Study Working with Children and Families at City of Sunderland College

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About this course

Source: UCAS

Course option

1year

Full-time | 2024

The BA (Hons) Working with Children and Families programme at Northumberland College in partnership with the University of Cumbria is designed flexibly to meet the needs of students in a wide range of contexts. Appropriate to education, early years, residential care, family support, Early Help, playwork and youthwork careers, among others, the programme seeks to facilitate learning in key areas relating to, for example, safeguarding, leadership, health and wellbeing, empowering communities and research. Students will focus on their area of interest and their preferred age range rather than studying generically across the span of childhood and adolescents. Students will gain valuable work experience within their training package; this may be based in their place of work if appropriate (any childcare context catering for children or young people aged from birth to eighteen or their families). Voluntary placements can also be accessed to meet this aspect of the programme and allow theory and practice to merge and deepen understanding at a higher level. Running on a Thursday evening from September to June, there are additional study sessions facilitated on six Saturdays across the year to support the dissertation research process. Students entering this programme will have the autonomy to direct the focus of their study throughout to mirror their interests/experience, within the remit of the modular outcomes.

The aims are:
1.Provide a supportive and responsive learning environment that will enable students with different experiences to develop a flexible and transferable skill set
2. Engage students with a variety of learning experiences that build on skills and knowledge at each of the three levels of the programme to facilitate the development of a critical understanding of the children’s workforce and social care settings
3. Develop the skills, knowledge and understanding to work in integrated practice settings across the children’s workforce and social care settings sector
4. Confidently engage with and support the development of children, young people, families and communities
5. Plan, deliver and evaluate projects and interventions that support social action and social justice
6. Understand and locate themselves within the local, national and global children’s workforce and social care settings
7. Engage students in traditional and contemporary debates in the children’s workforce and social care settings with an emphasis on developing analytical skills that enable robust evidenced based theoretical challenge
8. Prepare students for Level 7 (postgraduate) study in an allied field; or for employment

Modules

HLLY6009 Extended Professional Practice Report: Dissertation
HLLY6011 Enabling Practice and Empowerment for Communities
HLLY6012 Outdoor Environments and Experiential Learning
HMFA6001 Supporting Health and Wellbeing
HMFA6003 Employability, Progression and Leadership

Assessment methods

You will have opportunities to learn by interacting with others in a collegiate, facilitative and dynamic learning environment. Teaching, assessment and student support will allow equal and equitable opportunities for you to optimise your potential and develop autonomy.
We seek to create a stimulating and innovative community of learning, whether encountered on campus or at a distance, on placement or in the workplace. Facilitated by our expert practitioner staff, you will experience a learning environment that is well equipped, flexible, and stimulating.
Learning and Teaching
In line with the UoC Learning, Teaching and Assessment Strategy 2017-22 our learning and teaching methods:
o Promote the development of inclusive practice and address a range of learner types through a varied curriculum that balances knowledge, skills and practical application in practice
o Use learning technology to promote student learning and achievement through the use of pebblepad, blackboard, social media, online survey technology, and other ICT applications
o Provide active learning and social learning opportunities through a range of individual and group learning experiences, placement activities and programme enrichment events
o Embed principles of internationalisation and draw on global perspectives into all relevant modules from level 4 to 6
o Embed principles of employability and entrepreneurial skills development within every module at each level, and with the inclusion of a first aid and safeguarding certificate at levels 4 and 5
o Foster aspiration and career readiness through work-based, experiential and inter-professional learning opportunities at each level
o Are relevant to the needs of the workplace, emphasising problem-solving and the interaction of theory and practice both in the classroom and on placement
o Ensure effective management and quality assurance of placement activity through the Placement Learning Units, Professional Practice Leader Role, placement supervisors, university supervisors and an External Examiner for placements
o Use research-informed teaching, drawing on industry-based knowledge and expertise o Have links to the UoC graduate attributes in every module.
o Contain processes for the practical management and quality assurance of placement activity (refer to Placement Handbook)
Range of teaching and learning strategies at the University of Cumbria and Northumberland College include: Meetings, Gamification, Role play, Case study, Online tasks, Formative assessments, Presentations, Investigations, Creative work, Critical reading and Debates. A range of online technologies are available at the Northumberland College include: Canvas, EBSCO, Athens, Shibboleth and Turnitin. Summative and Formative Assessment In line with the UoC Learning, Teaching and Assessment Strategy 2017-22 and the HPSS Assessment Strategy 2016-2020, our assessment methods:
• Are designed to provide a creative and balanced strategy across the programme enabling students to evidence excellence in knowledge, skills and application to practice • Provide a range of engaging and challenging opportunities
• Enable the valid testing of the programme learning outcomes • Enable progression in each style of assessment task from one level to the next
• Are matched to specific module contents and outcomes
• Are designed as to avoid the ‘bunching’ of submission deadlines
• Promote the concept of ‘assessment for learning’ to enable the development of independent and autonomous thinkers
• Provide a relevant and practicable workload for both students and staff which enables anonymous marking and timely feedback with attention to type, volume and frequency of assessment tasks
• Are relevant to the needs of the workplace, allowing for authentic assessment and effective feedback to enable student success.