EDUCATION - LIFELONG LEARNING

Credit Points

20

Course Coordinator

Mrs N M Hart

Pre-requisites

Available only to students accepted onto the BA in Curative Eduation Programme.

Notes

The content is underpinned by an anthroposophical understanding of the human being.

Overview

• The influences of childhood experiences across the life span.


• Cultural differences in understanding childhood.


• An introduction to a range of theorists addressing aspects of development across the life span, including: Piaget, Vygotsky, Bruner, Fahlberg, Steiner, Livergoed, Erikson, Bowlby, Trevarthyn, and Donaldson.

Consideration of main areas of development: physical, social, emotional, cognitive and spiritual.

• Possible impacts of loss and change.


• Concepts of resilience and vulnerability and their application.


• Exploration of concepts of: transitions, crisis points and rhythms across the life span.

Structure

20 one-hour lectures, 10 two-hour seminars.

Assessment

1st Attempt: 14,000 word In-Course Essay on an area of development, based on observation of an individual.

Resit: Resubmission of in-course essay.

Credit Points

20

Course Coordinator

Mrs N M Hart

Pre-requisites

Available only to students accepted onto the BA in Curative Education Programme.

Notes

The content is underpinned by an anthroposophical understanding of the human being.

Overview

• Student-led exercises in choosing, planning and performing a short play.


• Particular approaches to painting, drawing, modelling, music, speech, drama and eurythmy.


• Strategies for cognitive, affective and psychosocial development.


• Introduction to developing a personal ethos of reflective practice.

Structure

1st Attempt: 5 one-hour lectures, arts courses - 50 one-hour in practical sessions, forty-hours play rehearsals, 5 one-hour tutorials.

Assessment

• Self and tutor evaluation of play production and performance.


• Annotated arts portfolio with a 1,000 word reflective paper.


• Self-assessment and tutor feedback for arts sessions.

Resit: Resubmission of in-course essay.

Credit Points

20

Course Coordinator

Mrs N M Hart

Pre-requisites

Available only to students accepted onto the BA in Curative Education Programme.

Notes

The content is underpinned by an anthroposophical understanding of the human being.

Overview

• The concept of the "four-fold" approach as seen in physical, developmental, emotional and individual characteristics of a human being.


• The concept of "three-foldness" as seen in body, soul, spirit; in anatomy (nervous system, bio-rhythmical system, metabolic system); in cognitive, affective and active will faculties.


• The concept of polar forces, both physical and emotional; their influence on a human being; the need to create balance between them.


• The practice of observation - progressing from an object, to the observation of environment, situation, and descriptions of individuals with complex needs, using the three and four-fold approaches.


• A basic knowledge of anatomy and organ systems.


• Study of texts by Steiner on the human being.


• Artistic activities as a complement to cognitive learning.

Structure

10 one-hour lectures, 10 2-hour seminars.

Assessment

1st Attempt: 1 In-Course Essay (3000 words), applying various modes of observation to present a case study of an individual with complex needs. Oral presentation of relevant observations.

Resit: Resubmission of in-course essay.

Credit Points

20

Course Coordinator

Mrs N M Hart

Pre-requisites

Available only to students accepted onto the BA in Curative Education Programme.

Notes

The content is underpinned by an anthroposophical understanding of the human being.

Overview

An introduction to the principles of Curative Education and its application in working with individuals with complex needs. This will include:

• Community living and approaches to care - including physical, emotional, social, moral/religious and spiritual needs of individuals and groups.


• An introduction to national and local policies framing practice in residential care settings.


• Features of practical care, including healthy living, nutrition, safety and first aid, with reference to the requirements of the National Care Standards Scotland.
• 
  

• An introduction to a range of appropriate approaches and activities including involvement in hobbies, play/games, arts, crafts, cultural activities, and use of literature.


• A range of strategies to support the developing of indepdendence and life skills.


• An introduction to observing, responding and recording.


• An introduction to the appropriate attitude of a curative educator as evidenced in practice.


• Appropriate involvement in collaborative practice and opportunities to develop reflective practice.

Structure

10 one-hour seminars, 10 one-hour tutorials, one hundred and fifty-hours supervised experience in practice.

Assessment

1st Attempt: 1 one-hour assessment meeting attended by appropriate tutors; 1 written tutor report on student's practice; 1 in course write-up of 2000 words: student's self-evaluation of practice development.

Resit: Resubmission of in-course essay.

Credit Points

20

Course Coordinator

Mrs N M Hart

Pre-requisites

Available only to students accepted onto the BA in Curative Education Programme.

Overview

• Implications of the concept of the social construction of childhood and experiences of childhood across cultures will be discussed and the development of provision for children and adults with complex needs explored.


• A range of influences on legislation policy and provision will be identified.


• The course will identify the key statutes, for example Children (Scotland) Act 1995, Adults with Incapacity Act 2000, the Regulation of Care (Scotland) Act 2001, shaping service provision and practice, and accompanying guidance, policies, and procedures for children and adults with complex needs.


• The rights and responsibilities of children and adults and the role of the state will be considered through the application of current legislation and policy in practice. Major structural and policy changes affecting service provision will be addressed.


• Support systems for vulnerable children and adults and their families will be explored.


• Students will be introduced to the National Care Standards and their application in practice.


• Care protection and risk assessment in the specific contexts of intimate care, and challenging behaviour will be discussed.

Structure

10 two-hour lectures, 10 two-hour seminars, 5 one-hour tutorials.

Assessment

1st Attempt: 2 open book papers of 2,000 words.

Resit: Resubmission of in-course essay.

Credit Points

20

Course Coordinator

Ms K A McArdle

Pre-requisites

Available only to students in Programme Year 1 on the BA in Professional Development.

Overview

The course is designed to introduce participants to the philosophy of and processes of the Programme for which it is a core course. This includes the skills required to learn from academic study and to learn from their own experience. The course gives prominent place to the model of the professional as a reflective practitioner. Participants will be encouraged to develop skills in the processes of reflection and their application in professional practice. In addition, the course assists participants to develop their own personal and professional development plan.

Standard delivery model – Mixed mode – Face-to-face – 1 x 6 hour workshop, 4 x 3 hour seminars, 4 x 1 hour tutorials + distance learning. Full face-to-face OR full open/distance learning delivery modes can be made available to suit needs of student or sponsor.

Assessment

1st Attempt: In-course assessment (100%).

Resit: Resubmission of in-course essay.

Credit Points

20

Course Coordinator

Ms K A McArdle

Pre-requisites

Available only to students in Programme Year 1 on the BA in Professional Development.

Overview

• Professional Inquiry as a route to “more effective practice”


• Use of literature and other sources of information to inform practice


• Investigative skills


• Establishing information seeking priorities


• Approaches to small scale research/inquiry


• Reviewing and maintaining information sources


• Linking inquiry activities to practice

Standard delivery model – Mixed mode – Face-to-face – 1 x 6 hour workshop, 4 x 3 hour seminars, 4 x 1 hour tutorials + distance learning. Full face-to-face OR full open/distance learning delivery modes can be made available to suit needs of student or sponsor.

Assessment

1st Attempt: In-course assessment (100%).

Resit: Resubmission of in-course essay.

Credit Points

20

Course Coordinator

Ms K A McArdle

Pre-requisites

Available only to students in Programme Year 1 on the BA in Professional Development and the BA in Early Childhood Studies.

Overview

Introduction to study – identifying the skills required for effective study, identifying individual strengths, identifying individual development requirements in relation to study – establishing individual learning styles and preferences.

Study skills – sourcing books, taking notes from books/seminars/groups; reproducing information – essays, reports, case studies; presenting information in the form of graphs, tables; referencing.

Study habits and processes – time planning, scheduling, practical study arrangements, managing multiple priorities, working alone and in groups.

Study support – identifying sources of support, managing stress, concentration, maintaining motivation, strategies for monitoring future study needs.

Standard delivery model – Mixed mode – Face-to-face – 1 x 6 hour workshop, 4 x 3 hour seminars, 4 x 1 hour tutorials + distance learning. Full face-to-face OR full open/distance learning delivery modes can be made available to suit needs of student or sponsor.

Assessment

1st Attempt: In-course assessment (100%).

Resit: Resubmission of in-course essay.

Credit Points

20

Course Coordinator

Ms K A McArdle

Pre-requisites

Available only to students in Programme Year 1 on the BA in Professional Development and the BA in Early Childhood Studies.

Overview

The Professional Project content is determined by the individual participant. Participants select a piece of work that will form the basis of a project which brings together learning in the area of inquiry and reflection and learning in context.

Guidance is provided, however, on:

• Selecting an area of interest that meets the learning outcomes;


• Developing achievable aims and objectives;


• Preparing an action plan;


• Gathering information;


• Support in use of inquiry methods;


• Forming opinions;


• Presentation of findings.

Standard delivery model – Mixed mode – Face-to-face – 1 x 6 hour workshop, 4 x 3 hour seminars, 4 x 1 hour tutorials + distance learning. Full face-to-face OR full open/distance learning delivery modes can be made available to suit needs of student or sponsor.

Assessment

1st Attempt: In-course assessment (100%).

Resit: Resubmission of in-course essay.

Credit Points

20

Course Coordinator

Ms K A McArdle

Pre-requisites

Available only to students in Programme Year 1 on the BA in Professional Development.

Overview

Organisations in the public, private and voluntary sectors frequently work with a range of different communities. This course assists participants to identify these communities, to analyse significant characteristics of these communities and to consider the contribution these communities may make to their organisation and to individual practice.

The case explores definitions of community; the politics of community; the sociology of community.

In identifying the participant’s own community, client communities, stakeholder communities and non-participant communities are considered.

The course covers principles associated with community involvement including concepts of empowerment, participation, partnerships and inclusion.

Practical steps in stimulating community interest and involvement are considered including identifying maintaining and harnessing community networks and resources.

Standard delivery model – Mixed mode – Face-to-face – 1 x 6 hour workshop, 4 x 3 hour seminars, 4 x 1 hour tutorials + distance learning. Full face-to-face OR full open/distance learning delivery modes can be made available to suit needs of student or sponsor.

Assessment

1st Attempt: In-course assessment (100%).

Resit: Resubmission of in-course essay.

Credit Points

20

Course Coordinator

Ms K A McArdle

Pre-requisites

Available only to students in Programme Year 1 on the BA in Professional Development.

Overview

The course introduces participants to the key principles involved in developing or selecting effective training programmes for adults. It will focus on the development of programmes in different modes but in particular on short training programmes delivered face-to-face. It is intended for participants with limited experience or no experience of developing training programmes.

The course considers training in the context or organisational goals. It covers selected principles of adult learning and creating an adult learning environment.

Training Needs analysis including identifying individual and cluster needs is covered along with different modes of training needs analysis.

Finally, delivery, exploring different styles is considered and monitoring of evaluation tools.

Standard delivery model – Mixed mode – Face-to-face – 1 x 6 hour workshop, 4 x 3 hour seminars, 4 x 1 hour tutorials + distance learning. Full face-to-face OR full open/distance learning delivery modes can be made available to suit needs of student or sponsor.

Assessment

1st Attempt: In-course assessment (100%).

Resit: Resubmission of in-course essay.

Credit Points

20

Course Coordinator

Mrs S L Kearns

Pre-requisites

Available only to students in Programme Year 1 on the BA in Professional Development.

Co-requisites

Current experience of direct work with children and families.

Overview

Values and perspectives in relation to childhood, parenting and the family, and their relevance to current legislation.

Concepts of attachment, resilience and vulnerability and their application.

Introduction to a range of theorists in the field of lifespan development, including Piaget, Fahlberg, Howe, Erikson.

Exploration of systemic practice models of assessment and child observation and relevant skills rehearsal.

Key skills in engaging communication and managing conflict.

Key skills in recording and reporting.

Standard delivery model – Mixed mode – 10 x 2 hour seminars, 1 x 7 hour workshop, 3 x 1 hour tutorials + open learning tasks. Full face-to-face OR full open/distance learning delivery modes can be made available to suit needs of student or sponsor.

Assessment

1st Attempt: In-course assessment (100%).

Resit: Resubmission of in-course essay.

Credit Points

20

Course Coordinator

Ms K A McArdle

Pre-requisites

Available only to students in Programme Year 1 on the BA in Professional Development.

Overview

Content is determined by the student in negotiation with the course tutor. A learning contract is developed. This emerges from dialogue between the course participant and the course tutor.

The contract includes learning outcomes negotiated between student and course tutor.

Standard delivery model – Mixed mode – Face-to-face – 1 x 6 hour workshop, 4 x 3 hour seminars, 4 x 1 hour tutorials + distance learning. Full face-to-face OR full open/distance learning delivery modes can be made available to suit needs of student or sponsor.

in-course assessment (100%).

Credit Points

20

Course Coordinator

Mrs M Taylor

Pre-requisites

None.

Co-requisites

Access to appropriate pupils/settings for the purpose of practical experience and assessment tasks.

Overview

• Examining and defining the role of support staff through discussion and development of explicit job descriptions, which take account of the differing needs of particular learners, colleagues and establishments.


• Clarifying responsibilities for, and appropriate training to, undertake particular tasks.


• Collaborative classroom practice: negotiating, sharing responsibility, and valuing each other's contribution.


• Creating partnerships with teachers.


• Planning, implementing and evaluating programmes for individual pupils, in consultation with other colleagues and professionals.


• Identifying and selecting relevant key areas of training as part on on-going professional development.

Structure

30-hours face to face delivery.

Mixed mode model of face-to-face and open/diance learning could be made available to suit needs of sponsoring authority/organisation.

Assessment

1st Attempt: In-course assesment (100%).

Resit: Resubmission of in-course essay.

Credit Points

20

Course Coordinator

Ms K A McArdle

Pre-requisites

None.

Overview

Developing Self Awareness
Using diagnostic instruments, feedback and own judgement in reaching self-evaluation in areas of self-disclosure, personal values, learning styles, attitudes towards change and interpersonal orientation.

Managing Stress
Understanding stress; strategies for eliminating stress; building resilience; and short term coping.

Effective Problem Solving
Rational approaches, creative approaches, barriers to effective problem solving.

Interpersonal Skills
An introduction to the topics of communicating supportively, gaining power and influence, motivating others, empowering and delegating.

Structure

Mixed mode - face-to-face - 1 six-hour workshop, 4 three-hour seminars, 4 1-hour tutorials and distance learning.

Full face-to-face OR full open/distance learning delivery modes can be made available to suit needs of student or sponsor.

Assessment

1st Attempt: In-course assessment (100%).

Resit: Resubmission of in-course essay.

Credit Points

30

Course Coordinator

Mrs N M Hart

Pre-requisites

Available only to students continuing into Stage II of the BA in Curative Education Programme.

Notes

This course is underpinned by an anthroposophical understanding of the human being.

Overview

Presentation of the development of human sensory organization is understood from the anthroposophical perspective. Each student is engaged in observation and assessment of sensory organization of an indidividual child or adult. A variety of interventions and approaches related to disturbances in sensory organisation are considered.

A selection of non-anthroposophical theories of personality and temperament development are presented and compared with an anthroposophical model.

A critical study of the approach to the understanding of the human being as expressed in Steiner's 'Foundation of Human Experience'.

Goethean metamorphosis will be presented as an enhancement of observation skills.

Structure

20 two-hour lectures, 20 one-hour seminars (group discussion and tutor directed tasks), 15 one-hour presentations by students, 5 one-hour tutorials.

Assessment

1st Attempt: Written examination (30%), in-course assessment (50%), oral presentation (20%).

Resit: Re-submission of in-course assignment and examination.

Credit Points

30

Course Coordinator

Mrs N M Hart

Pre-requisites

Available only to students continuing into Stage II of the BA in Curative Education Programme.

Co-requisites

Diagnostic Assessment in Curative Education
Human Studies II
Care Elective-Practice

Notes

The content is underpinned by an anthroposophical understanding of the human being.

Overview

• Principles of good practice in caring for the individual in a group setting.


• Consideration of rights and responsibilities in respect of issues of care and control, and standard of care.


• Methods of promoting choice, empowerment and independence.


• Theories of group interaction and group living.


• Basic nutrition and the importance of planning a healthy living environment for each individual.


• Cycles and rhythms in daily life and their influence on the caring environment.


• Resilience and attachment theories and their application in care approaches.


• Frameworks for understanding and responding to abuse and neglect.


• Frameworks for assessment and care planning.


• Approaches in intimate caring.


• Approaches in managing challenging behaviour and promotion of positive behaviour.


• Approaches to meeting spiritual needs.


• Leadership and team working in group care.


• Reflective practice as a tool for personal and professional development.


• The arts as a tool for self-expression and self-development.


• Approach to supervision in a care setting.

Structure

20 two-hour lectures, 20 two-hour seminars, 5 one-hour tutorials, 3 five-hour visits to other care setting.

Assessment

1st Attempt: 5,000 word in-course essay.

Resit: Re-submission of in-course assignment and examination.

Credit Points

30

Course Coordinator

Mrs N M Hart

Pre-requisites

Available only to students continuing into Stage II of the BA in Curative Education Programme.

Co-requisites

Care Elective - Introduction to Principles, Theories and Approaches.

Notes

The course is informed by an anthroposophical understanding of the human being.

Overview

• Creating a therapeutic home environment.


• Communication, engagement, working in partnership - forming effective relationships with children and adults; their parents, carers, colleagues and other professionals.


• Creating opportunities for learning and development - enabling each individual to develop maximum potential.


• Working within legal and policy requirements.


• Assessing needs and resources.


• Minimizing risks in relation to safe care.


• Developing and contributing to provision of individual programmes of care, support and protection for individuals and groups.


• Consideration of the rights of individuals when planning programmes of care.


• Setting boundaries and developing appropriate responses to challenging behaviour.


• Application of theories of development and interpersonal relations in practice.


• Application of knowledge of nutrition in the health care of residents.


• Fostering the development of the individual through the use of cultural, artistic and leisure activities.


• Promoting skills in independent living.


• Promoting spiritual needs of the individual.


• Working as member of a team.


• Using support and supervision.


• Recording and reporting.


• Management and organisation of resources.


• Self and staff care.

Structure

20 one-hour tutorials (10 one practice tutor, 5 one personal tutor, 5 one group) 250 hours practice based learning.

Assessment

1st Attempt: Written self assessment of practice - criterion referenced 3,000 words. Criterion reference tutor report. Mid way and final assessment meetings.

Resit: Re-submission of in-course assignment and examination.

Credit Points

30

Course Coordinator

Mrs N M Hart

Pre-requisites

Available only to students continuing into Stage II of the BA in Curative Education Programme.

Co-requisites

Education Elective - Practice

Human Studies II

Diagnostic Assessment in Curative Education

Notes

The content is underpinned by an anthroposophical understanding of the human being.

Overview

Students will consider curative and therapeutic approaches to teaching and learning, based on knowledge and understanding of the Waldorf Curriculum. The principles and perspectives of the Waldorf approach will be examined along side current national curriculum frameworks and principles, including the 5-14 Curriculum Guidelines. Overarching principles of inclusion, equality of opportunity, the spiritual dimension and differentiated approaches to teaching and learning will be examined throughout the course.

Structure

20 two-hour lectures, 20 two-hour seminars (tutor led workshops and directed tasks), 5 one-hour tutorials, 3 five-hour visits.

Assessment

1st Attempt: 5,000 words in-course essay.

Resit: Re-submission of in-course assignment and examination.

Credit Points

30

Course Coordinator

Mrs N M Hart

Pre-requisites

Available only to students continuing into Stage II of the BA in Curative Education Programme.

Co-requisites

Practice II : Education Elective - Introduction to Principles, Theories and Approaches.

Overview

Students are expected to participate appropriately in a curative school and class setting where they will be increasingly involved, as members of class teams, in curriculum planning, delivery and review, for a particular class. Their practice, with its focus on the Waldorf curriculum approach, will be supported and augmented by the integrated use of national curriculum guidelines and policies. This supervised practice will enable students to translate their knowledge and understanding of theoretical perspectives to practice settings and to reflect on issues which emerge.

Students will be expected to consider overarching issues such as collaborative and interdisciplinary working practices, equality of opportunities - for staff and pupils, communication systems, whole school policies and responsibilities and the key themes of differentiated and inclusive approaches to teaching and learning.

Structure

20 one-hour tutorials, 250 hours practice based learning, 10 hours self-directed learning, 20 hours private study.

Assessment

1st Attempt: Two direct observations of practice.

Written self assessment of practice - criterion referenced (3,000 words).

Tutor report - criterion referenced.

Mid-way and final assessment meetings.

Resit: Re-submission of in-course assignment and examination.

Credit Points

30

Course Coordinator

Mrs N M Hart

Pre-requisites

Available only to students continuing into Stage II of the BA in Curative Education Programme.

Co-requisites

Human Studies II

Diagnostic Assessment in Curative Education

Therapeutic Activities Elective - Practice

Notes

The content is underpinned by an anthroposophical understanding of the human being.

Overview

This course offers background and introduction to the historical context of healing, medicine and therapy. A broad overview of relevant theory and underpinning principles for therapeutic practices will be considered, highlighting the anthroposophical/curative approaches offered in the Camphill Rudolf Steiner Schools, together with a range of other current complimentary approaches. It will also provide a foundation for experiencing and appreciating both the healing influence of a wide spectrum of arts and other mediums used for therapeutic purposes, and insight into benefits of therapeutic environments. Specific content will include:

• Definitions of therapy and therapeutic relationships.


• Anthroposophical diagnostic tools and strategies.


• A general introduction to current medical approaches and complimentary therapies.


• Issues of professional practice including legal and ethical issues, supervision and professional development.


• Observation, evaluation and assessment for recording of therapeutic processes.


• Multi-disciplinary communication and co-operation.


• Overview of the range of therapies and therapeutic activities offered.

Structure

20 two-hour lectures, 20 2-hour tutor led workshop and directed tasks.

Assessment

1st Attempt: 5,000 word in-course essay.

Resit: Re-submission of in-course assignment and examination.

Credit Points

30

Course Coordinator

Mrs N M Hart

Pre-requisites

Available only to students continuing into Stage II of the BA in Curative Education Programme.

Co-requisites

Introduction to Principles, Theories and Approaches to Therapeutic Activities.

Notes

This course is underpinned by an anthroposophical understanding of the human being.

Overview

Through their work with individuals with complex needs, students will explore the importance of the therapeutic relationship, medium, and environment, and develop their understanding of the therapeutic process.

Their experiences will allow them to explore issues relating to the roles and responsibilities of a practitioner in a therapeutic setting (including legal/ethical issues and the protection of children and vulnerable adults).

They will engage in continuous personal and professional development and use regular supervision to facilitate this process.

They will have opportunities to practice and develop skills, strategies and methods of evaluation in their chosen therapeutic activity. Strategies to integrate therapeutic skills into other Curative Educational settings will be explored. Assessment, recording and report wil be developed.

Students will work collaboratively within the therapeutic team and within multi disciplinary settings.

Students will extend their knowledge of specific health conditions and disabilities that may affect the choice of therapeutic intervention.

Structure

10 two-hour tutor led seminars, 20 one-hour tutorials, 250 hours work based learning.

Assessment

1st Attempt: Two direct observations of practice

Written self assessment report of practice - criterion referenced 3,000 words

Tutor report criterion referenced

Midway and final assessment meeting.

Resit: Re-submission of in-course assignment and examination.

Credit Points

30

Course Coordinator

Mrs N M Hart

Pre-requisites

Available only to students continuing into Stage II of the BA in Curative Education Programme

Co-requisites

Human Studies II

Diagnostic Assessment in Curative Education

Crafts Elective - Practice

Notes

The content is underpinned by an anthroposophical understanding of the human being.

Overview

The theory underpinning the work in various craft situations is presented under the following themes:

• development issues in adolescence


• the role of crafts in Curative Education


• legislative ad policy frameworks informing a craft setting


• the history and perspectives of the role of crafts across cultures


• the craft gesture and materials in relation to developmental processes


• the benefits and limitations of the practice based approaches in the craft context


• the use of crafts to facilitate development


• strategies to promote communication and interactive learning


• multi-modal strategies for learning with a focus on a kinesthetic approaches leading to sensory integration


• strategies for promoting confidence, self-esteem and self-reliance through crafts


• promoting conceptual understanding of opportunities for choice and indepdence within a structured craft setting

Structure

20 two-hours lectures, 10 two-hours seminars, 10 two-hours directed tasks, 5 one-hour tutorials.

Assessment

1st Attempt: 5,000 word in-course essay.

Resit: Re-submission of in-course assignment and examination.

Credit Points

30

Course Coordinator

Mrs N M Hart

Pre-requisites

Available only to students continuing into Stage II of the BA in Curative Education Programme.

Co-requisites

Crafts Elective: Introduction to Principles, Theories and Approaches.

Notes

The course is informed by the anthroposophical understanding of the human being.

Overview

This course offers students opportunities to apply knowledge and understanding of theoretical perspectives in a craft setting. It will:

• Show how the 'craft gesture' (rhythmically applied patterns of movement) supports the development and education of the individual.


• Enable students to demonstrate practical skills in the craft setting and use experimental activities as grounds for effective learning.


• Enable students to understand and apply principles of the use and transformation of material in a therapeutic craft setting.


• Enable students to explore the appropriate use of material and resources.


• Enable students to use the craft medium to foster confidence, self esteem and enjoyment.


• Enable students to use crafts to foster the development of practical, cognitive and social skills.


• Enable students to woek collaboratively with other members of the craft team.


• Provide an understanding of the therapeutic quality of the craft medium and activity.

Structure

20 one-hour tutorials (10 x 1 practice tutorials, 5 x 1 personal tutorials, 5 x 1 group tutorials). 250 hours work based learning.

Assessment

1st Attempt: Two direct observations of practice

Criterion referenced tutor report

Criterion referenced student's self assessment of practice (3,000 words)

Midway and final placement assessment meetings.

Resit: Re-submission of in-course assignment and examination.

Credit Points

15

Course Coordinator

Ms K A McArdle

Pre-requisites

Available only to students in Programme Year 2 on the BA in Professional Development.

Overview

The course focuses on learning through study, learning from experience and the development of professional knowledge. It discusses the emergence of the notion of the reflective practitioner. It considers the place of inquiry in professional development linked to practitioner research and active experimentation. Learning from inquiry; interpreting inquiry; using the inquiry of others are covered.

The purpose of the course is to deepen understanding of the role of professional development that participants may already have studied at the SD1 level of the programme. It also introduces the key learning processes that underpin the SD2 level of the BA in Professional Development. This includes formal/informal learning, reflective practice, surface and deep learning, relationships with other professionals.

Standard delivery model – Mixed mode – Face-to-face – 1 x 6 hour workshop, 3 x 3 hour seminars, 3 x 1 hour tutorials + distance learning. Full face-to-face OR full open/distance learning delivery modes can be made available to suit needs of student or sponsor.

Assessment

1st Attempt: In-course assessment (100%).

Resit: Re-submission of in-course assignment and examination.

Credit Points

15

Course Coordinator

Ms K A McArdle

Pre-requisites

Available only to students in Programme Year 2 on the BA in Professional Development.

Overview

Content is determined by the student in negotiation with the course tutor. A learning contract is developed. This emerges from dialogue between the course participant and the course tutor.

The contract includes learning outcomes negotiated between student and course tutor.

Standard delivery model – Mixed mode – Face-to-face – 1 x 6 hour workshop, 3 x 3 hour seminars, 3 x 1 hour tutorials + distance learning. Full face-to-face OR full open/distance learning delivery modes can be made available to suit needs of student or sponsor.

Assessment

1st Attempt: In-course assessment (100%).

Resit: Re-submission of in-course assignment and examination.

Credit Points

15

Course Coordinator

Ms K A McArdle

Pre-requisites

Available only to students in Programme Year 2 on the BA in Professional Development.

Overview

The contribution of research to professional practice: the uses of research; the role of the researcher; ethical issues.

Designing and planning research: participatory research approaches; setting problems; developing a research proposal.

Data collection methods – questionnaires, observation and interviews.

Data analysis and interpretation.

Writing research proposals and reports.

A structured approach to organising and undertaking a simple small-scale research project.

Standard delivery model – Mixed mode – Face-to-face – 1 x 6 hour workshop, 3 x 3 hour seminars, 3 x 1 hour tutorials + distance learning. Full face-to-face OR full open/distance learning delivery modes can be made available to suit needs of student or sponsor.

Assessment

1st Attempt: In-course assessment (100%).

Resit: Re-submission of in-course assignment and examination.

Credit Points

15

Course Coordinator

Ms K A McArdle

Pre-requisites

Available only to students in Programme Year 2 on the BA in Professional Development.

Overview

The Professional Project content is determined by the individual. Participant guidance is provided in:

• selecting topic for inquiry


• reviewing literature and other sources of information


• developing a manageable and detailed project proposal


• formulating an action plan


• gathering, analysing and interpreting information


• interpreting data so that it may be linked to practice


• communicating findings.

Standard delivery model – Mixed mode – Face-to-face – 1 x 6 hour workshop, 3 x 3 hour seminars, 3 x 1 hour tutorials + distance learning. Full face-to-face OR full open/distance learning delivery modes can be made available to suit needs of student or sponsor.

Assessment

1st Attempt: In-course assessment (100%).

Resit: Re-submission of in-course assignment and examination.

Credit Points

15

Course Coordinator

Ms K A McArdle

Pre-requisites

Available only to students in Programme Year 2 on the BA in Professional Development.

Overview

The content of the course will assist participants to take a journey of inquiry, identifying and analysing the policy systems and structures that apply within their own organisation and their own profession; looking in particular at the implications of these for ‘more effective practice’.

The journey will include:

• The values of underpinning the profession and the organisation(s); and how these values are incorporated within policy, structures and systems.


• Organisational goals, aims, objectives and policies; and how these relate to each other and how these are translated.


• Strategic plans, business plans, action plans – the relationship to stated goals.


• Externally imposed factors such as legislation, requirement of funding bodies, partnership arrangements and how these impact on the organisation of the individual.


• Power influence and political considerations – the impact of the organisation and the work of the individual.


• The needs, desires or requirements of clients/customers/internal clients/service users and the implications for policy, systems and structure.

Standard delivery model – Mixed mode – Face-to-face – 1 x 6 hour workshop, 3 x 3 hour seminars, 3 x 1 hour tutorials + distance learning. Full face-to-face OR full open/distance learning delivery modes can be made available to suit needs of student or sponsor.

Assessment

1st Attempt: In-course assessment (100%).

Resit: Re-submission of in-course assignment and examination.

Credit Points

15

Course Coordinator

Ms K A McArdle

Pre-requisites

Available only to students in Programme Year 2 on the BA in Professional Development.

Overview

The course will include:

• Roles and Relationships – effective interdisciplinary working.


• Involvement of stakeholders and service users.


• Power and equality, discrimination and empowerment.


• Principles underpinning a concept of partnership, boundary negotiation.

Participants will have the opportunity to explore a number of approaches and techniques to improve the quality of partnership including information sharing, communication styles and skills; design of partnership relationships. Participants will also consider techniques to facilitate partnerships – empowerment, negotiation, drawing up agreements, dealing with conflict mechanisms for monitoring, reviewing ending and reviewing partnerships.

Standard delivery model – Mixed mode – Face-to-face – 1 x 6 hour workshop, 3 x 3 hour seminars, 3 x 1 hour tutorials + distance learning. Full face-to-face OR full open/distance learning delivery modes can be made available to suit needs of student or sponsor.

Assessment

1st Attempt: In-course assessment (100%).

Resit: Re-submission of in-course assignment and examination.

Credit Points

15

Course Coordinator

Ms K McArdle

Pre-requisites

None.

Overview

Developing Self Awareness
Using diagnostic instruments, feedback and own judgement in reaching self-evaluating in areas of self-disclosure, personal values, learning styles, attitudes towards change and interpersonal orientation.

Managing Stress
Understanding stress; strategies for eliminating stress; building resilience; and short term coping.

Effective Problem Solving
Rational approaches, creative approaches, barriers to effective problem solving.

Interpersonal Skills
An introduction to the topics of communicating supportively, gaining power and influence, motivating others, empoowering and delegating.

Structure

Mixed mode - face-to-face - 1 six-hour workshop, 3 three-hour seminar, 3 one-hour tutorials and distance learning.

Full face-to-face OR full open/distance learning delivery modes can be made available to suit needs of student or sponsor.

Assessment

1st Attempt: In-course assessment (100%).

Resit: Re-submission of in-course assignment and examination.

Credit Points

15

Course Coordinator

Karen McArdle

Pre-requisites

None.

Overview

The course includes:

• Indentifying significant communities - definition of communities, analysing communities or relevance to the work of the organisation.


• Skills of inquiry - using secondary literature, secondary statistics, historical documentation, oral history, media analysis as well as reviewing findings from the research of others.


• Determining the parameters of own community profile - determining priorities for data collection.

Data collection and analysis - identifying, collating formation, analysis and interpretation.

• Linking findings to the workplace and profession - interpreting findings.

Structure

Mixed mode - face-to-face - 1 six-hour workshop, 3 three-hour seminars, 3 one-hour tutorials and distance learning.

Full fac-to-face OR full open/distance learning delivery modes can be made available to suit needs of student or sponsor.

Assessment

1st Attempt: In-course assessment (100%).

Resit: Re-submission of in-course assignment and examination.

Credit Points

15

Course Coordinator

Mrs S Kearns

Pre-requisites

Available only to students in Programme Year 2 on the BA in Professional Development who are practitioners with a relevant professional qualification and who are nominated by their employing agency.

Overview

Course content will include:

• knowledge of roles and responsibilities within legal and policy frameworks and balancing children’s rights; parental responsibilities; duties and powers of agencies;


• use of the law and local Child Protection Guidelines;


• examination of local arrangements for reporting and investigating abuse and roles within these;


• interprofessional and interagency collaboration and communication;


• communication with children, carers and professionals;


• consideration of roles and responsibilities;


• recognition of signs and symptoms of abuse and neglect;


• consideration of definitions of abuse;


• identification of barriers to recognition of abuse;


• examination of personal and professional value bases and their influence on practice.

Standard delivery model – 10 x 1-hour lectures, 19 x 2-hour seminars, 2 x 1-hour tutorials. Less face-to-face and more open/distance learning delivery mode can be provided to suit needs of sponsoring organisation.

Assessment

1st Attempt: In-course assessment (100%).

Resit: Re-submission of in-course assignment and examination.

Credit Points

30

Course Coordinator

Mrs S L Kearns

Pre-requisites

Available only to students in Programme Year 2 on the BA in Professional Development who have passed Working with Children, Young People and Their Families 1.

Co-requisites

Current experience of practice with children and families.

Overview

Exploration of ethical dilemmas and value conflicts.

Key concepts and discourses, including oppression and empowerment, children’s rights, partnership and the interface between care and protection.

Models of assessment and intervention introducing a range of systemic and solution-founded strategies.

Exploration of key areas of vulnerability and their impact on children’s behaviour and family functioning.

Consideration of the interdisciplinary interface between professional roles in the multi-interdisciplinary team.

Opportunities for skill development in a range of areas including conflict management.

Standard delivery model – Mixed mode – 12 x 2 hour seminars, 1 x 7 hour workshop, 4 x 1 hour tutorials + distance learning. More face-to-face contact OR more open/distance learning delivery modes can be made available to suit needs of student or sponsor.

Assessment

1st Attempt: In-course assessment (100%).

Resit: Re-submission of in-course assignment and examination.

Credit Points

15

Course Coordinator

Mrs N M Hart

Pre-requisites

Available only to students accepted onto Stage III of the BA in Curative Education.

Overview

The content of this course aims to provide enhanced understanding of anthroposophical concepts of:

• Functional and physiological significance of the human organs.


• The four life forces (Ether forces) in the human organism and their relevance to therapeutic intervention.


• The Seven Life Processes and their influences on physiological and mental health.


• A range of anthroposophical and non-anthroposophical understandings of approaches to psychological and mental health disorders.

Structure

10 two-hour lectures, 12 one-hour seminars, 5 one-hour tutorials.

Assessment

1st Attempt: 1 thirty minute oral presentation of a case study to a group of relevant professionals with a supporting summary paper of 1,500 words assessed by two tutors, in-course assessment (40%), oral presentation (60%).

Resit: Re-submission of in-course assignment and examination.

Credit Points

30

Course Coordinator

Mrs N M Hart

Pre-requisites

Available only to students accepted onto Stage II of the BA in Curative Education.

Overview

• Students will enhance and synthesise their knowledge and application of diagnostic assessment and methods of intervention.


• Students and tutors will negotiate some of the content to offer a focus on aspects of particular interest and relevance.


• Reflective practice and self assessment will be deepened and extended.


• Students will have the opportunity to enhance their presentation skills taking account of the needs of differing audiences.


• Students will extend their knowledge and understanding of a range of factors that may cause or contribute to complex needs.


• Engagement in reflective practice and self assessment will be encouraged to promote the development of intuitive practice.

Structure

20 one-hour lectures, 20 one-hour tutor led seminars.

Assessment

1st Attempt:

• Written assignment of 4000 words - a reflection on their developing role as a Curative Educator, in understanding and responding to complex needs.


• A paired oral presentation on a negotiated aspect of Curative Education delivered to a relevant group, assessed on presentation skills and content.


• in-course assessment (80%).


• Oral presentation - 10% on the group aspect of the presentation / 10% on their individual contribution.

Resit: Re-submission of in-course assignment and examination.

Credit Points

15

Course Coordinator

Mrs N M Hart

Pre-requisites

Available only to students accepted onto Stage III of the BA in Curative Education

Overview

• this course seeks to develop awareness of intuitive potential in students


• the course will make use of a variety of artistic disciplines and media to encourage students to use their intuitive resources to respond creatively to challenges


• practice based scenarios will provide opportunities for students to try out these strategies, with tutor support

Structure

10 two-hour seminar, 5 one-hour tutorial, 25 hours artistic activities

Assessment

A theme based artistic portfolio demonstrating artistic development against negotiated criteria with accompanying commentary of 2,000 words.

1st Attempt: In-course assessment (100%).

Resit: Re-submission of in-course assignment and examination.

Credit Points

45

Course Coordinator

Mrs N M Hart

Pre-requisites

Available only to students accepted onto Stage III of the BA in Curative Education.

Overview

Clear statement of research question(s) and task.

Relevant literature survey.

Clear and concise rationale for and outline of the approaches selected.

Data collection.

Critical analysis of issues arising from data collection, research and practice.

Implications of findings derived from the method and conclusions.

An appropriate and up-to-date bibliography.

Structure

30 one-hour individual tutorials, 100 hours practical/field work.

Assessment

1st Attempt: Project Dissertation (Negotiated Independent Study - 10,000 words), in-course assessment (100%).

Resit: Re-submission of in-course assignment and examination.

Credit Points

15

Course Coordinator

Mrs L Stephen

Pre-requisites

Available only to students in Programme Year 3 of the BA in Professional Development and who are currently employed in Further Education.

Overview

• Quality standards


• Policies, systems, discourse


• Systems theory


• Stakeholders


• Ethics


• Guidance


• Working with colleagues


• Responsibilities


• Self-evaluation

Structure

Distance learning materials (either paper-based or online) with support arrangements as negotiated with FE colleges. For example, model with face-to-face support: 1 five and a half hour workshop per class group, 3 two and a half hour workshops per class group, 2 half hour tutorial per pair/small group.

Assessment

1st Attempt: Personal Development Plan (100%).

Students will take responsibility for creating a personal development plan, which demonstrates development of their professional identity in FE. The plan will be concerned with managing self, self in relation to facilitating students, self in organisational context, self and external influences.

Resit: Personal Development Plan (100%).

Students will take responsibility for creating a personal development plan, which demonstrates development of their professional identity in FE. The plan will be concerned with managing self, self in relation to facilitating students, self in organisational context, self and external influences.

Credit Points

15

Course Coordinator

Mrs L Stephen

Pre-requisites

Available only to students in Proramme Year 3 of the BA in Professional Development and who are currently employed in Further Education.

Overview

• Learning theories


• Planning


• Learning activities


• Strategies to facilitate and support learning


• Resources


• Management, including behaviour


• Assessing


• Evaluation

Structure

Distance learning materials (either paper-based or online) with support arrangements as negotiated with FE colleges.
For example, model with face-to-face support: 1 five and a half hour workshop per class group, 3 two and a half hour workshops per class group, 2 half hour tutorial per pair/small group.

Assessment

1st Attempt: Continuous Assessment (100%).
Students will take responsibility for creating a personal development plan, which demonstrates development of their professional identity in FE. The plan will be concerned with managing self, self in relation to facilitating students, self in organisational context, self and external influences.

Components of the portfolio:
- Annotated Lesson Plan and Learning Resource(s)
- Evaluation
- Reflective Comment.

Resit: Continuous Assessment (100%).
Students will take responsibility for creating a personal development plan, which demonstrates development of their professional identity in FE. The plan will be concerned with managing self, self in relation to facilitating students, self in organisational context, self and external influences.

Components of the portfolio:
- Annotated Lesson Plan and Learning Resource(s)
- Evaluation
- Reflective Comment.

Credit Points

15

Course Coordinator

Mrs L Stephen

Pre-requisites

Available only to students in Programme Year 3 of the BA in Professional Development and who are currently employed in Further Education.

Overview

This course covers the applilcation in practice of relevant Initial Professional Standards for Lecturers in Further Education.

Structure

Distance learning materials (either paper-based or online) with support arrangements as negotiated with FE colleges.

Assessment

1st Attempt: Continuous Assessment (100%).

Students will take responsibility for compiling a portfolio of evidence of current teaching competence in FE.

Components of the portfolio are:
- 1 Observation of Teaching by University staff
- 1 Observation of Teaching by FE College Co-tutor
- 1 College Report by Line Manager
- Teaching Log
- Teaching Experience Agreement

Students must pass all components to pass the course.

Resit: Continuous Assessment (100%).

Students will take responsibility for compiling a portfolio of evidence of current teaching competence in FE.

Components of the portfolio are:
- 1 Observation of Teaching by University staff
- 1 Observation of Teaching by FE College Co-tutor
- 1 College Report by Line Manager
- Teaching Log
- Teaching Experience Agreement

Students must pass all components to pass the course.

Credit Points

15

Course Coordinator

Mrs L Stephen

Pre-requisites

Available only to students in Programme Year 3 of the BA in Professional Development and who are currently employed in Further Education.

Overview

The core component of the new initial professional standards is the importance of the learner in FE. This course focuses on providing the participant with an understanding of the diverse needs of learners and theories with underpin their learning. Additionally, this course will explore the identity of the FE lecturer and introduce ideas of reflective practice.

• Professional identity


• Ideologies>/li>
  
• Reflection


• Self-evaluation


• Models of professional development


• Learners and learner needs


• Diversity/inclusiveness


• Learner theories

Structure

Distance learning materials (either paper-based or online) with support arrangements as negotiated with FE colleges.
For example, model with face-to-face support: 1 five and a half hour workshop per class group, 3 two and a half hour workshops per class group, 2 half hour tutorial per pair/small group.

Assessment

1st Attempt: Continuous Assessment (100%).

Students will take responsibility for creating a portfolio that demonstrates informed analysis of learners and their needs, including themselves in different learning situations.

Components:
- Reflections on Me as a Learner
- Case Study of Other Learners.

Resit: Continuous assessment (100%).

Students will take responsibility for creating a portfolio that demonstrates informed analysis of learners and their needs, including themselves in different learning situations.

Components:
- Reflections on Me as a Learner
- Case Study of Other Learners.

Credit Points

30

Course Coordinator

Ms A Ackland

Pre-requisites

Available only to students in programme year 3 on the BA in Professional Development, and on the TQAL programme, and who are currently engaged as adult literacies tutors.

Overview

Literacy and numeracy as complex capabilities
Terminologies for metapractice: linguistic and mathematical concepts and terms; educational and assessment concepts and terms
Different organisational models of learning and teaching in adult literacies - one to one, pair work, group work, integrated literacies, distance learning
Group working processes and approaches
Teaching and learning strategies for reading, writing, oracy, number use, interpreting numerical and graphic information.
Strategies to develop metacognition
Sources of ideas and resources for learning and teaching
Assessment strategies for monitoring and supporting learning and for accreditaion
Action research for professional development

This module will address the following areas for the TQAL Benchmark Statements:
3.1, 3.2, 4.1, 4.2, 4.3, 4.4, 4.5, 5.1, 5.2, 5.3, 5.4, 5.5, 5.6

Assessment

1st Attempt: Continuous assessment (100%).
Action research project report (4,000 words)
Practice: Portfolio of practice resources, including assessment tools; 3 x extracts from practice diary (250-500 words each); Practice tutor report of observed practice using observation report template.

Resit: Continuous assessment (100%).
Action research project report (4,000 words)
Practice: Portfolio of practice resources, including assessment tools; 3 x extracts from practice diary (250-500 words each); Practice tutor report of observed practice using observation report template.

Credit Points

30

Course Coordinator

Ms A Ackland

Pre-requisites

Available only to students in programme year 3 on the BA in Professional Development, and on the TQAL programme, and who are currently engaged as adult literacies tutors.

Overview

Definitions of literacies in different historical periods and different cultural contexts.
Philosophical and sociological theories of education
Histories of education for literacies
Comtemporary international political contexts and discourses of adult literacies - comparing Scottish policy with other political responses.
The New Literacies Studies and literacies as social practice
The ethnographic method of investigating social practice
Ideologies for practice.

This module will address the following areas of the TQAL Benchmark Statements:
1.1, 1.2, 2.1, 2.2, 2.3, 2.4, 3.1, 3.2, 5.1, 5.2, 5.3, 5.4, 5.5, 5.6

Assessment

1st Attempt: Continuous assessment (100%)
A critical essay (3,000 words)
Practice: Presentation of a limited ethnographic investigation of local literacies
3 x extracts from practice diary (250-500 words each); Analysis of observed practice using observation report template.

Resit: Continuous assessment (100%)
A critical essay (3,000 words)
Practice: Presentation of a limited ethnographic investigation of local literacies
3 x extracts from practice diary (250-500 words each); Analysis of observed practice using observation report template.

Credit Points

30

Course Coordinator

Ms A Ackland

Pre-requisites

Available only to students in programme year 3 on the BA in Professional Development, and on the TQAL programme, and who are currently engaged as adult literacies tutors.

Overview

The comtemporary adult literacies field - multiple agencies and their roles and remits.
Community development processes and their relationship to adult literacies
Policies and practices of interagency working in adult literacies
Models of and issues of partnership working
Learners as partners - issues and approaches
Guidance for ongoing learning and progression
Strategies for training and working with tutor assistants
Practioner research methodologies

This module will address the following areas of the TQAL Benchmark Statements:
3.2, 3.3, 4.1, 4.2, 4.3, 4.4, 4.5, 5.1, 5.2, 5.3, 5.4, 5.5, 5.6

Assessment

1st Attempt: Continuous assessment (100%)
Small scale research project report (4,000 words);
Practice: ICT too adapted and employed for use with learners; 3 x extracts from practice diary (250-500 words each); HE/FE tutor report of observed practice using observation report template.

Resit: Continuous assessment (100%)
Small scale research project report (4,000 words);
Practice: ICT too adapted and employed for use with learners; 3 x extracts from practice diary (250-500 words each); HE/FE tutor report of observed practice using observation report template.

Credit Points

30

Course Coordinator

Ms A Ackland

Pre-requisites

Available only to students in programme year 3 on the BA in Professional Development, and on the TQAL programme, and who are currently engaged as adult literacies tutors.

Overview

Adult learning theories, including psychological theories of learning and learners
Discourses of adult learning, including three phases of discourse of lifelong learning
The social nature of the relationship between individuals, groups and social institutions
Social diversity and inequally in learners and learner needs
Barriers to participation
Recognising literacies' uses of literacies and their existing skills, knowledge and understanding
Comparison of informal and formal learning processes
The role of self-evaluation and reflection in learning
Professional identity, including narratives of professionalism
Models and processes of professional development

This module will address the following areas of the TQAL Benchmark Statements:
2.1, 2.2, 2.3, 2.4, 3.1, 4.3, 4.5, 5.1, 5.2, 5.3, 5.4, 5.5, 5.6

Assessment

1st Attempt: Continuous assessment (100%)
1 x case study (1,000 words); 1 x professional portrait and development plan (2,000 words);
Practice: 3 x learner Individual Learning Plans (ILPs); 3 x extracts from practice diary (250-500 words each); Analysis of observed practice using observation report template.

Resit: Continuous assessment (100%)
1 x case study (1,000 words); 1 x professional portrait and development plan (2,000 words);
Practice: 3 x learner Individual Learning Plans (ILPs); 3 x extracts from practice diary (250-500 words each); Analysis of observed practice using observation report template.

Credit Points

15

Course Coordinator

Ms K A McArdle

Pre-requisites

Available only to students in Programme Year 3 on the BA in Professional Development.

Overview

The BA in Professional Development has been designed to promote more effective practice with reflective inquiry as the key approach towards achieving this goal through the revision and reconstruction of practice. The philosophy and processes of the programme are made explicit at the beginning of each level of the programme. A prominent place is given to critical analysis of the model of the reflective practitioner.

Participants are not only encouraged to appreciate the significance of reflective practice but also they are encouraged to exercise and develop skills in the processes of reflection and their application in each participants’ professional practice, taking account of the social learning context. The course seeks to build upon existing professional values, knowledge and skills but expects that professionals accept responsibility for the ongoing development of their professional field.

The course provides the opportunity for personal and professional development planning.

Standard delivery model – Mixed mode – Face-to-face – 1 x 6 hour workshop, 3 x 3 hour seminars, 3 x 1 hour tutorials + distance learning. Full face-to-face OR full open/distance learning delivery modes can be made available to suit needs of student or sponsor.

Assessment

1st Attempt: In-course assessment (100%).

Resit: Re-submission of in-course assignment and examination.

Credit Points

30

Course Coordinator

Ms K A McArdle

Pre-requisites

Available only to students in Programme Year 3 on the BA in Professional Development.

Overview

The content of the professional project is determined by the individual participant with support from tutors. Guidance is, however, provided on:

• identifying an area of interest;


• clarifying the purpose of the project and research features;


• formulating an action plan;


• gathering information;


• analysing and interpreting data and outcomes;


• report writing.

Standard delivery model – Mixed mode – Face-to-face – 2 x 6 hour workshops, 6 x 3 hour seminars, 4 x 1 hour tutorials + distance learning. Full distance learning delivery modes can be made available if numbers are viable and more/less face-to-face can be provided where participants are in a viable cohort size to suit needs of the group/sponsoring organisation.

Assessment

1st Attempt: In-course assessment (100%).

Resit: Re-submission of in-course assignment and examination.

Credit Points

15

Course Coordinator

Ms K A McArdle

Pre-requisites

Available only to students in Programme Year 3 on the BA in Professional Development.

Overview

Distinctions between different approaches to practice research and evaluation.

Introduction to post-positivist approaches to small-scale qualitative inquiry.

Ethical research practice.

Research processes – research questions, methodology/methods/analysis and interpretation.

Analysis and interpretation of findings.

Research minded practice.

Standard delivery model – Mixed mode – Face-to-face – 1 x 6 hour workshop, 3 x 3 hour seminars, 3 x 1 hour tutorials + distance learning. Full face-to-face OR full open/distance learning delivery modes can be made available to suit needs of student or sponsor.

Assessment

1st Attempt: In-course assessment (100%).

Resit: Re-submission of in-course assignment and examination.

Credit Points

15

Course Coordinator

Ms K A McArdle

Pre-requisites

Available only to students in Programme Year 3 on the BA in Professional Development.

Overview

Content is determined by the student in negotiation with the course tutor. A learning contract is developed. This emerges from dialogue between the course participant and the course tutor.

The contract includes learning outcomes negotiated between student and course tutor.

Standard delivery model – Mixed mode – Face-to-face – 1 x 6 hour workshop, 3 x 3 hour seminars, 3 x 1 hour tutorials + distance learning. Full face-to-face OR full open/distance learning delivery modes can be made available to suit needs of student or sponsor.

Assessment

1st Attempt: In-course assessment (100%).

Resit: Re-submission of in-course assignment and examination.

Credit Points

15

Course Coordinator

Ms K A McArdle

Pre-requisites

Available only to students in Programme Year 3 on the BA in Professional Development.

Overview

Background to organisation theory including classical/scientific management and the human relations movement. Current influences in organisation theory and the emergence of development planning within educational services.

Strategic planning with particular reference to public and third sector, including negotiating and agreeing contracts.

Organisational change. Management of change. Strategic and operational objectives. Total Quality Management. Performance Indicators.

Management and planning of human resources to ensure full contribution to the work of the organisation.

Financial management. Financial implications of planned work activities. Budgeting.

Standard delivery model – Mixed mode – Face-to-face – 1 x 6 hour workshop, 3 x 3 hour seminars, 3 x 1 hour tutorials + distance learning. More face-to-face OR more open/distance learning delivery modes can be made available to suit needs of student or sponsor given viable cohort size.

Assessment

1st Attempt: In-course assessment (100%).

Resit: Re-submission of in-course assignment and examination.

Credit Points

15

Course Coordinator

Ms K A McArdle

Pre-requisites

Available only to students in Programme Year 3 on the BA in Professional Development.

Overview

Background to Training and Development

This unit provides an introduction to training and development, locating them within the context of other management functions and responsibilities.

Identification of Training Needs and Personal Development Plans

The relationship between strategic planning and training and development, exploring a number of methods of identifying training needs and outlining the process of producing Personal Development Plans, including strategies to meet these needs.

Planning and Designing Programmes

Trainer centred and participant centred approaches.

Evaluation and Reassessment of Needs

The final unit of this course explains how to evaluate programmes so that sound judgements may be made concerning the effectiveness of training and development.

Standard delivery model – Mixed mode – Face-to-face – 1 x 6 hour workshop, 3 x 3 hour seminars, 3 x 1 hour tutorials + distance learning. More face-to-face OR more open/distance learning delivery modes can be made available to suit needs of student or sponsor given viable cohort size.

Assessment

1st Attempt: In-course assessment (100%).

Resit: Re-submission of in-course assignment and examination.

Credit Points

15

Course Coordinator

Ms K A McArdle

Pre-requisites

Available only to students in Programme Year 3 on the BA in Professional Development who have passed Self-Management & Personal Effectiveness 2.

Overview

Self analysis – each student is encouraged to demonstrate willingness and ability to investigate and analyse their existing levels of personal effectiveness in practice using a combination of diagnostic instruments; reflection based on new learning from the course; and feedback from others.

At the outset participants will be introduced to the principles that underpin the module, including its reflective and active learning philosophy. Thereafter the course content will be built around the following topics:

• Developing self-awareness – Using diagnostic instruments, feedback from mentors and own judgement in reaching accurate self evaluation; self disclosure, personal values, learning styles, attitudes towards change, and interpersonal orientation.


• Managing Stress – Understanding stress; strategies for eliminating stressors, building resilience, and short-term coping.


• Effective Problem Solving – Rational approaches, creative approaches, barriers to effective problem solving, and fostering innovation in others.


• Interpersonal Skills – Communicating supportively, gaining power and influence, motivating others, managing conflict, empowering and delegating.

Standard delivery model – Mixed mode – Face-to-face – 1 x 6 hour workshop, 3 x 3 hour seminars, 3 x 1 hour tutorials + distance learning. More face-to-face OR more open/distance learning delivery modes can be made available to suit needs of student or sponsor given viable cohort size.

Assessment

1st Attempt: In-course assessment (100%).

Resit: Re-submission of in-course assignment and examination.

Credit Points

15

Course Coordinator

Mrs S L Kearns

Pre-requisites

Available only to practitioners who hold a relevant professional qualification, who are nominated by their employing agency.

Overview

Course content will include:

• knowledge of roles and responsibilities within legal and policy frameworks and balancing children's rights; parental responsibilities; duties and powers of agencies


• use of the law and local Child Protection Guidelines to inform practice


• examination of local arrangements for reporting abuse and roles within these


• interprofessional and interagency collaboration and communication


• communication with children, carers and professionals


• consideration of roles and responsibilities


• recognition of signs and symptoms of abuse and neglect


• consideration of a range of definitions of abuse


• identification of barriers to recognition of abuse from personal, professional, interprofessional, institutional standpoints


• examination of personal and professional value bases and their influence on decision making.

Structure

Face-to-face - 10 one-hour lectures; 19 two-hour seminars; 2 one-hour tutorials.

Mixed mode OR more open/distance learning delivery models can be made available to suit needs of students or sponsor given viable cohort size.

Assessment

1st Attempt: In-course assessment (100%).

Resit: Re-submission of in-course assignment and examination.

Credit Points

30

Course Coordinator

Mrs N M Hart

Pre-requisites

Available only to students in Programme Year 3 on the BA in Professional Development who hold a relevant professional qualification and are sponsored by their employing agency.

Overview

Evaluation and review of own knowledge base.

Update on current literature and research in child care and child protection and consideration of its implications for both practice development and professional development of staff and the development of child care policy and practice and the assessment planning and decision making process.

The influence of adult learning theory on supervisory style.

Learning styles.

Giving and receiving feedback.

Staff appraisal.

Motivating staff.

Standards of practice and assessment of competence.

Staff care and self care.

Standard delivery model – 15 x 1½ hour lectures, 12 x 2-hour seminars, 3 x 1 hour tutorials. More face-to-face OR more open/distance learning delivery modes can be made available to suit needs of student or sponsor given viable cohort size.

Assessment

1st Attempt: In-course assessment (100%).

Resit: Re-submission of in-course assignment and examination.

Credit Points

15

Course Coordinator

Mrs N M Hart

Pre-requisites

Available only to students in Programme Year 3 on the BA in Professional Development.

Overview

This course will include knowledge input and practice learning with regard to:

• values, symbols and meaning in and across professions;


• current political, legal and policy context and influences;


• models of team working and collaborative practice;


• creating of cultures and communities of practice;


• inter professional problem solving and decision making;


• brokering;


• boundaries, roles and responsibilities;


• conflict resolution and negotiation;


• articulating identities and identity management;


• consideration of the role of language in the development of professional understandings;


• thresholds and triggers to action;


• frameworks for analysis and evaluation of practice development;


• professional adulthood in inter professional working.

Standard delivery model – Face-to-face – 5 x 2-hour seminars, 10 x 1-hour lectures, 2 x 1-hour tutorials. Mixed mode OR more open/distance learning delivery modes can be made available to suit needs of student or sponsor given viable cohort size.

Assessment

1st Attempt: In-course assessment (100%).

Resit: Re-submission of in-course assignment and examination.

Credit Points

15

Course Coordinator

Mrs C A Gordon

Pre-requisites

Available only to students in Programme Year 3 on the BA in Professional Development who are currently employed in Further Education.

Overview

The course introduces issues that are current to practitioners in the FE context.

The course has been designed in such a way that it encourages a reflective practice approach in addressing the following topics:

• attitudes towards inclusiveness and the implications for FE;


• disability discrimination and race equality legislation;


• effective teaching and learning in an inclusive institution, including the use of ICT;


• managing the inclusive classroom.

Distance learning materials (either paper-based or online) with support arrangements as negotiated with FE college partners.

Assessment

1st Attempt: In-course assessment (100%).

Resit: Re-submission of in-course assignment and examination.

Credit Points

15

Course Coordinator

Mrs C A Gordon

Pre-requisites

Available only to students in Programme Year 3 on the BA in Professional Development who are currently employed in Further Education.

Overview

The course introduces issues that are current to practitioners in the FE context.

The course has been designed in such a way that it encourages a reflective practice approach in addressing the following topics:

• the factors affecting social exclusion and the role further education has to play in addressing these;


• challenging own attitudes to inclusiveness and the implications for teaching practice;


• making the curriculum more accessible;


• effective teaching and learning in an inclusive institution, including the use of ICT and enabling technologies;


• managing the inclusive classroom;


• relevant legislation ie disability, race, gender.

Combination of taught delivery, self-study and academic tutorial support.

Assessment

1st Attempt: In-course assessment (100%).

Resit: Re-submission of in-course assignment and examination.

Credit Points

15

Course Coordinator

Ms K A McArdle

Pre-requisites

Available only to students in Programme Year 3 on the BA in Professional Development.

Overview

Experiences of Learning – This encourages participants to look at their own experience of learning in order to begin to explore the values they hold, subjecting them to critical analysis and looks at definitions of adult education.

History, culture and politics of adult education – The context of adult education has been characterised over the years by changes and movements. An exploration of history, culture and politics contributes to understanding of the current character of adult education.

Understanding adult learners – This focuses on the learner and his/her motivation for learning and how his/her character and experience might be important to the learning experience.

Expanding Ideology – This assists participants to learn from the experiences of the course and to look to the future for the participants as both the learner and an educator of adults.

Standard delivery model – Mixed mode – Face-to-face – 1 x 6 hour workshop, 3 x 3 hour seminars, 3 x 1 hour tutorials + distance learning. More face-to-face OR more open/distance learning delivery modes can be made available to suit needs of student or sponsor given a viable cohort size.

Assessment

1st Attempt: In-course assessment (100%).

Resit: Re-submission of in-course assignment and examination.

Credit Points

15

Course Coordinator

Ms K A McArdle

Pre-requisites

Available only to students in Programme Year 3 on the BA in Professional Development.

Overview

The course explores common educational approaches in a practical context. This includes for example andragogy, learning styles, constructivism, learning careers, situated learning, coaching, informal learning.

Participants are encouraged to view the educational process as a multi-layered activity which brings together sociological forces that shape education, educational theory, curriculum and practice.

Common educational interventions will be introduced and practised, linking these to identified needs.

The training cycle used to design, implement and evaluate training programmes will frame the course introducing participants to training needs analysis, goal/objective setting/implementation and evaluation.

Standard delivery model – Mixed mode – Face-to-face – 1 x 6 hour workshop, 3 x 3 hour seminars, 3 x 1 hour tutorials + distance learning. More face-to-face OR more open/distance learning delivery modes can be made available to suit needs of student or sponsor given a viable cohort size.

Assessment

1st Attempt: In-course assessment (100%).

Resit: Re-submission of in-course assignment and examination.

Credit Points

15

Course Coordinator

Ms K A McArdle

Pre-requisites

Available only to students in Programme Year 3 on the BA in Professional Development.

Overview

The course will include an examination of different approaches to work in the community and community development with particular reference to different understandings of community. The course will consider the history of different government approaches to community empowerment and inclusion with particular reference to these in an educational context and supporting learning in the community. The underpinning values and principles will be explored.

Through consideration of common discourses of inclusion and empowerment, individuals will be encouraged to explore these notions in their own community or a community in which they work.

Common approaches and skills linked to community work will be introduced including community profiling, networking/partnership, progression and sustainability and evaluation.

The course aims to provide individuals with an opportunity to develop practical skills to support community work. This will include developing small-scale community profiles and the communication and networking skills linked to community development. Participants will be encouraged to reflect on their own values and the impact of their work in a community development domain of their choice.

Standard delivery model – Mixed mode – Face-to-face – 1 x 6 hour workshop, 3 x 3 hour seminars, 3 x 1 hour tutorials + distance learning. More face-to-face OR more open/distance learning delivery modes can be made available to suit needs of student or sponsor given a viable cohort size.

Assessment

1st Attempt: In-course assessment (100%).

Resit: Re-submission of in-course assignment and examination.

Credit Points

15

Course Coordinator

Ms K A McArdle

Pre-requisites

Available only to students in Programme Year 3 of the BA in Professional Development.

Overview

Defining community and related ideas and terms.

Identifying community work processes and good practice, including tools for change.

Networking, empowerment and inclusion.

Evaluating good community practice.

Standard delivery model – Mixed mode – Face-to-face – 1 x 6 hour workshop, 3 x 3 hour seminars, 3 x 1 hour tutorials + distance learning. More face-to-face OR more open/distance learning delivery modes can be made available to suit needs of student or sponsor given a viable cohort size.

Assessment

1st Attempt: In-course assessment (100%).

Resit: Re-submission of in-course assignment and examination.

Credit Points

15

Course Coordinator

Mrs N M Hart

Pre-requisites

Available only to practitioners who hold a requisite, appropriate professional qualification and who are nominated by their employing agency.

Overview

The course will contain a balance of knowledge, practice skill development and exploration of values. The content will cover:

• the social and cultural context of child rearing


• defining harm, abuse and neglect


• social and cultural understandings of child abuse and neglect


• legal and procedural frameworks informing responses


• communication skills


• the inter-agency child protection system - roles and relationships within this


• frameworks and models of risk assessment


• investigative interviewing

Structure

Fifty-hour seminars (50); ten-hour lectures (10); two-hour tutorial (2)

Mixed mode OR more open/distance learning delivery models can be made available to suit needs of students or sponsor given viable cohort size.

Assessment

1st Attempt: In-course assessment (100%).

Resit: Re-submission of in-course assignment and examination.

Credit Points

15

Course Coordinator

Mrs N M Hart

Pre-requisites

Available only to practitioners who hold an appropriate professional qualification and have been nominated by thier employing agency.

Overview

Participants undertake a systematic review of their current knowledge and practice base.

Participants also consider the process of acquiring knowledge and the research process itself.

With tutor support, they will identify areas in which they wish to develop further knowledge and understanding and undertake a literature search.

Working in small groups, participants consider current literature, research and practice developments. The group is facilitated to explore this material and present an analysis of the issues, questions and practice dilemmas.

The impact of the legislative framework and multi-disciplinary context of child care and protection is also addressed.

Participants initially present their findings to the course group. Feedback from course members is used to inform their presentatiopns to practice colleagues.

Structure

10 one hour lectures; 2 one-hour tutorials; 9 two-hour student led seminars.

Mixed mode OR more open/distance learning delivery models can be made available to suit needs of student or sponsor given viable cohort size.

Assessment

1st Attempt: In-course assessment (100%).

Resit: Re-submission of in-course assignment and examination.

Credit Points

15

Course Coordinator

Mrs N M Hart

Pre-requisites

Available only to practitioners who hold a relevant professional qualification, who are nominated by their employing agency.

Overview

The content of the course will include consideration of:

• exploration of notions of rights, responsibilities and power issues in decision making


• the legal framework for assessment, planning and decision making in child care


• assessment, planning and decision making frameworks and processes including consideration of values; thresholds; guidance, policy and procedures; the influence of current research


• the decision making process including management of meetings, active participation; presentation skills;


• working with parents, carers, children and other professionals with particular reference to communication skills and working in partnership


• engaging and empowering young people

Structure

10 one-hour lectures; 20 two-hour seminars; 2 one-hour tutorial.

Mixed mode OR more open/distance learning delivery models can be made available to suit needs of student or sponsor given viable cohort size.

Assessment

1st Attempt: In-course assessment (100%).

Resit: Re-submission of in-course assignment and examination.

Credit Points

15

Course Coordinator

Mrs N M Hart

Pre-requisites

Available only to practitioners who hold a relevant professional qualification, who are nominated by their employing agency.

Overview

The course will contain a balance of knowledge, practice skills and an apprectiation of a range of methods of interventions and direct work with children, young people and
their carers.

The content will include:

• therapeutic approaches to working with children, including consideration of theoretical perspectives, frameworks, tools and techniques


• stimulating and supporting resilience


• communication with children and young people, with carers and with other professionals


• collaboration and networking


• consideration of the long term effects of child abuse and neglect


• work with children and young people who abuse


• the legislative frameworks for intervention including the continuum of permanency, including contact, preventionm rehabilitation abd permanent substitute care


• self-care and the use of supervision

Structure

10 one-hour lectures; 19 two-hour seminars; 2 one-hour tutorials.

Mixed mode OR more open/distance learning delivery models can be made available to suit needs of student or sponsor given viable cohort size.

Assessment

1st Attempt: In-course assessment (100%).

Resit: Re-submission of in-course assignment and examination.

Credit Points

15

Course Coordinator

Lorna Stephen

Pre-requisites

Current Employment in Further Education.

Overview

The course introduces the skills and knowledge associated with teaching, learning and assessment within the FE context.

The course has been designed in such a way that it:

• sets the context for learning from experience and through reflective practice;


• introduces questions of what are learning, teaching, assessment and the curriculum;


• considers aspects relevant to planning, including suitability of resources;


• focuses attention on key themes of management in the learning environment, including behaviour and relationships;


• addresses issues concerned with assessment principles and practices.

Structure

Distance learning materials (either paper-based or online) with support arrangements as negotiated with FE college partners (see note 36)

Assessment

1st Attempt: One lesson plan accompanied by a 3000 word written commentary.

Resit: Re-submission of in-course assignment and examination.

Credit Points

15

Course Coordinator

Mrs L M Stephen

Pre-requisites

Current Employment in Further Education.

Overview

The course introduces the skills and knowledge associated with learning, teaching and evaluation strategies used within the FE context.

The course has been designed in such a way that it:

• sets the context for learning from experience and through reflective practice.


• introduces key themes linked to understanding adult learners.


• focuses on particular learning/teaching approaches - learning in groups and coaching.


• returns to a broader view of practice and of quality issues linked to teaching evaluation.

Structure

Distance learning materials (either paper-based or online) with support arrangements as negotiated with FE college partners (see note 36)

Assessment

1st Attempt: Evaluation of personal practice in teaching and learning, together with a 3000 word report.

Resit: Re-submission of in-course assignment and examination.

Credit Points

15

Course Coordinator

Mrs L M Stephen

Pre-requisites

Current Employment in Further Education.

Overview

The course centres on aspects of the wider role beyond classroom teaching of the lecturer in FE.

the course has been designed in such a way that it:

• encourages self-evaluation and reflection;


• addresses issues of stress and its management in the workplace;


• focuses attention on the key areas of student guidance and working in teams;


• introduces significant local, national and international policies, practices and developments.

The emphasis is on adopting a critical view with regard to the course themes.

Structure

Distance learning materials (either paper-based or online) with support arrangements as negotiated with FE college partners (see note 36).

Assessment

1st Atttempt: A reflective and analytical person professional self-portrait of 3000 words.

Resit: Re-submission of in-course assignment and examination.

Credit Points

15

Course Coordinator

Mrs S Kearns

Pre-requisites

Certificate Level Qualification in related practice (SCQF 9) or appropriate evidence of prior learning.

Co-requisites

Current experience of direct work with families.

Overview

• Key elements of reflective practice, including opportunities to update knowledge base and critically evaluate current research.


• Personal and professional values, ethical debates and inter-professional tensions.


• Key policy and professional discourses, including family support, family systems, family health and family learning.


• Models of assessment and intervention, including a range of family therapy models.


• The interface between professional roles in the multi-disciplinary team.


• Opportunities for skill development.

Assessment

1st Attempt: Continous Assessment (100%).
Reflective account (3,000 words) of the candidate's work with a family, evidencing self-reflexivity and taking account of research findings and current theoretical base.

Resit: Continous Assessment (100%).
Reflective account (3,000 words) of the candidate's work with a family, evidencing self-reflexivity and taking account of research findings and current theoretical base.

Credit Points

15

Course Coordinator

Mrs S Kearns

Pre-requisites

Certificate Level Qualification in related practice (SCQF 7) or appropriate evidence of prior learning.

Co-requisites

Current experience of direct work with children and young people.

Overview

• Key elements of reflective practice, including opportunities to update knowledge base and critically evaluate current research.


• Personal and professional values, ethical debates and inter-professional tensions.


• Key professional and policy discourses, including children's rights, partnership, the interface between care and protection.


• Models of assessment and interventions, including theories of attachment and resilience.


• Key ares of vulnerability and their impact on children's behaviour.


• The interface between professional roles in the multi-disciplinary team.

Assessment

1st Attempt: Continous Assessment (100%).
Reflective Account (3,000 words) of the candidate's work with a child, young person, or group, evidencing self-reflexivity and taking account of research findings and current theoretical base.

Resit: Continous Assessment (100%).
Reflective Account (3,000 words) of the candidate's work with a child, young person, or group, evidencing self-reflexivity and taking account of research findings and current theoretical base.

Credit Points

30

Course Coordinator

Mr J D Grant

Pre-requisites

Available only to students on the PGDE (Secondary) programme.

Co-requisites

Learning & Teaching in Secondary Schools, Secondary School Experience 1(SE1), Secondary School Experience 2(SE2), Secondary School Experience 3(SE3).

Overview

The content will:

• focus on the range of topics specified for Business Education which are relevant to the secondary school curriculum;


• examine the rationale for Business Education in the secondary school curriculum;


• critically evaluate relevant literature and research;


• study in detail national subject/course guidelines.

Attention is given throughout to aspects of professional practice in the teaching of Business Education in secondary schools such as: communication; lesson and course planning and evaluation; resource evaluation, selection and production; assessment of pupils; learning styles and differentiation. Students will be required to consider and use theoretical frames and findings from research.

This course is integrated with courses SE1, SE2 and SE3 and is offered in three blocks of 6 weeks. For blocks 1 and 2 the normal pattern will be 5 hours contact per week and for the block 3 the pattern will be two and a half hours per week. The contact time will be made up of lectures, seminars, tutorials and tutor led workshops.

Assessment

1st Attempt: In-course assessment: In-Course Essay (100%).

Resit (for Honours students only): Candidates achieving a CAS mark of 6-8 may be awarded compensatory level 1 credit. Candidates achieving a CAS mark of less than 6 will be required to submit themselves for re-assessment and should contact the Course Co-ordinator for further details.

Credit Points

30

Course Coordinator

Mrs Y C Bain

Pre-requisites

Available only to students on the PGDE (Secondary) programme.

Co-requisites

Learning & Teaching in Secondary Schools, Secondary School Experience 1(SE1), Secondary School Experience 2(SE2), Secondary School Experience 3(SE3).

Overview

The content will:

• focus on the range of topics specified for Computing which are relevant to the secondary school curriculum;


• examine the rationale for Computing in the secondary school curriculum;


• critically evaluate relevant literature and research;


• study in detail national subject/course guidelines.

Attention is given throughout to aspects of professional practice in the teaching of Computing in secondary schools such as: communication; lesson and course planning and evaluation; resource evaluation, selection and production; assessment of pupils; learning styles and differentiation. Students will be required to consider and use theoretical frames and findings from research.

This course is integrated with courses SE1, SE2 and SE3 and is offered in three blocks of 6 weeks. For blocks 1 and 2 the normal pattern will be 5 hours contact per week and for the block 3 the pattern will be two and a half hours per week on a single morning. The contact time will be made up of seminars, tutorials and tutor led workshops.

Assessment

1st Attempt: In-course assessment: In-Course Essay (100%).

Resit (for Honours students only): Candidates achieving a CAS mark of 6-8 may be awarded compensatory level 1 credit. Candidates achieving a CAS mark of less than 6 will be required to submit themselves for re-assessment and should contact the Course Co-ordinator for further details.