Course Summary

The course is designed to give students a broad theoretical understanding of the issues and influences shaping children and young peoples lives. Students explore ideas, theories and arguments through discussion and practical activities.

Students will use e-portfolios, learn film making and undertake individual research based on their own interests.

Why choose this course?

Key features:

• Designed for those working in the fields of childhood or youth; for those with broader interests across the inter-disciplinary field of childhood and youth; and for those who wish to pursue a career in these areas
• Draws on disciplines such as education, sociology, psychology, philosophy, history and anthropology
• This course provides a sound academic background for progressing to a vocational professional qualification

Areas of study include:

• Social constructions of childhood
• Family, community and culture
• Youth culture
• Research methods
• 21st century childhoods
• Understanding the workplace
• Gender, class, ethnicity and disability
• Children and young people in the digital age

BACYS-S

Assessment

The Childhood and Youth studies course provides students with a carefully planned and coherent sequence of learning opportunities that facilitate their development via diagnostic, formative and summative assessments.

At Stage 1 students are guided through a series of diagnostic and formative assessments, and tutor input is maximised. To facilitate this, Stage 1 students receive three hours contact time per unit each week.

At Stage 2 the expectations, in terms of the quality of work produced, is higher and students will need to take more active control of their learning. Emphasis is placed on a managed learning environment where aims, objectives, and learning outcomes are linked.

Stage 2 assessments are designed to be both formative and summative leading towards Stage 3 where students, as more independent and confident learners, will undertake assessments that are more challenging and summative in their requirement of mature argument and sustained research, and fluent and cogent presentation. Students will be encouraged in their assignments to begin to draw upon journals in hard print and electronic form, to demonstrate deeper theoretical understanding and communicate more effectively in written and oral form.

Assessments at Stage 3 reflect the greater challenges in terms of skills (oral presentation skills, for example, are further developed from Stage 1 and 2) and intellectual understanding specified in unit learning outcomes, and in particular, the emphasis placed at this level upon the capacity to engage in reflective practice, synthesis, comparison, contrast and to critically evaluate theoretical and methodological concepts.

The unit templates state clearly the aims, objectives and learning outcomes of the unit, and delineate the criteria of assessment for each element. The unit assessment feedback forms refer back to these criteria and offer detailed comment to the student on the assessment piece. Some units invite peer assessment as part of the process.

Written assignments:

Many units have an essay component that tests the ability to construct a reasoned, sustained and coherent argument, and to articulate it fluently. Students are required to demonstrate an appropriate level of research, of independent argument, and to reference in an appropriate way. Other forms of written assignment are also utilised including a portfolio of reflective learning and the ability to write in a range of ways in response to a variety of situations. Essays can be diagnostic, formative or summative, and the assessment purpose is always reflected in the word length and the place on the unit. The dissertation is summative, and tests the students ability to devise, structure, research, evaluate and to express a sustained piece of researched, yet independent, writing.

Examinations:

Where part of the assessment of a unit, the examination reinforces the competencies required of other written assignments and oral presentations which provides additional challenges, including the ability to think cogently and analytically and to communicate effectively under time pressure. Examinations also afford a safeguard against plagiarism and provide the opportunity for anonymous marking. Examinations are always summative and take place at the end of each academic year.

Oral presentations:

Oral presentations assess subject knowledge and understanding, allow students the opportunity to express their individual responses to a topic or issue, and to demonstrate research into a given topic. Additionally, oral presentations enhance communication skills, promote self-confidence and develop transferable skills. Group presentations develop and test the ability to work collaboratively and to structure effective presentations. Oral presentations in Childhood and Youth Studies are usually formative but can occasionally be summative.

Seminar papers:

Seminar papers combine the skills of writing a concise and persuasive written argument and the ability to communicate it verbally. For the seminar group as a whole, it encourages listening skills and, where appropriate, the formation of relevant questions. Seminar papers are formative.

Phase tests / seen and unseen papers:

These forms of assessment usually form a smaller part of a unit assessment. Held in class but under timed conditions, these tests and papers build examination skills. Usually held at an early, or mid point, in the year, these assessments reinforce learning so far acquired; test understanding of the topics studied and builds confidence in assessment skills. Phase tests / seen and unseen papers can be either diagnostic or formative.

Diversity of Assessment:

The overall strategy ensures a diversity of assessment that responds to the full range of learning outcomes. Entry cohorts are characterized by very wide variation in subject specific, practical and transferable skills. While all units are designed to foster subject and transferable skills, certain units are designed specifically to teach and monitor such skills. For these units (e.g. Methods of Inquiry for Childhood and Youth Studies and the Dissertation) teaching strategies involve fewer lectures with much more emphasis upon student centered activities, allowing key skills (e.g. IT, vocational and communication skills) to be fostered through experiential learning. Through the variety of assessments designed for units, students will practice and reinforce skills in information technology and information retrieval (e.g. word processing, internet and electronic journal searching), quantitative and qualitative data handling, skills using IT, skills in the use of audio-visual aids and video in analysis and presentations, together with Key Skills and skills associated with conventional academic tasks.

Appropriateness and equivalence of assessment:

Students are assessed at a level appropriate to their level of study, and safeguards are in place to ensure that they are neither over nor under-assessed on particular units, and that assessment points in each unit are monitored to ensure that there is a minimum of overloading at particular points in the academic year.

Assessments are diagnostic, formative or summative. Diagnostic exercises are not always assessed but used to detect any specific weaknesses in a students skills set that could be helped through additional academic student support, or through other opportunities offered by Student Services. Formative assessments will usually be held towards the end of the first term, or early in the second term, and reinforce the subject and skills knowledge so far acquired. The Childhood and Youth studies team recognise the importance of a diversity of formative assessments to develop competencies and confidence towards the, usually larger, summative assessments of the final year.

Tutorials are offered, and encouraged, before each assessment, and where requested by either student or tutor, following the assessment. In addition, personal tutors see all students on an individual basis following the release of their marks to discuss any issues arising from overall performance, and to facilitate progression and overall success.

Course Learning Outcomes

Upon successful completion of this course, you should be able to:

1. Critically examine a range of key concepts and theoretical approaches within childhood and youth studies and evaluate their application through reasoned arguments.

2. Develop critical awareness of the complexity of childhood and youth phenomena and the diverse influence of social and cultural contexts.

3. Compare, contrast and critically evaluate philosophies and policies that address children and young peoples needs and rights at the local, national and global levels.

4. Demonstrate critical understanding of the roles and responsibilities of professionals who work with children and young people and of the processes that underpin effective multi-agency working.

5. Demonstrate effective information literacy skills, in gathering and collating information from a wide variety of primary and secondary sources, including theoretical and research based evidence, in a professional and ethical manner.

6. Understand the methodologies, ethics and theories related to the social research process and undertake primary research that demonstrates critical awareness in design, synthesis, evaluation and reflection.

7. Structure, sustain and effectively communicate oral and written discussion and debate using relevant subject specific language.

External Benchmarking

University of Bedfordshire Level Descriptors:

QAA Education Studies benchmark statements (2007)

QAA Sociology Code of Practice on Placement Learning (2000)

ESCALATE:

http://www.heacademy.ac.uk/resources/detail/ourwork/tla/employability_profile_ESCalate_Education_Subject_Centre.

Educational Aims

The BA (Hons) Childhood and Youth Studies course is designed to deepen and extend knowledge of concepts and theoretical frameworks central to an understanding of childhood and youth. The approach adopted is contextual and examines how childhoods are shaped by the cultures that produce them and how, in turn, they influence these cultures. Such contexts include the historical, social, educational, philosophical and political. This contextual approach will address the concepts of identity, representation, creativity and discourse, and consider issues that include ethnicity, gender, class, sexuality and the childhood in crisis thesis. Students are encouraged to engage in dialogue with the values of past cultures, and different cultures, as well as those of their own, and respond to the diverse, challenging and evolving nature of Childhood and youth studies in the twenty first century. In addition, in the child development unit, students will have an opportunity to reflect on human species specific and individual trajectories of development and behaviour with information on intra as well as inter personal influences on perceptions, attitudes, beliefs and values.

Stage 1:

The first year of the course offers a secure foundation for a developing cognitive sophistication and confidence that will culminate in the final year special study. All students take four 30 credit units which aim to:

• Enable them to understand the way in which ideas about childhood and the child have differed markedly in different historical periods, and between different cultural, religious and ethnic groups within any given period Social Constructions of Childhood


• Demonstrate how psychological enquiry can promote understanding of human development by investigating the foundations of child development; personal, social and emotional development of children; childrens cognitive and language development; and, influencing childrens development. This will also include findings from current research on brain maturation and the biological underpinnings to processes of development, for example, the role of sensory integration in forming initial internal working models in infancy and incorporate the role of the adult


• Ensure that they can make an effective transition into reading for their degree through gaining an understanding of what skills and key concepts are required and to develop an initial structure for their professional development portfolio of reflective learning Introduction to degree study


• Promote an understanding of Equality of opportunity, Inclusion, Children in Need and Children with Special Educational Needs Introduction to degree study / Understanding education and schooling

Stage 1 is structured to be enabling through the development of competencies and knowledge, and to offer a springboard to stages 2 and 3. Recognising the additional needs of students in their first year, all units attract three hours contact time per week, reducing to two hours contact time for most units in stages 2 and 3 when a greater emphasis is placed on independent learning.

Stage 2:

At stage 2 students are introduced to more specialised and complex debates. All students take three core 30 credit units and two 15 credit half units which aim to:

• Build on theoretical and social perspectives introduced at Level 1 by investigating how the lives and development of children and young people differ in different communities; national and international comparisons will be made exploring influences of social class, ethnicity, race, gender, culture and social policy on childhood learning and experiences for example through the unit Family, community and culture


• Enable them to engage with philosophical, psychological and sociological perspectives of Child and Youth development by selecting from the options available


• Build on qualitative and quantitative research and methodological training introduced at Stage 1 through engagement with all aspects of the research process to enable students to undertake a special study at Stage 3 Research methods


• Promote greater awareness of Challenging childhoods: global perspectives through such issues as child protection on a national, European and global level

Research methods has a central importance in providing a secure foundation for the Dissertation or work placement unit at stage 3, and provides tutorial sessions that are considered to be essential at this stage of each students development.

Stage 2 units have been developed to build on the competencies and knowledge acquired at stage 1, whilst ensuring depth and focus of study. Their learning and teaching strategies, and methods of assessment are aimed at inculcating a developing confidence of students whilst demanding more independent and sophisticated responses to social policy and issues in relation to childhood and youth studies at the national/global level.

At the end of stage 2 students will have: acquired an understanding of the more complex theoretical and philosophical debates central to Childhood and youth studies; an understanding of qualitative and quantitative research methodologies in childhood research; formulated a research design for a stage 3 dissertation; and, further understanding of potential career options.

Stage 3:

At Stage 3 students take two core 30 credit core units; an academic unit, Twenty-first century childhoods and a that can be vocational unit, Understanding the workplace.

The units provided at stage 3 have been developed to reflect both the higher cognitive and critical skills of third level students and the increased need to focus in-depth on specialised areas of personal interest / need. Students are encouraged to be autonomous in their learning, demonstrate professional conduct and follow appropriate ethical guidelines.

The core units aim to enable students to:

• Review critically current debates and controversies of Twenty-first Century Childhoods in relation to the childhood in crisis thesis


• Develop evaluative and reflective practices in a research or workplace setting

The options in units allow the students to focus their programme of study on their personal interest; to be in charge of their own learning and links to future study or careers. There is a clear focus on independent learning.

Student support

Students have access to a range of support services during their course. Information regarding these services will be given during induction week at the start of their course.

Each student will be assigned a personal tutor upon arrival at the Bedford campus. Regular tutorial sessions [3 per year], held throughout the period of study aim to support each student in terms of academic, personal and professional development. Personal tutors will usually communicate with their tutees through the University email system or BREO. It is expected that tutees will check both of these regularly. All personal tutors have weekly office hours that are posted on their office doors. The tutor will provide advice as to how and when students should seek guidance from the Professional Academic Development [PAD] support staff, situated at the Bedford campus, in addition to advice and guidance provided by the Student Support Services concerning issues associated with counseling, careers, health, finance, childcare and disability.

Students will receive detailed handbooks of the course and for each unit. Feedback from each assignment will include criterion referenced grids and advice on areas of strength and those in need of development. Students will be encouraged to reflect upon personal progress and feedback and, through discussion with their personal tutor identify personal targets to take their learning forward. All assignments, unit feedback and action plans will be retained in a professional development portfolio that students review with their personal tutor and build upon during their period of study.

The Childhood and Youth studies course tutorial system will play a key role in providing appropriate academic support in order to enhance learning, progression and achievement. All students will be encouraged to discuss feedback regarding assessed pieces of work. Tutorials will also be offered to all students if individuals, or groups, would like to further discuss an aspect of their studies. Research supervision is an integral part of the Level 3 Dissertation, but is integrated into all tutorials from Level 1 to develop students research skills and competencies. Guidance for regular entry and completion of students Professional development portfolios will be provided and overseen by personal tutors.

The Student Services will provide confidential support and assistance on issues that relate to students academic studies.

Year group representatives will be invited to Staff Student Consultative Committee meetings and provide the platform for student voice and open dialogue, thus allowing for a two-way communication channel with members of the course team.

Learning Resources offers a range of services aimed at supporting studies whilst at University. These include the traditional library services borrowing, reserving and renewing books, videos and other library materials; as well as providing access to nearly 300 networked computers with a wide range of software including MS Office, internet, e-mail, and digital information products. There is also a range of on-line support materials and a designated librarian for the subject area. These services are restricted to members of the university therefore to access any of them students need to present their current University ID card.

Each student has a named personal tutor. That tutor will be responsible for the mentoring of the student during the year and represent a point of contact for the student if they have any concerns over their academic progress or if they want to know where to seek advice on aspects of their time at the University of Bedfordshire.

The tutor will:

• Monitor academic progress


• Help the student understand University regulations


• Provide a point of contact if to report illnesses and unavoidable absences to other lecturers


• Offer advice on careers and opportunities for further study


• Provide a point of first contact for personal and academic concerns


• Write confidential references for employment


• Meet with the tutee at least three times a year in order to undertake PDP processes

The tutee will:

• Take responsibility for his or her own learning


• Seek out advice and help when needed


• Meet with his or her tutor at least three times a year


• Communicate any academic problems to his or her tutor


• Respond to communications from his or her tutor

Personal tutors will usually communicate with their tutees through the University email system or BREO. It is expected that tutees will check both of these regularly. All personal tutors will have weekly office hours. These hours will be posted on their office doors.

Team working

Small group discussions with plenary sessions, small group oral presentations and assessed small group investigations develop these skills. You will spend part of many teaching sessions working in a range of small groups or pairs, sharing ideas, researching information and creating resources or strategies. Some units require group work as part of the assessed components whilst others require informal feedback by small groups within the teaching session. Some units will have BREO discussion boards set up where you are encouraged to communicate with your tutor and other students to discuss issues and to further extend the field of your research. Many assignments require awareness of the team element of multi-agency working e.g. within extended schools, across the local authority and community to address difference and diversity and multifarious needs of children in light of the inclusive agenda.

Career Management Skills

All students will be introduced to the Centre for Personal and Career Development [CPCD] at Induction where My Future (CMS online) and other self-assessment tools will be signposted. Students will be made aware of the service available and how to access it at appropriate points.

Further support and resources are available from the CPCD. Resources and support available at all levels include:

• One-to-one career coaching on job search, applications, interviews, postgraduate study and career planning/exploration both face-to-face and through E-guidance


• Workshops for specific groups such as Alternatives to Education, International Students, recent Graduates etc


• Teaching Fair, Make a difference and Going Professional events


• Volunteering opportunities available in all areas including education

You will also be given detailed career information and preparation in the stage 2 unit, Research methods.

Career/Further study opportunities

Graduates are eligible to undertake further study for a professional qualification in areas such as youth work, social work, management of youth and community services, and educational welfare. The degree can also be used to progress into teaching via Reception/Key Stage One or Primary PGCE courses.

Students will have access to the Centre for Personal and Careers Development services throughout their course of study. Preparation for career pathways is embedded within unit choices from stage 2. Students will also be introduced to the Coordinator for volunteer work opportunities and be advised to gain experiential learning alongside their University based taught studies.

Career:

A range of professions within the children and young peoples workforce strategy including: senior practitioners in youth and community work, social care within a variety of community settings, early years advisor, educational welfare, youth justice, young offenders, speech and language therapy, senior playworker / coordinator, playwork manager, hospital play therapy.

Additionally, many students way wish to undertake further training to enter the teaching or social work professions.

Further study: progression route onto Reception / Key Stage 1 or Key Stage 1/ Key Stage 2 primary Post Graduate Certificate in Education (PGCE) courses; secondary PGCE courses in Citizenship (subject to interview and entry requirements); and MA programmes in Education or Constructions of Childhood. The work related option at stage 3 could lead to a range of vocational qualifications such as a Level 3 prerequisite to Ofsted registration (e.g. National Standards for Under Eights Daycare and Childminding).

Entry

120 UCAS points with 80 from 1 A level or equivalent.

Additional:

• Criminal Record Bureau [enhanced clearance] prior to work-based learning


• The course aims to promote widening participation and, as such, welcomes applications from mature students. Consideration will be given to mature students who do not have conventional qualifications yet do have significant practical experience in working with children and / or young people

UK students Undergraduate entry requirements

Standard entry requirements for Foundation degrees (FD/FdSc)

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.

• As a guideline, a typical offer would require you to obtain a UCAS tariff score of between 80-120 points, based on your level 3 studies.
• Students who require a Tier 4 Student Visa cannot apply for our foundation courses. For these courses the University of Bedfordshire is not able to sponsor Tier 4 Student Visa applications.

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.

Standard entry requirements for Undergraduate degrees (BA/BSc)

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:

• UCAS Tariff Score greater than 200, which should include either two A level passes or an AVCE Double Award
• An Access qualification
• Equivalent qualifications such as Irish Leaving Certificate, Scottish Highers, International Baccalaureate or BTEC National Diploma

Postgraduate taught courses

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.

• UK/EU students application form
• International (non-EU) students application form
  

Students from the European Union

Entry requirements

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.

How to apply

International students

• Undergraduate applications (BA/BSc) can be made direct to the University or via our representatives in your home country. If you intend to apply to more than one university in the UK you should apply via UCAS. If you want to apply to the University of Bedfordshire only you should apply directly using our international application form (link below) or via our representatives in your home country
• Postgraduate applications should be made directly to the University using our international application form (link below) or via our representatives in your home country
• Healthcare, nursing and midwifery students Many of these courses are not available to overseas students due to UK immigration law in regard to bursary funding. Please contact international admissions to find out if you are eligible to apply
• BA Nursing Studies Level 3 (with or without Overseas Nursing Programme) is available to overseas students - please contact International Admissions by email at international-admissions@beds.ac.uk for further information

(Please note that applicants on a full student visa are not eligible for part-time study)

Course application form for international students

We recommend that you apply directly to the University where possible, as this allows us to offer the quickest turnaround time for your application.

• Course application form for direct applications [PDF]

How to complete your course 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

Accreditation of prior certificated learning (APL)

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.

• APL application form for International students [100Kb] updated 041007

What next?

Return your completed application to:

University of Bedfordshire
International Admissions
Park Square
Luton
Bedfordshire
LU1 3JU
United Kingdom

Contact International Admissions

T: +44 (0)1582 489326 (non-EU Students)
F: +44 (0)1582 743469
E: international-admissions@beds.ac.uk

Awarding institution

University of Bedfordshire

Teaching Strategy

Course delivery and student learning are carefully integrated to provide a balance of tutor input and student centred learning appropriate to each level of study. Key tutor led strategies include: lectures, seminars, tutorials, workshops and research supervision. Student independent learning strategies include preparation and research for seminars, oral presentations (group and individual), written and examination assessment, and culminates in the production of an 8,000 10,000 word Understanding the workplace portfolio.

In Stage 1, lectures are introductory, outlining key concepts and substantive issues in order to provide the map of relevant disciplines which will enable students to subsequently pursue study strategies more independently. At Stage 2, lectures are more discursive, highlighting debates, controversies or issues which students can pursue further through seminars, tutorials and independent study. All units also involve more student centred learning strategies including seminars, students presentations or plenary exercises, workshops and structured independent learning activities. At Stage 3 the shift towards more student centred learning is consolidated and units draw upon more complex material and require students to engage with texts appropriate to the challenge of final year undergraduate work (for example, primary research monographs, journal articles, government documents) and in accordance with the Generic Level Descriptors for Higher Education. All units at stages 1, 2 and 3 will utilise BREO, as appropriate, as part of the teaching strategies to enhance student learning. In addition students and tutors will take advantage of the student email facility to exchange views, supplement tutorial advice and arrange meetings.

Independent learning is a key component of learning and teaching strategies. From a more tutor led approach to the acquisition of knowledge and skills at stage 1, Childhood and Youth Studies students are encouraged to take the initiative and responsibility in managing their learning, identifying problems and resolving them. This is facilitated through classroom-based activities such as oral presentations, seminar papers and discussions, directed reading, and through the assessment strategies of essays, presentations and examinations. The need for students to gain confidence and competence to initiate and produce independent outcomes is central to the vocational skills that are part of the aims and outcomes of the course. The dissertation will be supervised on a one-to-one basis, with students expected to see supervisors regularly.

Lectures:

Lectures provide students with a framework of relevant subject knowledge, significant contexts, key debates and the appropriate theoretical and methodological approaches.

Seminars:

Seminars enable students to consolidate and deepen their knowledge and understanding, and to develop communication skills through the discussion of key issues with other students and with their tutors. Seminar activities take a variety of forms, including whole-group discussions and small group activities.

Workshops:

Workshops combine both tutor and student-led explorations of specific issues or practical activities, and provide an interactive approach to learning. Active engagement with a problem focus or work related task encourages reflection on practice and values through such strategies as discussion, role play and carefully structured observation. Interaction between learners with different career aspirations contributes to a greater understanding of inter-professional education.

Professional, Statutory and Regulatory Body Accreditation

N/A

Students with disabilities

The course is wholly inclusive and welcomes students with disabilities. During the application process disabled students are invited to the university to discuss their needs with the course leader, individual members of the academic staff, as well as staff from the Disability Advice Team. The course should not present any barriers to students with disabilities that cannot be overcome using the universitys policy on support for students with disabilities. All applications identifying disabilities are followed up by letter or at interview to establish the level and type of support required.

The Disability Advice Team will discuss any issues students may have and can provide such services as: sign language interpreters, note takers, dyslexia screening / tuition, support materials for students with dyslexia and / or dyscalculia and support with mobility on campus. They offer confidential advice and information about academic and personal issues, special arrangements / adjustments for some assessments / examinations, applying for the Disabled Students' Allowances (DSA) and buying suitable equipment.

Skills Development

A skills development strategy is central to this course. This is partly because of the importance of a range of skills for employability. It is therefore partially articulated in the above sections on the Teaching, Learning and Assessment strategies.

Communication

To help with the development of this you will:

Receive detailed feedback on all aspects of your assessment components. Areas of good and bad practice will be identified and advice given on how you may improve your written, oral and presentation skills. All units develop written communication skills of different types in different ways e.g. essays of differing lengths, reports involving the analysis of policy documents and news texts, seminar write ups and the dissertation. As you move beyond stage 1 you will practice written communication skills in more varied forms, developing the ability to produce concise reports but also to develop and maintain argument and focus over longer word limits (3000 word essays and the 8 - 10,000 word assessment at stage 3) with more demanding material. Oral presentations are also a feature of most units. Stage related criteria enable and require you to practice and develop more demanding oral communication and presentation skills as you move from stage one to stage three. Small group discussions, plenary sessions and class-based workshops will also enable you to practice and develop your oral communication skills and to engage in stimulating discussions, to respond to questions and to persuasively defend viewpoints on controversial issues through debate.

Information Literacy

To help with the development of this you will:

• Use Micro Soft Office software to produce documents, presentations and data analysis. Short refresher courses in word, power-point and excel will be made available in the first term through PAD. Feedback from essays and oral presentations in stage 1 will help to indicate the need for some students to attend these courses. In producing assignments for all units you will practice and develop information literacy skills


• Attend a course run by the subject librarian during induction that covers accessing relevant electronic journals, web sites and data bases


• Use email to communicate with staff


• Make appropriate contributions to group and individual work using the VLE


• Receive instruction (in the Youth Culture unit in stage 2) on how to produce and edit a documentary in the editing suite of the learning hub. You will practice using this package and be assessed in your use of it. You can elect to present a documentary at stage 3 as a dissertation

Research and Evaluation

To help with the development of this you will:

• Critically examine social science research methods and their theoretical underpinnings at a foundation level in the stage 1 unit Introduction to degree study and the stage 2 unit Research methods


• Develop your critical understanding of social research methodologies in your stage 2 unit Research methods including qualitative and quantitative data collection techniques, presentation and analysis


• Develop a research proposal and design for your stage 3 dissertation unit or work placement unit. Undertake the research and critically evaluate your findings in light of current research and literature. Produce a dissertation or documentary presentation that requires you to display independence in all aspects of the research process


• Critically examine the conclusions flowing from the use of particular research methods in the substantive topics of units at different stages

Creativity and Critical Thinking

Most assessments require critical thinking and creativity as do many of our learning strategies.

To help with the development of these skills of this you will:

• Examine the nature and limitations of a range of theories e.g. behavioural, psychological, cognitive, symbolic interaction, social constructions and evaluate their appropriateness in responding to a range of issues and topical questions concerning childhood and youth development


• Practice applying those theories for the purpose of explanation e.g. selected case studies of child protection, public policy, organizational theory and practice assessing the adequacy of those applications


• Examine the progressiveness of policy responses to children in need and children in need of protection in light of multi-agency working, the childrens national workforce and the common assessment framework


• Be required to move beyond criticism and develop your own position on controversial issues related to childhood and youth development e.g. what form of support should be available to those who experience prejudice by virtue of their race, ethnicity, culture, social class or gender and why; what the policy should be in a particular area youth crime or substance abuse

Improving learning and performance

The foundations for this are laid during Induction Week. An introductory lecture and workshop on professionalism in your own study encourages you to reflect upon your learning experiences, abilities and aptitudes and to be systematic in doing so (a workshop exercise involves the self-diagnosis of key skills). You will also write a short piece for diagnostic purposes. Having begun to identify areas for personal improvement you are made aware of courses and contacts for further developing your skills and abilities.

The course handbook provides you with a structure for essay writing and guidance on all elements of good practice e.g. referencing, plagiarism, structuring an essay. This guidance is reinforced by all members of the course team as they teach their units. It should underpin your reflection upon your learning experiences. The processes identified here continue throughout your undergraduate career.

You receive detailed written feedback on all of your assignments. You should reflect carefully on this. Unit leaders will clarify advice, guidance and comment if you require. Your personal tutor will periodically review your progress in the light of feedback and agree your plans for improving your performance. Using the VLE and some class contact time, staff will identify areas for improvement for the year group as a whole following the marking of assignments.

As your undergraduate career progresses you will be expected to take greater responsibility for your own learning. The process of systematic self-reflection upon your performance and related developmental needs is crucial to this. Both academic staff and your personal tutor will, progressively, encourage you to take the initiative (their role will be less directive as your undergraduate career advances), to take responsibility for your own learning. This may involve recognizing (through feedback or reflection upon your own work) that you need guidance with an aspect of referencing, guidance with your ICT or research skills, guidance with sentence construction and acting proactively to seek out that guidance and support (increasingly, your unit leaders and personal tutors are there to help you take the steps that you recognize you need to take).

Progress files

In your first year of study you will be introduced to the use of Progress Files through meetings with your Personal Tutor.

The Progress File is a working document that charts your development as a student and is made up of two parts:

• Your personal record of learning and achievement. This might include extracts from written feedback, extracts from personal evaluative reports, or plans detailing the self-management of study


• Personal Development Planning. This is a structured and supported process, which will help you think about your own learning and achievement and plan for your education and career development

Your Personal Tutor will guide you through the initial stages of preparing your Progress File e.g. after your first set of assessments you will have a tutorial that gives you the opportunity to reflect on your grades / feedback and consider ways in which you might improve specific skills and/or build on the strengths demonstrated. Personal tutors will meet with students periodically to review progress and agree action plans. They will keep a written record of the review and an action plan for subsequent meetings.

Students produce an action plan, both short and long-term, to address areas for development and targeted students are offered tutorials on areas of weakness: support materials e.g. textbooks, website programmes are suggested to accompany self-study.

The action plan to address areas for development will emerge from your discussions with personal tutors and reflections.

Embedded within several units are assignments based upon reflective journals that require a detailed reflection on progress so far, both against the course / unit learning outcomes in terms of assignment grades and tutor feedback and in terms of possible career / vocational pathways and aspirations. After Level One it is your responsibility to maintain your Progress File but you will be supported in this by the generation of appropriate materials in units throughout the degree course.

The dissertation and understanding the workplace units give students the opportunity to synthesise learning and demonstrate a high level of academic knowledge and understanding. Students are supported in their special study through taught sessions on research methods and in collaboration with university based tutors who work closely on areas of individual strength and weakness to support students. Students are supported in their aspects of inequality unit by practitioners in the workplace and encouraged to evaluate personal progress in relation to the six core strands of the Common Skills and Knowledge framework embedded within the national workforce remodelling strategy.

Professional standards

Attendance and punctuality requirements:

We expect that:

• You will attend a minimum of 80% of all taught sessions. Lower attendance than this is likely to result in reduced understanding and lead to lower grading in assessments


• You are required to inform the course and unit leaders of any unavoidable absence from taught sessions


• When attending any work placement or job shadowing activities you will be acting as a representative of the University and will be expected to uphold professional standards of behaviour

General behaviour:

• You are expected to conduct yourself in an orderly, dignified and professional manner in all times within the University premises


• You are expected to demonstrate honesty and integrity in all dealings with the programme staff and University

Use of mobile phones:

• You must not use mobile phones during any taught class

Contact arrangements:

• You are required to provide a valid, permanent, term time and correspondence contact address and telephone number to Registry when you register as a student each academic year


• You are required to provide Registry with a current contact number of your next of kin should the school need to contact them in an emergency


• You are required to inform Registry of any change of address or telephone number and ensure your contact details are up to date

Assessment requirements:

• You are required to be aware of the Universitys assessment regulations


• You are required to be aware of the Universitys academic offences policy and plagiarism regulations as detailed in the University regulations. Plagiarism is considered to be a serious matter by the School and University

Strategy for developing and embedding the professional standards

N/A