ Level: 6 JACS CODE: L510


SHORT MODULE DESCRIPTOR:This module provides a forum for gaining a deep understanding of how agencies and professionals work together to tackle the issues arising around health inequalities. Consideration will be given to the impact of social deprivation or background on mental health as well as physical wellbeing across all age groups. Through critical analysis students will determine how effective integrated working can make a real difference to the lives of children, young people and their families and what can happen if the process does not function correctly.


E1 (formally scheduled) C1 25% P1 75%


SUBJECT ASSESSMENT PANEL Group to which module should be linked: BA (Hons) Children, Schools and Families.


MODULE AIMS:1. To review health patterns and measures undertaken to address inequalities2. To analyse effectiveness of health interventions3. To develop and evaluate health intervention tools to address an area of health concern


1. Critically review the historical development of current health patterns and the measures being undertaken to address perceived health inequalities in society

2. Critically analyse the effectiveness of health interventions and how they can be successfully implemented

3. Create and evaluate a range of health intervention tools and apply models designed to address an area of health concern

DATE OF APPROVAL: April 2016 FACULTY/OFFICE: Academic Partnerships

DATE OF IMPLEMENTATION: 2016/17 SCHOOL/PARTNER: Cornwall College

DATE(S) OF APPROVED CHANGE: TERM: All YearAdditional notes (for office use only):


SECTION B: DETAILS OF TEACHING, LEARNING AND ASSESSMENTItems in this section must be considered annually and amended as appropriate, in conjunction with the Module Review Process. Some parts of this page may be used in the KIS return and published on the extranet as a guide for prospective students. Further details for current students should be provided in module guidance notes.ACADEMIC YEAR: 2016/17 NATIONAL COST CENTRE: 135

MODULE LEADER: Rhisiart Tal-e-bot OTHER MODULE STAFF: None

SUMMARY of MODULE CONTENTHealth inequalities effecting children and young people will be explored and reviewed, along with models of health promotion and intervention, with types of health intervention tools evaluated and assessed for success. Analysis of policy and practice in government and organisations concerned with matters of health will be examined. Evidence based health promotion practice theory will be considered in different societies through the examination of case studies and current affairs. The module will include study visits, examination of case studies and testimonials from guest speakers about their experiences.



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PracticeC1

Presentation Total =100%

LO1

Coursework C1 Report Total =

100%LO2 and LO3

Updated by:Rhisiart Tal-e-bot

Date:May 2016


Date:5/8/16


Recommended Texts and Sources:Core TextsThe key texts for this course are:

Marmot, M. (2015) The Health Gap: The Challenge of an Unequal World. London: Bloomsbury.Pickett, K. and Wilkinson, R. (2010) The Spirit Level: Why Equality is Better for Everyone. London: Penguin.

Recommended TextsAsthana, S. (2006) What Works in Tackling Health Inequalities?: Pathways, Policies and Practice Through the Lifecourse. Bristol: Policy Press.Britnell, M. (2015) In Search of the Perfect Health System. London: Palgrave.Marmot, M. (2015) Status Syndrome: How Your Place on the Social Gradient Directly Affects Your Health. London: Bloomsbury.Walker, S. (2012) Responding to Self-Harm in Children and Adolescents: A Professional's Guide to Identification, Intervention and Support. London: Jessica Kingsley Publishers.Roberts, H. (2012) What Works in Reducing Inequalities in Child Health. Bristol: Policy Press.Hooper, C. (2012) Child and Adolescent Mental Health: Theory and Practice. Boca Raton: CRC Press

Journals:Children and Young People NowBritish Journal of Healthcare ManagementHealth Service JournalJournal of Family HealthWebsites:www.healthpromotionagency.org.ukwww.who.intwww.healthpromcornwall.org


http://www.healthpromcornwall.org/

http://www.who.int/

http://www.healthpromotionagency.org.uk/


MODULE CODE: CORC378 MODULE TITLE: Children’s Services

CREDITS: 20 FHEQ Level: 6 JACS CODE: L520


SHORT MODULE DESCRIPTOR: An examination and critical analysis of children’s services will be undertaken in this module. Students will be provided with a broad view of what it means to work in a support capacity as a reflective and reflexive professional working within children, schools and families.



C1 50% P1 50%

E2 (OSCE) C2 P3T1 (in-class test)

A1

SUBJECT ASSESSMENT PANEL Group to which module should be linked: BA (Hons) Children, Schools and Families.


MODULE AIMS:To provide students with a deep understanding of the role of services available to support children, schools and families and to develop critical thinking and problem based solutions to difficulties encountered in providing effective services. The module intends to encourage a thorough exploration of provision available in the UK and elsewhere in providing support to children schools and families. Consideration will be given to learning from the past to inform the future within Children’s Services.


1. Articulate a critical awareness of the range of children’s services available in the sector2. Critically analyse and evaluate the role of professionals in leading and managing services3. Evaluate and reflect on the range of provision available in the UK and elsewhere and how

support can be enhanced through working in partnership with others.

DATE OF APPROVAL: April 2016 FACULTY/OFFICE: Academic PartnershipsDATE OF IMPLEMENTATION: 2016/17 SCHOOL/PARTNER: Cornwall CollegeDATE(S) OF APPROVED CHANGE: TERM: All Year



SECTION B: DETAILS OF TEACHING, LEARNING AND ASSESSMENTItems in this section must be considered annually and amended as appropriate, in conjunction with the Module Review Process. Some parts of this page may be used in the KIS return and published on the extranet as a guide for prospective students. Further details for current students should be provided in module guidance notes.ACADEMIC YEAR: 2016/17 NATIONAL COST CENTRE: 135

MODULE LEADER: Rhisiart Tal-e-bot OTHER MODULE STAFF:

SUMMARY of MODULE CONTENTThe module requires deep reflection on the role of children services within different sectors and allows for a thorough exploration of the effectiveness of provision within the United Kingdom and elsewhere. A critical analysis of a range of different services will take place, including the examination of case studies and research undertaken into why particular children’s services are set up and their impact.



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PracticeP1

Presentation Total = 100%

LO1

Coursework C1 Report Total =

100%LO 2 and LO3

Updated by:Rhisiart Tal-e-bot

Date:May 2016


Date:5/8/16



Core TextsAnnig, A. (2010). Developing Multiprofessional Teamwork For Integrated Children’s Services. Maidenhead: Open University Press.Jenks, C. (1996). Childhood. London: Routledge.Jones, P., Moss, D., Tomlinson, P. and Welch, S. (eds) (2008). Childhood: Services and Provision for Children. Harlow: Pearson Education.Moss, P. and Petrie P. (2002). From Children's Services to Children's Spaces: Public Policy, Children and Childhood. London: Routledge.Rose, J., Gilbert, L. Richards, V. (2016) Health and Well-Being in Early Childhood, London: Sage.Recommended Texts

Brandon, M., Bailey, S., Belderson, P., and Larsson, B. (2013). Neglect and Serious Case Reviews. NSPCC and the University of East Anglia.Bunt, L. and Leadbeater, C. (2012). The Art of Exit: In Search of Creative Decommissioning. London: NESTA.Edwards, A. (2009). ‘Relational agency in collaborations for the well-being of children and young people’. Journal of Children’s Services, 4, 1, 33-43.MacFarlane-Barrow, M. (2015). The Shed That Fed a Million Children. Glasgow: William Collins.Mayall, B. (2002). Towards a Sociology for Childhood: Thinking from Children's Lives. Maidenhead: Open University Press.OECD (1998). Co-ordinating Services for Children and Youth at Risk: A World View, Paris: OECD Publishing.Journals and websitesAdoption and FosteringBritish Journal of School NursingCommunity CareChildren and Young People Nowhttp://www.familyandparenting.org/


http://www.familyandparenting.org/


MODULE CODE: CORC355 MODULE TITLE: Disability: Approaches to Inclusion.

CREDITS: 20. FHEQ Level: 6 JACS CODE: X142

PRE-REQUISITES: None CO-REQUISITES: None COMPENSATABLE: No

SHORT MODULE DESCRIPTOR:To provide an in-depth understanding of inclusion, the theories underpinning inclusion and the range of adjustments that can be made to support disabled people to achieve their goals.



C1 100% P1




MODULE AIMS:To provide an underpinning knowledge of the key theories and research that informs inclusion for disabled young people and adults in a range of settings.


1. Analyse and evaluate the legislation underpinning the provision for people with disabilities and/or children with special needs.

2. Articulate a critical awareness of the importance of research in creating opportunities for disabled young people and adults

3. Evaluate and reflect on how theory and research informs practice4. Critically evaluate the related support needs of those with a range of

impairments/disabilities5. Critically review current literature around a specific impairment

DATE OF APPROVAL: May 2014 FACULTY/OFFICE: Academic PartnershipsDATE OF IMPLEMENTATION: Sept 2015 SCHOOL/PARTNER: Cornwall CollegeDATE(S) OF APPROVED CHANGE: TERM: All YearAdditional notes (for office use only):


SECTION B: DETAILS OF TEACHING, LEARNING AND ASSESSMENTACADEMIC YEAR: 2016/17 NATIONAL COST CENTRE: 135

MODULE LEADER: Mike Walker OTHER MODULE STAFF:

SUMMARY of MODULE CONTENT• Exploring current research: in the development of creating opportunities for disabled

young people and adults• Application of theory to practice• Whole organisational approaches to inclusion and the implications of this.• National, regional and local policy: influences on provision for disabled young people

and adults.• Current legislation, legal requirements and national policies: guidance that promote the

rights and wellbeing of those with disabilities• Attitudes to disability: including how social, cultural, faith and belief influence

opportunities for disabled young people and adults. Impact of own attitudes on professional practice.

• Specific impairments: related literature and adjustments that can be made.• Support: Within organisations for those with a specific impairment and the impact of

dual or multiple impairments.


module. Theories, legislation and policy and attitudes to disability.

Tutorial 2 Tutorial discussion 1:1.

Fieldwork 62 Students will undertake a focused exploration of the impact of a specific disability

Guided Independent Study 100 Students will be supporting in a focused exploration of the impact of a specific disability.



Component Weighting


Coursework C1

ReportCase Study

80%20%

Total = 100%

1, 2, 3, 4.Write a formal report addressing these outcome Harvard referenced (4000 words)5Present a critically review of current literature addressing a specific impairment in the context of a case study. Harvard referenced (1000 words equivalent)


Updated byMark Delf

Date:April 2014


Date:April 2014

Recommended Texts and Sources:Core TextsThe key texts for this course are:Hodkinson, A. (2015) Key Issues in Special Educational Needs andInclusion, London: Sage.Griffin, S. (2008) Inclusion, Equality and Diversity in Working with Children, Portsmouth: Heinemann.Goodley, D. (2010) Disability Studies: An InterdisciplinaryIntroduction Paperback, London: Sage.Recommended TextsNettleton, M. (2015) Special Needs and Legal Entitlement, London: Jessica Kingsley

Publishers.Journals:Disability and Health JournalDisability and SocietyEquality, Diversity and Inclusion: An International Journal



MODULE CODE: CORC376 MODULE TITLE: Language Learning

CREDITS: 20 FHEQ Level: 6 JACS CODE: Q190


SHORT MODULE DESCRIPTOR: The module assesses understanding of what it means to learn language and examines the role and working practices of those who work and live with children and young people, to ensure that the effective acquisition of language takes place. The links between language learning and culture are analysed and how professional practice impacts on the development of plurilingualism and cultural entitlement within society.



C1 75% P1 25%


A1

SUBJECT ASSESSMENT PANEL Group to which module should be linked: BA (Hons) Children, Schools and Families


MODULE AIMS:1. To understand fully the developmental processes linked to language development

specifically2. To consider how the role of others can impact, challenge and stretch language learning

abilities of children and young people3. To consider and reflect on the theoretical and practical implications of plurilingualism,

cultural entitlement and multiculturalism in society


1. Understand and critically analyse the skills and abilities needed to learn and develop language in its broadest sense

2. Critically evaluate the role of parents, carers and practitioners in the early development of language

3. Critically review and assess the theoretical and practical association between language, culture and society

DATE OF APPROVAL: April 2016 FACULTY/OFFICE: Academic PartnershipsDATE OF IMPLEMENTATION: 2016/17 SCHOOL/PARTNER: Cornwall CollegeDATE(S) OF APPROVED CHANGE: TERM: All YearAdditional notes (for office use only):





SUMMARY of MODULE CONTENTLanguage learning theory, its practical application and consequences will be considered in different societies through the examination of case studies and current affairs. The module will include study visits and testimonials from guest speakers about their experiences. Assessments of language planning implementation on society and individuals from policy and guidance will be reviewed and analysed.



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PracticeC1

Practical Total =(100%)

LO1 – this will be a presentation on what ‘language learning’ is and what implications it has for our understanding of the world.

Coursework C1

Report Total =(100%)

LO2, LO3 – an evaluative report on the role of parents and carers in language learning and how family life can reflect society and vice versa.

Updated by: Rhisairt Tal-e-bot

Date:May 2016


Date:5/8/16



Core TextsThe key texts for this course are:

Anderson, B. (2006). Imagined Communities. London: Verso Books.Cook, V. (2008). Second Language Learning and Language Teaching. London: Routledge.Fishman, J. (1991). Reversing Language Shift. Clevedon: Multilingual Matters.Gawne, P. (2004). Securing the Future of Manx Gaelic. University of Edinburgh http://www.arts.ed.ac.uk/celtic/poileasaidh/gawneseminar.htmlJudge, A. (2007). Linguistic Policies and the Survival of Regional Languages in France and Briton. Basingstoke: Palgrave Macmillan.Lightbown, P. (2013). How Languages are Learned. Oxford: Oxford University Press.MacKinnon, K. (2005) 'As Cornish As Possible - Not an Outcast Anymore: Speakers' and Learners' Opinions on Cornish’ in Cornish Studies volume 12, Exeter: Exeter University Press.O’Neill, D. (2005) Rebuilding the Celtic Languages: Reversing Language Shift in the Celtic

Countries,Tal-y-Bont: Y Lolfa.Mitchel, R. (2012). Second Language Learning Theories. London: Routledge.

Recommended Texts

Council of Europe. (1995) Framework Convention for the Protection of National Minorities. Available at: http://conventions.coe.int/Treaty/en/Treaties/Html/157.htmJournals:Journal of Artistic and Creative EducationLanguage Learning JournalPolicy and Practice: A Development Education Review

Websites:Cornish Language Partnershiphttp://www.magakernow.org.uk/default.aspxManx Language Officerhttp://www.manxheritage.org/language/english/manx_language_officer.htmlMercator Networkhttp://www.mercator-research.eu/‘Twf’ Welsh Language Board projecthttp://www.twfcymru.com/Pages/croeso.aspxLanguage Revivalhttp://www.languagerevival.com/


http://www.languagerevival.com/

http://www.twfcymru.com/Pages/croeso.aspx

http://www.mercator-research.eu/

http://www.manxheritage.org/language/english/manx_language_officer.html

http://www.magakernow.org.uk/default.aspx

http://conventions.coe.int/Treaty/en/Treaties/Html/157.htm

http://www.arts.ed.ac.uk/celtic/poileasaidh/gawneseminar.html

SECTION A: DEFINITIVE MODULE RECORD. Proposed changes must be submitted via Faculty Quality Procedures for approval and issue of new module code.MODULE CODE: CORC377 MODULE TITLE: Outdoor Experiential Services



SHORT MODULE DESCRIPTOR: This cross-disciplinary module considers the range and type of outdoor provision available to children, schools and families in the UK and elsewhere and the responsibilities of those professionals working to support the needs of the sector. A critical review of how the outdoors is used to benefit the physical and mental wellbeing of children and young people, including an evaluation of the range of issues involved.



C1 25% P1 75%


A1

SUBJECT ASSESSMENT PANEL Group to which module should be linked: BA (Hons) Children, Schools and Families


MODULE AIMS: To explore a range of different outdoor experiential provision available To examine how outdoor services can be used to benefit the general wellbeing of children

and families To allow students to prepare and undertake an outdoor activity and to evaluate its

effectiveness


1. Demonstrate a critical understanding of outdoor provision available locally, nationally and internationally

2. Critically analyse the use of the outdoors for experiential purposes and the range of issues involved, including the role of professionals in providing support

3. Prepare and undertake an outdoor experiential activity in a chosen area working with children, schools and/or families

4. Critically evaluate the effectiveness of the outdoor experiential activity in meeting its aims and objectives

DATE OF APPROVAL: April 2016 FACULTY/OFFICE: Academic PartnershipsDATE OF IMPLEMENTATION: 2016/17 SCHOOL/PARTNER: Cornwall CollegeDATE(S) OF APPROVED CHANGE: TERM: All YearAdditional notes (for office use only):




MODULE LEADER: Stephanie Smart OTHER MODULE STAFF:

SUMMARY of MODULE CONTENTIn this module students will explore the creation and functioning of a range of outdoor experiential provision and the role and responsibilities of professionals. Theory will be applied to practice and the examination of different models of outdoor experiences that are employed in working with children, schools and families will be critically reviewed. Students will have the opportunity to plan, deliver and evaluate an activity as part of the module.



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PracticeP1

Seminar Total = 100%

LO1and LO3

Coursework C1 Report – critical

evaluationTotal =

100%LO2, LO3 and LO4

Updated by: Rhisairt Tal-e-bot

Date:May 2016


Date:5/8/16



Core Texts

Beames, S., Higgins, P. and Nicol, R. (2011). Learning outside the classroom: theory and guidelines for practice. New York: Routledge.

Bilton, H. (2010). Outdoor Learning in the Early Years: Management and Innovation. London: Routledge.

Knight, S. (2011). Forest School for All. LONDON: Sage Publications Ltd.

Robb, M. (2015). Learning with Nature: A How-to Guide to Inspiring Children Through Outdoor Games and Activities. Cambridge: Green Books.

Tovey, H. (2007). Playing Outdoors: Spaces And Places, Risk And Challenge: Spaces and Places, Risks and Challenge. Maidenhead: Open University Press.

Recommended Texts

Hodgeson. J. and Dyer, A. (2003). Let your children go back to nature. Milverton: Capall Bann.

Louv, R. (2009). Last Child in the Woods: Saving our Children from Nature-Deficit Disorder, London: Atlantic Books.

Learning and Teaching Scotland (2010). Curriculum for excellence through outdoor learning. Glasgow: Learning and Teaching Scotland.

Journals and websites

Environmental Education ResearchJournal of Adventure Education and Outdoor LearningJournal of Outdoor Recreation, Education, and LeadershipJournal of Experiential Education

http://www.englishoutdoorcouncil.org/publicationshttp://www.lotc.org.uk/http://www.outdoor-learning.orghttp://owlscotland.org


http://owlscotland.org/

http://www.outdoor-learning.org/

http://www.lotc.org.uk/

http://www.englishoutdoorcouncil.org/publications


MODULE CODE: CORC350 MODULE TITLE: Independent Study Module


PRE-REQUISITES: None CO-REQUISITES: None COMPENSATABLE: Yes

SHORT MODULE DESCRIPTOR: This module provides the opportunity to work independently by pursuing professionally focused inquiry into a selected area. The module will offer both professional and personal development for participants working as autonomous learners.



C1 75% P1 25%




MODULE AIMS: To enable students to engage in a piece of meaningful enquiry into an area/s of specific personal and professional interest, to enhance their practice and develop their knowledge and employability. It will also encourage students to develop as autonomous, self-directed learners and to acquire some of the knowledge and skills that will be required by the Dissertation.


1. Work autonomously on an investigative project of professional relevance2. Acquire detailed knowledge and understanding of a particular specialist area3. Critically review a range of evidence and investigate the issues4. Make the necessary connections between theory and practice5. Present a critical evaluation of the topic of investigation and its underlying concepts for peer

appraisal

DATE OF APPROVAL: May 2014 FACULTY/OFFICE: Academic PartnershipsDATE OF IMPLEMENTATION: Sept 2015 SCHOOL/PARTNER: Cornwall CollegeDATE(S) OF APPROVED CHANGE: TERM: All Year






SUMMARY of MODULE CONTENT

producing a study proposal and ethical practice action planning as necessary reviewing study proposals to ascertain practicability, relevance and theoretical depth conducting a literature search and writing a literature review exploring research methodology, research methods and data collection academic research writing


module. Outlining study topics and development of independent study activity.

Tutorial 6 Tutorial discussion 1:1and group as required. Providing guidance and help in research preparation, completion and write-up.

Fieldwork 45 Carry out required fieldwork on identified research topic.

Guided Independent Study 140 Students are expected to put in time outside of taught sessions on their own professional development and area of research.



Component Weighting


Coursework C1

Project Total = 100% LO1,2,3E.g. literature reviews website development or primary research. (4000 words)

Practice P1

Presentation. Total = 100% LO4,5 Of area and method of independent study and theoretical context theory. Peer reviewed. Harvard referenced (1000 word equivalent)

Updated by: Mark Delf Date:29.7.14 Approved by: Amanda Crowle Date: July 14



Bell, J. (2005) Doing Your Research Project. (4th edn.), Maidenhead, Open University Press.British Educational Research Association (2011) Revised Ethical Guidelines for Educational Research, Nottingham: BERA.Cohen, L., Manion, L. and Morrison, K. (2011) Research Methods in Education, (7th edn.), Abingdon, Routledge.Denscombe, M. (2010) The Good Research Guide (4th. Ed.), Maidenhead, Open University Press.Hart, C. (2001) Doing a Literature Search. London: SageMcNiff, J., Lomax, P. and Whitehead, J. (2009) You and Your Action Research Project, (3rd Edn.) London, RoutledgeFalmer.Scott, D. and Usher, R. (2010) Researching Education: Data, Methods and Theory in Educational Enquiry,(2nd Edn.), London, Continuum.

Recommended Text:

Bates, B. (2016) Learning Theories Simplified, London: Sage
