Awards

Target Award

Award Description:Bachelor of Arts with Honours - BAH
Alternative Exit
Alternative Exit
Alternative Exit

Programme Offerings

Full-Time

F2F-JMU-SEP
F2F-JMU-SEP

Educational Aims of the Course

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.

Learning Outcomes

1.
Demonstrate knowledge of the issues and principles associated with the development of children and young people
2.
Critically reflect on practice in order to improve and develop
3.
Critically evaluate service processes in a wide variety of contexts
4.
Integrate theory and practice, reason critically and demonstrate and exercise independence of mind and thought
5.
Reflect critically on own values, attitudes and emotional intelligence competencies
6.
Develop strategies to engage in rational, informed academic debate, developing a reflective understanding through academic study and practical investigation
7.
Apply knowledge of developmental issues in a practical manner
8.
Communicate clearly and effectively in formal and informal situations
9.
Monitor, record and evaluate their own progress and plan for their professional development
10.
Manage personal and professional boundaries
11.
Identify learner needs and plan appropriate support, articulating a belief in the possibility of change
12.
Access information systems and follow procedures to retrieve and manage information from a variety of sources
13.
Interact appropriately with other professionals in an increasingly diverse society
14.
Develop practice of advocacy and mediation
15.
Demonstrate self-direction, flexibility and originality in tackling and solving problems sensitively
16.
Communicate effectively and present a high level of oral and written arguments
17.
Improve their own learning and performance, including the development of study skills
18.
Manage time, work flexibly and independently
19.
Develop research capacities, information retrieval, plan and manage learning and reflect on their own learning
20.
Use Information and Communication Technology, including word processing, databases, internet communication, information retrieval and on-line searches.
21.
Work with others - as a result of the development of interpersonal skills, demonstrate the capacity to plan, share goals and work as a member of a team.
22.
Be able to manage and recognise personal emotions and commitments
23.
Identify various support services available and the range of practical issues pertinent to working with young people in different settings
24.
Discuss current and significant issues, ethics and legislation relevant to working with young people and how these impact on practice
25.
Recognise the diverse needs of young people in an increasingly inclusive society
26.
Identify and interpret the domains and theories of learning and educational policy.
27.
Recognise their own values and attitudes and of the emotional intelligence competencies.
28.
Apply theory to the assessment of the personal, educational and social development of young people
29.
Analyse, synthesise and evaluate information from a variety of sources to identify the practical issues pertinent to working with young people

Teaching, Learning and Assessment

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.

Opportunities for work related learning

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.

Programme Structure

Programme Structure Description

NB At each level, students must complete a minimum of 20 work-based learning credits. Level 4 All students entering the programme will have to complete the core modules. However students will have opportunity to negotiate with their tutors in relation to their phase of education. Students may exit from this … For more content click the Read More button below.

Structure

Entry Requirements

Alternative qualifications considered

HECoS Code(s)

(CAH22-01) education and teaching
(CAH22-01) education and teaching