Brooksby Melton College
FE Course Handbook 2013/14
A guide to your course
Course Title: Level 2 Certificate for Children and Young People’s Workforce
1 Contents
Welcome Statement
On behalf of all the Academic and Business support staff we would like to welcome you to Brooksby Melton College.
Our aim is to provide you with an excellent service and to make your studies with us as rewarding and enjoyable as possible. If you feel there is anything we should change to enhance your learning experience, we would welcome your suggestions. We expect you to attend all relevant classes and enter into the spirit of College life so that you develop yourself and help develop others whilst here. You can do this by making sure you participate fully in all learning activities and join in with everything the College has to offer.
The college is a strong believer in equality of treatment and opportunity and thus expects all staff and students to treat each other with respect, consideration, and dignity (as you would expect them to treat you). In this context, we would welcome any comments which help us to maintain our equality policy.
Our 3 Core values are:
We believe that our students and customers should enjoy, benefit and be successful from the time they spend with us.
We believe that all staff should contribute to improving the experience of our students and customers.
We believe the College should be an open and respectful place to work and study that promotes and rewards achievement
Each of these values we look to embrace each year with ALL staff and students alike which we hope will support you and your studies.
Finally I would like to take this opportunity to wish you every success in your programme of study.
2 Your Course team contact details
The Programme Team Manager for your area is: Carol Barker
The Course tutor for your course is: Sacha Robinson
Brooksby Melton College Switchboard: 01664 850850
STAFF NAME CONTACT DETAILS
Carol barker Email: [email protected]
Telephone: 01664 850850
Internal Extension: 512
Wendy Metcalf Email: [email protected]
Telephone: 01664 855447
Internal Extension: 514
Sacha Robinson Email: [email protected]
Telephone: 01664 850850
Internal Extension: 437
Kim Flowers Email: [email protected]
Telephone: 01664 850850
Work Mobile Number: 07834417043
Amy Bettinson Email: [email protected]
Telephone: 01664 850850
Work Mobile Number: 07545440898
Respect campaign
Respect for All
The College is committed to providing opportunities for all, and respects that each person is different with regard to ethnic origin, gender, disability, mental health, sexual orientation, age, religion and belief and economic and social need.
The College wishes to help learners and staff understand and celebrate diversity by creating a culture of inclusivity, where all are valued. It will do this through a campaign known as: “Respect for All”.
3 As part of the Respect for All campaign, the college will:
deliver a structured group tutorial programme that promotes respect, diversity and inclusion,
embed respect for all within the college curriculum and showcase student projects that promote Respect for All,
Carry out other cross-college campaigns that will support the Respect for All agenda.
Further information can be found on Moodle.
Term dates & Course timetable
At the start of your course you will be given a timetable that shows the sessions you have each week, who teaches them and where they are. This may change through the year as modules or units are completed and your course tutor will issue your with any changes. The dates of the terms for your course are:
Autumn Term New Learners - Monday 9 September - Friday 13 December 2013 Returning Learners – Monday 16 September – Friday 13 December Half Term/Reading Break: Monday 21 to Friday 25 October
Spring Term 2014 Monday 6 January - Friday 11 April Half Term/Reading Break: Monday 17 to Friday 21 February
Summer Term Monday 28 April - Friday 4 July 2014 (May Day: Monday 5 May)
(Spring Bank Holiday: Monday 26 May to Friday 30 May)
Your Course Design & Delivery
To make sure you are ‘work ready’ or equipped to go on to further study we have built your course up from a series of elements. The following section shows you how your course is made up. Your Course Tutor will spend time in induction week going through this with you.
4 Main qualification
Course Title: Level 2 Certificate for Children and Young People’s Workforce
Awarding Body: CACHE
Year 1
Module / Module Title Value/ Unit No. credits
SHC 21 Introduction to Communication
This unit introduces the central importance of communication with a range of people, 3 credits and ways to reduce barriers to communication. It also addresses the issue of confidentiality.
SHC 22 Introduction to Personal Development
This unit introduces the concepts of personal development and reflective practice and 3 credits ways to implement these.
SHC 23 Introduction to Equality and Inclusion
This unit introduces the concept of equality, diversity and inclusion. 2 credits
TDA 2.1 Child and Young Person Development
This unit aims to develop knowledge and understanding of child and young person 2 credits development and the factors, including transitions, which may affect development
TDA 2.2 Safeguarding the Welfare of Children and Young People
This unit provides the knowledge and understanding required for safeguarding the 3credits welfare of children and young people
TDA 2.7 Maintain and Support Relationships with Children and Young People
This unit covers the competence required to maintain and support relationships with 3 credits children and young people. It requires demonstration of competence in communicating with children and young people, developing and maintaining relationships with children and young people, and supporting relationships between children and young people and others in the work setting
TDA 2.9 Support Children and Young People’s Positive Behaviour 2 credits
This unit provides the knowledge, understanding and skills required to support children and young people’s positive behaviour. It requires demonstration of competence in supporting positive behaviour and responding to inappropriate behaviour
CCLD Contribute to the Support of Child and Young Person Development
5 MU 2.2 The aim of this unit is for the learner to apply their knowledge and understanding in 3 credits order to support child and young person development. The unit also includes support to children and young people experiencing transitions and positive behaviour support
MU 2.4 Contribute to Children and Young People’s Health and Safety 3 credits To provide learners with the knowledge and skills to contribute to supporting children and young people’s health and safety MU 2.8 Contribute to the Support of the Positive Environments for Children and Young 3 credits People The purpose of this unit is to develop the learner’s understanding of why a positive environment is important to the individual needs of children and young people and the skills required to support this MU 2.9 Understand Partnership Working in Services for Children and Young People 2 credits This unit provides knowledge and understanding of the importance of partnership working and effective communication PEFAP 001 Paediatric Emergency First Aid 1 credit The purpose of this unit is for the learner to attain knowledge and practical competences required to deal with the range of paediatric emergency first aid situations contained in this unit MP11 002 Managing Paediatric Illness and Injury 1 credit The purpose of this unit is for the learner to attain knowledge and practical competences required to deal with the range of paediatric illnesses and injuries contained in this unit CYP core Develop Positive Relationships with Children and Young People and Others 1 credit 3.5 Involved in their Care The aim of this unit is to enable the learner to understand and practice the skills required to develop positive relationships with children, young people and carers OP 2.17 Contribute to the Support of Children’s Creative Development 2 credits The aim of this unit is to enable learners to contribute to supporting children’s creativity within the work setting SHC24 Introduction to Duty of Care in Health, Social Care or Children and Young 1 credit People’s Setting This unit introduces the concept of duty of care and awareness of dilemmas or complaints that may arise where there is a duty of care
Short and additional qualifications
Short qualification title: Level 2 Emergency First Aid
Awarding Body: VTCT
Description:
Basic First Aid at Level 2 to include resuscitation, choking, wounds and bleeding, burns, broken bones, spinal injury, anaphylaxis.
6 Functional Skills Design & Delivery
Being able to communicate and carry out basic numeracy is a vital skill that we all need if we are going to be able to work or complete further study. Your course has built into it timetabled sessions giving you an opportunity to develop these essential skills. These sessions will be staffed by a specialist tutor who will work with you to develop the skills you need to be able to achieve the functional skills qualifications that are part of your programme.
Assignment & Assessment schedule
You will be provided with information on and a plan of how your programme will be assessed. This will be given to you at the start of your course and show you how assessment will take place. It will include information on hand in dates and is planned so as to spread the assessment load out throughout your course.
You will be given feedback on each piece of assessed work as it is handed back to you. If it is a practical activity then initial verbal feedback followed by written feedback will be given so that you are clear of how you have done.
Your Course tutor will also keep an accurate, up-to-date record of your progress in relation to the course and this will be used in your one to one reviews and to inform parents of how you are progressing with the course.
Submission, marking & feedback policy
The college has put the following guide lines in place to ensure you are given adequate opportunity to achieve your justified grade in all assessed work. It is important that whilst you may want to aspire to achieve the highest possible grades, that is not always realistic. The time and effort you put in to any one assessment should not put your ability to pass all your assessments at risk. Your Course tutor will guide you on this.
All work must be submitted by the submission date which is printed on your assignment planning cycle
If for any reason you are unable to meet the specified deadline you should:
Inform the assessor at least ONE WEEK before the original date and state the reason(s) why this is the case. If the assessor determines that the reason is valid then a new deadline will be set. An extension will normally only be granted once on any individual assessed piece of work.
Any unauthorised late submission of work may result in disciplinary action.
Pass Criteria: If your work does not meet the Pass criteria you will be provided with guidance on
7 what needs to be completed and a new deadline set. If the pass criteria are not met on the second attempt, other alternative methods of assessment may be considered.
Plagiarism, or copying, is a very serious issue and will not be tolerated. Your work must be your own and any work found to have been taken from the Internet or other sources will be discounted from assessment decisions. Assessments failed for plagiarism can be re-attempted to an agreed deadline. Repeated plagiarism in any unit will result in your work being restricted to Pass in that unit and will result in disciplinary action being taken.
Some of your work will be sampled by another person (Internal Verifier) who will ensure that standards are being maintained in accordance with the requirements of the awarding body. This may involve someone watching your tutor assess you. Sometimes the awarding body send someone in to the College (External Verifier) and they may want to talk to you or see you being assessed. In both cases your Course tutor will inform you of this.
Appeals against assessment decisions
If you are not happy with how a grading decision is made about an assignment of assessment then you should initially raise this with your tutor to try to informally resolve. However if this is not resolved then there is a formal process of appeal in place. A full version of this policy can be found on Moodle.
Plagiarism & malpractice
It is important that in any work you do that is assessed that you don’t break the awarding body guidelines. If you do then this is called ‘Malpractice or Plagiarism’. The following are examples of how this might occur:
Plagiarism is using another person’s work/research without acknowledging where the information came from. It is very serious and can put your college career at risk. Sometimes you may want to use an author’s exact words – if so it is essential that you use a quotation. Everything between quotation marks should be exactly as it is in the original source.
Working together with other learners to produce work that is then submitted as all your own work. You should not be discouraged from teamwork, as this is an essential skill, but work submitted for assessment must show where this has happened.
Pretending to be someone else in order to produce the work for another or arranging for someone else to do the work for you in an assessment/examination/test
Making up of results and/or evidence
Failing to abide by the instructions or regulations for an assessment or test.
8 Misuse of assessment/examination material
For further detail please refer to the full policy on Assessment Malpractice which can be found on Moodle.
Progression / Career opportunities
Progression & career opportunities after your main qualification.
Academic routes (Internal)
1 Learners successfully completing the level 2 course will be invited to continue onto the level 3 course.
Employment routes
2 Non available with level 2, learner’s will need to complete level 3
Unsure still
3 Why not meet up with your course tutor if you are unsure of the route within your chosen subject area. If you would like more general options/advice then why not book to see learner’s services.
Supporting you while you study and listening to what you want
Study skills workshops
Within your timetable we have put in a session where you will be able to work on assignments and receive help and support from your tutor in developing your study skills. Being able to work on your own and complete tasks to a timescale is an important skill that we need to help you develop.
Using Referencing for Assignment writing
Whenever you draw on another writer’s ideas, you should give a clear Reference to their original work. That is, you need to say which particular book or article you are working from. You should also give the page number and the date of publication so that your reader can find the same details. The details of the reference can be provided in a full list of references at the end of your assignment.
In an essay you often have to discuss other people’s ideas and when you do so you are expected to use a ‘citation’ that is, a brief reference to where those ideas came from. You could use phrases such as:-
As Jones argues ……..
9 As Smith states……. According to Williams……. etc. Following these statements a reference is required e.g. (Smith 1998), (Jones 2002), or (Williams 2003).
A much more detailed explanation of the Harvard Referencing system can be found on Moodle.
Additional learning support
As part of supporting your success you will have taken an Initial Assessment as part of the recruitment process or in induction. We are able to use the results of that to provide additional help to those that are shown to need it.
Additional learning support may take many forms at the College, the nature of which is decided by the Learning Support Team. These include:
A Learning Support Assistant (LSA) who works with you one to one outside of normal classes. Small group workshops, which enable learners to work with other learners who have a similar literacy and/or numeracy need. A Learning Support Assistants (LSA) who will give you in-class support during normal teaching sessions. Special support during the examination process which might include additional time, someone to read or write for you. Special equipment, including software to help you with learning difficulties and/or disabilities. Full details of the Additional Learning support policy can be found on Moodle.
Tutorials are monitoring your progress
Whilst you are at College you will have a series of Group and individual tutorials. The Group tutorials are sessions where all of your group will be provided with information on a range of topics to help you develop your personal and social skills.
As well as these sessions you will also have regular one to one tutorials. These will be with your Course tutor or in the case of some large groups another key member of the teaching team. This is your opportunity to discuss personal progress as well as setting and monitoring of targets to help make sure you succeed.
Whilst you are with us these and other important personal information will be built up to form your Personal Learning Plan (PLP).These are accessed through Moodle which is the College’s Virtual Learning environment. Moodle will also be used to deliver teaching sessions and contains much of the teaching material used in your teaching sessions.
A full explanation of these the PLP’s and how to use them will be given during your induction programme and can be found on Moodle.
10 Learner Voice & College / Course Reps
Your views are important to us. Throughout your course we encourage you to give your opinions on a wide range of issues ranging from the quality of teaching to the service in the refectory. We will give you feedback on the Moodle site in the format of ‘You said, We did’ to keep you informed. Each course has a course rep that will be involved in organising activities and also to giving feedback on course specific matters. Please support and get involved in this important aspect of College life as it not only helps us to understand what is important to you but also helps you to develop valuable employability skills.
Enrichment & employability opportunities
An important part of your time here is spent developing your employability skills. To help with this your course has additional visits, trips and guest speakers. You may also get involved in offsite work although this will depend on your progress through the year with normal college sessions. For your course these are:
Visits and trips Education show, Birmingham and other visits as arranged during course.
Guest speakers A range of guest speakers from various settings and early years professionals.
Off site work Minimum of 200 hours in work placement will need to be completed to achieve this qualification
Work experience (delete if not applicable)
Work experience forms an important part of your course and has specific work experience dates built into the timetable. You can find out when your work experience dates are from your Course Tutor or the Work Experience Coordinator. They will be meeting with you to explain what you have to do and how to find placements. If you have work experience built into your course it is because you must complete this in order to pass your course. This is compulsory and you will receive an assessment which will be reflected in your final mark.
For more information on work experience please refers to the Work Experience Guide which can be found on Moodle.
Health and safety on your course
Making sure you stay safe and don’t put others at risk whilst on your course is essential. In order to make sure of this you will receive instruction and guidance on all that you do. The following information is here to supplement information and instruction given out in
11 teaching sessions.
Risk Assessments & Safe systems of work
Appropriate behaviour in and around college premises.
Strictly No smoking on college campus
Learner’s should ensure induction to each placement setting and make sure that they are aware of individual placement policy and procedures
Personal Protective Equipment (PPE)
Protective clothing as required by individual placements and as discussed with placement co- ordinators
Uniform and equipment
All learners on placement will be required to follow dress code.
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