Welcome and Introduction - Exeter College · Web viewWelcome to the Foundation Degree in Public...

PROGRAMME QUALITY HANDBOOK

2019 – 20

Foundation Degree in Public Services

University of Plymouth Academic Partnerships Programme Quality Handbook UK 19-20 of 67

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Contents1. Welcome and Introduction to the Foundation Degree in Public Services............................32. Programme Specification....................................................................................................43. Module Records................................................................................................................18



Welcome and Introduction

Welcome to the Foundation Degree in Public Services delivered at Exeter College by Exeter College – Faculty of Healthcare, Childcare, and Public Services. The College is delighted that you have chosen to study with us. We are sure you are going to have a great time here and will gain a great deal from the programme. This programme is ideal if you are seeking a career with or already working with any public services. The course covers a wide range of topics related to the public services, personal and professional development, organisational behaviour, legal aspects, health and well-being and much more. Small class sizes mean that you will enjoy peer support and opportunities to work collaboratively and our links with local voluntary and other public services employers ensure that you will be well placed for any further training and employment in the sector.

Several of our students achieved very high results, including several overall distinction grades. Almost every Foundation Degree student on this programme has continued to Year 3 and at least one student each year has managed to achieve a full First Class Honours Degree; two students last year.

Jamie, one of the Programme’s several success stories, achieved a full First Class Honours Degree and when asked whether he would you recommend undertaking a course with the University of Plymouth or one of its partner college institutions, and why, he gave the following reply: “Absolutely! The remarkable array of content in the subjects, coupled with the support and facilities within the aforementioned institutions will certainly develop your knowledge and interest of the chosen degree. This will hopefully help you progress towards your desired career path!”

This programme has been designed to equip you with the skills and knowledge base required to work in your chosen specialism or other graduate opportunities. It is also a platform from which you can undertake additional vocational and academic qualifications.

This Programme Quality handbook contains important information including:The approved programme specification; module records

Note: the information in this handbook should be read in conjunction with the current edition of the Exeter College / University of Plymouth Student handbook available on the Higher Education Student Moodle site which contains student support based information on issues such as finance and studying at HE along with the University’s Student Handbook - https://www.plymouth.ac.uk/your-university/governance/student-handbook and your Teaching, Learning and Assessment Handbook available on your

University of Plymouth Academic Partnerships Programme Quality Handbook UK 19-20

of 67Last Saved: 18/05/2023

programme virtual learning environment. https://vle.exe-coll.ac.uk/vle/course/index.php?categoryid=97

Programme Specification

Programme Details

Awarding Institution: University of Plymouth

Teaching Institution: Exeter College

Accrediting Body: University of Plymouth

Language of Study: English

Mode of Study: Full-time or part-time

Final Award: FdSc

Intermediate Award: Certificate of Higher Education (CertHE)

Programme Title: Public Services

UCAS Code: L430

JACS Code: n/a

Benchmarks: Foundation Degree Qualification BenchmarkSubject benchmarks: Business and Management, Politics, Social Policy, Administration and Social Work, Health Studies

Date of Programme Approval:

March 2004

Brief Description of the ProgrammeThe programme is run on a full time or part time basis. The full time programme consists of the stage 1 modules (level 4) in the first year and the stage 2 modules (level 5) in the second year. The part time programme is run over 3 years. Stage 2 (level 5) commences in the final term of the second year.

The programme is intended to be a stepping stone towards a career relating to public services. Its aim is to develop students’ knowledge and understanding of public services through a range of theoretical and practical approaches.



https://vle.exe-coll.ac.uk/vle/course/index.php?categoryid=97

Details of Accreditation by a Professional/Statutory Body (if appropriate)

N/A

Exceptions to University of Plymouth Regulations(Note: University of Plymouth’s Academic Regulations are available internally on the intranet: https://staff.plymouth.ac.uk//extexam/academicregs/intranet.htm ) N/A

Programme Aims The programme will deliver:1. Understand structural, administrative, legislative and policy-making contexts and

constraints of the uniformed Public Services. 2. Understand management structures, operational practices and functions in

relation to contemporary public service practice. 3. Practise a range of strategies and skills in relation to communication, self-

management, teamwork, research, analysis, problem solving and information communication technology, which will help facilitate management and organisational effectiveness.

4. Gain a reflective experience of the working environment, practice, problems and organisational nature of public services, gained through work-based learning opportunities.

5. Progress to the BSc (Hons) Public Services (Top-Up) Year 3 programme offered at Exeter College or other specified H.E. Level 4 or 5 undergraduate programmes offered by the University of Plymouth, including the possibility to progress to the BSc (Hons) Health and Social Care (Top-Up) Year 3 offered at Exeter College.

Programme Intended Learning Outcomes (ILO)

By the end of this programme:1. Knowledge and Understanding

A. Demonstrate a detailed knowledge and understanding of the wide and varied social, political and economic environments that Public Services operate in, and analyse the role of theory in interpreting these relationships within international, national and regional settings.

B. Analyse the organisational aims, legal requirements, structures and management functions and systems of Public Service organisations.

C. Understand and evaluate the issues Public Services face in delivering services in an efficient manner while incorporating the needs of a developing workforce and a diverse society.

D. Critically examine a Public Service through an analysis of the organisation’s aims, attitudes, practices, procedures and operational effectiveness.



2. Cognitive and Intellectual Skills A. Analyse and interpret information and ideas and reason critically and creatively. B. Use theoretical knowledge to interpret experience and use experience to make

sense of theory.

3. Key/Transferable Skills A. Communicate both orally and in writing with a wide range of audiences, including

colleagues and customers and be able to work constructively within partnership developments.

B. Demonstrate skills such as: planning, organising, time management, research, decision making, problem solving, group / team working and information communication technology and be able to apply these in both the HE and work contexts.

C. Engage in the process of life-long learning through the application of new knowledge and skills in the work place and identification of personal development needs through reflective practice.

D. Demonstrate an awareness of issues relating to ethics and diversity and recognise the importance of equal opportunities.

4. Practical and Employment Related Skills A. Design, plan, conduct, evaluate and report on an independent research project.B. Work effectively within a Public Services arena.

Distinctive Features

Small class sizes mean that you will enjoy peer support and opportunities to work collaboratively and our links with local employers ensure that you will be well placed for further training and employment in the sector. You will have opportunities to work with others, have practical work experience, undertake an independent study module and visit outside organisations. Some modules also provide an opportunity for support from specialist speakers and employers have opportunities to participate in assessments. Assessments will include practical demonstrations, case studies, reports, presentations, coursework and work-based projects.

Distinctive generic features of an FdSc: Work-based learning opportunities and employers contributing to these Embedded professional qualification(s) can be provided Has the potential to increase students’ career opportunities.

Student Numbers

The following provides information that should act as a guide to assure the quality of the student experience, progression opportunities, and staff and resource planning:Approximate minimum student numbers per stage = as many as required for the stage to remain viable.Target student numbers per stage = 24



Approximate maximum student numbers per stage = There is no limit at present.

Progression Route(s)

Approved ‘progression route(s)’ are those where successful achievement on a programme enables a student to progress onto a stage of another University of Plymouth programme.

There may however, be factors that limit the availability of a place on a progression route in any one year. If a progression route place is not available in the first year in which a student wishes to progress to the University of Plymouth, a place is guaranteed within three years. Should a University of Plymouth progression route be withdrawn, the timing of the programme closure will either be timed so as to allow progression for existing students who wish to progress immediately onto a University of Plymouth programme (excluding periods of interruption or repeat years of study) or appropriate alternative solutions will be found.

Progression opportunities with institutions other than the University of Plymouth / Exeter College carry an increased element of risk. It is necessary for the delivering partner institution to obtain formal agreement from that institution to guarantee progression for existing students on the programme.

Approved progression route: Your progression routes are:

University of Plymouth programme BSc (Hons) Public Services (Top-Up) Year 3 – at Exeter College

University of Plymouth programme BSc (Hons) Health and Social Care (Top-Up) Year 3 – subject to interview, at Exeter College

Cornwall College – Bicton College programme BSc (Hons) Emergency Sector Management and Interoperability

City College Plymouth programme BSc (Hons) Community and Public Services Management Stage 3

The contribution of marks from prior levels of study to the progression award is governed by the University of Plymouth regulations.



Admissions Criteria

Qualification(s) Required for Entry to this Programme:

Details:

Level 2:Key Skills at Level 2 in English Language and Maths considered (but may limit progression) and/or GCSEs in Maths and English at Grade C/4 or above.

- Key Skills requirement / Higher Level Diploma:

and/or

- GCSEs required at Grade C or above:

Level 3: at least one of the following:

- AS/A Levels 160 old or 64 new UCAS Points required from appropriate subject areas e.g.

- A Level 3 qualification in appropriate discipline

- BTEC National/Extended Diploma in HSC, CCLD, Public Services – MPP grade profile

- Equivalent points in AS/A2 Subjects

- Access to HE Qualification – Pass at Level 3

- Other suitable Level 3 qualifications (AVCE, NVQ 3, Apprenticeship qualification etc.)

International students also require IELTS level 6.0

- Advanced Level Diploma:

- BTEC National Certificate/Diploma:

- VDA: AGNVQ, AVCE, AVS:

- Access to HE or Year 0 provision:

- International Baccalaureate:

- Irish / Scottish Highers / Advanced Highers:

Work Experience: Considered on individual merit

Other HE qualifications / non-standard awards or experiences:

Foundation degree/ HND or Level 5 equivalent qualification

APEL / APCL1 possibilities:APL will be considered as per University of Plymouth Regulations

Interview / Portfolio requirements: Interviews may be employed

Independent Safeguarding Agency (ISA) / Criminal Record Bureau (CRB)

Yes – student funded but processed through Exeter College

1 Accredited Prior Experiential Learning and Accredited Prior Certificated LearningUniversity of Plymouth Academic Partnerships Programme Quality Handbook UK 19-20


clearance required:

Academic Standards and Quality EnhancementThe programme will follow University of Plymouth’s current annual monitoring process for partnership programmes to complete evaluation of and planning for maintaining and improving quality and standards. Elements of this process include engaging with stakeholders. For this definitive document it is important to define:Subject External Examiner(s): All modules are parented by this programme and therefore covered by tis programme’s external examiner.Additional stakeholders specific to this programme: Students, employers.



Programme StructureThe following provides the current structure diagram for this programme. It enables both full time and part time routes to be compared within a single diagram as well as any optional modules to be clearly indicated.

F/T Route Year

P/T Route Year

Core or Option Module Credits Module

1 -. All core

202020202020

FPS113 – The English Legal SystemsFPS112 – Introduction to Social PolicyFPS115 – Political Economy: Governance and PolicyFPS116 – Organisational BehaviourFPS114 – Diversity: Values and RightsFPS111 – Personal and Professional Development

2 -

All core 202020202020

FPS212 – Research ProjectFPS210 – Health and Well-beingFPS213 – Communication and Customer CareFPS215 – Contemporary IssuesFPS211 – Public Sector Performance ManagementFPS214 – Understanding Deviancy, Crime and Its Effects

- 1

All core 20202020

FPS113 – The English Legal SystemsFPS112 – Introduction to Social PolicyFPS114 – Diversity: Values and RightsFPS111 – Personal and Professional Development

- 2

All core 20202020

FPS115 – Political Economy: Governance and PolicyFPS116 – Organisational BehaviourFPS210 – Health and Well-beingFPS214 – Understanding Deviancy, Crime and Its Effects

- 3

All core 20202020

FPS212 – Research ProjectFPS213 – Communication and Customer CareFPS215 – Contemporary IssuesFPS211 – Public Sector Performance Management



Exposition and Mapping of Learning Outcomes, Teaching & Learning and Assessment

Developing graduate attributes and skills, at any level of HE, is dependent on the clarity of strategies and methods for identifying the attributes and skills relevant to the programme and the where and how these are operationalised. The interrelated factors of Teaching, Learning and Assessment and how these are inclusive in nature are fundamentally significant to these strategies and methods, as are where and how these are specifically distributed within the programme. Ordered by graduate attributes and skills, the following table provides a map of the above plus an exposition to describe and explain the ideas and strategy of each. Therefore, subsequent to the initial completion for approval, maintenance of this table as and when programme structure changes occur is also important:

Level: 4 and 5

Definitions of Graduate Attributes and Skills Relevant to this Programme

Teaching and Learning Strategy / Methods Prog Aims

Prog intended Learning Outcomes

Range of Assessments

Related Core Modules

Knowledge / Understanding:For this sub-bachelor level programme the following has been informed by the Foundation Degree Qualification Benchmark (FDQB), as well as QAA Subject Benchmark(s).

By the end of this level of this programme the students will be able to demonstrate for:A detailed knowledge and understanding of the wide and varied social, political and economic environments that Public Services operate in, and analyse the role of theory in interpreting these relationships within international, national and regional settings. An analysis of the organisational aims, legal requirements, structures and management functions and systems of Public Service organisations. Understanding and evaluating the issues Public

Primary:Lectures and tutorials Directed independent study Learning from work experienceSeminars and workshops

Secondary/Supplementary:Guest speakers/ExpertsCase studies Problem-solving exercises

1,2 ILO1AILO1BILO1CILO1DILO2AILO2B

Student’s knowledge and understanding are assessed by means of directed tasks, module folders, extended essays, presentations and a substantial research report. Extensive formative feedback is provided, on aspects of presentation as well as on content, to ensure that students make

.FPS111FPS113FPS112FPS115FPS116FPS114FPS214FPS211FPS213FPS210FPS212FPS215



Services face in delivering services in an efficient manner while incorporating the needs of a developing workforce and a diverse society. An examination of a Public Service through an analysis of the organisation’s aims, attitudes, practices, procedures and operational effectiveness.

progress in developing their ability to communicate their understanding.

An exposition for embedding Knowledge and Understanding through Teaching & Learning and Assessment at this level of the programme:Knowledge and understanding will be continuously assessed through a variety of teaching learning and assessment methods, including opportunities for formative assessment. Ethical considerations relating to the wider social and environmental implications of the areas of study will also be assessed in a variety of ways both formatively and summatively.

Cognitive and Intellectual Skills:

For this sub-bachelor level programme the following has been informed by the Foundation Degree Qualification Benchmark (FDQB), as well as QAA Subject Benchmark(s).

2,3 ILO1AILO1BILO1CILO1DILO2AILO2B

These skills are formally assessed in students’ written assignments. Students’ contributions to discussions and their active role in their own learning are also explored in informal and formative group evaluations of how the group functions. In one of the stage 1 core modules students keep module folders in which they are expected to show active engagement with issues in the form of reflections, annotations, commentaries etc. Formative feedback on assignments addresses both the quality of the students arguments and the

FPS111FPS212FPS112FPS116FPS114FPS211FPS214



extent to which the skills listed here have been demonstrated

By the end of this level of this programme the students will be able to demonstrate for:A basic ability to reflect on their own value system A developing ability to question concepts and theories encountered in their study An understanding of the significance and limitations of theory and research An ability to accommodate new principles and understandingsA developing ability to analyse and interpret information and ideas and reason critically and creativelyAn ability to use theoretical knowledge to interpret experience and use experience to make sense of theory.

Primary: Class exercises Tutorial/seminar discussions Feedback via coursework assessment process (essays etc.) Secondary/Supplementary:For example: Policy and practice analysis in surgeries Analysis of theoretical and practical implications through discussion

An exposition for embedding Cognitive and Intellectual Skills through Teaching & Learning and Assessment at this level of the programme:The ability to reason critically and creatively; Application of knowledge of theory in interpretation of experience and use experience to make sense of theory; Enjoyment of learning opportunities inherent in complex and uncertain situations;The ability to synthesise by reformatting a range of ideas and information towards a given purpose;Analyse and interpret observations, data and ideas of others;The ability to evaluate the reliability of data using defined techniques;Demonstrate and exercise independence of mind and thought informed by awareness of the conventions of communication in learning communities.Key Transferable Skills:

For this sub-bachelor level programme the following has been informed by the Foundation Degree Qualification Benchmark (FDQB), as well as QAA Subject Benchmark(s).Click here to

Effective communication of ideas is an important criterion in assessing all areas of a learner’s work within the programme. Students are encouraged to



enter text. recognise that their learning extends beyond their formally assessed work. Regular feedback provides formative assessment on the process of researching projects and written assignments in addition to the summative assessment provided by the final mark.

By the end of this level of this programme the students will be able to demonstrate for:The ability to communicate adequately in speech and writing using some specialist vocabulary, including colleagues and customers and be able to work constructively within partnership developmentsAn ability to interpret simple graphical and tabular presentation of data and to collect and present numerical data An ability to collaborate and plan as part of a team, to carry out roles allocated by the team and keep to agreed responsibilities Demonstrate skills such as: planning, organising, time management, research, decision making, problem solving, group / team working and information communication technology and be able to apply these in both the HE and work contextsHave a knowledge of own preferred learning skills and meet deadlines Appreciate the need for continuing professional development through the application of new knowledge and skills in the work place and identification of personal development needs through reflective practiceDemonstrate an awareness of issues relating to

Primary: Library and other research exercises Group work awareness and practice Computer-based learning and assessment Secondary/Supplementary:Class and seminar interactions and feedback

3,4ILO3AILO3BILO3CILO3D

FPS111FPS113FPS112FPS115FPS116FPS114FPS214FPS211FPS213FPS210FPS212FPS215



ethics and diversity and recognise the importance of equal opportunities.

Employment Related Skills:

Click here to enter text.

3,4 ILO4AILO4B

FPS111FPS116FPS114FPS212FPS213FPS211

By the end of this level of this programme the students will be able to demonstrate for:A threshold pass: Click here to enter text.

Primary: Lectures and tutorials Directed independent study Learning from work experience Secondary/Supplementary:Case studies Problem-solving exercises

An exposition for embedding Employment Related Skills through Teaching & Learning and Assessment at this level of the programme:By the end of the programme the student will be able to:Reason critically and creatively; Analyse and interpret observations, data and other people’s ideas;Manage time and work to deadlines, independently and in groups;Demonstrate sensitivity to the interests of others

Practical Skills:

For this sub-bachelor level programme the following has been informed by the Foundation Degree Qualification Benchmark (FDQB), as well as QAA Subject Benchmark(s).Click here to enter text.

By the end of this level of this programme the students will be able to demonstrate for:

4 ILO4AILO4B

Skill 1 is assessed through essay/report assignments and directed tasks prior to the research project where it is further reviewed in tutorials as well as in the final assessment.Skill 2 is assessed through reports on directed tasks so that students receive

FPS111FPS212FPS213



Design, plan, conduct, evaluate and report on an independent research projectWork effectively within a Public Services arena

formative feedback before starting their work based learning and research projects as well as by written assignments, group work in sessions and through work based learning.

Primary: Designated tasks Lectures and tutorials Learning from work Projects Secondary/Supplementary:Click here to enter text.

An exposition for embedding Practical Skills through Teaching & Learning and Assessment at this level of the programme:1. Design, plan, carry out, evaluate and report on research project; 2. Access, scan and select information from a variety of sources; 3. Work effectively, and support the work of others, in a team;4. Apply a wide range of techniques required in situations of varying complexity and predictability.

Work Based/Related Learning

WBL is an essential element of Foundation Degrees and therefore needs to be detailed here. However, there should be an employability focus for all HE programmes, through at least Work Related Learning. Therefore, the following section is applicable to all programmes:



Level: 4 and 5WBL/WRL Activity: Logistics Prog Aim Prog Intended LO Range of

AssessmentsRelated Core Module(s)

Completion of curriculum activities

Opportunities within FPS111 placement 1,2,3,4,5 ILO1, ILO2, ILO3,

ILO4 Portfolio FPS111 & FPS213

Self-assessment of professional practice

Opportunities within FPS111 placement and during independent study time

3,4 ILO2, ILO3, ILO4Portfolio, reflective journal, reflective practice

FPS111 & FPS213

Research into how other professionals/ guest speakers work within Public Services

Opportunities for independent research time and access to visitors within lectures

1,2,3,4,5 ILO1, ILO2, ILO3, ILO4 Reflective practice ALL MODULES

Research into ICT provision within placement

Opportunities for independent research time and opportunities for research, including within placement

1,2,3,4,5 ILO1, ILO2, ILO3, ILO4 Portfolio FPS111 & ALL

OTHER MODULES

An exposition to explain this map:Click here to enter text.

FDEY01 – Learning with Young Children



Module Records

UNIVERSITY OF PLYMOUTH MODULE RECORD

SECTION A: DEFINITIVE MODULE RECORD. Proposed changes must be submitted via Faculty/AP Quality Procedures for approval and issue of new module code.

MODULE CODE: FPS111 MODULE TITLE: Personal and Professional DevelopmentCREDITS: 20 FHEQ LEVEL: 4 HECOS CODE: 100647PRE-REQUISITES: None CO-REQUISITES: No COMPENSATABLE: YesSHORT MODULE DESCRIPTOR: This module is designed to enable students to demonstrate that they have all the skills, qualities and transferable skills necessary for public service employment and the ability to relate to relevant underlying principles and theoretical perspectives. Students will engage in personal development planning and critical reflection of their practice underpinned with opportunities for work related experience within local Public Services.

ELEMENTS OF ASSESSMENT [Use HESA KIS definitions] – see Definitions of Elements and Components of AssessmentE1 (Examination) C1

(Coursework)100% P1 (Practical)

E2 (Clinical Examination)

A1 (Generic assessment)

T1 (Test)

SUBJECT ASSESSMENT PANEL to which module should be linked: Public Services

Professional body minimum pass mark requirement: N/A

MODULE AIMS: To increase the students’ awareness of their own skills and develop essential academic

skills and strategies for improvement. To give students the opportunity to practise and develop these skills in an academic

context and through work-based learning which are informed by relevant theoretical perspectives.

To enable the students to develop a comprehensive portfolio of evidence that supports their career development.

To enable students to become critically reflective through the use of a Reflective Journal.



https://www.plymouth.ac.uk/uploads/production/document/path/1/1956/Definitions_of_Elements_and_Components_of_Assessment.pdf


ASSESSED LEARNING OUTCOMES: (additional guidance below; please refer to the Programme Specification for relevant award/ programme Learning Outcomes.

At the end of the module the learner will be expected to be able to: Assessed Module Learning Outcomes Award/ Programme Learning Outcomes

contributed toLO1 To develop a range of academic skills essential for university level study, oral and written forms of communication LO2 Reflect critically on work placement professional practices and own work practice appropriate to the setting LO3 Describe own skills profile and complete a Personal Development Plan (PDP) towards own career goals LO4 Demonstrate how theoretical perspectives have informed and enhanced own practical experience and/or knowledge within their subject area LO5 Understand the principles and demonstrate the strategies of teamwork, self-management and career development in the context of the Public services

1. Knowledge and Understanding

Demonstrate a detailed knowledge and understanding of the wide and varied social, political and economic environments that Public Services operate in, and analyse the role of theory in interpreting these relationships within international, national and regional settings.

Analyse the organisational aims, legal requirements, structures and management functions and systems of Public Service organisations.

Understand and evaluate the issues Public Services face in delivering services in an efficient manner while incorporating the needs of a developing workforce and a diverse society.

Critically examine a Public Service through an analysis of the organisation’s aims, attitudes, practices, procedures and operational effectiveness.

2. Cognitive and Intellectual Skills

Analyse and interpret information and ideas and reason critically and creatively.

Use theoretical knowledge to interpret experience and use experience to make sense of theory.

3. Key / Transferable Skills

Communicate both orally and in writing with a wide range of audiences, including colleagues and customers and be able to work constructively within partnership developments.

Demonstrate skills such as: planning, organising, time management, research, decision making,



problem solving, group / teamworking and information communication technology and be able to apply these in both the HE and work contexts.

Engage in the process of life-long learning through the application of new knowledge and skills in the work place and identification of personal development needs through reflective practice.

Demonstrate an awareness of issues relating to ethics and diversity and recognise the importance of equal opportunities.

DATE OF APPROVAL: December 2018 FACULTY/OFFICE: HCP (PS)DATE OF IMPLEMENTATION: Sept 2019 SCHOOL/PARTNER: UPC Exeter CollegeDATE(S) OF APPROVED CHANGE: XX/XX/XXXX

Semester 1

Notes:

Additional Guidance for Learning Outcomes:To ensure that the module is pitched at the right level check your intended learning outcomes against the following nationally agreed standards Framework for Higher Education Qualifications http://www.qaa.ac.uk/publications/information-and-guidance/publication/?

PubID=2718#.VW2INtJVikp Subject benchmark statements

http://www.qaa.ac.uk/ASSURINGSTANDARDSANDQUALITY/SUBJECT-GUIDANCE/Pages/Subject-benchmark-statements.aspx

Professional, regulatory and statutory (PSRB) accreditation requirements (where necessary e.g. health and social care, medicine, engineering, psychology, architecture, teaching, law)

QAA Quality Code http://www.qaa.ac.uk/AssuringStandardsAndQuality/quality-code/Pages/default.aspx



http://www.qaa.ac.uk/AssuringStandardsAndQuality/quality-code/Pages/default.aspx




http://www.qaa.ac.uk/publications/information-and-guidance/publication/?PubID=2718#.VW2INtJVikp


S ECTION B: DETAILS OF TEACHING, LEARNING AND ASSESSMENT Items in this section must be considered annually and amended as appropriate, in conjunction with the Module Review Process. Some parts of this page may be used in the KIS return and published on the extranet as a guide for prospective students. Further details for current students should be provided in module guidance notes.

ACADEMIC YEAR: 2019-20 NATIONAL COST CENTRE: 131MODULE LEADER: Gillian Legault OTHER MODULE STAFF:

Summary of Module Content

Following current best practice, the module will introduce the students to self-management and career development strategies relevant to their career choice and the Public Services. It will assist them in the development of their communication, teamwork, self-awareness and action planning and provide them with an understanding of principles that affect their personal development in the context of the Public Services. It will enable them to examine their development planning, critical reflection, self-evaluation, personal action planning, through the evaluation of their own skills profile, and consider their own future career aspirations. The Reflective Journal assignment will enable them to evaluate their experiences from the mandatory voluntary work placements and they will critically reflect on their progress and experiences detailing their journey from the planning to end of their work placement. Areas of study will address SWOT analysis, PDP, Self-analysis skills, Interview skills and career management strategies. The students will complete a Skills Audit detailing their own strengths and weaknesses with a career map. Of key concern to this module will be the inter-related themes voluntary work, communication and interpersonal skills and assertiveness and negotiation. The module emphasises the skills required of the student as an autonomous learner, as its setting is geared toward the student taking responsibility for identifying their own personal career development and acquire a range of academic skills essential for enhanced performance on this course as well as for facilitating transition to Year 3. This is guided by the supervision of the module leader, but it will be made clear that the student is responsible for the day-to-day progress and research of their work. On the successful completion of the module, the student will have demonstrated a range of skills including autonomy, an awareness of personal responsibility, effective communication, ethical consideration and some key cognitive skills including problem solving and enquiry and analysis and evaluation of teamwork.



SUMMARY OF TEACHING AND LEARNING [Use HESA KIS definitions]Scheduled Activities Hours Comments/Additional Information (briefly explain activities,

including formative assessment opportunities)Lectures 37 Delivery of substantive module concernsSeminars 4 Discussions of substantive module concernsTutorials 4 Guidance for self-directed studySelf-directed study 95 Students working independently around the module’s

substantive concernsWork Experience 60 Students are advised to undertake not more than 1 full work

experience day p.wTotal 200 (NB: 1 credit = 10 hours of learning; 10 credits = 100 hours,

etc.)

SUMMATIVE ASSESSMENT

Elem

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Cate

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Com

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Nam

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Com

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Wei

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Coursework C1

Reflective Essay 80%

Coursework C2

Presentation 20%

REFERRAL ASSESSMENT

Elem

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Cate

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Com

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Nam

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Com

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Wei

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Coursework C1 Reflective Essay 100%

To be completed when presented for Minor Change approval and/or annually updatedUpdated by: Rev Dr Edgar D M Mihas Date: 08.01.2019

Approved by: Date: XX/XX/XXXX



UNIVERSITY OF PLYMOUTH MODULE RECORD

SECTION A: DEFINITIVE MODULE RECORD. Proposed changes must be submitted via Faculty/AP Quality Procedures for approval and issue of new module code.

MODULE CODE: FPS112 MODULE TITLE: Introduction to Social PolicyCREDITS: 20 FHEQ LEVEL: 4 HECOS CODE: 100502PRE-REQUISITES: None CO-REQUISITES: None COMPENSATABLE: YesSHORT MODULE DESCRIPTOR: (max 425 characters)This module is designed to enable students to examine theories of society, class and poverty and investigate current social welfare issues. It will also examine the historical and political origins of Social Policy in the UK and its impact on the development of Public Services.

ELEMENTS OF ASSESSMENT [Use HESA KIS definitions] – see Definitions of Elements and Components of AssessmentE1 (Examination) C1

(Coursework)100% P1 (Practical)

E2 (Clinical Examination)

A1 (Generic assessment)

T1 (Test)

SUBJECT ASSESSMENT PANEL to which module should be linked: Public Services


MODULE AIMS: To understand key Social Policy concepts from a historical and contemporary perspective. To examine the key political ideological perspectives that inform social policy. Identify and examine key legislation and its impact on the Public Services. To investigate current social welfare issues and policy development.

ASSESSED LEARNING OUTCOMES: (additional guidance below; please refer to the Programme





Specification for relevant award/ programme Learning Outcomes.

At the end of the module the learner will be expected to be able to: Assessed Module Learning Outcomes Award/ Programme Learning Outcomes

contributed toLO1 Demonstrate a clear understanding of concepts of welfare.

LO2 Explain the main political ideological perspectives that inform social policy.

LO3 Demonstrate a knowledge of the key social legislation and its impact on Public Services.

LO4 Describe the current welfare issues and the key concerns of social policy development

4. Knowledge and Understanding

Demonstrate a detailed knowledge and understanding of the wide and varied social, political and economic environments that Public Services operate in, and analyse the role of theory in interpreting these relationships within international, national and regional settings.

Analyse the organisational aims, legal requirements, structures and management functions and systems of Public Service organisations.

Understand and evaluate the issues Public Services face in delivering services in an efficient manner while incorporating the needs of a developing workforce and a diverse society.

Critically examine a Public Service through an analysis of the organisation’s aims, attitudes, practices, procedures and operational effectiveness.

5. Cognitive and Intellectual Skills

Analyse and interpret information and ideas and reason critically and creatively.

Use theoretical knowledge to interpret experience and use experience to make sense of theory.

6. Key / Transferable Skills

Communicate both orally and in writing with a wide range of audiences, including colleagues and customers and be able to work constructively within partnership developments.

Demonstrate skills such as: planning, University of Plymouth Academic Partnerships Programme Quality Handbook UK 19-20


organising, time management, research, decision making, problem solving, group / teamworking and information communication technology and be able to apply these in both the HE and work contexts.

Demonstrate an awareness of issues relating to ethics and diversity and recognise the importance of equal opportunities.

DATE OF APPROVAL: XX/XX/XXXX FACULTY/OFFICE: HCP (PC)DATE OF IMPLEMENTATION: Sept 2019 SCHOOL/PARTNER: Exeter CollegeDATE(S) OF APPROVED CHANGE: XX/XX/XXXX

SEMESTER: Semester 2

Notes:

Additional Guidance for Learning Outcomes:To ensure that the module is pitched at the right level check your intended learning outcomes against the following nationally agreed standards Framework for Higher Education Qualifications


Subject benchmark statements http://www.qaa.ac.uk/ASSURINGSTANDARDSANDQUALITY/SUBJECT-GUIDANCE/Pages/Subject-benchmark-statements.aspx











S ECTION B: DETAILS OF TEACHING, LEARNING AND ASSESSMENT Items in this section must be considered annually and amended as appropriate, in conjunction with the Module Review Process. Some parts of this page may be used in the KIS return and published on the extranet as a guide for prospective students. Further details for current students should be provided in module guidance notes.

ACADEMIC YEAR: 2019-20 NATIONAL COST CENTRE: 131MODULE LEADER: Gillian Lagault OTHER MODULE STAFF: None


The assignment will be to evaluate a current welfare issue of their choice and of particular interest to the student and relevant to their area of work. It should address the learning outcomes and look at the history, the key concepts and concerns of their particular welfare issue critically examine and analyse the political ideologies that have influenced their welfare issue, in particular and in relation to key legislations and the impact of that legislation.

Areas of study will address the current structure of welfare services, Political ideologies, Key legislation and policy, current social welfare issues. Failure to understand the impact that history and current politics and law have had on both social welfare issues and the day-to-day functions of the social welfare organisations will leave students with only a partial understanding of Law and Social Policy and so a number of current social issues will be discussed.

Of key concern to this module will be the inter-related themes of Poverty, Beveridge Report, Development and current issues facing NHS Reform, The new Welfare Reform Bill, Introduction of the Universal Credits, Impact of the changes to the State Benefits, The Political Spectrum, including new social movements, New Right Approach, Thatcherism, Blairism and the Coalition Government approach to and impact on current welfare and social issues.

The module emphasises the skills required of the student as an autonomous learner, as its setting is geared toward the student taking responsibility for choosing a social welfare topic, be that practice, policy or theory focused and then demonstrating the confidence to plan and undertake an autonomous research. This activity is guided will by the supervision of the module leader, but it will be made clear that the student is responsible for the day-to-day progress and research of their work.

On the successful completion of the assignments, the students will have demonstrated a range of skills including autonomy, an awareness of personal responsibility, effective communication, ethical consideration and some key cognitive skills including problem solving and enquiry and analysis and evaluation of the development of Law and Social Policy to address Welfare issues.



SUMMARY OF TEACHING AND LEARNING [Use HESA KIS definitions]Scheduled Activities Hours Comments/Additional Information (briefly explain activities,

including formative assessment opportunities)Lectures 37 Delivery of substantive module concernsSeminars 4 Discussions of substantive module concernsTutorial Support 4 Guidance for self-directed studySelf-directed study 155 Students working independently around the

module’s substantive concernsTotal 200 (NB: 1 credit = 10 hours of learning; 10 credits = 100 hours,

etc.)

SUMMATIVE ASSESSMENT

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Case Study Essay 80%

Coursework C2

Assessed Seminar 20%

REFERRAL ASSESSMENT

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Coursework C1 Essay 100%

To be completed when presented for Minor Change approval and/or annually updatedUpdated by: Rev Dr Edgar Mihas Date: 08.01.2019




SECTION A: DEFINITIVE MODULE RECORD . Proposed changes must be submitted via Faculty Quality Procedures for approval and issue of new module code.

MODULE CODE: FPS113 MODULE TITLE: The English Legal System

CREDITS: 20 FHEQ LEVEL: 4 JACS CODE: 2929

PRE-REQUISITES: None

CO-REQUISITES: No

COMPENSATABLE: Yes

SHORT MODULE DESCRIPTOR: This module develops an understanding of the English legal system, its social function and how it regulates society. It will develop an understanding of how laws are formulated, implemented and revised in various institutional frameworks.

.ELEMENTS OF ASSESSMENT [Use HESA KIS definitions}WRITTEN EXAMINATION COURSEWORK PRACTICE

E1 (Formally scheduled)

C1 100% P1

E2 (OSCE)

SUBJECT ASSESSMENT PANEL Group to which module should be linked: Public Services


MODULE AIMS: To understand the functions of the English legal system. To understand the stages in the formulation of laws. To describe the role of the British Government and the European Union in the law

making process. To describe how the decisions of the administrative and criminal justice systems

impact on the Public Services. To appreciate how values and ethics should underpin the formulation of English

law.

ASSESSED LEARNING OUTCOMES: (additional guidance below in Summary of Module Content). At the end of the module the learner will be expected to be able to:

LO1 Identify and describe the function of the English Legal System

LO2 Understand and describe the stages in the formulation of laws

LO3 Understand and describe the role of the British Government and the European

Union in the law making process



LO4 Understand and describe how the decisions of the administrative and criminal

justice systems impact on the Public Services

LO5 Identify how values and ethics should underpin the making of laws

DATE OF APPROVAL: May 2005 FACULTY/OFFICE: HCP (PS)DATE OF IMPLEMENTATION: SCHOOL/PARTNER: UPC

Exeter CollegeDATE(S) OF APPROVED CHANGE: May 2005 TERM: Term 1

Additional notes (for office use only):

Additional Guidance for Learning Outcomes:

To ensure that the module is pitched at the right level check your intended learning outcomes against the following nationally agreed standards

Framework for Higher Education Qualifications http://www.qaa.ac.uk/Publications/InformationAndGuidance/Documents/FHEQ08.pdf


SEEC level descriptors http://www.seec.org.uk/academic-credit/seec-credit-level-descriptors-2010 (scroll to pdf link at bottom of page)





SECTION B: DETAILS OF TEACHING, LEARNING AND ASSESSMENT Items in this section must be considered annually and amended as appropriate, in conjunction with the Module Review Process. Some parts of this page may be used in the KIS return and published on the extranet as a guide for prospective students. Further details for current students should be provided in module guidance notes.

ACADEMIC YEAR: 2019-20 NATIONAL COST CENTRE: 131

MODULE LEADER: Rev Dr Edgar D M Mihas

OTHER MODULE STAFF:


This module aims to develop an understanding of the functions of the English Legal System, including the stages in the formulation of laws. This module will also explore the role of the British Government and the European Union in the law making process. Additionally, this module will appreciate how values and ethics should underpin the formulation of English law. This module will look at how the decisions of the administrative and criminal justice systems impact on Public services.

As part of this module, and as a formative assessment, students will be expected to visit as a group or small groups, supervised or unsupervised, a court of law and to complete a relevant questionnaire about their court visit, leading to an in-class discussion about how a trial is conducted and their overall experience one. Additional court visits may be recommended on an informal and individual basis.

As this is likely to be one of the first modules students will be expected to complete in Year 1, extra emphasis will be placed on their developing sound research and academic essay writing skills. This module will be assessed in a way which promotes these academic skills but also in a way which enables students to utilise their experiences from work based learning, if they have been working for any public services or to personalise part of their assessed assignment work to reflect their own personal interests with regards to specific public services. As part of the former, students will be expected to have carried out relevant academic research before turning up for lessons, particularly seminars, and to come prepared and ready to participate fully in all sessions. This aims at developing a sound work ethic right from the start which will be not only sustained but also developed further throughout the academic year.

SUMMARY OF TEACHING AND LEARNING [Use HESA KIS definitions}Scheduled Activities Hours Comments/Additional InformationLectures 30 Delivery of substantive module concernsSeminars 10 Discussions of substantive module

concernsTutorials 5 Guidance for self-directed studySelf-directed study 155 Students working independently around

the module’s substantive concerns



Work ExperienceTotal 200 (NB: 1 credit = 10 hours of learning; 10

credits = 100 hours, etc)

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C2

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Academic Poster

75%

25%

See Assessed Learning outcomes in part A for detail: LO1, LO2, LO3, LO5

See Assessed Learning outcomes in part A for detail: LO4

Updated by: Rev Dr Edgar D M Mihas Date: 13.09.2018





MODULE CODE: FPS114 MODULE TITLE: Diversity: Values and Rights



CO-REQUISITES: No

COMPENSATABLE: Yes

SHORT MODULE DESCRIPTOR: This module focuses on the key concepts and theories relating to values, diversity and rights in the context of Public Services in the UK. It offers opportunities to compare theoretical perspectives with personal and professional experiences and current organisational practice. This study will use instance related to gender, race, religion and culture. There will be an opportunity to develop some of the essential diversity skills through work based learning experience.

.ELEMENTS OF ASSESSMENT [Use HESA KIS definitions}

WRITTEN EXAMINATION COURSEWORK PRACTICEE1 (Formally scheduled)

C1 100% P1 Work Experience

E2 (OSCE) C2 T1 (in-class test) A1



MODULE AIMS: To understand issues of equal opportunity affecting individuals in society and in

the Public Services and the roots of gender, race and cultural stereotyping. To identify the factors affecting access to services and to Public Services

employment. To examine Diversity issues in relation to current Public Service employment

practice and service provision. To use group processes to examine the issues in relation to student’s own

experiences.

ASSESSED LEARNING OUTCOMES: (additional guidance below in Summary of Module Content). At the end of the module the learner will be expected to be



able to:

LO1 Demonstrate an understanding of the equal opportunity issues affecting individuals in society and in the Public ServicesLO2 Describe the roots of gender, race and cultural stereotypingLO3 Explain the factors affecting equal access to employment opportunities and service provision in the Public ServicesLO4 Describe the current diversity policies, procedures and strategies used by Public Service organisations to diversify their workforceLO5 Explain the current diversity policies, procedures and strategies used by Public Service organisations to promote good practice in service provision


Exeter CollegeDATE(S) OF APPROVED CHANGE: May 2005 SEMESTER: Semester 1 & 2














OTHER MODULE STAFF:


Initially, this module aims to define diversity and introduce a range of relevant terminology. It aims to develop an understanding of issues relating to equal opportunity affecting individuals and groups of people in the wider society but also in the Public Services. The roots of different stereotyping will also be explored on grounds of gender, race, culture or any other. This module aims to identify factors affecting access to services and to Public Services employment as well as to examine Diversity issues in relation to current Public Service employment practice and service provision. Students will be enabled to examine the issues in relation to their own experiences, including taking part in a debate on equality of opportunity. In addition to celebrating diversity, this module will also look at legislation relating to Equal Opportunities and Human Rights in general but also how it impacts on policies, procedures and strategies available to organisations with the focus on Public Services.

As part of this module, and as a formative assessment, students will be expected to research, as extensively as time allows, and to familiarise themselves with various reports, such as the Macpherson report in February 1999 is regarded by many as a defining moment in the British race relations in Britain. The report by Sir William Macpherson followed an inquiry into the Metropolitan police's investigation of the murder of a black teenager, Stephen Lawrence. Students will be expected to produce a short case study identifying how the report affected the Public Services, influenced the changes to UK Human Rights and helped to introduce new Human Rights laws/legislation. Additionally, students will be expected as part of their formative assessment to research the role of The Equality and Human Rights Commission (EHRC) which have a statutory remit to promote and monitor human rights and to protect, enforce and promote equality across the nine “protected” diversity strands in the UK. A short case study will be prepared examining and summarise why the EHRC were established, their role and how effective they have been.

SUMMARY OF TEACHING AND LEARNING [Use HESA KIS definitions}University of Plymouth Academic Partnerships Programme Quality Handbook UK 19-20


Scheduled Activities Hours Comments/Additional InformationLectures 30 Delivery of substantive module concernsSeminars 10 Discussions of substantive module


the module’s substantive concernsWork ExperienceTotal 200 (NB: 1 credit = 10 hours of learning; 10


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C1

C2

Essay

Academic Poster

60% 40%

See Assessed Learning outcomes in part A for detail: LO1, LO2, LO3

See Assessed Learning outcomes in part A for detail: LO4, LO5






MODULE CODE: FPS115 MODULE TITLE: Political Economy: Governance and Policy



CO-REQUISITES: No

COMPENSATABLE: Yes

SHORT MODULE DESCRIPTOR: This module will develop learners' knowledge and understanding of (the structure of) Local Government and its relationships with Central Government. Learners will gain an understanding of European Union structures and of the relationships between the EU and Central Government. At all three levels, emphasis will be placed on accountability, (non-)conflictual relationships and their impact on Public Services.



C1 100% P1

E2 (OSCE)

T1 (in-class test)



MODULE AIMS: Develop an awareness of the structure of Local Government. To increase understanding of the EU and its structural framework. To recognise the importance of relationships between the EU, Local Government

and Central Government, including issues such as accountability and conflicts. To increase understanding of the impact of these relationships on Public

Services.


LO1 Demonstrate a sound knowledge of Local Government structure and its



relationships with the Central Government

LO2 Describe various EU structures and relationships with Central Government

LO3 Discuss aspects of the relationships between these centres of power, including

accountability and conflict

LO4 Understand the impact of these organisations on Public Services


Exeter CollegeDATE(S) OF APPROVED CHANGE: May 2005 TERM: Term 2














OTHER MODULE STAFF:


This module aims to develop an awareness of the structure of Local Government, including how recent UK governments made and shaped Local Government in its current form. This module will aspire to increase understanding of the EU and its structural framework and to recognise the importance of relationships between EU, Central and Local Government. Additionally, this module will be looking at the impact of such relationships on UK Public Services. Among other things, due consideration will also be given to devolved government in the UK and its impact on Public Services, political parties, electoral systems, even constitutional issues within the UK and the wider EU.

As part of this module, and as a formative assessment, students will be expected to research, as extensively as time allows, and to familiarise themselves with various political parties in the UK and its constituent countries, as well as with political party ideologies and policies. Students will be expected to present their findings in class as part of a formal but non-assessed presentation aiming at enabling all students to develop further essential presentation skills but also to build up their confidence in view of the assessed presentation scheduled to take place towards the end of the module. Additionally, students will be encouraged to visit local government institutions, such as town, district and/or county councils and to attend at least a couple of their meetings in order to develop a better insight as to how local government works.

As this is likely to be one of the first modules students will be expected to complete in Year 1, extra emphasis will be placed on their developing sound research and academic essay writing skills. This module will be assessed in a way which promotes these academic skills but also in a way which enables students to utilise their experiences from work based learning, if they have been working for any public services or to personalise part of their assessed assignment work to reflect their own personal interests with regards to specific public services. As part of the former, students will be expected to have carried out relevant academic research before turning up for lessons, particularly seminars, and to come prepared and ready to participate fully in all sessions. This aims at developing a sound work ethic right from the start which will be not only sustained but also developed further throughout the academic year.







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Coursework C1 Essay 100%

See Assessed Learning outcomes in part A for detail: LO1, LO2, LO3, LO4

Updated by: Dr Edgar D M Mihas Date: 09.09.2015


SECTION A: DEFINITIVE MODULE RECORD



MODULE CODE: FPS 116 MODULE TITLE: Organisational Behaviour


PRE-REQUISITES: No CO-REQUISITES: No COMPENSATABLE: Yes

SHORT MODULE DESCRIPTOR: This introduces management practices in organisations, examining the internal nature of organisations from both a theoretical and practical viewpoint. It aspires to promote an understanding of the behaviour of people within organisations and of the significance of organisational designs and characteristics. This unit aims to provide the basis for, and to underpin further study in, specialist areas of business.



C1 100% P1

E2 (OSCE)

T1 (in-class test)

SUBJECT ASSESSMENT PANEL Group to which module should be linked: FdSc in Public Services


MODULE AIMS: To develop an awareness of organisational structure and culture. To become familiar with different approaches to management Increase understanding of

motivational theories. To recognise the importance of working with others, including awareness of team

building, groups and group dynamics.

ASSESSED LEARNING OUTCOMES: (additional guidance below)At the end of the module the learner will be expected to be able to: LO1 Demonstrate a sound general knowledge of organisational structure and culture. LO2 Examine different approaches to management and leadership and theories of organisation. LO3 Explore the relationship between motivational theories, with insights into communication and interpersonal factors. LO4 Show an understanding of working with others, team building, groups and group dynamics.

DATE OF APPROVAL: May 2005 FACULTY/OFFICE: UPCDATE OF IMPLEMENTATION: Sept 2005 SCHOOL/PARTNER: EXETER



COLLEGEDATE(S) OF APPROVED CHANGE: TERM: Term 3









SECTION B: DETAILS OF TEACHING, LEARNING AND ASSESSMENT



Items in this section must be considered annually and amended as appropriate, in conjunction with the Module Review Process. Some parts of this page may be used in the KIS return and published on the extranet as a guide for prospective students. Further details for current students should be provided in module guidance notes.



OTHER MODULE STAFF:


This module aims to introduce the students to the concept and theories of Organisational behaviour within the public services. A key consideration is the permeation of private sector values in organisational behaviour within the public services and to prepare students for a career within the public services. The assessment encompasses two elements.

The first assessment addresses theories and concepts of organisational behaviour such as Organisational Structure, Organisational Culture (LO1) and approaches to Management and Leadership (LO2).

A second element focuses on theories of Motivation, Group Dynamics and of Team Building and how they are applied in practice and in situations that certain theories may be of less of greater value.

The module addresses both theoretical and practical application of these theories and concepts within a range of Public Services and organisations within the private sector. The module underpins key theories and theorists within lessons which are supported by visits from guest speakers and vocational case study work from various organisations. The students will visit various organisations to observe the theories and concepts that they have studied applied in praxis.

On the successful completion of the two assessments, the students will have demonstrated a range of skills that enhance their understanding of the LOs addressed within this module. The expected skills involve working with others, leadership and effective and means of motivating teams and employers within organisations. Completion of the assessments requires effective various cognitive including problem solving and the ability to communicate effectively using various mediums and software.



SUMMARY OF TEACHING AND LEARNING [Use HESA KIS definitions}Scheduled Activities Hours Comments/Additional InformationLectures/Seminars/Tutorials 35 This will include student participatory activitiesGuest Speakers 4 A range of guest speakers from various organisations

could provide perspectives addressing the LOs on their specific working context and in conjunction with FPS117

Field Trips 6 Lectures incorporate Visits to Public Service organisations to observe the concepts and theories addressed within the module applied in practice

Self-guided Study 155 Students are expected to research weekly topics provided in lectures

Total 200 (NB: 1 credit = 10 hours of learning; 10 credits = 100 hours, etc)

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CourseworkC1 Case Study

Essay50%

See Assessed Learning outcomes in part A for detail: LO1, LO2

C1 Presentation with Reflective Piece of Work

50% See Assessed Learning outcomes in part A for detail: LO3, LO4






MODULE CODE: FPS210 MODULE TITLE: Health and Wellbeing


PRE-REQUISITES: None CO-REQUISITES: None

COMPENSATABLE: Yes

SHORT MODULE DESCRIPTOR: This module aims to develop an understanding of the health issues which are of importance to Public Sector professionals including: stress and trauma management, physical fitness and the work/life balance. It will also enable students to develop personal action plans to make positive improvements in their lifestyle habits.

ELEMENTS OF ASSESSMENT [Use HESA KIS definitions}WRITTEN EXAMINATION COURSEWORK PRACTICE


C1 100% P1

E2 (OSCE)

T1 (in-class test)

SUBJECT ASSESSMENT PANEL Group to which module should be linked:


MODULE AIMS: To reflect critically on factors affecting individual physical and mental health, including stress

and strategies for its prevention, identification and management. To analyse the principles of physical fitness and Public Service entry and on-going fitness

requirements. To demonstrate an understanding of personal and professional issues associated with

following a healthy lifestyle, within the context of Public Service work.

ASSESSED LEARNING OUTCOMES: (additional guidance below)At the end of the module the learner will be expected to be able to: LO1 Critically reflect on factors affecting individual physical and mental health, including stress and strategies for its prevention, identification and management.LO2 Analyse the principles of physical fitness and Public Service fitness requirements.LO3 Demonstrate an understanding of personal and professional issues associated with following a healthy lifestyle, including nutrition and healthy eating, within the context of Public Service work.DATE OF APPROVAL: May 2005 FACULTY/OFFICE: UPCDATE OF IMPLEMENTATION: Sept 2005 SCHOOL/PARTNER: Exeter College

DATE(S) OF APPROVED CHANGE: XX/XX/XXXX TERM: Semester 1 & 2

Additional notes (for office use only):Additional Guidance for Learning Outcomes:




ACADEMIC YEAR: 2019-20 NATIONAL COST CENTRE:

MODULE LEADER: Darren Goff OTHER MODULE STAFF:


Within this module the students will explore health and wellbeing and the principles that help individuals and organisations to promote positive lifestyle habits.

Students will reflect upon the models of stress and focusing on the causes of stress and ways to identify it within the work place as well. Consideration will be given to how stress might impact on personnel within different public service contexts and the effectiveness of the strategies employed to address it within the work place but also to help prevent stress generating factors. Reference to relevant workplace legislation will be made. In addition, the principles of fitness and nutrition are explored and the students need to analyse the application of them to improve health and physical fitness. Evidence is also required which shows an evaluation of how the principles are applied in relation to the demands of work within different public services.

A second element of the assessment provides the opportunity to apply the principles addressed in the first element by identifying the strengths and areas for development within their own lifestyle. This requires a breakdown of their nutritional intake and a lifestyle assessment that provides details of personal fitness assessments of various components of fitness for comparison to population norms and the entrance requirements of a range of public services.

Upon successful completion of these assessment elements, the students will have demonstrated a range of skills including autonomy, awareness of personal the issues addressed in the module in the context of a career in the public services and the ethical consideration of individual needs toward health and wellbeing. Completion of the assessments requires effective communication and use of various mediums and software and to utilise key cognitive skills including problem solving and enquiry and the ability to action plan toward their successful application into the public services.



SUMMARY OF TEACHING AND LEARNING [Use HESA KIS definitions}Scheduled Activities Hour

sComments/Additional Information

Lectures/ seminars 30 A variety of delivery methods are employed.Tutorials 4 Providing guidance for self-guided study.Practical fitness assessments 5 Participate and conduct practical fitness assessments.Field Trips 6 Assessment of approaches taken within the Public

Services in relation to stress management and promoting positive nutrition and fitness levels of personnel within the organisation.

Self-guided study 155 The students are expected to research the topics covered in the module following guidance provided in lessons and to undertake the collection and analysis of data relating to fitness assessments and nutrition intake as well as other relevant measures of lifestyle habits.


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Coursework

C1

C1

Report

Case Study

60%

40%

See Assessed Learning outcomes in part A for detail: LO1, LO2See Assessed Learning outcomes in part A for detail: LO3






MODULE CODE: FPS211 MODULE TITLE: Public Sector Performance Management


PRE-REQUISITES: None CO-REQUISITES: None

COMPENSATABLE: Yes

SHORT MODULE DESCRIPTOR: This module focuses upon the principles of management appropriate to the management of people, finance and information and places them within the context of strategic and performance management in the Public Services. This may be supported by other modules on the programme including work based learning.



C1 100% P1

E2 (OSCE)

T1 (in-class test)

SUBJECT ASSESSMENT PANEL Group to which module should be linked: FdSc in Public Services


MODULE AIMS: To analyse the management skills and techniques required to work effectively within the

Public Services sector To analyse contemporary resource management issues in a public sector setting. To analyse and evaluate the systems and processes within a Public Services organisation

ASSESSED LEARNING OUTCOMES: (additional guidance below)At the end of the module the learner will be expected to be able to: LO1 Evaluate how a Public Service handles human resources in terms of people, processes and organisational performanceLO2 Critically evaluate how information is managed to inform decision-making in a Public ServiceLO2 Analyse the issue of funding and the financial constraints on a Public Service organisationLO4 Analyse the process of strategic planning and managing change within a Public Service



DATE OF APPROVAL: May 2005 FACULTY/OFFICE: UPCDATE OF IMPLEMENTATION: Sept 2005 SCHOOL/PARTNER: Exeter College

DATE(S) OF APPROVED CHANGE: XX/XX/XXXX TERM: Semester 2













MODULE LEADER: Rev Dr Edgar D M Mihas OTHER MODULE STAFF:


LO1 Evaluate how a Public Service handles human resources in terms of people, processes and organisational performanceLO2 Critically evaluate how information is managed to inform decision-making in a Public ServiceLO3 Analyse the issue of funding and the financial constraints on a Public Service organisationLO4 Analyse the process of strategic planning and managing change within a Public Service

In this module the students will evaluate how public sector performance values impact upon public service organisations and how a public service handles its human resources in terms of people, processes and organisational performance. The delivery offers various case studies from different public services whilst guiding students in researching examples of their own. The module is likely to consist of two elements of assessment. The students are likely to address the content of LO1 & LO2 in the form of a case study essay and the content of LO3 & LO4 in the form of a case study report.

The first assessment addressed how human resources operate within Public Service organisations with a focus on the workforce, procedures and processes but also organisational performance. This will also address key legislation such as Employment and Equal Opportunity legislation. This also requires a critical evaluation of how information is managed to inform decision-making and its impact on the overall performance of such an organisation.

A second element of the assessment analyses how Public Service organisations are impacted by funding and financial constraints, including various sources of finance for both statutory and non-statutory services as well as the financial accountability of different organisations (LO3). This will enable learners to demonstrate their ability to analyse processes of strategic planning and how change is managed (LO4). The students are encouraged to consider this within the context of the public service they intend to join or they are most interested in.

Upon successful completion of the two assessments, the students will have demonstrated a range of skills such as the utilisation of key cognitive skills, including problem solving and decision-making. Students will have demonstrated autonomy in researching the learning outcomes within this module. Completion of the assessments requires effective communication and use of various mediums and software.



SUMMARY OF TEACHING AND LEARNING [Use HESA KIS definitions}Scheduled Activities Hours Comments/Additional InformationLectures/Seminars 30 These incorporate a variety of activities such as

presentations, research tasks, journal reviews, focus group work, etc.

Tutorials 6 Providing students with one-to-one support towards self-guided study.

Field Trips 6 Students will visit public service organisations to observe the application of the principles of public sector performance management applied in the public services

Guest Speakers 3 The delivery of the module is supported by guest speakers who provide insights into the learning outcomes from the perspective of the working context of various public services (case studies)

Self-guided Study 155 Students are expected to research the topics covered and the guidance provided during the module.


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Coursework C1 Case Study Report

100% See Assessed Learning outcomes in part A for detail: LO1, LO2, LO3, LO4






MODULE CODE: FPS212 MODULE TITLE: Research Project



CO-REQUISITES: No

COMPENSATABLE: Yes

SHORT MODULE DESCRIPTOR: This module allows students to make an in depth study of an area relevant to Public Services work. This module will reflect an area of individual interest and will be related to their personal and professional development portfolio. The module may be supported by other modules on the programme including the work based learning.



C1 100% P1

E2 (OSCE)

T1 (in-class test)



MODULE AIMS: To develop qualitative and quantitative research skills and knowledge of research

methods. To allow an in-depth study of a topic that reflects the individual student’s personal

interest and development. To develop individual work habits and research skills. To facilitate the production of a critical exploration of an area of educational

importance.




LO1 Demonstrate a detailed level of conceptual understanding in their chosen areaLO2 Select an appropriate area of study for individual projectLO3 Identify and critically review existing research in the areaLO4 Select and use appropriate research strategies and methods and draw logical conclusionsLO5 Critically reflect on personal researchLO6 Present research in a suitable written format and make an oral presentation in defence of their project


Exeter CollegeDATE(S) OF APPROVED CHANGE: May 2005 TERM: Semesters 1 & 2













MODULE LEADER: Dr George Reed

OTHER MODULE STAFF:


This module aims to develop qualitative and quantitative research skills and knowledge of a variety of research methods, by allowing an in-depth study of a topic which reflects the individual student’s personal interest and development. This module also aims to develop individual work habits and research skills whilst at the same time facilitating the production of a critical exploration of an area of educational importance. Students will be expected to demonstrate a detailed level of conceptual understanding in their chosen area and subsequently to select an appropriate area of study for individual project.

As part of this project, students will be expected to identify and review critically existing research in the area selected. Each project will feature the selection and use of appropriate research strategies and methods and a series of logical conclusions. Students will be expected to reflect critically on personal research and to present research in a suitable written format and make an oral presentation in defence of their project.

In the form of a mini dissertation, this project will require students to utilise the research skills they have gained, supported with their experiences from work based learning, to identify and develop a public services related project. They will be expected to compile their research, using suitable methods and strategies, to produce a mini dissertation that identifies a clear issue and shows their understanding of the chosen topic. Relevant literature should be used and critiqued within their work, putting forward a logical, well-structured argument, which is clearly concluded and makes recommendations for future research.

Additionally, students will need to produce a 10-minute presentation using PowerPoint, acetates, or other relevant aids that summarise and defend - showing critical reflection - the main findings of their research project. They will be assessed on the quality of the presentation and their ability to communicate their findings. This will be followed by a 5-minute viva where they will be asked questions about, for instance, the supporting literature for their project. They will be expected to reflect on their project, and identify areas of improvement and consideration in any future work.






credits = 100 hours, etc.)

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Viva Voce

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See Assessed Learning outcomes in part A for detail: L 1, 2, 3, 4, 5, 6

See Assessed Learning outcomes in part A for detail: L 1, 2, 3, 4, 5, 6






MODULE CODE: FPS213 MODULE TITLE: Communication and Customer Care



CO-REQUISITES: No

COMPENSATABLE: Yes

SHORT MODULE DESCRIPTOR: This module considers the key principles that affect Public Services’ communication with a range of individuals, social groups and organisations. It sets the scene for an analysis of the provision and the effectiveness of these relationships in both the local community and nationally. There will be an opportunity for work based learning when students conduct Partnership and Community Together surveys with the Public Service organisations. Also critically review the practice of military communication customer care in a work based learning setting.



C1 100% P1

E2 (OSCE)

T1 (in-class test)



MODULE AIMS: To analyse the key principles and factors affecting Public Services’ external

communication with a range of individuals, groups and organisations. To critically review the current Public Service practice in relation to customer

care. To develop effective communication and teamwork skills.




LO1 Analyse the principles of and factors which affect external communication.

LO2 Analyse the key customer care issues affecting Public Services.

LO3 Critically review the effectiveness of current practice in relation to customer care and external communication.

LO4 Communicate effectively in one-to one settings.

LO5 Interact effectively with others.

DATE OF APPROVAL: May 2005 FACULTY/OFFICE: HCP (PS)DATE OF IMPLEMENTATION: SCHOOL/PARTNER: UPC Exeter

CollegeDATE(S) OF APPROVED CHANGE: TERM: Semester 1













MODULE LEADER: Olly Bycroft OTHER MODULE STAFF:


This module aims to introduce students to the principles of effective external communication and customer care relating to key customer care issues in public service organisations. The students will critically examine the type and nature of external relationships with customers, the community and various public service organisations.

They will critically analyse how public service organisations develop communication and teamwork skills, specifically reviewing areas such as litigation and the the concept of consumerism in the Public Sector.

Following best practice and through academic research and a case study, which will involve vocational practice involvement, the students will develop an understanding that professionals working in public sector organisations are able to communicate effectively with a wide variety of ‘customers’. The case study assignment will address the learning outcomes and look at current associated vocational practice with regards to customer care. These may be members of the general public, statutory services, community groups or local businesses. Also develop an understanding that organisations are involved in a number of important local and national partnerships with other organisations from the Public and Voluntary sectors.

Areas of study will address the current customer care practices, designing customer services, engaging the public, exploitation of technology, measuring effectiveness, equality framework, consumerism, stifling innovation, legislation, Charter Mark. To reinforce their awareness of current issues, students will visit either a Police of Ambulance Operations Centre to view first hand some of the customer care issues faced by members of the public services.

The module emphasises the skills required of the student as an autonomous learner, as its setting is geared toward the student taking responsibility for completing a case study and essay on customer care practices and undertake an autonomous research. This activity is guided will by the supervision of the module leader, but it will be made clear that the student is responsible for the day-to-day progress and research of their work.

On the successful completion of the essay and case study, the student will have demonstrated a range of skills including autonomy, an awareness of personal responsibility, effective communication, ethical consideration and some key cognitive skills including problem solving and enquiry and analysis and evaluation of the development of Customer Care and Communication.



SUMMARY OF TEACHING AND LEARNING [Use HESA KIS definitions}Scheduled Activities Hours Comments/Additional InformationLectures 30 Delivery of substantive module concernsSeminars 5 Discussions of substantive module concernsTutorials 4 Guidance for self-directed studySelf-directed study 155 Students working independently around the

module’s substantive concernsWork Experience 6 Students to undertake 1 day of assessed

work experience days.Total 200 (NB: 1 credit = 10 hours of learning; 10


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See Assessed Learning outcomes in part A for detail: LO1, LO2, LO3.See Assessed Learning outcomes in part A for detail LO3, LO4, LO5.





DEFINITIVE MODULE RECORD. Proposed changes must be submitted via Faculty Quality Procedures for approval and issue of new module code.

MODULE CODE: FPS214 MODULE TITLE: Understanding Deviancy, Crime and its Effects



CO-REQUISITES: No

COMPENSATABLE: Yes

SHORT MODULE DESCRIPTOR: This module examines the major theories of crime, and analyses the sociological effect of crime. It also investigates and evaluates the impact of current policies and initiatives when dealing with, recording and combating crime from a multi-agency perspective.



C1 100% P1

E2 (OSCE)

T1 (in-class test)



MODULE AIMS: To examine the major psychological and sociological theories of crime and

deviancy To analyse the sociological effects of the media and the environment on crime To analyse and evaluate the methods of recording crime To investigate and critically evaluate government policies and local initiatives

when dealing with crime through a multi-agency approach to crime reduction To evaluate and explore issues surrounding sentencing policies and punishment




LO1 Critically review and compare the principle theories of crime and differentiate between crime and deviancy

LO2 Analyse crime statistics and evaluate the conclusions that may be drawn

LO3 Analyse various strategies employed to combat crime and critically evaluate their effectiveness

LO4 Evaluate current sentencing policies and the effectiveness of a range of responses

DATE OF APPROVAL: December 2011 FACULTY/OFFICE: HCP (PS)DATE OF IMPLEMENTATION: July 2012 SCHOOL/PARTNER: UPC

Exeter CollegeDATE(S) OF APPROVED CHANGE: December 2011

TERM: Semester 2













MODULE LEADER: Olly Bycroft OTHER MODULE STAFF:


This module aims to examine the major psychological and sociological theories of crime and deviancy. It also aims to analyse briefly the sociological effects of the media and the environment on crime. This module will analyse and evaluate different methods of recording crime. Additionally, it will investigate and evaluate critically government policies and local initiatives when dealing with crime through a multi-agency approach to crime reduction and the role of the Public Services in it. This module will evaluate and explore issues surrounding sentencing policies and punishment with emphasis on current ones. Academically, this module will require the students to consider and undertake assessed work around crime, relevant government policies with reference to sentencing and crime prevention and to exhibit an understanding of the role played by different Pubic Services. The students will achieve this through a mix of theoretical studies and some non-assessed vocational work, which they will present in two essays in which they will be expected to address the four learning outcomes. Additionally, the students will need to come prepared for each session, particularly seminars, with evidence of research undertaken which will determine a very small percentage of the final module grade.







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Podcast or Seminar

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See Assessed Learning outcomes in part A for detail: LO1

See Assessed Learning outcomes in part A for detail: LO2, LO3, LO4






MODULE CODE: FPS215 MODULE TITLE: Contemporary Issues



CO-REQUISITES: No

COMPENSATABLE: Yes

SHORT MODULE DESCRIPTOR: This module will enable learners to become better acquainted with contemporary issues, such as globalisation, terrorism, human rights, ethnic strife, religious, moral and ethical issues, as well as with international decision making (EU, UN, NATO), and their effect on Public Services. An insight into different socio-political systems and current local Issues related to and/or conditioned by Global Issues will also be an aim of this module.

.ELEMENTS OF ASSESSMENT [Use HESA KIS definitions}WRITTEN EXAMINATION COURSEWORK PRACTICE


C1 100% P1

E2 (OSCE)

T1 (in-class test)



MODULE AIMS: To develop a critical awareness of major contemporary issues and Public Service

involvement.

To analyse the causes of current conflicts and the role of the media.

To critically analyse the different socio-political systems and their response to global issues and to international pressure.

To analyse the impact of global Issues on local affairs and how this influences the local community and its Public Services.

ASSESSED LEARNING OUTCOMES: (additional guidance below in Summary University of Plymouth Academic Partnerships Programme Quality Handbook UK 19-20


of Module Content). At the end of the module the learner will be expected to be able to:

LO1 Critically examine contemporary issues and their impact on Public Services LO2 Analyse the various causes of current conflicts and the role of the media

LO3 Critically analyse certain aspects of different socio-political systems and their response to Global Issues and to international pressure

LO4 Analyse the impact of Global Issues on Local Affairs and how this influences the local community and its Public Services


Exeter CollegeDATE(S) OF APPROVED CHANGE: May 2005 TERM: Semester 1














OTHER MODULE STAFF:


This module aims to develop a critical awareness of major contemporary issues and of how the UK Public Services can be involved. In order for such an awareness to be developed, this module will analyse the cause of various current conflicts and the role of the media. As part of the module, different socio-political systems will be analysed critically and the response of such systems to global issues and to international pressure will be assessed. Additionally, this module will be analysing the impact of various global issues on local affairs and their impact on the local community and its Public Services. Academically, this module will require the students to consider and undertake assessed work around contemporary issues, conflict and the causes of conflict, different socio-political systems, an understanding of the role played by different Pubic Services, and how the local community may be affected by such contemporary issues. The students will be assessed through a mix of theoretical studies and some non-assessed vocational work, for instance relating to voluntary work with local charities supporting refugees which they will present in two essays and one oral and written presentation in which they will be expected to address the four learning outcomes. Additionally, the students will need to come prepared for each session, particularly seminars, with evidence of research undertaken which will determine a very small percentage of the final module grade.




credits = 100 hours, etc.)



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See Assessed Learning outcomes in part A for detail: LO1, LO2, LO4See Assessed Learning outcomes in part A for detail: LO3





Welcome and Introduction - Exeter College · Web viewWelcome to the Foundation Degree in Public...

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