Plymouth University

Academic Partnerships Template

Plymouth University Academic Partnerships

Cornwall College Camborne

Duchy College Stoke Climsland

Programme Quality Handbook for FdA Children and Young People’s Workforce

2014 – 15

Academic Partnerships Teaching, Learning and Assessment Handbook 2014-15 Page 1 of 29 Academic Partnerships Template Contents

Academic Partnerships Teaching, Learning and Assessment Handbook 2014-15 Page 2 of 29 1. Welcome and Introduction to the Foundation Degree in Children and Young People’s Workforce.

Welcome to the Foundation Degree in Children and Young People’s Workforce at Cornwall College. We are delighted you have chosen to study with us and look forward to helping you achieve your qualification in Children and Young People’s Workforce. The programme is now in its third year and was designed to meet local employer need and student interest. This programme has been designed to meet the Foundation Degree Qualification Benchmark (FDQB) and is based on the practical application of academic study. Assessments are often work related and use live briefs from employers. The programme is validated by Plymouth University and underpinned by the QAA Quality Code.

This programme has been designed to equip you with the skills and knowledge base required to work in your chosen specialism or other graduate opportunities. It is also a platform from which you can undertake additional academic and in some instances professional vocational qualifications. This is an exciting opportunity for you to study Children and Young People’s Workforce in a truly unique environment.

This Programme Quality handbook contains important information including:  The approved programme specification  Module records

Note: the information in this handbook should be read in conjunction with the current edition of the College Student handbook available at (college to add link) which contains student support based information on issues such as finance and studying at HE along with the University’s Student Handbook - https://www1.plymouth.ac.uk/studenthandbook and your Teaching, Learning and Assessment Handbook available on your programme virtual learning environment.

Academic Partnerships Teaching, Learning and Assessment Handbook 2014-15 Page 3 of 29 1. Programme Specification

On the following pages you will find the specification for your programme; this provides a detailed overview of the programme as a whole. It explains what you will learn and how you will be assessed throughout the two stages of your Foundation Degree. The Programme Learning Outcomes Map specifies the knowledge and skills you will develop at each stage of your Foundation Degree.

Awarding Institution: University of Plymouth Teaching Institution: Cornwall College Accrediting Body: Final Award: FdA Children & Young People’s Workforce Intermediate Awards: Certificate of Higher Education (Cert HE) Programme Title: Children & Young People’s Workforce UCAS Code: Cornwall College L592 Duchy College LX59 JACS Code: L592 Benchmarks: Foundation Degree Qualification Benchmark and informed by relevant section of Educational Studies, Early Childhood Studies, Social Work and Youth and Community Studies subject benchmarks.

Date of Approval: January 2010

Admissions Criteria:

120 UCAS points or a Level 3 in a relevant subject and relevant and appropriate work practice with children, young people and their families (paid or voluntary)

Qualification(s) Required for Entry to the Comments FdA A Level 3 in a relevant subject such as National Diploma Children’s Care Learning & Development, Diploma in Childcare and Education, NVQ 3 in Children’s Care Learning and Development, NVQ3 in Working with Children and Young People or 120 points at A/AS Level Candidates must have at Level 2: At Level 2 Key Skills requirement/Higher Level Communications and Numeracy. NB: A competent level of Diploma numeracy and literacy is required. and/or GCSEs required at Grade C and above Normally, 5 GCSEs, including English and Maths are required.

Plus at least one of the following Level 3 qualifications: Ensure that entries in the following sections are equitable; use conversion tables to relate one qualification to another A Levels required: (College to insert 60 points at A2 normally AS/A2/UCAS Points Tariff) Advanced Level Diploma Pass BTEC National Certificate/Diploma Pass normally in an appropriate subject HNC/D Pass normally in an appropriate subject VDA: AGNVQ, AVCE, AVS Pass required normally in an appropriate subject

Academic Partnerships Teaching, Learning and Assessment Handbook 2014-15 Page 4 of 29 Access to HE or Year 0 provision Pass – all subjects accepted International Baccalaureate 16 points Irish/Scottish Highers/Advanced Highers Grade D - 33/72 points respectively - All subjects accepted Work Experience Students will have experience with children/young people Other non-standard awards or experiences Normally students will have experience with children/young people APEL/APCL possibilities Add Academic Regs Reviewed on an individual basis link) University of Plymouth regulations apply. Interview/portfolio requirements Reviewed on an individual basis. Independent Safeguarding Agency (ISA) / Yes. This is an enhanced CRB disclosure, the cost for which Criminal Record Bureau (CRB) clearance is payable by the student. required

Aims of the Programme: This programme is intended to meet the developing roles within the sector for those working with children, young people and their families, while enabling some specialisation and focus in level 5 of the programme

Within a rapidly changing sector, Government initiatives, such as the Every Child Matters Agenda and the Common Core of Skills and Knowledge for the Children’s Workforce, it will allow those working within a wide range of multi-disciplinary teams to enhance their knowledge, understanding, skills and career opportunities.

Therefore, the aims of the programme are:

1. To develop the intellectual, affective and practical skills of the student in the gathering, analysing and interpreting of skills used in working with children, young people and their families and associated services. 2. To provide students with opportunities to explore, contrast and compare appropriate aspects of the subject area. 3. To widen knowledge and skills in relation to the Every Child Matters and the Common Core of Skills and Knowledge for the Children’s Workforce. 4. To enable students to gain new perspectives and holistic understanding of children and young people when engaged within a variety of contexts 5. To facilitate interdisciplinary working practice across a range of services within the sector with the voluntary, community and private sectors 6. To prepare students for employment in a wide range of services. 7. To provide a programme that takes students from a variety of academic and vocational backgrounds that will rapidly accelerate their knowledge, understanding and skills so that they achieve high quality awards.

Programme Intended Learning Outcomes (LO): The programme complements well the suite of programmes within education, as this is not aimed at providing a 'licence to teach', namely Qualified Teacher Status (QTS) in compulsory education or a post compulsory teaching qualification leading towards Qualified Teacher Learning & Skills (QTLS) and it focuses on understanding a specifically targeted group (children and young people), which distinguishes Academic Partnerships Teaching, Learning and Assessment Handbook 2014-15 Page 5 of 29 it from programmes for Early Years.

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

1. Demonstrate development of the intellectual, affective and practical skills of the student in the gathering, analysing and interpreting of skills used in working with children, young people and their families and associated services. 2. Demonstrate widening knowledge and skills in relation to the Every Child Matters and the Common Core of Skills and Knowledge for the Children’s Workforce. 3. Demonstrate a developing ability to engage in and understand interdisciplinary working practice across a range of services within the sector with the voluntary, community and private sectors.

Brief Description of the Programme This programme develops from an initial understanding of the wide ranging roles within the children and young people’s workforce, the sectors involved with this workforce and the practices within these sectors. The modules emphasise the legal and ethical context which encompasses all work within the children’s workforce and links to the common core. It develops specific skills of practice and the ability to reflect upon practice, enabling students to tackle independent study. It introduces a range of techniques and practices relating to communicating with children and young people and underpins this with an understanding of child development and psychology. Students will have the opportunity for additional development and accreditation in the field of teaching and learning.

Particularly important is an understanding of the social and political contexts in which practice is embedded and of socially engaged practice, working with communities, groups and stakeholders. The issues of inclusiveness, diversity and discrimination are explored in their own right, but also provide the ethical underpinning of the entire programme. Students will encounter a range of contexts within which the children's workforce operates and thus broaden their own practice through the appreciation of others.

Progression Route(s) This programme develops skills, understandings and abilities in a number of areas. Students from this degree will be able to progress to the stage 3 of the Plymouth University BA (Hons) Education and Training programme delivered at Cornwall College.

Your Programme Manager has access to University staff and is able to liaise in relation to your questions regarding progression to programmes at Plymouth University.

Please note there is a deadline for progression applications (normally around 15th January with the actual date determined annually) and places maybe subject to availability. If you progress to the final stage of a Plymouth University programme then your stage two aggregate mark (from your level 5 modules) will account for 30% and your progression stage (level 6 modules) aggregate mark will account for 70% of your final degree classification. Teaching Methods and Assessments A: Development of Knowledge and Understanding Learning and Teaching Strategy/Method By the end of the programme the student will be able to Primary demonstrate knowledge and understanding of:  Lectures and tutorials  the major theories of the child and youth development,  Directed independent study Academic Partnerships Teaching, Learning and Assessment Handbook 2014-15 Page 6 of 29 psychology as related to children and young people,  Learning from work experience communication, learning and teaching, and an awareness of a variety of ideas, contexts and frameworks Secondary  the wider social and environmental implications of child  Case studies development and behaviour and is able to debate issues in  Problem-solving exercises relation to more general ethical perspectives  the reflective practitioner  the structures and process of the children’s workforce  the principles of multidisciplinary working  competing positions and perspectives in relation to childhood and youth issues  the evidence base for issues concerning the children’s workforce  a range of research perspectives and methodologies  the nature and practices of social work services in relation to children and young people NB: Benchmark References Assessment

Educational Studies Key knowledge and understanding is Early Childhood Studies assessed via a combination of multiple Social Work choice tests, examinations, essays, Youth and Community Studies presentations and seminar performances.

B: Cognitive and Intellectual Skills Learning and Teaching Strategy/Method By the end of the programme the student will be able to: Primary  Class exercises  critique rival theories and frameworks  Tutorial/seminar discussions  analyse and synthesise  Feedback via coursework assessment  Intelligently apply appropriate principles in assessing policy process (essays etc.) or practice  demonstrate problem solving and investigation skills Secondary  demonstrate skills of reflection and evaluation For example:  apply appropriately ethical criteria and codes of practice  Policy and practice analysis in surgeries  Case study analysis and evaluation  Reflective writing

NB: Benchmark References Assessment

Educational Studies  Essays/projects/dissertations Early Childhood Studies  Reflective journals/crucial incident Social Work analysis Youth and Community Studies  Coursework on practical application questions  Seminar presentations

Academic Partnerships Teaching, Learning and Assessment Handbook 2014-15 Page 7 of 29 C: Key Transferable Skills Learning and Teaching Strategy/Method By the end of the programme the student will be able to: Primary  Library and other research  interact effectively and collaboratively within a team / exercises learning group,  Group work awareness and  manage learning using resources for the discipline practice  communicate effectively in a manner appropriate to the  Work- based experience discipline (in standard English oral, written, using ICT)  Case study and simulation  take responsibility for own learning with minimum direction Secondary  manage information with the ability to select appropriate  Class and seminar interactions data from a range of sources and develop appropriate and feedback research strategies  demonstrate planning and monitoring skills in relation to interaction with young persons and families  demonstrate ability to plan and conduct investigation  demonstrate skills of observation and analysis in relation to behaviour(s)  demonstrate an ability to take account of individual and social /cultural difference in interaction  reflect upon own value systems and accommodate new ideas NB: Benchmark References Assessment

Educational Studies  Coursework of all types Early Childhood Studies  Peer assessments Social Work Youth and Community Studies

D: Employment Related Skills Learning and Teaching Strategy/Method By the end of the programme the student will be able to:

 Apply a range of understandings to varied contexts involving children, young people and families  Demonstrate an awareness of the range of the children’s workforce and how to work in multidisciplinary contexts  Demonstrate the ability to communicate effectively with young people  Apply an understanding of supportive intervention and safeguarding practice  Demonstrate an ability to collaborate with stakeholders and other practitioners  Demonstrate a sound inclusive basis for practice E: Practical Skills Learning and Teaching Strategy/Method By the end of the programme the student will be able to:  Communicate effectively with young people  Work-based experiences  Plan, design and use effective aids for working with young  Projects people Academic Partnerships Teaching, Learning and Assessment Handbook 2014-15 Page 8 of 29  Plan and conduct investigations  Designated tasks  Present work coherently and appropriately  Lectures and tutorials  Observe, analyse and respond appropriately to a range of  Simulations and case studies behaviours  Utilise appropriate techniques to promote well being Understand and apply strategies for the facilitation of client/user choice NB: Benchmark References Assessment

Educational Studies  Project work Early Childhood Studies  Practical simulations and discussion Social Work Youth and Community Studies

Distinctive Features of the Foundation Degree  Collaboration between 3 local institutions with proven track record of expertise in education and training regarding young people  Core focussed upon key aspects of the ‘common core’ for working with children and young people  Strong links with local authority and its priorities for developing the children’s workforce.  Designed to take account of the future developments of the workforce  Allowing students to pursue a broad range of occupational applications  Granting students the ability to focus on specific roles / career pathways, or to gain a broad understanding of the Children & Young People’s Workforce.  Flexibility of career choice  Designed to be a diagnostic course; allowing the student the opportunity to discover their own strengths within the Children & Young People’s workforce.  A truly innovative collaboration between independent trainer and FE colleges – thereby making it a dynamic, industry driven programme with clear academic rigour

Academic Partnerships Teaching, Learning and Assessment Handbook 2014-15 Page 9 of 29 Learning Outcomes Maps for FdA Children & Young People’s Workforce at HE Levels 4 and 5

Academic Partnerships Teaching, Learning and Assessment Handbook 2014-15 Page 10 of 29 Learning Outcomes Map Level 4 Graduate Attributes and Skills Core Programme Intended Programme Aim Programme Learning Related Core Modules Learning Outcomes Outcome

 Knowledge/ Key Understanding Students will be able to Educational Studies demonstrate a knowledge of the – ES underlying concepts and Early Childhood principles associated with their Studies – ECS CORC1156, 1157, 1158, area(s) of study, and an ability to Social Work – SW 1159 evaluate and interpret these Youth and within the context of that (those) Community Work area(s) of study. In particular: YCW  the major theories of the child and youth development, 2 CORC1159 psychology as related to ES 5.3, 5.4 children and young people, 3 ECS 5.3 CORC1156 communication, learning and SW 5.1.1, 5.1.2, CORC1158,159, teaching, and an awareness of 4 5.1.4, 5,1,5 CORC1158 a variety of ideas, contexts and YW 4.2, 4.6, 4.8.3 All core modules frameworks  the wider social and environmental implications of CORC1158, child development and CORC1159 behaviour and is able to CORC1158 debate issues in relation to more general ethical perspectives  the reflective practitioner  the structures and process of the children’s workforce  the principles of multidisciplinary working Academic Partnerships Teaching, Learning and Assessment Handbook 2014-15 Page 11 of 29 Learning Outcomes Map Level 4 Graduate Attributes and Skills Core Programme Intended Programme Aim Programme Learning Related Core Modules Learning Outcomes Outcome

 Cognitive / Intellectual Skills (generic) Students will be able to All core modules demonstrate an ability to present, 1 ES 5.4, 5.5. 5.6 evaluate, and interpret qualitative ECS 5.3. 5.4 and quantitative data, to develop 7 SW 5.1.1, 5.1.2, lines of argument and make sound 5.1.3, 5,1,5 judgements in accordance with YW 4.3, 4.6, basic theories and concepts of CORC1156 their subject(s) of study. They will CORC1156, 1161 also be able to demonstrate the CORC1157 ability to evaluate the appropriateness of different CORC1156, 1157, 1158 approaches to solving problems CORC1156, 1157 related to their area(s) of study CORC1159 and/or work. In particular to:  contrast rival theories and frameworks  analyse  Intelligently apply appropriate principles in assessing policy or practice  demonstrate problem solving and investigation skills  demonstrate skills of reflection and evaluation  apply appropriately codes of practice

Academic Partnerships Teaching, Learning and Assessment Handbook 2014-15 Page 12 of 29 Learning Outcomes Map Level 4 Graduate Attributes and Skills Core Programme Intended Programme Aim Programme Learning Related Core Modules Learning Outcomes Outcome

 Key / Transferable Skills (generic) Students will be able to All core modules demonstrate an ability to communicate accurately and reliably, and with structured and CORC1157 coherent arguments. Students will also be able to demonstrate an ES 5.4, 5.5, 5.6 CORC1013 ability to take different approaches ECS 5.3 CORC1157 to solving problems. In particular SW 5,1,5 to: 1 YW 4.3 CORC1156, 1157  interact effectively and CORC1159 collaboratively within a team / 5 learning group,  manage learning using 7 CORC1156, 1157 resources for the discipline  communicate effectively in a CORC1159 manner appropriate to the CORC1158, 1159 discipline (in standard English oral, written, using ICT)  take responsibility for own CORC1157 learning with direction  manage information with the CORC1156 ability to select appropriate data from a range of sources and develop appropriate investigatory strategies  understand planning and monitoring skills in relation to interaction with young persons Academic Partnerships Teaching, Learning and Assessment Handbook 2014-15 Page 13 of 29 Learning Outcomes Map Level 4 Graduate Attributes and Skills Core Programme Intended Programme Aim Programme Learning Related Core Modules Learning Outcomes Outcome

 Employment-related skills Students will be able to All core modules demonstrate an ability to undertake further training and develop new skills within a structured and managed environment and the qualities and CORC1156, 157, 158 transferable skills necessary for 5 ES 5.4, 5.5, 5.6 employment requiring the exercise ECS 5.3 CORC1156, 157, 158 of personal responsibility. In SW 5,1,5 particular to: 6 YW 4.3 CORC1157  Apply a range of understandings to contexts CORC1158 involving children, young people and families CORC1158  Demonstrate an awareness of the range of the children’s CORC1156, 158 workforce and how to work in multidisciplinary contexts  Demonstrate the ability to communicate effectively with young people  Demonstrate an understanding of supportive intervention and safeguarding practice  Demonstrate an ability to collaborate with stakeholders and other practitioners  Demonstrate a sound inclusive Academic Partnerships Teaching, Learning and Assessment Handbook 2014-15 Page 14 of 29 Learning Outcomes Map Level 4 Graduate Attributes and Skills Core Programme Intended Programme Aim Programme Learning Related Core Modules Learning Outcomes Outcome

 Practical Skills (subject specific) CORC1013  Communicate effectively with 1 CORC1157 young people ES 5.4, 5.5, 5.6 CORC1159  Plan, design and use effective ECS 5.3 All core modules aids for working with young 5 SW 5,1,5 CORC1158 people YW 4.3  Plan and conduct CORC1156, 157,159 investigations CORC1156, 157  Present work coherently and appropriately  Observe, analyse and respond appropriately to a range of behaviours  Utilise appropriate techniques to promote well being  Understand strategies for the facilitation of client/user choice

Academic Partnerships Teaching, Learning and Assessment Handbook 2014-15 Page 15 of 29 Foundation Degree Intended Learning Outcomes Map Level 5 Graduate Attributes and Skills Programme Aim Programme Learning Related Core Modules Core Programme Intended Learning Outcomes Outcome

Academic Partnerships Teaching, Learning and Assessment Handbook 2014-15 Page 16 of 29 Foundation Degree Intended Learning Outcomes Map Level 5 Graduate Attributes and Skills Programme Aim Programme Learning Related Core Modules 1. Knowledge/ Understanding Outcome Key All core Knowledge and critical understanding of the well-established principles of their modules area(s) of study, and the way in which those principles have developed; Educational Studies – ES knowledge of the main methods of enquiry in their subject(s) and ability to Early Childhood Studies – evaluate critically the appropriateness of different approaches to solving ECS problems in the field of study. They will also be able to demonstrate an Social Work – SW understanding of the limits of their knowledge, and how this influences analyses Youth and Community and interpretations based on that knowledge . In particular: Work  the major theories of the child and youth development, psychology as related YCW to children and young people, communication, learning and teaching, and an awareness of a variety of ideas, contexts and frameworks  the wider social and environmental implications of child development and 2 ES 5.3, 5.4 CORC2135, 2136, 2137 behaviour and is able to debate issues in relation to more general ethical ECS 5.3 perspectives 3 SW 5.1.1, 5.1.2, 5.1.4,  the reflective practitioner 5,1,5 4 YW 4.2, 4.6, 4.8.3 CORC2137  the structures and process of the children’s workforce  the principles of multidisciplinary working  competing positions and perspectives in relation to childhood and youth CORC2137 issues CORC2136  the evidence base for issues concerning the children’s workforce CORC2136  a range of research perspectives and methodologies CORC2135, 2136, 2137 the nature and practices of social work services in relation to children and young people CORC2138

CORC2138

Academic Partnerships Teaching, Learning and Assessment Handbook 2014-15 Page 17 of 29 Foundation Degree Intended Learning Outcomes Map Level 5 Graduate Attributes and Skills Programme Aim Programme Learning Related Core Modules 2. Cognitive / Intellectual Skills (generic) Outcome Students will be able to demonstrate an ability to apply underlying concepts and All core modules principles outside the context in which they were first studied. In particular:  critique rival theories and frameworks 1 ES 5.4, 5.5. 5.6  analyse and synthesise ECS 5.3. 5.4 CORC2135, 2137, 2138  Intelligently apply appropriate principles in assessing policy or practice 7 SW 5.1.1, 5.1.2, 5.1.3, CORC2135, 2136, 2138 5,1,5 CORC2136  demonstrate problem solving and investigation skills YW 4.3, 4.6,  demonstrate skills of reflection and evaluation CORC2138  apply appropriately ethical criteria and codes of practice CORC2137 CORC2135, 2136, 2137, 2138

Academic Partnerships Teaching, Learning and Assessment Handbook 2014-15 Page 18 of 29 Foundation Degree Intended Learning Outcomes Map Level 5 Graduate Attributes and Skills Programme Aim Programme Learning Related Core Modules 3. Key / Transferable Skills (generic) Outcome Students will be able to demonstrate an ability to evaluate critically the All core modules appropriateness of different approaches to solving problems in the field of study; use a range of established techniques to initiate and undertake critical analysis of information, and to propose solutions to problems arising from that analysis and effectively communicate information, arguments, and analysis, in a variety of forms, to specialist and non-specialist audiences, and deploy key techniques of the discipline effectively. In particular: ES 5.4, 5.5, 5.6  interact effectively and collaboratively within a team / learning group, ECS 5.3  manage learning using resources for the discipline SW 5,1,5  communicate effectively in a manner appropriate to the discipline (in 1 YW 4.3 CORC2136 standard English oral, written, using ICT) 5 CORC2138  take responsibility for own learning with minimum direction All core modules  manage information with the ability to select appropriate data from a range 7 CORC2138 of sources and develop appropriate research strategies CORC2138  demonstrate planning and monitoring skills in relation to interaction with young persons and families  demonstrate ability to plan and conduct investigation CORC2135, 2136  demonstrate skills of observation and analysis in relation to behaviour(s)  demonstrate an ability to take account of individual and social /cultural CORC2138 difference in interaction CORC2136, 2137, 2138

CORC2136 , 2137

CORC2137 , 2138

Academic Partnerships Teaching, Learning and Assessment Handbook 2014-15 Page 19 of 29 Foundation Degree Intended Learning Outcomes Map Level 5 Graduate Attributes and Skills Programme Aim Programme Learning Related Core Modules 4. Employment-related skills Outcome Students will be able to demonstrate an ability to apply subject principles in an All core modules employment context possibly different from that in which they were first studied; undertake further training, develop existing skills and acquire new competencies that will enable them to assume significant responsibilities within organisations and demonstrate the qualities and transferable skills necessary for employment requiring the exercise of personal responsibility and decision making. In particular: 5 ES 5.4, 5.5, 5.6  Apply a range of understandings to varied contexts involving children, young ECS 5.3 people and families SW 5,1,5 CORC2136  Demonstrate an awareness of the range of the children’s workforce and how 6 YW 4.3 to work in multidisciplinary contexts CORC2136  Demonstrate the ability to communicate effectively with young people CORC2135, 2138 ,2137  Apply an understanding of supportive intervention and safeguarding practice  Demonstrate an ability to collaborate with stakeholders and other CORC2135 practitioners  Demonstrate a sound inclusive basis for practice CORC2135, 2136, 2137

CORC2137

5. Practical Skills (subject specific) All core modules  Communicate effectively with young people CORC2135  Plan, design and use effective aids for working with young people 1 CORC2135, 2136, 2137  Plan and conduct investigations ES 5.4, 5.5, 5.6 ECS 5.3 CORC2138  Present work coherently and appropriately 5 SW 5,1,5 All core modules  Observe, analyse and respond appropriately to a range of behaviours YW 4.3 CORC2135, 2137  Utilise appropriate techniques to promote well being  Understand and apply strategies for the facilitation of client/user choice CORC2135, 2137 CORC2135, 2136, 2137

Academic Partnerships Teaching, Learning and Assessment Handbook 2014-15 Page 20 of 29 Academic Partnerships Teaching, Learning and Assessment Handbook 2014-15 Page 21 of 29 Programme Structure Diagram

College: Cornwall College 2707 Year: 2014/2015 PU Course Code: 4197 Programme: FdA Children and Young Peoples Workforce Mode of Attendance: Full Time Total Credits: 240

Stage 1 No. of Core / Module Code Module Title Credits Optional CORC1156 Reflective Practice 20 Core CORC1157 Interpersonal and Communication Skills 20 Core CORC1158 Safeguarding Children and Young People 20 Core CORC1159 Developmental Perspectives 20 Core CORC1013C Personal & Employability Skills Development 20 Core Students will select one of the following optional modules:

CORC1161 Constructions of Childhood and Youth 20 Optional CORC1162 Working with Children and Families 20 Optional CORC1163 Forest School 20 Optional CORC1164 Risk versus Challenge in the Outdoors 20 Optional CORC1165 Sport and Young People 20 Optional CORC1166 Special Study 1 20 Optional CORC1167 The Third Sector 20 Optional CORC1168 Supporting Learners Learning 20 Optional CORC1169 Curriculum Issues 20 Optional CORC1170 New Learning Technologies 20 Optional CORC1171 Behaviour for Learning 20 Optional CORC1172 Supporting Special Educational Needs 20 Optional CORC1173 Children & Young People’s Health & Well Being 20 Optional

Stage 2 No. of Core / Module Code Module Title Credits Optional CORC2135 Supporting Transitions 20 Core Academic Partnerships Teaching, Learning and Assessment Handbook 2014-15 Page 22 of 29 CORC2136 Multi-agency Collaboration 20 Core CORC2137 Inclusive Practice 20 Core CORC2138 Applied Research Practice Project 20 Core Students will select two of the following optional modules:

Outdoor Experiential Learning – Time, Space & CORC2139 Freedom for Personal Growth 20 Optional CORC2140 Crime, Young People and the Law 20 Optional CORC2141 The Lead Professional 20 Optional CORC2142 Working with Disaffected Young People 20 Optional CORC2143 Children’s Social Care 20 Optional CORC2145 The Learning Mentor Role in Schools 20 Optional CORC2146 Role of the Play-Based Curriculum 20 Optional CORC2147 Psychology of Learning and Teaching 20 Optional CORC2148 Unlocking Creativity in the Classroom 20 Optional CORC2144 Special Study 2 20 Optional CORC2149 Identity, Culture and Society 20 Optional CORC2150 Promoting Health for Children and Young People 20 Optional CORC2151 Safeguarding Children & Young People 2 20 Optional CORC2090 Community and Language Revival 20 Optional

College: Cornwall College 2707 Year: 2014/2015 PU Course Code: 4197 Programme: FdA Children and Young Peoples Workforce Mode of Attendance: Part Time Total Credits: 240

Year 1 Academic Partnerships Teaching, Learning and Assessment Handbook 2014-15 Page 23 of 29 Module Code Module Title No. of Core / Credits Optional CORC1156 Reflective Practice 20 Core CORC1157 Interpersonal and Communication Skills 20 Core CORC1158 Safeguarding Children and Young People 20 Core CORC1159 Developmental Perspectives 20 Core

Year 2 Module Code Module Title No. of Core / Credits Optional CORC1013C Personal & Employability Skills Development 20 Core CORC2135 Supporting Transitions 20 Core CORC2138 Applied Research Practice Project 20 Core Students will select one of the following optional modules:

CORC1160 Entrepreneurship & Applied Practice 20 Optional CORC1161 Constructions of Childhood and Youth 20 Optional CORC1162 Working with Children and Families 20 Optional CORC1163 Forest School 20 Optional CORC1164 Risk versus Challenge in the Outdoors 20 Optional CORC1165 Sport and Young People 20 Optional CORC1166 Special Study 1 20 Optional CORC1167 The Third Sector 20 Optional CORC1168 Supporting Learners Learning 20 Optional CORC1169 Curriculum Issues 20 Optional CORC1170 New Learning Technologies 20 Optional CORC1171 Behaviour for Learning 20 Optional CORC1172 Supporting Special Educational Needs 20 Optional CORC1173 Children & Young People’s Health & Well Being 20 Optional

Year 3 Module Code Module Title No. of Core / Credits Optional CORC2136 Multi-agency Collaboration 20 Core CORC2137 Inclusive Practice 20 Core Students will select two of the following optional modules:

Outdoor Experiential Learning – Time, Space & CORC2139 20 Freedom for Personal Growth Optional CORC2140 Crime, Young People and the Law 20 Optional CORC2141 The Lead Professional 20 Optional Academic Partnerships Teaching, Learning and Assessment Handbook 2014-15 Page 24 of 29 CORC2142 Working with Disaffected Young People 20 Optional CORC2143 Children’s Social Care 20 Optional CORC2145 The Learning Mentor Role in Schools 20 Optional CORC2146 Role of the Play-Based Curriculum 20 Optional CORC2147 Psychology of Learning and Teaching 20 Optional CORC2148 Unlocking Creativity in the Classroom 20 Optional CORC2144 Special Study 2 20 Optional CORC2149 Identity, Culture and Society 20 Optional CORC2150 Promoting Health for Children and Young People 20 Optional CORC2151 Safeguarding Children & Young People 2 20 Optional CORC2090 Community and Language Revival 20 Optional

2. Module Records

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