The information contained within this programme specification is correct as at January 2010
UCAS Course Code / UCS Course Code:
For guidance see the UCAS web site at www.ucas.com or contact Admissions on
01473 234741 or e-mail admissionsucs.ac.uk|
Level of Award
Framework for Higher Education Qualifications (FHEQ) Level 6
Course Summary
Children, Young People and Policy is an innovative, multi-disciplinary BA (Hons) degree course developed in line with Every Child Matters|, The Children's Plan| and the Children's Workforce Development Council| to meet the demand of the transformation in the children’s and young people’s services. Crucial to the success of the reforms is a skilled, competent and confident workforce which is underpinned by a commitment to multi-professionalism and developing integrated and responsive services for children, young people and families. The Children, Young People and Policy degree has been developed in close consultation with the local authority and a range of public, private and voluntary organisations and partners to meet these challenges and to meet the demands of the new roles and increased opportunities at graduate level and to provide development opportunities for the existing committed children’s workforce.
Children, Young People and Policy has a strong academic focus and facilitates a number of important undergraduate academic skills such as reflection, critical thinking and autonomous learning. Furthermore, as the programme is underpinned by children’s rights and the key principles of inter-agency and multi-disciplinary working and incorporates professional leadership and management in line with the approach recommended by the Children's Workforce Strategy| to improve outcomes and reduce inequalities. It is an area of increasing importance in both national and local government policy which provides a rapidly increasing range of employment opportunities at graduate level.
Children, Young People and Policy aims to equip students with an academic understanding of children, young people and a critical approach to public policy and practice. The route is underpinned by developing multi-professionalism which emphasises the importance of integrated working, ethical practice and professional integrity for any work with children and young people. In line with social sciences in general, the programme is based on reflexive disciplines, in which ideas and research are themselves part of the world being studied, and as such concepts such as the reflective practitioner, central to the caring professions, social work, education and other professions associated with children’s welfare are of key importance.
Please click here to view the Children, Young People and Policy student handbook|
Entry Requirements
In order to satisfy the minimum general requirements for admission candidates must:
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Be at least 18 years of age on 1 October of the year for which admission is sought; and
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Have a minimum of 120 UCAS tariff points, e.g. 2 Advanced GCEs or 2 Vocational A levels (single award) or Vocational A level (double award) with grade profile D:D or above/GNVQ Advanced (with merit profile)/BTEC National Diploma (with merit profile)/ or equivalent award – together with 3 GCSEs at grade C or above
The Programme Area Director of the relevant School may deem the following to have satisfied the general and course-specific requirements for admission:
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Candidates above the minimum age of admission who do not satisfy the general and specific qualification requirements, but who submit satisfactory evidence of having achieved qualifications which are deemed to be equivalent;
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Candidates who hold a full practising professional qualification;
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Candidates of twenty-one years of age and above who do not satisfy the general and specific qualification requirements, but who submit satisfactory evidence of the capacity and attainments requisite to enable them to pursue the course proposed.
Course Aims
The course aims are the general educational intentions that underpin the course as experienced by students. The aims below have been partly drawn from the relevant guidance documents (QAA Social Policy and Administration Benchmark Statements (2007) and the QAA Framework for Higher Education Qualifications in England Wales and Northern Ireland (2008) augmented by aims which reflect the course philosophy and the distinctive nature of the student experience on the courses at UCS.
The aims of the DipHE/BA (Hons) Children, Young People and Policy are based upon the underlying principles of social policy as an academic discipline:
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Rigorous linking of theoretical analysis with empirical enquiry
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Identification and understanding of different value positions
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A willingness to engage with a range of intellectual traditions and social science disciplines the belief that students should acquire the skills and qualities which enable them to become active and informed citizens.
The course aims are designed to reflect these principles and to:
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Develop knowledge and understanding of the conceptual underpinnings social policy as an interdisciplinary discipline in relation to children and young people
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Develop a capacity to assess critically evidence drawn from a range of social science disciplines to develop a critical understanding of how social policies and children’s and young people’s lives are continuously reconstructed and changed through structural and cultural issues
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To encourage the development of specific and generic skills/ transferable skills of value in employment in the children’s workforce, to further study and for personal and professional development
Learning Outcomes
These course aims are broken down into sets of related skills, which are known as learning outcomes.
The learning outcomes are the measurable skills, understanding and attributes able to be demonstrated by the student in fulfilment of the course aims. The learning outcomes have been partly drawn from the relevant guidance documents (QAA Social Policy and Administration Benchmark Statements (2007) and the QAA Framework for Higher Education Qualifications in England Wales and Northern Ireland (2008) and augmented by outcomes which reflect the course philosophy and the distinctive nature of the student experience on these courses at UCS.
Level 4
Upon completion of level 4 (Cert HE) students will be able to demonstrate:
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A basic knowledge and some understanding of key aspects of policy initiatives in relation to children and young people including some understanding of the transformation in the ways in which services are organised and provided.
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An ability to begin to review and improve and apply their knowledge and understanding across a range of issues and to begin to reflect on ideas, theories and perspectives presented in the course and in the relevant literature.
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Basic descriptive and analytical skills in understanding some of the core theories, concepts and approaches in social policy in relation to children and young people.
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An understanding and a developing ability to reflect on, the underlying value base of policy proposals and initiatives and to begin to distinguish between normative and empirical arguments in theoretical developments, professional and ethical issues in achieving improved outcomes for children and young people.
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Some knowledge of appropriate research methods, concepts and ethical developments and begin to reflect on their use in research studies in relation to children and young people.
Level 5
Upon completion of level 5 (Dip HE) students will be able to demonstrate:
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A developing knowledge and some critical understanding of key aspects of policy initiatives in relation to children and young people including some critical understanding of the transformation in the ways in which services are organised and provided.
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An increasing ability to review, consolidate, improve and apply their knowledge and understanding across a range of issues and be able to reflect on ideas, theories and perspectives presented in the course and in the relevant literature.
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Developing descriptive and analytical skills in understanding some of the core theories, concepts and approaches in social policy in relation to children and young people.
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An understanding and a developing ability to reflect on, the underlying value base of policy proposals and initiatives and to distinguish between normative and empirical arguments in theoretical developments, professional and ethical issues in achieving improved outcomes for children and young people.
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A familiarity with a range of appropriate research methods, concepts and ethical developments and an ability to reflect on their use in various research studies in relation to children and young people.
Level 6
Upon completion of level 6 (BA Hons) students will be able to demonstrate:
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A thorough knowledge, critical and systematic understanding of key aspects of policy initiatives in relation to children and young people including a critical understanding of the transformation in the ways in which services are organised and provided.
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An ability to review, consolidate, extend and apply their knowledge and understanding across a wide range of issues and be able to reflect critically on ideas, theories and perspectives presented in the course and in the relevant literature.
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Well-developed descriptive and analytical skills in understanding the core theories, concepts and approaches in social policy in relation to children and young people.
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A sound understanding, and an ability to reflect on, the underlying value base of policy proposals and initiatives and to distinguish between normative and empirical arguments in theoretical developments, professional and ethical issues in achieving improved outcomes for children and young people.
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A strong familiarity with a range of appropriate research methods, concepts and ethical developments and an ability to reflect critically on their use in various research studies in relation to children and young people.
Module Framework
At level 4 students will be introduced to significant ideas, concepts, issues, methods, methodologies and theories in relation to studying social policy providing a foundation for the domains of study considered to be an essential basis for further developments. The Understanding Children’s Rights module introduces important principles, values and debates in relation to children’s rights and considers how they potentially influence children’s lives through understanding diversity and inclusion. Additionally, the Understanding Children and Young People module introduces students to developmental perspectives that impact on our understanding of the everyday lives of children. It integrates ideas with various health related topics to demonstrate how they benefit understanding children and young people’s well-being.
At level 5 it is intended that students should continue to develop their cognitive abilities in two ways, one by extending and refining understandings of theories, methods and research, and secondly, by becoming exposed to a broader range of subjects. The Understanding Ethical Research with Children and Young People module is viewed as pivotal in this process and the development of abilities appraising research findings is encouraged. Furthermore the - Safeguarding Children and Young People and the Policies, Partnerships and the Ethics of Care modules further develop the students’ understanding of interdisciplinary approaches to social policy topics and issues relating to children and young people. The modules in level 5 also use the theories and concepts introduced at level 4 to analyse how social needs, social problems and policies in relation to children and young people themselves are constructed.
At level 6 students will continue to develop their understanding in more specialised areas and, building upon previous modules, will carry out in-depth examinations of theories and research with emphasis upon critical evaluation of both theory and methods. The Research Dissertation will provide the opportunity for students to demonstrate their academic abilities in an original and creative way. Additionally the Future of Childhood module and the Young people, Crime and the Law module facilitate a critical consideration of theoretical developments, professional and ethical issues in achieving improved outcomes for children and young people. Further critical consideration of children’s rights is encouraged which questions the both future of childhood and children’s services and encourages students to distinguish among and critically evaluate different theoretical, technical, normative, moral and political approaches to social problems and issues in relation to children and young people.
Teaching, Learning and Assessment
Children, Young People and Policy adopts a blended learning approach to the course and involves a wide variety of both online and more traditional learning, teaching and assessment strategies and incorporates elements of distributed learning using ‘new’ technologies now widely acknowledged to facilitate inclusion and participation. The Children, Young People and Policy course aims to develop effective learning networks and communities in a supportive learning environment that constructs, develops and supports student learning through a variety of tools currently in everyday use for elearning. Whilst some face-to-face on site learning and teaching takes place the majority of the course is constructed through online lectures and tutorials, podcasts, video and screen casts together with weblogs; wikis and social bookmarking to create a highly interactive, innovative and creative learning environment that promotes critical thinking and personal refection as well as social interaction that strives to develop a knowledge sharing philosophy of learning. This will be accompanied by supervised problem-based learning, project work, seminar discussions and debate and tutorial sessions as best suited to the associated learning environment. Sufficient time will also be allowed for self-directed learning and reflection.
The Children, Young People and Policy course adopts a variety of assessment strategies designed to suit the different learning styles of students. Assessments are interesting, challenging, appropriate, reasonable in number and are designed to be fair, valid, reliable and rigorous with due regard to equal opportunities and the avoidance of discrimination. Students have appropriate advice, guidance
and support with their coursework assignments and exam preparation and receive timely constructive feedback specifically related to assessment criteria.
Benchmarks / Professional Standards / Competency Frameworks
The design of this course has been guided by the QAA Social Policy and Administration Benchmark Statements (2007)
Timetable
The teaching is over a 24 week teaching year and a full time student is expected to take three modules each year. A part-time student will take one or two modules each
Year of study. Students can expect to have to attend University Campus Suffolk in Ipswich for tutorials, lectures and seminars on some Saturdays during their course of study.
Course Delivery
The course is located within the School of Children, Young People and Education.
Placements / Work Based Learning / Work Experience
Work placement are not a required aspect of this course although those students not currently employed within the CYP sector will be encouraged to undertake some related experience on voluntary basis.
Tutorial and Study Support
Tutorial support is seen by UCS and the course team as an essential underpinning of the student higher education experience. During the course induction each student will be allocated to an individual personal tutor. Twice each semester each student will have the chance to meet or talk with the individual personal tutor to review progress and will have access to online tutorial support and advice on a regular basis throughout the duration of their study. The tutorial relationship will be recorded throughout the course, in line with the institution's tutorial policy.
Furthermore, the Course Leader and all members of the course team are readily available via telephone, email and online learning forums to students to answer questions and deal with problems as they arise.
Tutorial policy
All personal tutorials are administered, conducted and recorded in line with the UCS Tutorial policy. The course employs an online structured tutorial form similar to the pre-printed tutorial record sheets used in other courses which prompt specific enquiries and discussions at pertinent stages of the year or course. The process of Personal and Professional Progress Planning (P4) and the accumulation and validation of evidence for Graduate Key Skills is administered through the personal tutorial system and embedded into the course modules at each level. Personal tutors encourage students to reflect on their progress, identify strengths and weaknesses and plan for the next stage of study or employment. At the end of a tutorial the tutor and student will complete the tutorial record sheet collaboratively to acknowledge that both agree that this is a brief record of the items discussed and any plans or actions for the future. Students can access tutorial support through online booking forms available on Wolsey and through regular learning forums and one-to-one Weblog with the tutor. This is the case for both personal and module tutorials. Personal tutors will normally remain with a student throughout their period of study on the ChYPP course.
Opportunities on Completion of the Course
Many previous graduates studying existing related degrees at UCS have gained employment in the local area within the social sector and with children’s and young people’s services.
Graduates can progress to a wide range of successful positions in the following fields:
Educational welfare adviser
Community education officer
Advice worker
Children’s services manager
Children’s service development adviser
Youth justice
Children’s centre coordinator
Children’s centre manager
Children’s policy adviser
Research assistant
MSc/MA in a related field
PhD study
Employers value the qualities and skills of graduates within the social science framework, and most students find suitable work within a short time of graduation.
Alternative format
Should you require this programme specification in an alternative format, please contact us on 01473 338000.
University Campus Suffolk reserves the right to amend the information in this programme specification as and when required.