Course Catalogue

National Occupational Standards (NOS) for those delivering 'Learning, Development and Support Services' (LDSS) aim to ensure that best practice is observed. This degree aims to develop a flexible pathway for these practitioners within the LJMU Academic Framework. It has been developed with the needs and interests of practitioners working with children and young people in mind and aims to support the recognition of the professional nature of the qualifications in this area. To provide a range of intellectual, practical and transferable skills that are appropriate to the Learning, Development and Support Services (LDSS). To provide a curriculum to support and promote the thorough understanding of personal and social development issues. To develop the skills and awareness necessary for working in a range of contexts and with other agencies. To enable students to make an immediate and appropriate contribution to their own professional practice. To combine practice with reflection and engage students in a holistic approach to learning. To encourage the development of a sensitive approach to all aspects of diversity. To provide studies directly relevant to future academic and /or employment pathways. To encourage students to engage with the development of employability skills by completing a self awareness statement.

Outcomes are achieved through a broad range of learning and teaching methods including: lectures, tutor input, workshops, case studies, e-learning, participant presentations, seminar/group discussion, individual reading and research, as well as activities within the Personal Development Plan (PDP). Self-reflection - this will require the student to reflect on their own values and attitudes and to explore their own emotional intelligence. Individual enquiries - this involves carrying out an investigation into an issue relating to participants' area of work. Participants should critically reflect on the issue and draw on a range of resources, literature, subject specific materials, national influences etc. to inform discussion. Participants have to produce evaluative reports that include conclusions and recommendations for further development. Participants will draw on primary and secondary source materials for assignments and case studies. Informal - through PDP, workshop activities, work-based practice; group work in preparation for group presentations. Outcomes are developed through a range of formal and informal activities including workshops, use of case studies, examples from own practice, project work, work with peers, reading, small scale piece of research and engagement with educational and domain specific literature. Reflection on both theory and practice will be included throughout. Intellectual skills (1-7) are assessed formatively through group discussions, participant presentations, individual reflections and summatively through formal assessments e.g. reflections, assignments and individual enquiries. The PDP will be a key vehicle for developing intellectual skills and understanding. Full details of these methods can be found in the module guides. Outcomes are developed in a progressive manner throughout the programme. As this is a work-based qualification participants will be asked to reflect on their practice at all stages. The majority of assessments include critical reflection on practice. Workshops include a variety of methods that model professional practice e.g. small group work, role play, simulations, case studies, use of participants' experience. The PPD groups will be key vehicles for promoting the development of professional skills. Professional practical skills (1-8) are assessed throughout all the modules using the following methods: Carrying out observations and reflecting on these. Course work materials, e.g. reflections, assignments and critical evaluations. Observations of workplace practice. Presentations/group activities with peers in the workshops, work-based settings and PDP. These are promoted throughout the course. All modules aim to encourage students to think critically, to work independently and in groups with the purpose of presenting material in informative and varied ways. Students will be encouraged to develop key /transferable skills through all aspects of the programme of study.

Work based learning is key to this programme and all students are required to work for a minimum of two and a half days per week in an educational environment. This work based learning is drawn on in assessments. Students engage with modules throughout the programme which are designed to enhance professional skills and to draw on work-based learning.