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Faculty of Humanities, Languages and Social Science

Public Services and Social Justice Undergraduate Network

Programme Specification 2017-2018

This document provides a concise summary of the main features of the course(s) & associated award(s) offered through this Programme Specification, and includes the learning outcomes that a typical student might reasonably be expected to achieve and demonstrate if s/he takes full advantage of the learning opportunities provided. More detailed information on the learning outcomes, curriculum content, teaching/learning, assessment methods for each unit and on the Programme’s relationship to QAA Subject Benchmark Statements may be found in the dedicated student handbook for the Programme. The accuracy of the information in this document is reviewed periodically by the University and may be subject to verification by the Quality Assurance Agency for Higher Education

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1

Versioning of Programme Specification This programme specification is valid for the period of approval confirmed at the time of the approval/last review event and relates to provision approved at that point. Programme specifications are updated on an annual basis to include modifications approved through the University’s quality assurance processes. This version provides a description of the programme as approved for the academic session indicated in section 3 of the following table.

1 Date of initial Approval or last review: 22 June 2015

2 Effective date of Approved/Reviewed Programme Specification:

1 September 2015 – 31 August 2021

3 This Version effective from: September 2017

4 Version number: 2015/Version 2

Modifications to Programme Specification

Modifications to the programme specification since approval/ last review, and the cohort of students affected by the change, are listed in Section G (Log of Modifications) at the back of the document.

Cross Referencing of Programme Specifications

The following elements of provision included in this document is/ are also included in the following programme specifications

Award Programme Specification

Professional and Academic

Development Unit (L4)

Prog Spec responsible for QA –

Computing and IT

Practice-based Research

Project Unit (L5)

Prog Spec responsible for QA –

Computing and IT

The Manchester College: Public Services and Social Justice Undergraduate programmes

The Manchester College: Fashion and Costume Design

The Manchester College: Broadcast Production

The Manchester College: Creative Media and Visual Communication Undergraduate programmes

The Manchester College: Make up Artistry Undergraduate programmes

The Manchester College: Performing Arts Undergraduate programmes

The Manchester College: Sports Undergraduate programmes

Negotiated Research Unit (L6)

Prog Spec responsible for QA -

– Computing and IT

The Manchester College: Public Services and Social Justice Undergraduate programmes

The Manchester College: Sports Undergraduate programmes

Amendments made to provision listed in this table, must also be reflected in the relevant programme specifications listed above

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_________________________________________________________________________________________________________________________________ CASQE Programme Specification

CENTRE FOR ACADEMIC STANDARDS & QUALITY ENHANCEMENT

Programme Specification

The information in this document is organised into the following sections: Section A – Administrative and Regulatory Information Section B – Outcomes Section C – Structure Section D – Teaching, Learning and Assessment Section E – Programme Management Section F – Mapping Section G – Log of Modifications

SECTION A – ADMINISTRATIVE AND REGULATORY INFORMATION

1 Overarching Programme Specification Title

Public Services and Social Justice Undergraduate Network

2 Brief Summary

The Foundation Degree and BA (Hons) in Public Services and Social Justice both offer a distinctive combination of themes in Public Services and Social Justice. They provide students with opportunities to engage in the emerging agendas and issues for future public service provision. The two awards are aimed at students who wish to work within a wide range of organisations who deliver public services. The module content is both up to date and relevant to the changing face of public sector provision. The Foundation Degree provides a pathway to an Honours Degree and to other academic and professional opportunities. The Honours Degree provides the opportunity for application to Public Service Graduate Entry Schemes.

3 Awarding institution Manchester Metropolitan University

4 Home Faculty Faculty of Humanities, Languages and Social Science

5 Home Department/ School/ Institute

Department of History, Politics and Philosophy

6 UCAS/GTTR code(s) FdA Public Services and Social Justice (L430) BA (Hons) Public Services and Social Justice (L231)

7

Framework for HE Qualifications position of final award(s) Framework for HE Qualifications

Foundation Degree (Level 5) Honours (Level 6)

8

Alignment with University Curriculum Framework Curriculum Frameworks

Undergraduate

9 Engagement with the University- Uniwide is not available for Externally Validated

http://www.qaa.ac.uk/en/publications/documents/academic-credit-framework.pdf

http://www.mmu.ac.uk/academic/casqe/regulations/curriculum-frameworks.php

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wide provision (eg Uniwide Language, EdLab)

programmes

10

Compliance with University Assessment Regulations University Assessment Regulations

Undergraduate

11

Approved Variations/Exemptions from University Assessment Regulations University Assessment Regulations

N/A

12

Relationship with Faculty Foundation Year

N/A

Awards

13 Final award title(s)

FdA Public Services and Social Justice BA (Hons) Public Services and Social Justice

14 Combined Honours There is no Combined Honours provision within this programme specification

14a

(i) Combined Honours Awards available eg:

BSc/BA (Hons) AB

BSc/BA (Hons) AB and XY

BSc/BA (Hons) AB with XY (ii) Single Honours Awards available

through Combined Honours (ie Named Awards)

(iii) Approved Subject Combinations

administered by this Programme Specification (ie “home” combinations)

N/A N/A N/A

14b Approved Subject Combination administered by other Programme Specifications

Approved Combination Home Programme Specification & Home Dept

N/A N/A

15 Interim exit awards and Subject title(s)

Cert HE Public Services and Social Justice

Arrangements with Partners

16 Approved Collaborative partner(s)

Partner Name Type of Collaborative Partnership

The Manchester College

External validation

17 Articulation Arrangements with Partners

Partner Name Details of Arrangements

N/A N/A

http://www.mmu.ac.uk/academic/casqe/regulations/assessment.php

http://www.mmu.ac.uk/academic/casqe/regulations/assessment.php

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Professional, Statutory and Regulatory Bodies

18 PSRB(s) associated with final award of any route within the programme specification

N/A

19 Date, outcome & period of approval of last PSRB approval/accreditation

N/A

Approval Status

20 Date and outcome of most recent Manchester Met review/ approval

(i) Latest review/approval 22 June 2015

(ii) Date and Period of approval of most recent Manchester Met review/approval 6 Years 1 September 2015 – 31 August 2021

(iii) Major Modifications to Programme Specification since last review/approval

None

21 Next Scheduled Review Date:

2020/2021

22 Programme Specification effective date:

1 September 2015

SECTION B - OUTCOMES

23 Manchester Met Graduate Outcomes

On successful completion of their course of study Manchester Met graduates will be able to:

GO1. apply skills of critical analysis to real world situations within a defined range of contexts;

GO2. demonstrate a high degree of professionalism characterised by initiative, creativity, motivation and self-management;

GO3. express ideas effectively and communicate information appropriately and accurately using a range of media including ICT;

GO4. develop working relationships using teamwork and leadership skills, recognising and respecting different perspectives;

GO5. manage their professional development reflecting on progress and taking appropriate action;

GO6. find, evaluate, synthesise and use information from a variety of sources; GO7. articulate an awareness of the social and community contexts within their disciplinary

field. NB the above align to the Employability outcomes on the unit specifications

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24 Programme Rationale

The aim of the Public Services and Social Justice Network of awards is to equip students with the skills, knowledge and experience required for a broad range of careers within public sector organisations. The courses concentrate on developing both practical work based skills and knowledge as well as academic and professional competencies. In the Foundation Degree there is a concentration on the development of leadership and problem solving skills in each of the modules. The degree has close employer links and course content is regularly updated to keep abreast of current trends and changes in public sector organisations and delivery. The Honours Degree top up year offers a range of modules that provide essential knowledge for future public sector leaders. The Negotiated Research unit provides an opportunity to develop research skills and knowledge and practice them in a real employment context through undertaking a research project linked to a Public Services issue. The unit of Community Cohesion and Contemporary issues in Public Policy provide essential knowledge requirements for graduate entry programmes in a wide range of public and private organisations There will be a mix of formal academic teaching, case studies, simulation exercises, presentations relevant visits and guest speakers. Guest speakers will typically include: Local Member of Parliament, Chief Constable of Greater Manchester Police, Senior probation officer, Children in care specialists, senior public sector trade union representative. Future guest speakers will include leaders from the public, private and voluntary sectors.

25 QAA Benchmark Statement(s)

This programme complies with the overall subject benchmark statements relating to:- Social Policy and Administration (2007) Criminology (2014)

26 Programme Specific Outcomes

(a) Final Award Learning Outcomes Foundation Degree On successful completion of Foundation Degree in Public Services and Social Justice, students will be able to:

PLO1. Develop the required knowledge and evaluate the established principles of the UK Political process and of the way in which those principles continue to progress.

PLO2. Present, evaluate and interpret knowledge of UK Law and its application in both Criminal and Civil contexts

PLO3. Develop knowledge, understanding and vocational skills and work based learning relevant to a wide range of Public Sector oriented organisations enabling students to develop and communicate the academic and research skills for practical research projects.

PLO4. Demonstrate an awareness and critical understanding of the influence of the media on public opinion and how it informs government policy.

http://www.qaa.ac.uk/en/Publications/Documents/SBS-criminology-14.pdf

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PLO5. Develop a critical understanding of the relevance of policy and public service provision and response to emergency planning and the security of the state.

PLO6. Develop knowledge of current social justice policy and critically evaluate the significance and impact on public service provision and the wider community

PLO7. Demonstrate knowledge of the main areas and principles of public sector partnership and Multi Agency and the approaches to complex social issues.

PLO8. Demonstrate the ability to research, interpret and analyse material from a variety of

sources concerning the Public Service environment. Produce thoroughly evidenced and referenced assessment submissions that conform to accepted academic standards.

BA Honours

On successful completion of BA Honours in Public Services and Social Justice, students will be able to:

PLO 1 Articulate a theoretical underpinning of the historical and political development of Social Justice in the UK and the implications for public services

PLO 2 Demonstrate suitability and motivation for employment in traditional and newly emerging public service sector providers

PLO 3 Critically appraise the perspectives on the causes crime and the criminal justice system responses in this area

PLO 4 Compare and contrast the theoretical perspectives of community cohesion within public service provision and the wider community

PLO 5 Critically evaluate the relevance of equality and diversity concepts and practice in public service provision

PLO 6 Critically apply their research skills and knowledge including an awareness of the ethics required to undertake both academic and practical research projects.

PLO 7 Produce thoroughly evidenced and referenced assessment submissions that conform

to accepted academic standards at Honours Level

(b) Combined Honours Learning Outcomes

N/A

(c) Pass Degree Learning Outcomes

N/A

27 Interim Award Learning Outcomes

On successful completion of a Certificate in Public Services and Social Justice, students will be able to:

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ILO1 Outline the established principles of the UK Political process and the way in which those

principles continue to progress.

ILO2 Outline the key features of UK Law and its application in Civil contexts

ILO3 Categorise and develop academic and research skills for practical research projects.

ILO4 Appraise the influence of the media on public opinion and how it informs government

policy.

SECTION C – STRUCTURE

28 Structures, modes of delivery (eg FT/PT/DL etc), levels, credits, awards, curriculum map of all units (identifying core/option status, credits, pre or co-requisites) potential entry/exit points and progression/award requirements

OPTION UNITS Option units listed in the following curriculum structures are all approved for delivery but may not all run in any one academic session.

Level 4

FdA Public Services and Social Justice – Full Time

Core Units

Code Occ Status

Unit Title No of credits

6G4Z9001 1F9TM Core Professional and Academic Development *

30

474Z0016 1F9TM Core Politics and Civil Law for the Public Services

30

474Z0014 1F9TM Core Media, Moral Panics and Current Affairs 30

474Z0015 1F9TM Core The Five Giant Evils of Society 30

*Generic TMC unit - QA responsibility lies with Computing Programme Specification On successful completion of Level 4 – interim exit award: Cert HE Public Services and Social Justice Level 5

Core Units

Code Occ Status


6G5Z9001 2F9TM Core Practice-based Research Project * 30

475Z0016 2F9TM Core Partnerships & Multi-Agency Working 30

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475Z0017 2F9TM Core Social Justice and Crime. 30

475Z0015 2F9TM Core State and Security 30

* Generic TMC unit - QA responsibility lies with Computing Programme Specification FdA Public Services and Social Justice - Part Time Part Time yr1 (Level 4)

Core Units

Code Occ Status


6G4Z9001 1P9TM Core Professional and Academic Development *

30

474Z0016 1P9TM Core Politics and Civil Law for the Public Services

30

* Generic TMC unit - QA responsibility lies with Computing Programme Specification Part Time yr2 (Level 4)

On successful completion of Level 4 – interim exit award: Cert HE Public Services and Social Justice Part Time yr3 (Level 5)

* Generic TMC unit - QA responsibility lies with Computing Programme Specification Part Time yr4 (Level 5)

Core Units

Code Occ Status


474Z0014 2P9TM Core Media, Moral Panics and Current Affairs 30

474Z0015 2P9TM Core The Five Giant Evils of Society 30

Core Units

Code Occ Status


6G5Z9001 3P9TM Core Practice-based Research* 30

475Z0016 3P9TM Core Partnerships & Multi-Agency Working 30

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On successful completion of Levels 4 & 5 – Final exit award: FdA Public Services and Social Justice. Approved progression route for students successfully completing the foundation degree – BA (Hons) Public Services and Social Justice

Level 6 BA (Hons) Public Services and Social Justice - Full Time

Core Units

Code Occ Status Unit Title No of credits

6G6Z9001 1F9TM Core Negotiated Research* 60

476Z0022 1F9TM Core Conflict or Cohesion? Debates in Equality and Community in modern Britain.

30

476Z0021 1F9TM Core Contemporary Issues in Public Policy 30

* Generic TMC unit - QA responsibility lies with Computing Programme Specification Part Time BA (Hons) Public Service and Social Justice - Part Time yr1 (Level 6)

Part Time yr2 (Level 6)

* Generic TMC unit - QA responsibility lies with Computing Programme Specification

Core Units

Code Occ Status


475Z0017 4P9TM Core Social Justice and Crime. 30

475Z0015 4P9TM Core State and Security 30

Core Units

Code Occ Status


476Z0022 1F9TM Core Conflict or Cohesion? Debates in Equality and Community in modern Britain.

30

476Z0021 1F9TM Core Contemporary Issues in Public Policy 30

Core Units

Code Occ Status


6G6Z9001 2P9TM Core Negotiated Research* 60

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On successful completion of Level 6 – Final exit award: BA (Hons) Public Services and Social Justice

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SECTION D - TEACHING, LEARNING AND ASSESSMENT

29 Articulation of Graduate Prospects See Guidance document for details

FdA Public Services and Social Justice This award provides a general and diverse range of units that allow students to research, analyse and evaluate key background knowledge requirements of public services that match the multiplicity of employment opportunities within this sector:

Politics

Law

Health

Education

Welfare

Social Work

Criminal Justice

Civil Contingencies In addition to this there are units that are specifically designed and delivered with a view to the student gaining important academic and transferable skills for the world of work that are contextualised to the Public Sector in a theoretical and practical format. In a recent innovation the work placement aspect includes assessment centred on interviews that are graded and conducted in partnership with Public Services providers e.g. Greater Manchester Police which has resulted in several students pursuing live applications to join the Special Constabulary. Graduates from this programme could progress to careers in Policing, other Criminal Justice provision, Paramedics, and other providers. Others have continued their studies at higher levels. BA (Hons) Public Services and Social Justice This award provides an agreed progression for Foundation Degree Students. In addition to this the award has also provided the opportunity for students who are returning to study from a variety of Public Services related backgrounds. The diversity in the background and demographic of the student body provides an interesting and enriching environment for students to study at level 6. The content of the units is designed to both compliment and challenge learners from the differing entry points. The Negotiated Project will be contextualised to suit the needs of the students by allowing higher-level study and research opportunities that follow expected career aspirations. The Conflict or Cohesion? Debates in Equality and Community in modern Britain unit focuses on areas that are essential to workers and managers in the Public Sector in terms of the legislation involved and how they are applied within the sector and the wider community. The Contemporary Issues unit focuses on two areas:

Public Sector Reform

Criminal Justice The reform element is a key feature of modern public service delivery and allows the student to focus on both areas of interest and for future employment. The Criminal Justice element provides

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an opportunity for students to develop a critical engagement with a variety of emerging trends in Criminology and the Criminal Justice Sector responses to deviant behaviour in a multi-agency context. Graduates from this programme could progress to careers in Social Housing, the Royal Navy, Prison Service, Policing, Teaching, Legal Practice, the Private Sector, and the Royal Air Force. To support students in developing employment skills the Department utilise guest speakers and visits to industry where appropriate. This is further supported by a graduate and careers advice service provided by the central guidance and welfare service. In addition the Manchester College utilises a range of Labour Market Information in the development of its provision to ensure that programmes meet the needs of the local and national economy. The Department also utilises the data generated by the Destination of Leavers from Higher Education survey to review graduate prospects alongside specific case studies of graduates to monitor progression of graduates.

30 Curriculum Design

OPTION UNITS Option units listed in the following curriculum structures are all approved for delivery but may not all run in any one academic session. The curriculum is designed to enable students to develop key knowledge required for employment in a wide range of public sector organisations. By continuing to engage with the sector through guest speakers and feedback from student work experience we have been able to upgrade, modify and modernise unit content and delivery. The evidence for this has been gathered from recent validations of Public Service Programmes, which have necessitated in thorough engagement with relevant employers. These processes have informed the award content and are specifically related to employment requirements The units are employment specific with a range of assessments that test a variety of transferable skills that are apparent within level four and are enhanced through practical application in the workplace at level five For this validation there have been student focus groups have been able to voice their opinion and have informed the design. Students were consulted on changes to existing programmes and alternative content has been discussed across various levels to ensure that the curriculum content was attractive to students. Key industry contacts have also been consulted during the developmental phase of this programme. The history of these programmes is based on recruitment and development of students from non-traditional backgrounds. This has resulted in a well-established development of curriculum that deals with the issues of poor social capital. The size of classes and the teaching techniques and tutorial system accommodate individual students and enable them to complete assignments successfully. The college infrastructure and enrolment process include interventions such as screening exercises that can assist in the early identification of barriers to learning. The Learning support and guidance that is available within the college is well staffed and available to students.

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This Network in particular includes the provision of a ‘Summer School’ course that is delivered prior to the start of each year and incorporates cohorts from across the levels. The ‘Summer School’ curriculum is designed to welcome students to the campus and the award without the pressures of assessment. The aims of the ‘Summer School’ experience are designed to improve confidence, build teams, create inclusion and assist with the progression from lower levels to the academic rigour that is required from the start of the awards. The retention and attendance of students is monitored by the Department and reported in the Programme Review, Enhancement and Planning report (The Manchester College’s system for monitoring of programmes). The vision and rationale for the programmes is to develop a student’s appreciation of their discipline, in terms of depth of knowledge, as well as, in relation to the wider economic, social, cultural and environmental contexts it may interfaces with. The inclusion of the Professional and Academic Development unit at level 4, and Practice-based Research unit at level 5, will ensure that students develop a range of both academic and practise based skills. All units will be delivered long and thin to enable students to assimilate new ideas and reflect on these prior to summative assessment. The unit content has been developed by subject specialists employed at The Manchester College and has taken into account input from employers and feedback from students on existing programmes. The programmes are designed to provide a coherent set of units at each level and to allow students to develop and progress through each level in relation to knowledge and understanding, cognitive, subject-specific and study skills. The programme aims are aligned to the programme learning outcomes as discussed in section 26 of this document. Each of the programmes will have outcomes that are measurable and develop through each stage of the programme. Due to the diversity of public service there are no specific QAA benchmarks that can be aligned to this network.

31 Learning and Teaching

The key strategic principle underpinning the Manchester College’s activity is to establish learning and teaching methods which are appropriate for the meeting the students’ needs and achieving the desired learning outcomes that are laid down for each programme. This section sets out the key principles for learning and teaching in the Department of Sport, Public Services & Care Professions and should be read in conjunction with the: The Manchester College’s Learning Teaching and Assessment Strategy The Manchester College’s Learning, Teaching and Assessment policy Manchester Metropolitan University Strategy for Learning Teaching and Assessment Manchester Metropolitan University Employability, Employment and Enterprise (E3) Strategy

http://www.celt.mmu.ac.uk/ltastrategy/standards3.php

http://www.celt.mmu.ac.uk/employability/index.php

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Manchester Metropolitan University Undergraduate Curriculum Framework Learning and teaching methods used in the Department vary according to the subject matter and level of the unit. They include the following:

Traditional lectures where the lecturer provides students with a framework for reading and

independent study. Some lecture classes may feature activities such as subject specific or

other interactive activities.

Small group tutorials and seminars where key issues can be explored and discussed in more

depth. Students are expected to play a full part, and occasionally, to lead these discussions.

Some tutorials and seminars consist largely of student presentations and many are based

on the application of public service and justice industry relevant practice.

Practical, computer-based and document/book/journal, classes where students acquire the

hands-on skills associated with researching, analysing, interpreting and presenting content

that is applied to relevant course work. Most of these presentations are delivered to their

peers who in turn are encouraged to provide formative assessment in the form of peer

marking.

Independent study based on directed reading from text books, research monographs,

academic journals, official government publications and the media.

Web-based learning/resources using the College’s virtual learning environment (VLE). The

VLE is used to give students easy access to a wide-range of resources and research tools,

and as a platform for online discussions, quizzes and blogs.

Apart from these formal activities, students are also provided with regular opportunities to talk through particular areas of difficulty, and any individual learning needs they may have, with their unit, seminar and tutorial group leaders on a one-to-one basis. The Manchester College’s aim is to facilitate effective and experiential learning for all students. Those with additional needs are supported within teaching and learning through the committed process of student support plans, in which individual issues and personal requirements are addressed. All materials are available in dyslexia-friendly form, and students are supplied with teaching notes and copies of computer presentations when applicable. The Department’s philosophy is that students should benefit from excellent teaching and learning practices provided by subject specialists within a supportive and inclusive environment where all contributions are positively encouraged and valued. Encouraging students to take responsibility for their own learning and professional development is promoted and supported though the Personal Development Planning and Personal Academic Tutor processes, which forms an important aspect of the departmental approach to teaching and learning. All students receive unit handbooks that detail the content, learning and assessment methods, class and assessment schedule, reading list, learning outcomes and staff contact details. Moodle (VLE) and digital library resources support all units. Staff are available by e-mail with an expected

http://www.mmu.ac.uk/academic/casqe/regulations/docs/ug_curriculum_framework.pdf

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three day turn around to students, by appointment, or during specific hours as notified to students. The programmes within the Department enable students to recognise and evaluate theories and conceptual frameworks that underline professional practice, and use this and other research supported knowledge to challenge traditional sector assumptions and to develop new ways of thinking and working. All students are integrated into their programme by a comprehensive induction to ensure that they can access the necessary learning resources for the programmes but also to build relationships within the cohorts. There are a number of key attributes to learning and teaching on the department’s programmes. There is an emphasis on professional skills development, with embedded curriculum links to employability skills developed as part of the learning, teaching and assessment process. Further, the department recognises that learning is a collaborative process working in partnership with students to enhance their experience, achieved through a variety of initiatives including staff-student liaison meetings, regular student surveys of learning, etc. Attendance for taught elements of the programme is strongly advised. For units with flexible attendance and delivery (e.g. Negotiated Research study, Professional Practice, Work based Learning), attendance will be interpreted as “engagement with the unit of study”. Regular communication and progress reviews with students will monitor this. Students will be advised of the limits of support that can be provided if they do not engage with the programme through attendance.

32 Assessment

Our strategy for and approach to assessment is informed by the Manchester College’s Learning,

Teaching and Assessment strategy. It recognises that students will need to work and be assessed in

individual and group settings, and is based on the following principles:

Providing an innovative, flexible and enterprising curriculum,

o By offering opportunities within a diverse curriculum, driven by employability,

enterprise, and environmental and social sustainability

o Integrating teaching on courses with research and scholarship strategic themes

o By being responsive to rapid shifts in employment and professional needs, enabling

students to become effective lifelong, independent learners and able to make a

significant contribution in their subsequent employment

Ensuring that assessment at TMC is an integrated and integral part of learning and

teaching,

o Clearly communicated assessment standards and criteria are linked explicitly to

learning outcomes, unit design and teaching methodology and will identify areas for

development in both teaching and student learning;

o The programme provides a mixed economy of assessment methods that are

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relevant to the sector. There is a strong emphasis towards presentations and

written composition underpinned by visual and kinaesthetic methods of teaching

that develops student confidence and competence.

o Provision of formative assessment through both tutor and peers provides timely

and informative feedback. Summative assessment methods, and mechanisms for

promoting feedback relevant to the subject, will provide motivation for further

achievement; recognise and reward student progress

o Consistent application of marking and internal and external moderation procedures

within and across units and programmes will ensure assessment practices are fair

and transparent

Embedding a continual focus on student employability and graduate skills

o Support students to be independent, autonomous learners

o Enabling students to develop their intellectual powers, creativity, independent

judgement, critical self-awareness, imagination, and personal skills that will clearly

identify them as TMC graduates, global students and as world class professionals

Formative guidance is given in all workshop/seminar classes through direct contact with the tutor,

through on-going class discussion, critical dialogue and debate between the students and their

peers, and with tutors, on work in progress. Formative guidance is also offered for preparation for

classroom presentations, and in comment and feedback on such classroom activities.

Additionally formative contact is built into the assessment and teaching process of each workshop

/ seminar unit, and is an integral part of workshop / seminar methodology. Formative guidance is

also offered in supporting documentation made available on the VLE – for example, Programme

Handbooks and unit handbooks.

Summative guidance is given through comment on submitted coursework and through the

subject’s own documents supporting failed or referred work. Summative assessment is designed to

support academic integrity and where possible all summative assessments will be submitted

utilising plagiarism detection software.

Feedback should provide a student with a clear explanation of how the marks have been derived

or allocated and a clear understanding of how they can improve their work in the future. It should

encourage learning and impact positively upon progression.

Feedback is designed to not only refer to areas for improvement but also how a student can practically work towards this:

i. If a tutor points out to a student that there is a need for consistent rigour in accuracy of referencing, then the tutor may also refer the student to the programme handbook and appropriate study skills resources

ii. If feedback indicates that a student’s project lacked understanding of appropriate research techniques, then actions for development may direct the student to further reading

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33 Inclusive Practice

Pre-Entry The Public Service Network includes a week long ‘Summer School’ that enhances the student experience with specific reference to academic studies and skills. On Entry Students are inducted at Manchester Met which includes a library visit and Student Support Services. All entrants are provided with materials that explain both procedures and services that are available for student support. This addresses both pastoral and academic support. All entrants are issued with handbooks for their programme and timetable in accordance with both TMC and Manchester Met requirements. This handbook will also provide students with access to materials that explain both the procedures and access to services that are available for student support. In Course All students will have a personal academic tutor who provides tutorial support on a weekly basis. All students have access to the HE Student Engagement Manager. All students are provided with guidance on careers and post-graduate opportunities throughout to enhance employability, but particularly in their final year of study. Students whose first language is not English can access additional language support through ESOL where appropriate. International students shall have access to an International Officer. Student with a disability will have access to HE Disability Services. Students are provided with a unit handbook (online) for each unit of study that provides details of the teaching schedule, assessment and detailed learning resources in accordance with university requirements. Each programme cluster shall have staff-student liaison meetings at least twice a year to evaluate the programme operation and to identify and act on issues. The actions and outcomes of actions shall be made available to all students. Surveys of all students shall be conducted to gather a broader range of opinion. Survey analysis shall feed into Department action plans and shall be made available Post Course In accordance with the current arrangements at The Manchester College, graduates are able to use

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the Guidance and Welfare Service in seeking employment and advice on further study.

34 Technology Enhanced Learning

The use of technology enabled learning materials allows flexibility in the delivery of the programmes, supports independent learning, and aids inclusivity. All students are automatically enrolled onto the relevant Moodle areas through the enrolment process. The subject areas on Moodle are used not only as platform for lecture notes, power point slides, assignment briefs and unit handbooks, but also include additional learning resources such as videos, pod casts, links to journal articles and formative quizzes. Students by using the VLE should be able to take their learning beyond the classroom. As part of the introduction to their unit, unit leaders should introduce students to the Moodle site, and how to navigate their way round it. In addition to the subject specific areas on Moodle there are programme areas for reference by students of programme wide information and notices. Students would be notified of forthcoming events and guest lectures, reminder of important dates re assessments and inclusion of main points of contact for support including staff student liaison meeting minutes. In addition to the use of Moodle to support learning, technology is embedded into the programmes through the use of industry specific software and general Microsoft packages. Formative assessment of prior learning is facilitated by the use of electronic media such as Triptico, Socrative and Quizlet to further engage students. All Assessments are submitted via Turnitin where practicable. Marking scoring and feedback is provided through the use of Turnitin, making the information available at all times and from outside the college.

35 Placement and/or Work-based Learning Activities

Work Based Learning: This programme includes the opportunity to study a work based learning unit within the Foundation Degree. The unit specifications indicate the specific hours and nature of work required to undertake these units. The amount of employment / placement hours is defined by each programme. All programme units are linked to practice, which is demonstrated through work-based learning. All work based learning units have been designed considering the QAA Quality Code for Higher Education for Placement Learning.

All work based learning has to comply with Manchester Met’s Institutional Code of Practice for Placement and Work-based Learning.

There is a mix of formal academic teaching, case studies, simulation exercises, presentations relevant visits and guest speakers. Guest speakers have included: Local Member of Parliament, Chief Constable of Greater Manchester Police, Senior probation officer, Children in care specialists, senior public sector trade union representative. Future guest speakers will include leaders from the public, private and voluntary sectors.

http://www.mmu.ac.uk/academic/casqe/regulations/docs/placement_icp.pdf

http://www.mmu.ac.uk/academic/casqe/regulations/docs/placement_icp.pdf

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36 Engagement with Employers

The Department of Sport, Public Services & Care Professions has links with key employers in the sector and meets regularly in relation to the current interests/concerns of the department and employers. The outcomes of these meetings are used to inform actions in relation to the topic under consideration. Placement employers are in regular contact with the department with regard to the smooth operation of placement. These employers are also invited, on a selective basis, to provide feedback/input on specific issues. Employers are a key stakeholder and are consulted in the development and design of the curriculum. The curriculum is regularly updated through contact and consultation with employers particularly in relation to student placement and feedback on student performance that can include recommendations. Historically students have a record of returning to these placements outside of curriculum activity and in some have gained further training or employment. Please refer to section 29 for further evidence.

37 Personal Development Planning

The Department’s approach to PDP is to support and empower our students to articulate and value their personal development as early career professionals. For students, engagement with PDP activities and processes provides opportunities to evidence their skills and employability, alongside the knowledge gained in their degree, to future employers. Academic and professional skills embedded within a specified unit at Levels 4 and 5. At Level 4, students are required to evaluate their development of academic skills in relation to their learning needs (via a process of goal setting, planning, implementation and review). There is an emphasis at Level 5 on critical reflection for personal development and enhancing interpersonal and professional skills in the context of the specific area of study. At Levels 4, 5 and 6 the Personal Academic Tutor will support personal development. Students will be supported via their unit tutor as well as Personal Academic Tutor at all levels.

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SECTION E - PROGRAMME MANAGEMENT

38 Programme Specific Admission Requirements

Standard minimum points for University Admission at the time of admission. The number of UCAS points required (or equivalent) is revised annually, locally. Mature applicants who satisfy the admissions panel, via application and an interview, of a general education and prior knowledge and skills that will enable successful completion of their studies. All seconded/sponsored students will be subject to a joint employer/university recruitment procedure. For Top-up degrees a Higher National Diploma, Foundation Degree or equivalent qualification in an appropriate subject is required. Students may be required to provide a portfolio / attend an interview. NB Minimum admission points for entry to the University are reviewed on an annual basis. For entry requirements refer to the current University on-line prospectus

39 Programme Specific Management Arrangements

The Manchester College Higher Education Management team oversees quality, academic standards, teaching and learning opportunities, public information, student experience and enhancement and admissions. This team is led by the Assistant Principal for Higher Education who reports to the Vice Principal for Higher Education and Academic Studies. Within this team is the Higher Education Partnership Manager who is the central point of contact for TMC and Manchester Met. The higher education curriculum sits in departments lead by the requisite Assistant Principal with Heads of Department and Department Team Leaders in support, managing the academic staff. Each curriculum area is supported by a Higher Education Manager from the central Higher Education Management team. The College has approval from the Manchester Met Academic Board to use the College’s own programme monitoring processes and documentation for any of its Manchester Met externally validated programmes, in place of the University’s CMI. The College’s Programme Review Enhancement Performance (PREP) documentation must be submitted to the Manchester Met Head of Department, for Faculty Executive Group to consider the action plans and for External Examiners to be provided with an updated copy of the monitoring and improvement action plans at least once a year. NB: see guidance on University’s Management of Programme Delivery

40 Staff Responsibilities

The College Link Tutors will work with the Manchester Met Link Tutor to support the partnership. The Manchester Met Link Tutor is responsible for providing advice and guidance on quality assurance, the interpretation and implementation of Manchester Met’s procedures, practices, regulations and requirements. The College Link Tutor is responsible for the day to day management of those elements of the programme delivered at/by the partner. For validated provision, the College will also nominate a Programme Leader, who may also be the Link Tutor. The Programme Leader will be responsible for implementing the strategic direction of

http://www2.mmu.ac.uk/study/

http://www.mmu.ac.uk/academic/casqe/regulations/docs/programme-management.pdf

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the courses. A summary of the key tasks undertaken by Programme Leader is provided at: http://www.celt.mmu.ac.uk/academic_leadership/leading_programmes.php For each Manchester Met validated programme, the TMC Link Tutor will also undertake the - Programme Leader role. All students will have a named/designated Personal Tutor (recorded on the Learner Information Portal (LIP)) with responsibility for the delivery of the tutorial curriculum and for ensuring the student receives appropriate support. NB: see guidance on University’s Management of Programme Delivery

41 Programme Specific Academic Student Support

Generic academic student support is provided to all students in line with the guidance outlined in the University’s Student Handbook and the Collaborative Partner Student Handbook. Tutorials Tutorials are regularly carried out, either on a one to one, staff to student basis, or in a group situation. Tutorials provide a valuable opportunity for students to have an in-depth discussion on their work. The student or the relevant tutor(s) conducting the tutorial make a record of tutorials. These records are kept in the student LIP (Learner Information Portal) for reference and to assist in the recording of student progress. Pastoral Care Personal tutors are the main source for students’ pastoral care. Normally, they are the first approached if students need advice or help with personal problems, or any other matters that may be adversely affecting their ability to undertake their programme. If for any reason students prefer to talk to another member of staff they are encouraged to feel free to approach them. To ensure that there is appropriate support for non-academic issues students have access to The Manchester College’s Guidance and Welfare Service. Exceptional Factors This will comply with relevant Manchester Met regulations. The Manchester College recognises that illnesses and difficult or distressing life events do occur and has therefore developed an exceptional factors policy so that students can make a formal submission for consideration of any exceptional factors that they consider have affected their performance in assessment. Students can receive further guidance on submission of exceptional factors from the College’s website, programme tutors or the HE Administration office. Disabled Students Students who have a disability or a Specific Learning Difficulty, such as dyslexia, and might need support with their studies are encouraged to seek advice from the HE Disability Support Team at the earliest opportunity. The HE Disability Support Team provides a comprehensive advisory, assessment and support service to students with disabilities. Students who find they need some extra help when faced with the demands of Higher Education will be helped by the HE Disability Support Team who will use medical evidence and an initial assessment to identify needs and suggest strategies which may prove helpful. The adviser will

http://www.mmu.ac.uk/academic/casqe/regulations/docs/programme-management.pdf

http://www.mmu.ac.uk/students/

http://www.mmu.ac.uk/academic/casqe/collaborative/docs/1617_CP_Student_Handbook.pdf

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produce a Personal Learning Plan (PLP) with the student, which identifies to teaching staff his/her support needs and advises them of any reasonable adjustments they may need to make. The PLP is then sent to the Head of Department (with the student’s permission).

42 Programme Specific Student Evaluation

Programme-Specific Evaluation The programmes comply with TMC’s Higher Education Student Voice policy and procedure. Informal feedback is gathered from students during the tutorial process and formal feedback is collected through: • Unit Evaluation questionnaires • Student Staff meetings • Student Representation system NB University guidance on Evaluation of Student Opinion is available from the CASQE

http://www.mmu.ac.uk/academic/casqe/experience/voice/docs/evaluation_of_opinion.pdf

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_______________________________________________________________________________________________________________________ CASQE Programme Specification

SECTION F – MAPPING MAP I

BA (Hons) Public Services and Social Justice

Level 6

Knowledge and Understanding Mapping (K)

Co

nfl

ict

or

Co

he

sio

n?

De

bat

es in

Equ

alit

y an

d C

om

mu

nit

y in

Mo

der

n

Bri

tain

C

on

tem

po

rary

Issu

es

in P

ub

lic

Po

licy

Ne

goti

ate

d R

ese

arch

Skills

Mapping (S)

using criminological theory and concepts to understand the role of power in defining crime, victimisation and responses to crime and deviance

S K S

S Research and assess paradigms, theories, principles, concepts and factual information, and apply such skills in explaining and solving problems

analysing, assessing and communicating quantitative and qualitative empirical information about crime, victimisation, responses to crime and deviance, and representations of crime

K S Critically assess and evaluate evidence in the context of research methodologies and data sources

understand the nature and significance of politics as a human activity

K S

K S

Critically interpret data of different kinds and appraise the strengths and weaknesses of approaches adopted

demonstrate knowledge and understanding of different political systems; the nature and distribution of power in them; social, economic, historical and cultural

K

K

Describe, synthesise, interpret, analyse and evaluate information and data relevant to a professional or vocational context

demonstrate the study in depth and in context of some substantive areas of the legal system

K K S

Plan, design, execute and communicate a sustained piece of independent intellectual work which provides evidence of critical engagement with, and interpretation of, appropriate data

understand the key concepts and theories of welfare, including human needs and social

S K S

K

Apply knowledge to the solution of familiar and unfamiliar problems

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welfare; inequality, poverty and exclusion; citizenship, social difference and diversity; theories of the state and policy making; theories and methods of comparative analysis

S

understand the political economy of welfare and how values and principles are related to political and economic interests

K S

K S

S Develop a sustained reasoned argument, perhaps challenging previously held assumptions

understand the interdisciplinary approaches to social policy topics and issues

K K S Demonstrate effective communication and presentation skills

understand the history of contemporary social problems and of social policy responses to them

K S

K S

S Work effectively independently and with others

explain the main legal institutions and procedures of the legal system

S K S

S Take and demonstrate responsibility for their own learning and continuing personal and professional development

understand how key 'drivers' such as globalisation and demographic change affect social policy making and the nature of the policy process

K K Self-appraise and reflect on practice

identify human rights issues in responses to crime, deviance and harm

S K S

Plan, design, manage and execute practical activities using appropriate techniques and procedures whilst demonstrating high levels of relevant skills

comprehend how politics is mediated to understand and evaluate different interpretations of political issues and events.

K S Recognise and respond to moral, ethical, sustainability and safety issues which directly pertain to the context of study including relevant legislation and professional codes of conduct

explain complex social problems in terms of criminological theory

K S Undertake fieldwork with continuous regard for safety and risk assessment

PARM1.3


FdA Public Services and Social Justice

Level 4

Level 5

Knowledge and Understanding Mapping (K)

Po

litic

s an

d C

ivil

Law

fo

r th

e

Pu

blic

Se

rvic

e

Me

dia

, Mo

ral P

anic

s an

d

Cu

rre

nt

Aff

airs

The

Fiv

e G

ian

t Ev

ils o

f So

cie

ty

Pro

fess

ion

al a

nd

Aca

de

mic

De

velo

pm

en

t

Par

tner

ship

s &

Mu

lti A

gen

cy

Wo

rkin

g

Soci

al J

ust

ice

an

d C

rim

e

Stat

e a

nd

Se

curi

ty

Pra

ctic

e B

ase

d

Re

sear

ch

Skills

Mapping (S)

using criminological theory and concepts to understand the role of power in defining crime, victimisation and responses to crime and deviance

S S S K

S Research and assess paradigms, theories, principles, concepts and factual information, and apply such skills in explaining and solving problems

analysing, assessing and communicating quantitative and qualitative empirical information about crime, victimisation, responses to crime and deviance, and representations of crime

S K K S Critically assess and evaluate evidence in the context of research methodologies and data sources

understand the nature and significance of politics as a human activity

K S

K S

K

S Critically interpret data of different kinds and appraise the strengths and weaknesses of approaches adopted

demonstrate knowledge and understanding of different political systems; the nature and distribution of power in them; the social, economic, historical and cultural

K S

K S

S

S Describe, synthesise, interpret, analyse and evaluate information and data relevant to a professional or vocational context

demonstrate the study in depth and in context of some substantive areas of the legal system

K K S

S Plan, design, execute and communicate a sustained piece of independent intellectual work which provides evidence of critical engagement with, and interpretation of, appropriate data

understand the key concepts and theories of welfare, including human needs and social welfare; inequality, poverty and exclusion; citizenship, social difference and diversity; theories of the state and policy making; theories and methods of comparative analysis

S K K S

S S Apply knowledge to the solution of familiar and unfamiliar problems

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understand the political economy of welfare and how values and principles are related to political and economic interests

K K

K S S

S Develop a sustained reasoned argument, perhaps challenging previously held assumptions

understand the interdisciplinary approaches to social policy topics and issues

S S S K S

K S

Demonstrate effective communication and presentation skills

the history of contemporary social problems and of social policy responses to them

S S

K S

S K S

S

S S Work effectively independently and with others

explain the main legal institutions and procedures of the legal system

K S S Take and demonstrate responsibility for their own learning and continuing personal and professional development

understand how key 'drivers' such as globalisation and demographic change affect social policy making and the nature of the policy process

K K K S Self-appraise and reflect on practice

identify human rights issues in responses to crime, deviance and harm

S S S S S K S

K S

S Plan, design, manage and execute practical activities using appropriate techniques and procedures whilst demonstrating high levels of relevant skills

comprehend how politics is mediated to understand and evaluate different interpretations of political issues and events.

K K S Recognise and respond to moral, ethical, sustainability and safety issues which directly pertain to the context of study including relevant legislation and professional codes of conduct

explaining complex social problems in terms of criminological theory

K S Undertake fieldwork with continuous regard for safety and risk assessment

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ASSESSMENT /OUTCOMES MAP Map guide: GO = Manchester Met Graduate Learning Outcomes (Section 23) PLO – Programme Learning Outcomes (Section 26) – add more lines as appropriate

insert as appropriate

FdA Public Services and Social Justice (Yr 1)

Level 4 Unit title – Professional and Academic Development

Unit title - Politics and Civil Law for the Public Services

Unit title - Media, Moral Panics and Current Affairs

Unit title - The Five Giant Evils of Society

Assignment task 1 (Presentation, 40%, 15 mins)

Assignment task 2 (Synthesis Portfolio, 60%, 3500 words)

Assessed Course Work task 1– 50% Presentation – Key Political Institutions and Processes 30 mins

Assessed Course Work task 2– 50% Report – The History, Structure and Characteristics of UK Civil Law 2,500 words

Assessed Course Work task 1– 50% Blog – The Influence of the Media on Public Opinion 2,500 Words

Assessed Course Work task 2– 50% Exam – Public Service Issues Case Study. 120 Mins

Assessed Course Work task 1– 50% Essay The history and development of the Welfare State 2,500 words

Assessed Course Work task 2– 50% Presentation – Current or Proposed Policy analysis 30mins

GO 1 ✓ ✓ ✓ ✓ ✓ ✓ GO 2 ✓ ✓ ✓ ✓ ✓ ✓ GO 3 ✓ ✓ ✓ GO 4 ✓ GO 5 ✓ ✓ ✓ ✓ ✓ ✓ GO 6 ✓ ✓ ✓ ✓ ✓ ✓ GO 7 ✓ ✓ ✓ ✓ PLO 1 ✓ ✓ ✓ ✓ ✓ ✓ PLO 2 ✓ PLO 3 PLO 4 ✓ ✓

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PLO 5 ✓

PLO6 ✓ PLO7 ✓ ✓ PLO 8 ✓ ✓ ✓

FdA Public Services and Social Justice – (Yr 2)

Level 5 Unit title - Practice-based Research

Project Unit title - Partnerships & Multi-Agency Working

Unit title - Social Justice and Crime. Unit title - State and Security

Assignment task 1 (Research Proposal, 20%, 1500 words)

Assignment task 2 (Research Project 80%, 6000 words)

Assessed Course Work Task 1 – 50% Report - Factors and forces effecting public service delivery. 2,500 words

Assessed Course Work Task 2– 50% Presentation – Student selected Case Study of complex social issue. 30 mins

Assessed Course Work Task 1– 50% Essay – The Development of social justice policy and practice. 2,500 words

Assessed Course Work Task 2– 50% Report – What is crime how it impacts on social justice for young people and adults. 2,500 words

Assessed Course Work Task 1– 50% Presentation – Case study illustrating policy and practice in Civil Contingency situations

Assessed Course Work Task 2– 50% Exam – What is terrorism causes and consequences? 120 mins.

GO 1 ✓ ✓ ✓ ✓ ✓ ✓ GO 2 ✓ ✓ ✓ ✓ ✓ ✓ GO 3 ✓ ✓ ✓ ✓ ✓ ✓ GO 4 ✓ GO 5 ✓ ✓ ✓ ✓ ✓ ✓ GO 6 ✓ ✓ ✓ ✓ ✓ ✓ GO 7 ✓ ✓ ✓ ✓ ✓ PLO 1 PLO 2 ✓ ✓ PLO 3 PLO 4 ✓

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PLO 5 ✓ ✓ PLO 6 ✓ ✓ ✓ ✓ PLO 7 ✓ ✓ ✓ PLO 8 ✓ ✓

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BA Honours Public Services and Social Justice – (Top-Up) Level 6 Unit title - Negotiated Research

Unit title - Conflict or Cohesion? Debates in Equality and Community in modern Britain.

Unit title - Contemporary Issues in Public Policy

Assignment task 1

(Literature Review 25%, 3000 words)

Assignment task 2

(Presentation 25%, 15 mins)

Assignment task 3

(Research Project 50%, 7000 words)

Assessed Course Work Task 1– 50% Report – Equality Legislation and the effects on Multi-Cultural Britain. 3,000 words

Assessed Course Work Task 2– 50% Essay – The concepts and theoretical approaches to Community Cohesion. 3,000 words

Assessed Course Work Task 1– 50% Portfolio – Analysis and evaluation of underpinning theories of public sector reform. 3,000 words

Assessed Course Work Task 2– 50% Exam – An evaluation of crime theory and responses to criminal behaviour through punishment and rehabilitation. 120 mins

GO 1 ✓ ✓ ✓ ✓ GO 2 ✓ ✓ ✓ ✓ GO 3 ✓ ✓ ✓ ✓ GO 4 GO 5 ✓ ✓ ✓ ✓ GO 6 ✓ ✓ ✓ ✓ GO 7 ✓ ✓ ✓ ✓ PLO 1 ✓ ✓ ✓ PLO 2 ✓ ✓ ✓ ✓ PLO 3 ✓ PLO 4 ✓ ✓

PLO 5 ✓ PLO 6 ✓ ✓ ✓ ✓ ✓ ✓ PLO7 ✓

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____________________________________________________________________________________________________________________________________________________________________________ CASQE Programme Specification

SECTION G Approved Modifications to Programme Specification since Approval/Last Review The following log provides a cumulative of minor and major modifications made to the Programme Specification since its approval/last review.

FAQSC Reference (or PARM ref for Major Modifications requiring strategic approval)

Programme Specification Title (specify award titles/routes affected by change)

Brief Outline of Minor Modification/ Major Modification (Minor - include level & title of units & a brief description of modification) (Major - include details of change such as new routes, pathways etc)

Date of FAQSC Approval (or PARM event)

Approval effective from:

Details of cohort of students who will be affected by the modification (eg students entering Level 5 wef September 2014 onward)