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Foundation Year in Health and Social Care

CUC Programme SpecificationCUSC Programme Specification

Author : Lorraine GearingVersion : 3Date: June 2015

Prog Spec_Foundation Health and Health Social Care_ v 3 1

Foundation – Health and Social Care

Contents

Contents.....................................................................................................................................................2Part 1: Programme Specification.......................................................................................................411 Educational Aims of the Programme.........................................................................................512 Intended Learning Outcomes.......................................................................................................513 Programme Structure and Requirements, Levels, Modules, Credits and Awards....914 Support for Students and their Learning...............................................................................1115 Criteria for Admission....................................................................................................................1216 Method for Evaluating and Enhancing the Quality and Standards of Teaching and Learning...........................................................................................................................................1217 Regulation of Assessment...........................................................................................................1218 Indicators of Quality and Standards........................................................................................1319 Additional Information..................................................................................................................1322 Capabilities (Skills) Map...............................................................................................................14Part 2: Supporting Information........................................................................................................16


Introduction

The Foundation in Health and Social Care programme is offered as part of the curriculum portfolio at Coventry University College and Coventry University Scarborough Campus. The portfolio includes a range of awards from Foundation to Honours level across a number of sectors. The curriculum of Coventry University College and Coventry University Scarborough Campus has been designed to equip students with the knowledge, competences and skills that are required to be successful in today’s workplace as well as provide the academic rigour that is expected from an award from Coventry University.Coventry University College and Coventry University Scarborough Campus’s Foundation programmes provide opportunities for students to gain access to Higher Education that are not otherwise available in the region. They offer these opportunities by providing a bridge to higher education for candidates who do not possess sufficient UCAS points to obtain direct entry onto an undergraduate programme or those who wish to switch the area of study, for example from humanities to science and need a grounding in the new subject.

The concept underpinning the program design is to build the academic provision around professional body standards. A distinctive feature of the course is that in addition to the academic qualification gained, students are prepared to undertake professional body qualifications should they wish to do so. Employability of CUC and CUSC graduates is a critical success factor and market research has shown that increasingly employers consider job applicants who hold professional qualifications in addition to academic ones to be of greater value in the labour market.CUC and CUSC Foundation programmes are focused on applied learning. This means that they are geared to high intensity teaching and study through the programme, requiring full commitment from students. All of the teaching will be designed to be available either fully face-to-face, if studying full-time, or as a mix of face-to-face classes and online delivery if studying part-time (a blended delivery model).

By providing the students with this degree of flexibility in how they can engage with the teaching and learning it is expected that a significant number of students who might not previously been able to access awards of this quality will now be able to do so. The delivery mode is simply one way in which Coventry University College and Coventry University Scarborough Campus is taking an innovative approach to higher education and for which the institution wishes to be known. CUC and CUSC has received very positive feedback on this new concept from key stakeholders including employers, professional bodies and prospective students.


Part 1: Programme Specification forFoundation – Health and Social Care

1 Available Award(s) and Modes of StudyTitle of Award * Mode of

attendance*UCAS Code

FHEQ Level

Foundation Certificate in Health and Social Care F/T 1 Year

P/T 1/2 YearsL592 CUCL510 CUSC

3

2 Awarding Institution/Body

Coventry University.

3 Collaboration Coventry Academic Regulatory Framework.4 Teaching Institution and Location of delivery*

Coventry University College, Armstrong Siddeley Building

Coventry University College Scarborough Campus

5 Internal Approval/Review Dates

Date of approval*/latest review: 02/2012Date for next review: 02/2018

6 Programme Accredited by*

7 Accreditation Date and Duration

02/2012

8 QAA Subject Benchmark Statement(s) and/or other external factors *

There are no applicable Subject Benchmark Statements as this is a Foundation programme.

9 Date of Programme Specification *

August 2013

10 Programme Manager/Course Tutor *

Margaret Gough


http://www.qaa.ac.uk/Publications/InformationAndGuidance/Documents/FHEQ08.pdf

11 Educational Aims of the Programme

The educational aims of the programme are to provide:a) An introduction to a core of academic and professional knowledge, relevant to the study and

practical requirements of health and social care undergraduate courses.b) An opportunity for students to begin to develop the skills and competences that relate to the

successful study of health and social care in Higher Education.c) An opportunity for students to develop the skills and competences required in the workplace.d) Students with a level of academic and personal self-confidence that will sustain them through a

degree course and into the workplace.12 Intended Learning Outcomes

This programme satisfies the Coventry University’s Code of Practice for Academic and Professional Skills Development.Section 21 maps the intended learning outcomes as described in the next section to the programmes mandatory and option modules (as listed in section 20)Section 22 shows the capabilities that students will be taught, given the opportunity to practise and will be assessed in.The principal teaching, learning and assessment methods normally used on the programme to achieve these learning outcomes are identified in the next section.

12.1 Knowledge and Understanding

On successful completion of the programme a student should be able to demonstrate knowledge and understanding of:KU1 the underlying concepts and principles associated with health and social care deliveryKU2 current issues and developments in health and social careKU3 values and principles that must underpin quality health and social care workKU4 assessment of service users needs and the delivery of appropriate careKU5 the principles of academic research skills to apply detailed thinkingKU6 The principles of independent and self-managed learning

The principal teaching, learning and assessment methods normally used to enable outcomes to be achieved and demonstrated are identified below.

Teaching and Learning AssessmentKU1

Lectures, tutorials, self-directed learning, textbooks, module webs, scenario-based learning sets. Professional libraries and resources, journals, case studies, access to industry experts and practitioners. Asynchronous on-line seminars, discussion forums, peer-to-peer learning.

Individual and group coursework, which is vocationally relevant (see Assessment Glossary).

KU2



KU3

Lectures, tutorials, self-directed learning, textbooks, module webs, scenario-based learning sets. Professional libraries and resources, journals, case studies, access to industry experts and practitioners.

Individual and group coursework, which is vocationally relevant


Asynchronous on-line seminars, discussion forums, peer-to-peer learning.

(see Assessment Glossary).

KU4



KU5



KU6



12.2 Cognitive (thinking) Skills

On successful completion of the programme a student should be able to understand and apply:CS1 the skills to enable them to evaluate arguments and evidenceCS2 the skills to enable them to draw conclusions from structured problems from a given datasetCS3 the skills required to analyse data from multiple sources, including the acknowledgement and referencing of sourcesCS4 effective problem solving and decision making to address challenging workplace scenarios, using appropriate quantitative and qualitative skills including identifying, formulating and solving problems.CS5 the skills of self-reflection and criticality including professional judgement, self-awareness, openness and sensitivity to diversity in terms of people, cultures, health and social care issues.The principal teaching, learning and assessment methods normally used to enable outcomes to be achieved and demonstrated are identified below.

Teaching and Learning AssessmentCS1



CS2



CS3



CS4


Individual and group coursework, which is vocationally relevant (see Assessment


Glossary).CS5



12.3 Practical Skills

On successful completion of the programme a student should be able to:PS1 Identify, select and use appropriate skills, methods and procedures related to health and social care, including the maintenance of a safe working environment, assessment, supporting users and care planningPS2 Build and maintain professional relationships with health and social care clients, during and after clinical/therapeutic activitiesPS3 Work effectively under direction or as part of an health and social care teamPS4 Correctly attribute and utilise the works of others in an health and social care contextPS5 Manage time effectively to meet deadlines and targets which form part of the Health and Social Care organisational expectations

The principal teaching, learning and assessment methods normally used to enable outcomes to be achieved and demonstrated are identified below.

Teaching and Learning AssessmentPS1



PS2



PS3



PS4



PS5




12.4 Transferable Skills

On successful completion of the programme a student should be able to:TS1 Understand and proficiently use the English language in relation to accounting matters, both orally and in writingTS2 Present knowledge or a sustained argument in a way which is comprehensible to others and directed to their concernsTS3 Reflect on own learning and seek and make use of feedbackTS4 Use a range of information technology such as spreadsheets and word processing software for reporting purposesTS5 Use E-mail and the internetTS6 Work in a group as a participant who contributes effectively to the group’s tasksSelf-directed learning forms an element of all modules and the necessity to work within tight deadlines is an essential requirement across the curriculum. The ability to communicate orally and in writing will be developed across the range of modules.The wide range of assessment techniques will ensure that students are given every opportunity to demonstrate their skills in these areas.


13 Programme Structure and Requirements, Levels, Modules, Credits and AwardsModules within the programme, their status (whether mandatory or options), the levels at which they are studied, their credit value and pre/co requisites are identified below.Programme StructurePatterns and modes of attendanceThe Foundation in Health and Social Care can be done in full time (F/T) and part time (P/T) mode.

Students can attend in the week or on two evenings or all day on a Saturday. Weekday attendance is normally a four hour period either of a morning between 9am-1pm or in the afternoon between 2pm-6pm. The four hour length of teaching sessions allows for teaching to be presented in various ways including team teaching, group discussions, individual presentations, research and presentation, interactive teaching and guest lecturers. The aim of each lecture is to have a balance between students learning academic practical and professional skills.

The course is taught in 6-week blocks and can be offered (subjects to numbers) 6 times each calendar year.

Each one of the learning blocks (modules) is worth 30 credits; these will require the equivalent of 300 study hours. The modules run over a six week period and are taught consecutively, with assessments at the end of each block. If students wish to attend every day, they will receive 18 hours of teaching per week with two hour tutorials, totalling 120 hours. The remaining 180 hours will be self-guided.

Alternatively, students can choose to study two evenings each week or on a Saturday (9am – 6pm). This involves 8 hours face to face teaching with 12 hours per week on-line. The teaching timetable will include online tutorials at times to suit the student cohort.

Progression and AwardsFor a Certificate in Foundation Health and Social Care award a student must have passed or been credited with all the mandatory modules, 120 credits.Successful students must pass all modules and then may be offered an opportunity to progress onto a number of agreed Coventry University awards.

Prog Spec_Foundation Health and Health Social Care_ v 3

Module Code

Module Title Credit Value

Pre-requisite

Status Prof Qualification

Z09HSC Skills for Health and Social Care 30 None MZ02HSC Working in the Health and Social

Care Sector30 None M

Z10HSC Life Processes for Health Care 30 None MZ04HSC Social Care Perspectives 30 None M

9

14 Support for Students and their Learning

Students will be offered the opportunity to participate in a structured induction course, which will incorporate the following elements:

Registration Tour of facilities Programme administration and management Educational Technologies, including a demonstration of the Virtual Learning Environment Social time to aid cohort bonding

Reasonable adjustments will be made to the teaching, learning, assessment and support of the course(s) to maximise accessibility to students with disabilities.

Students will be able to access further information and support via:

the provision of a student and course handbook and range of module guides online support via the programme and module webs ( see the supporting documentation

for more information) a module tutor to act as a point of contact computing and library resources on campus peer support the relevant Programme Area Leader student welfare services provided by staff with expertise in supporting diverse student

needs.

Students will have access to the internet, printer, PC or laptop and a browser capable of utilising the course, subject and module web materials whilst on campus.All student support mechanisms will be compliant with Coventry University College’s policies on Equality and Diversity.

15 Criteria for Admission

Coventry University College and Coventry University Scarborough Campus will work with the Admissions Services within Coventry University to ensure that all full-time and part-time applications are managed according to the nationally agreed framework and appropriate standards.

Coventry University College and Coventry University Scarborough Campus will typically require:

100 UCAS tariff points for a Foundation Year course

All courses will require 5 GCSE passes at grade A-C including Mathematics and English.

Accreditation for prior learning is in accordance with the Academic Regulations for taught undergraduate courses.


16 Method for Evaluating and Enhancing the Quality and Standards of Teaching and LearningThe programme has been developed by the staff of Coventry University College and a team of Subject Matter Experts. It will be managed by the Coventry University College Board of Study.The Programme Assessment Board (PAB) for the Foundation in Health and Social Care is responsible for considering the progress of all students and making awards in accordance with the University and programme-specific regulations.The assurance of the quality of modules is the responsibility of the Academic Committee..External Examiners report annually on the programme and their views are considered as part of the annual quality monitoring process (AQM). Details of the AQM process can be found on the Registry’s web site.Students are represented on the Student Forum and the Academic Committee meeting which normally meet two or three times per year.Student views are also sought through module and programme evaluation questionnaires.All programmes are subject to a major review involving subject experts external to the University and CUC and CUSC normally on a five or six year cycle. At these reviews the views of current and former students, and partners from private, public and the third sectors are sought where appropriate.

17 Regulation of AssessmentCoventry University College and Coventry University Scarborough Campus policies require the internal moderation of all assessments.External Examiners are appointed for all named University awards. The role of the External Examiner at module level is to ensure that academic standards are in line with national norms for the subject. External Examiners undertake the moderation of examination papers and assessment tasks, and view representative samples of work for the modules for which they have responsibility. At programme level, External Examiners help to ensure fairness in the consideration of student progression and awards. They have the right to comment on all aspects of the assessment system and participate as full members of the assessment boards.The Pass mark for all modules is 40%. This overall module mark may comprise more than one component (e.g. coursework and exam). The individual module descriptors give the precise pass criteria and the weighting of the component marks that contribute to the overall module mark.


18 Indicators of Quality and Standards

The following are key indicators of quality and standards:

The programme has been aligned to curriculum from Edexcel Level 3 Award in Health and Social Care.In addition:

Subject Matter Experts, who are highly experienced in curriculum design, were responsible for the development of the programme and modules

Subject Matter Experts are typically actively engaged in the relevant industry sector as well as experienced members of academic faculty

Approval has been sought from the relevant Awarding Body (Edexcel). Curriculum Managers will be responsible for the on-going production of teaching and

learning materials and tools for assessment, in compliance with the specification and regulations.

The report of QAA’s Institutional Audit undertaken in November 2008 confirmed that Confidence can be placed in the soundness of the institutions current and likely future

management of the academic standards of its awards Confidence can be placed in the soundness of the institutions current and likely future

management of the quality of the learning opportunities.

19 Additional InformationKey sources of information about the course and student support can be found inStudent HandbookModule GuidesStudy Support information is accessible from student support home page in Moodle

Please note: This specification provides a concise summary of the main features of the programme and the learning outcomes that a typical student might reasonably be expected to achieve and demonstrate if s/he takes full advantage of the learning opportunities that are provided.More detailed information on the learning outcomes, content, and teaching, learning and assessment methods of each module can be found in the module descriptors,student module guide(s) and the course handbook.The accuracy of the information contained in this document is reviewed by the University and may be verified by the Quality Assurance Agency for Higher Education.


21 Curriculum Map

Intended Learning OutcomesKnowledge and Understanding

Cognitive (Thinking) Skills

Practical Skills Transferable Skills

Module

codes

KU1 KU2 KU3 KU4 KU5 KU6 CS1 CS2 CS3 CS4 CS5 PS1

PS2

PS3

PS4

PS

5

TS1

TS2

TS3

TS4

TS5

TS6

HSC X X X X X X X X X X X X X X XZ02HSC X X X X X X X X X X X X X X X X X X X X X XHSC X X X X X X X X X X X X X X X X X X X X X XZ04HSC X X X X X X X X X X X X X X X X X X X X X

22 Capabilities (Skills) Map

Module codes

Learning to Learn

Working with

others

Problem Solving

and Innovatio

n

Numeracy

IT and Online

Learning

Communication

Career Manageme

nt

Information

Management

Personal Development Planning

Z01HSC T,P,A T, P, T, P T,P, T,P,A T, P, A T, P,A T, P T,P,AZ02HSC T, P, T,P,A T, P T, P, T, P, A T, P T, P T, PZ03HSC T, P, T, P T,P,A T, P T, P T, P TP T,P,A T, PZ04HSC T, P, T, P, T,P,A T, P T, P T, P T, P T,P,A T, P

Programme Specification v 3 13

Key: T=Taught, P=Practiced, A=AssessedThe Code of Practice for Academic and Professional Skills Development requires that each of the capabilities be demonstrated at least once during the programme.Capability Outlines (from the Code of Practice for Academic and Skills Development)Learning to Learn – Students should be ready to accept responsibility for their own independent learning. They should also be able to reflect on their learning and appraise their capabilities and achievements. Students should also be able to identify their individual needs for effective learning.Working with Others – Students should be able to work effectively as part of a group, and respect the dignity, rights and needs of others.Problem Solving and Innovation – Students should be able to use problem-solving skills in a variety of practical situations. They should be able to demonstrate creativity, flexibility, perception, decisiveness, confidence and an awareness of values.Numeracy – Students should be able to interpret, analyse and present numerical data.IT and Online Learning – Students should be able to use computer-based systems for learning, communicating, collaborating with peers and tutors, and working with data.Communication – Students should be able to communicate effectively in appropriate forms in a wide variety of situations.Career Management – Students should appreciate the values, culture, structure and process of work organisations relevant to their area of study. Students should also appropriately match their experience and academic achievements to employer expectations.Information Management – Students should be able to carry out research relevant to their field of study by retrieving and using information drawn from a variety of resources.Personal Development Planning – Students should be able to demonstrate self-awareness, set personal goals and record achievement.


Part 2: Supporting Information forFoundation – Health and Social Care

1 Relationship to the Framework for Higher Education Qualifications, Subject Benchmark statements and Professional/Statutory Body requirements

The intended learning outcomes of the Coventry University College and Coventry University Scarborough Campus’s Foundation in Health and Social Care have been specifically designed to ensure the National Qualifications Framework Level 3 Descriptor for intellectual skills and attributes, processes and accountability have been met.The detailed requirements of the level descriptor have been included in both programme learning outcomes and module learning outcomes and a mapping exercise has been undertaken to ensure the programme learning outcomes have been cumulatively met through the module learning outcomes.CUC and CUSC are actively building relationships with relevant professional bodies to seek their endorsement or accreditation of its programmes. It has also engaged extensively via the external consultation of subject matter experts with employers across a range of private and public sectors to ensure the programme and module learning outcomes satisfy their needs in the development of career ready graduates which is a key element of the vision.

2 Teaching and Learning Strategy

Coventry University College and Coventry University Scarborough Campus are committed to producing high quality teaching and learning and therefore has introduced a highly responsive approach to the delivery and education. CUC and CUSC provides both academic and professional qualifications to meet the learning aspirations of a wide range of people from the community it serves. It is essential therefore that its courses are current and relevant and it provides a variety of teaching and assessment strategies to meet the learning needs and styles of its students.

All of the undergraduate provision of the Coventry University College and Coventry University Scarborough Campus follows a similar pattern of delivery. Each award is delivered over four 30 credit modules. Each module is assessed so that individual modules can be credited, this allows students to see progress and have such progress formally recognised. Since each module is delivered in a block of study, the course teams are able to utilise a range of teaching and learning strategies thereby responding to the individual learning needs represented in the student body. Further flexibility is introduced through the use of high quality learning technologies which provide study opportunities that mirror the class based delivery. Full time students, therefore, can pre-read, revise and supplement their learning through use of the Virtual Learning Environment. Students following a blended learning pathway will have both face to face teaching and on-line study. This will be further enhanced through on-line learning tutorials which will remedy any deficit in understanding and support student success.

High quality teaching and learning is a core principle. Clear expectations on the teaching and tutorial staff will be mediated through an intensive induction programme, a clear articulation of the standards of delivery of teaching and learning expected and regular review of teaching performance through student evaluation, continuous professional development and a regime of observed teaching. Combined, this approach will lead to the formation of a community of practice for academic staff, where experimentation and innovation is encouraged.

The intensity of the delivery pattern will allow students to make rapid progress through to successful achievement. High levels of contact time for full time students through face to face teaching in small groups along with tutorial sessions in groups of only five students enable student progress to be monitored and additional support provided as necessary. Attendance is mandatory and will be closely monitored to ensure students do not fall


behind or worse still drop out. Blended students following a mixed diet of face to face and on-line learning will also be monitored closely. On-line tutorial support will be provided to ensure engagement.

3 Assessment Strategy

Assessment at CUC and CUSC has been designed not only to assess students’ achievement in meeting the learning outcomes in an academically sound manner but also to contribute to its vision of preparing students for the work place. CUC and CUSC have developed a glossary detailing a range of forms of assessment, which are both academically rigorous and relevant to the workplace. Through the careful and thoughtful design of such activities and their associated assessment rubrics the learning outcomes can be rigorously assessed and the students can gain valuable skills and experience in working under pressure to produce work which is fit for purpose in the contemporary business environment. Students will gain support in engaging with these methods of assessment not only from their academic staff but from the support staff on campus who have been specifically recruited to support students in developing their transferable skills such as numeracy, technology, communication, problem solving and group working.Each module includes two opportunities for assessment. The scheduling of the assessments has been carefully planned so that students receive rapid and effective feedback on their progress to inform their learning and the nature of the assessments has also been considered to ensure that students experience a balanced assessment diet.CUC and CUSC modules offer students internal module compensation so learning outcomes will be assessed more than once where appropriate to ensure compensation is available. Wherever appropriate, assessed work will be submitted via Turnitin and the Module Web.Formative Assessment is also a vital component of the student experience at CUC and CUSC. It may take a variety of forms which can be led by the student themselves, their peers of the academic and support staff. Any self identified issues can either be addressed in the planned sessions or on a more private basis with their academic tutor during the tutor’s office hours.

4 Programme/Course Management

The Programme will be managed by the relevant CUC and CUSC Programme Area Leaders who will, in consultation with the Director and Provost, appoint a Module Co-ordinator (Lead Tutor) for each module. The Curriculum Manager will manage the Module Co-ordinators to oversee the effective delivery and assessment of the programme and manage and ensure compliance with the University’s annual quality monitoring and enhancement process.

Module Co-ordinators will be responsible for the following:

- leadership and co-ordination of the module team- ensuring the module material is prepared and accessible to staff and students- preparation of module guides- allocation of students to tutorial groups- record keeping and monitoring of student progress- assessment and re-assessment

A single Consultative Committee will be formed for each programme.

5 Entry Requirements and Selection Procedures

The programme is subject to the admission procedures and access policies.


Coventry University College and Coventry University Scarborough Campus will work with the Admissions Services within Coventry University to ensure that all full-time and part-time applications are managed according to the nationally agreed framework and appropriate standards.

Coventry University College will typically require:

100 UCAS tariff points for a Foundation Year course

All courses will require 5 GCSE passes at grade A-C including Mathematics and English.

Accreditation for prior learning is in accordance with the Academic Regulations for taughtundergraduate courses.

All courses shall normally provide for entry at various levels with the maximum valid credit being given for appropriate prior knowledge and skills and previous learning, subject to the general requirements. However, for each award there is a minimum requirement for which neither general nor specific credit shall be given. Credit shall not be given for more than two-thirds of an overall programme.

Two categories of credit are recognised:

a) General Credit

This is a system of credit-rating whereby judgments can be expressed as credit points at various levels related to the standards of different academic awards, providing a broad indication of the appropriate amount of credit that might be allowed on the basis of the qualifications and other learning experiences.

b) Specific Credit

This is the credit given to an individual person in the context of a particular module orcourse; it may be equal to or less than the general credit to which it relates.

In recognising the education, training and experience gained in employment and in otherInstitutions of learning for the purposes of academic credit towards awards the followingshall apply:

a) general credit shall be assigned in terms of a number of credit points at one or more levels

b) any student who has been awarded general credit shall be required to apply to convert

that to the specific credit available for the course concerned.

Although admissions tutors shall seek to accredit prior learning, credit will not be given for more than two thirds of any programme.

A student who, whilst enrolled on a course, is required or permitted to take othersupporting modules not directly contributing to that course (eg as part of an induction orresearch programme) may not use those modules towards a concurrent or retrospectiveeligibility for another award. This does not preclude the student from using these modulessubsequently for accreditation of prior learning (APL) as part of an application to another

course.

6 Compliance with the University’s Academic Regulations and current legislation

Coventry University College and Coventry University Scarborough Campus’s Academic


Regulations have been developed by the Admissions and Registry Manager at Coventry University College and the Academic Registrar at Coventry University and approved by Coventry Universities Academic Board.


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