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University of Bedfordshire
Park Square
Luton
Bedfordshire
UK, LU1 3JU
The course covers the essential aspects of child development and welfare, equipping you to provide a skilled service to children and young people. Their rights, and the belief that they have equal access to services and life opportunities regardless of social difference, feature strongly throughout the course. You will apply knowledge to current practice
issues and events.
Key features
legislation and policy
Areas of study include:
At Level 1 the emphasis of the assessment strategy is on testing the acquisition of basic skills and knowledge. Students are also introduced to a number of assessment methods, viz oral presentations (group and individual), essays, portfolios, unseen and computerised examinations, which collectively test the full range of generic skills. A number of modules also use diagnostic assignments, with a relatively low weighting, in order to check students understanding of key concepts and/or grasp of core skills without undue penalty and in order to be able to identify with the student where remedial action may be required. In the case of Skills for Social Scientist and Social Issues and the Law assessment methods are clearly related to `live organisational and practitioner tasks which require students to begin to apply learning to present or future practice and to think themselves into the practitioner role.
At Level 2, there is an expectation that students will exercise a greater level of autonomy in the planning and delivery of assignments. For example, it is a requirement of some units that students negotiate their own topic under the guidance of the tutor, thereby encouraging students to take greater ownership of their learning and to develop skills in identifying a manageable task. The skills of critical reflection are also fostered in several assignments, which require students to reflect upon their own learning in completing the unit. Students are exposed to a greater variety of assessment methods, the development of research proposals and report writing, as well as furthering their skills in group and individual presentations, unseen examinations, essay writing and observation logs.
These methods are increasingly used to foster students skills in applying theory to concrete issues and questions and to assess the relative merits of a set of arguments. The assessment strategy of practice-related units are designed to foster a clearer understanding amongst students of the ways in which theory informs practice and practice informs theory within social welfare arenas, including childrens and young peoples services. When applying theory to practice, students are required to demonstrate the ability to assess the strengths and limitations of welfare interventions from differing perspectives and to demonstrate their knowledge and understanding of issues relating to equal opportunities and anti-discriminatory practice.
Level 3 units test the acquisition of higher level generic skills through such tasks as undertaking independent research and planning. Teaching, learning and assessment centre virtually exclusively on the application of theory to practice, but the repertoire of skills tested is expanded to include evaluation and synthesis. Thus students are required to undertake such tasks as undertaking a comparative evaluation of UK policy and practice internationally; comparing and contrasting key debates; and bringing a number of diverse strands of discussion together into a cohesive case study or research project.
Students ability to imagine alternative futures is also tested by the requirement to make recommendations geared towards improving policy and practice.
At all levels, the assessment strategy seeks to reflect the breadth of study possible, as well as ensuring that students have the opportunity to build upon areas of particular interest or relevance to themselves.
Continuous assignment-based assessment is the favoured form of assessment given the numbers of mature students returning to study on the course. Experience has shown that it is the most appropriate form of assessment for non-traditional students who need feedback both for reassurance and for the opportunity to take remedial action, where necessary, at the earliest opportunity. Formative assessments, such as fun quizzes and tests, class feedback on role-plays, experiential exercises and feedback, tutor and facilitated student group feedback on plans for written assignments/presentations, are used for the same reasons.
The assessment strategy makes extensive use of case examples and scenarios to enable students with or without practice experience to apply theory to practice as part of the assessment task and to reflect on issues around good practice. There is a collective recognition amongst teaching staff that full and constructive feedback on assignments forms a central aspect of the teaching and learning process and encourages the internalisation of graduate standards. At Level 3, students are frequently required to use feedback to develop a piece of work.
Students are provided with handbooks for each unit, which clearly outlines the assignment guidelines, assessment requirements, marking schedules and criterion referenced grading profiles clarifying the requirements and weighting attached to each element of the assignment task. The assessment guidelines articulate elements to be addressed in the assignment task so that students are clear about the learning outcomes to be met.
By the end of the programme students should be able to:
1. Demonstrate a sound working knowledge of relevant policy, legislation and service provision, together with an in-depth knowledge of specialised areas of study.
2. Evidence an understanding of key theoretical perspectives and their applications within child care policy and practice.
3. Engage in independent thinking and innovative approaches to working with children and young people.
4. Relate theory to practice and reflect on practice through utilisation of students own experiences gained from existing practice in the field of childrens and young peoples services.
5. Demonstrate a familiarity with key research methodologies and techniques, selecting and applying a methodology appropriately in order to complete a practice-related dissertation project.
6. Evidence a firm foundation from which to pursue child care related careers and professions, including the potential to become reflective practitioners with the self-awareness and ability to transfer knowledge and skills to childrens and young peoples services.
The course aims:
Students enrolling on the BA Child and Adolescent Studies consist of both mature students and school leavers from a variety of social and cultural backgrounds.
Educational backgrounds consequently range from the traditional A level route to Extended Certificate and NVQ courses through to primarily work-related experience. With this diversity in mind, the teaching team places strong emphasis on student support in order that all students are given the opportunity to achieve their maximum academic potential and gain the most from their undergraduate experience at the University. This awareness of the differing needs of the student body is reflected in the degree of support offered, with particular emphasis on the accessibility and availability of the teaching team.
New and continuing students meet staff during induction week, and are presented with a range of written material and advice. The induction programme is tailored to run with the Universitys programme and is intended to provide a range of activities that kick-start the academic programme and foster a sense of membership of the University and the award programme. New students meet the core teaching team at an induction meeting to discuss their learning needs in terms of appropriate modules and academic support. Thereafter all members of the teaching team have weekly office hours, and students are encouraged to contact staff either in person, by telephone, or by email. Thus issues relating directly to the study of an individual module can be discussed at first hand with the module co-ordinator and teaching team; and in practice most issues are resolved at this level.
The Course Manager is responsible for monitoring students progress and supporting their academic progress throughout the course and acts as the students personal tutor at level 1. In the first term, Level 1 students have weekly seminar groups as part of the Skills unit with their Course Manager. In the second term, the Course Manager meets with each student on that course at least once to review individual progress files. Continuing students are offered support from a designated year tutor and unit co-ordinators and referring students to specialist services where appropriate. An appointment is made with every student identified as at risk at the interim STAR exam board in February by the relevant Course Manager to provide guidance and support and to encourage retention.
The Field Chair is also available to discuss issues concerned with academic progression.
Careers include: education welfare officer, social work assistant, family support worker, family centre worker, outreach project worker, communitybased project worker and therapeutic worker with children and families. Combined with postgraduate training, the degree also offers entry to social work, the probation service, youth work and teaching.
Award prepares graduates for outreach and community based project work as well as posts in educational welfare, family support / family centres, youth remand centres / prisons, residential social work, special schools, childrens rights / complaints.
Opportunities in managing childrens services are available with some work experience.
Students may decide to undertake postgraduate study to qualify as a social worker or youth and community worker.
A foundation degree will be of particular interest if you have completed a Modern Apprenticeship, vocational A levels, BTEC National or equivalent.
Foundation degrees are also particularly suitable if you want to qualify while working.
Many students studying for foundation degrees come to us through work-based routes so you can apply for a foundation degree even if you don’t have traditional academic qualifications.
We welcome applicants with relevant work experience.
We will consider you as an individual and take into account all elements of your application, not just your qualifications. We are looking for both breadth and depth in your current studies as well as enthusiasm for the subject you wish to study.
The general requirement is one of the following:
Postgraduate applications (MA/MSc) should be made direct to the University using the standard University application form. There are some exceptions, please see individual course descriptions for details.
As a general guide, to apply for a place on an undergraduate course (BA/BSc) at the University you need to have completed your high school education and have the required English qualification.
We have students from all the European Union member countries so we are quick to make decisions on most qualifications.
(Please note that applicants on a full student visa are not eligible for part-time study)
We recommend that you apply directly to the University where possible, as this allows us to offer the quickest turnaround time for your application.
Please read the Direct application instructions before completing the course application form.
Application forms for accommodation in the student halls at Bedford campus and Luton campus are available in the Student life section
APL is available for international students applying for undergraduate (Bachelor degree) study. Please do not use this APL form to apply for postgraduate courses.
Use the APL form to tell us about any non-standard qualifications and/or work experience you have that you think should be taken into consideration with your application. `
The APL form should be submitted at the same time as the course application form.
We regret we are unable to process APL forms from students who have not submitted a formal course application form.
Return your completed application to:
University of Bedfordshire
International Admissions
Park Square
Luton
Bedfordshire
LU1 3JU
United Kingdom
T: +44 (0)1582 489326 (non-EU Students)
F: +44 (0)1582 743469
E: international-admissions@beds.ac.uk
In line with the Universitys Learning, Teaching and Assessment Strategy, as well as with subject benchmarks, teaching staff contributing to units owned by the Applied Social Studies Field are committed to encouraging independent study and learning by students in both university and work settings.
At Level 1, however, where students are acquiring foundational knowledge in core areas, the emphasis on knowledge-based units , such as Introduction to Working with Children and Young People, Introduction to Social Policy, Introduction to Social Research and Social Issues and the Law, is necessarily towards tutor-led sessions. The mode of delivery here is generally a weekly one hour lecture and one hour seminar, where the lecture is used to outline key debates and the seminar to develop knowledge and skills through guided discussion and small group exercises. The teaching programme for the remaining unit, Skills for Social Scientists, is delivered through lectures, award-specific seminar groups, workshops and personal tutoring, as a means of ensuring that students receive individual support but also begin to forge an identity as a part of a common university, field and academic endeavour.
By Level 2, the emphasis moves progressively towards more independent forms of learning as students are expected to adopt an increasingly analytic approach to study and a critical stance towards the reading they are encouraged to pursue. This continues at Level 3. As students on the BA Child and Adolescent Studies take up units covering specific areas of policy and practice at Levels 2 and 3, they are increasingly encouraged to apply their developing knowledge to `live issues and problems within their field of study. Additionally, external practitioner expertise is drawn upon to both inform and deliver teaching and current research activity and findings are used to enhance students understanding of contemporary childcare service provision and evidence based practice.
Students at Level 3 are expected to demonstrate skills in evaluation and synthesis and teaching is directed towards developing these academic skills. To consolidate their ability to work independently, all honours students within the Field are offered supervision to undertake research and produce a dissertation on a negotiated topic relevant to their programme of study. Students on the Child and Adolescent Studies award will be supported to undertake primary research on a topic of direct relevance to work within this field.
More generally, teaching and learning strategies at Levels 2 and 3 give recognition to the diversity of academic, life and practice experience amongst the student body and encourage students to draw on that experience to inform classroom discussion and debates. Such an approach ensures that the forging of links between theory and practice/policy lies at the centre of teaching and learning and promotes a culture within which students are encouraged and enabled to contribute towards their own learning outcomes. It is also designed to foster the skills of reflection. To the extent that students on the Child and Adolescent Studies award share units with students on a range of courses, including qualifying courses for nursing, social work and youth and community work and vocationally oriented courses such as Health and Social Care, this is also an approach which actively promotes the multidisciplinary understanding and skills acquisition so critical to effective practice within the social care sector. Group work and seminar discussions provide a forum for students to develop an awareness of their own values and an appreciation of how alternative values impact upon the interpretation of essentially contested knowledge in social care, including work with children and young people.
At every level, award teams within the Applied Social Studies Field recognise the importance of detailed and clear documentation of awards and individual units as a support to teaching and learning. Students require access to information about learning outcomes, topics to be covered, reading and other sources of information, assignment details and guidance. The provision of this information is important in encouraging students to be prepared for and to participate in seminars and to promote independent study. The Field philosophy also recognises that individual students have particular and distinct educational needs, and the teaching and learning strategy extends beyond the classroom into the scheduling of individual tutorials and regular office hours where students can obtain guidance and support on any aspect of their learning or pastoral needs on an individual basis.
There are no particular issues of accessibility to the curriculum for disabled students in respect of the BA Child and Adolescent Studies. However, the needs of all students entering or studying within the Applied Social Studies Field are kept under continuous review to ensure that any problems that do arise can be dealt with speedily and effectively. To this end, the Field Chair regularly liaises with the Universitys disability advisor. Any new developments within the Field are systematically reviewed to ensure that they comply with the 2001 Special Needs and Disability Act.
In compliance with the DDA (2005), students will be actively encouraged to disclose relevant information about his/her impairment, including how they would like any information disclosed to be used, and what adjustments would be necessary to accommodate the student's needs. Students will meet with the Course manager once a term to discuss his / her learning experience and whether any further adjustments are needed.
The CRe8 process has identified four core skills areas - communication; information literacy; research and evaluation; and creativity and critical thinking and the University expects all courses to emphasise and focus on developing these skills of graduateness and employability in all students. The Child and Adolescent Studies course places equal emphasis on skill development and subject specific knowledge. It is the belief of the course team that these are indivisible and skills acquisition is embedded as a natural component of knowledge gained through the study of child and adolescent studies. The following describes in overall terms how this strategy is replicated in the course. Each unit specification describes in detail how the skills are acquired as a result of subject contextualisation.
The course team also expect students to develop and display appropriate professional standards during the entirety of their course. These professional skills are essential and desirable attributes in employability and personal development. Specific guidance is provided at Unit level on the development of professional standards.
A key element of the Child and Adolescent Studies course is providing students with the skill of judging their own learning and development, and how their learning can be improved. The aim of the course team is to develop the identity of the learner, their self-awareness and their preparedness for future opportunities. To get students to reflection on their academic and personal development through classroom discussion and exercises is to be found in specific units, while feedback provides concrete examples of academic guidance on how to improve learning.
Career management skills closely follow the skill of managing individual learning and personal development. The ability to recognise attributes, (or areas that need addressing), and a recognition of where these personal qualities enhance employability is a key life skill. The units seek to provide opportunities for students to explore settings and test out hypothesis based on personal reflection and skills audits.
Additionally, specific skills required for work in the human services sector, such as working in ways which are sensitive to difference and diversity, which seek to promote equality of opportunity and which protect the rights of vulnerable children and adults, are fostered in the classroom and through the assessment regime.
Each of the four key skills related to graduateness and employability are specifically addressed below:
Oral communication skills are developed at each level of the programme through interactive teaching sessions designed to promote verbal discussions and debates to enhance advocacy skills; in-class exercises using role play or developing interviewing skills; and an assessment strategy which makes use of oral presentations (group and individual). Written communication skills for future practice are developed and tested through a range of assessments, such as essays, practice reports, record keeping, culminating in the research dissertation at Level 3.
The programme staff works closely with the learning resources unit, the Professional and Academic Development, to foster information retrieval skills. Most assignments test students skills in using a range of library-based and electronic sources to search for relevant information. Assignments also test students skills in presenting information from differing sources for differing purposes and audiences. The uses of appropriate aids are encouraged in giving graduate level presentations. Computed marked assessments provide an environment where the student gains confidence in working with technology, and is placed in command of information technology resources.
Research is an integral component of the Social Sciences and thus is given due weight in the skills required for the successful completion of a degree in Child and Adolescent Studies. Students are expected to access and evaluate a range of sources, independently research textual, on-line and web based material of an appropriate nature to support the learning schedule and assessment tasks, and identify the assessment criteria and employ learning strategies to succeed and to evaluate performance against the given criteria.
Students are encouraged to adopt an evaluative approach to their learning. Assignments involve students in identifying their own learning needs, monitoring progress against agreed objectives, agreeing targets for future skills development and devising appropriate strategies to achieve them. Furthermore teaching staff across the programme encourages students to seek advice and guidance on their learning and assessments as required.
Most assignments involve the development of problem-solving skills by testing students ability to identify solutions to problems and to defend their choice. Specific units use developmental assignments, which encourage students to improve their approach to problem solving in the summative assignment by building on their initial work and tutor feedback. The philosophy is driven by the requirement that students undertake the analysis of issues, policy and proposed developments concerning health and social care and make a reasoned evaluation of the source, providing examples of practical evaluation and areas for improvement.
