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Foundation Degree
Professional Practice in Early
Years
Programme Handbook
2016/17
CONTENTS
Welcome...................................................................................................................................................................................... 3
General Information about your programme ............................................................................................................................. 3
Qualifications Credit Framework ................................................................................................................................................. 4
Programme Overview .................................................................................................................................................................. 4
Programme Aims and Objectives ................................................................................................................................................ 5
Programme Learning Outcomes .................................................................................................................................................. 6
Programme Structure .................................................................................................................................................................. 7
Assessment Overview .................................................................................................................................................................. 8
Where will I study? ...................................................................................................................................................................... 9
Getting started ............................................................................................................................................................................ 9
Teaching, Learning and Assessment ............................................................................................................................................ 9
Partners for Success .................................................................................................................................................................. 19
Careers Team ..................................................................................................................................................................... 21
Student Support and Wellbeing Team ............................................................................................................................ 23
Learning Resource Centre teams .................................................................................................................................... 28
Student Union ..................................................................................................................................................................... 30
Being a partner in your own success............................................................................................................................... 31
The Student Charter .................................................................................................................................................................. 32
Absence reporting ..................................................................................................................................................................... 32
Safeguarding .............................................................................................................................................................................. 33
Student Identity Card ................................................................................................................................................................ 33
Food on campus ........................................................................................................................................................................ 33
Sports facilities and College teams ............................................................................................................................................ 34
Enrichment ................................................................................................................................................................................ 34
Getting Involved In the Quality of Your Programme ................................................................................................................. 34
Academic Appeals ..................................................................................................................................................................... 35
Graduation ................................................................................................................................................................................. 36
Module Outlines ........................................................................................................................................................................ 37
Year 1 (LEVEL 4) ..................................................................................................................................................................... 37
SM4MD110: ACADEMIC & DIGITAL LITERACY .................................................................................................................. 37
SM4MD072: DEVELOPING CURRICULUM AND PRACTICE IN THE EARLY YEARS .............................................................. 38
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SM4MD017: THEORIES AND APPROACHES TO LEARNING .............................................................................................. 39
SM4MD071: COMPARATIVE STUDIES IN EUROPEAN CURRICULA .................................................................................... 40
SM4MD018: VALUES AND PRINCIPles .............................................................................................................................. 40
SM4MD072: PLAY AND CREATIVITY IN THE EARLY YEARS ................................................................................................ 41
Year 2 (LEVEL 5) ..................................................................................................................................................................... 42
SM5MD069: PROFESSIONAL PRACTICE ............................................................................................................................ 42
SM5MD070: WORKING IN PARTNERSHIP ........................................................................................................................ 43
SM5mD071: SOCIAL POLICY ............................................................................................................................................. 44
SM5MD072: LEADERSHIP AND MANAGEMENT ............................................................................................................... 44
SM5MD137: SUPPORTING EMERGENT LITERACY AND NUMERACY ................................................................................. 45
SM5MD138: INCLUSIVE PRACTICE FROM A RESEARCH PERSPECTIVE .............................................................................. 46
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WELCOME
Welcome to Blackpool and The Fylde College and to the Foundation Degree Professional Practice in
Early Years.
This Programme Handbook aims to provide you with the key information you will need to settle into
and get the most out of your programme of study here at the College leading to successful completion
of your Foundation Degree in (2017, 2018 or 2019). It will provide you with an overview of the
programme content, how individual modules are organised and delivered, how and when you will be
assessed and how overall grades final results are determined. In addition there is information on the
help and general support available to you as well as making it clear what you need to do if you should
encounter any specific difficulties in progressing as planned on the programme.
There is also further information available in the College Student Handbook which includes guidance
on term times, Travel to College, Attendance Expectations, College Facilities, Student Services, and
Student Representation amongst other useful information.
It is strongly recommended that you keep both this Programme Handbook and the College Student
Handbook readily to hand if you are to get the most out of the time you will have invested in
participating in your valuable and hopefully enjoyable learning experience.
We appreciate that as students in order for materials to be fully accessible you may have a preference
for a specific font size or colour of text/paper. To ensure that your needs are considered this handbook
is available electronically.
GENERAL INFORMATION ABOUT YOUR PROGRAMME
Name of awarding body / institution Lancaster University
Teaching institution Blackpool and The Fylde College
Details of Professional/Statutory body accreditation
Name of the final award Foundation Degree
Programme title Foundation Degree Professional Practice in Early Years
UCAS code L520
Relevant QAA Subject Benchmark Statement Group(s)
QAA ‘Education Studies’ Benchmark (2015)
Foundation Degree Benchmarks
Mode of Study (FT/PT/Both) F/T & B/T
Language of Study English
Academic Regulations Lancaster University
4
QUALIFICATIONS CREDIT FRAMEWORK
All awards and programmes offered by the College are aligned with the Framework for Higher
Education Qualifications in England, Wales and Northern Ireland published by the QAA. The table
below shows the structure of this framework where there are eight designated levels ranging from entry
level which normally takes place at primary school; levels 1 and 2 which normally occur at secondary
school; level 3 which is equivalent to a 6th form education. Levels 4 and above are regarded as higher
education and usually take place at colleges and universities.
In addition to the academic content each qualification is measured in terms of credits which reflect the
amount of time spent in learning at that level. Each credit notionally represents around 10 hours of
learning time.
The table below illustrates where this qualification sits within the FHEQ.
LEVEL
8 Doctorate PhD
7 Master’s Degree (MA; MSc; MPhil)
6
University Degree
(BA; BSc; BEng)
Hons, Top-Up Degree (BA; BSc; BEng)
5
Foundation Degree
(FdA; FdSc)
HND
4 HNC
3 A-Level
A2 L3 Extended Diploma
(National Diploma)
L3 Diploma
(National Certificate) AS
2 GCSE
(Grades A-C)
L2 Diploma
(First Diploma)
1 GCSE
(Grades D-G)
L1 Diploma
(Foundation)
Entry Key Stage 3 E3 Diploma
(Foundation)
PROGRAMME OVERVIEW
Blackpool and the Fylde College remains committed to providing a highly responsive curriculum that is employment and future-focused and will enable students to develop the essential knowledge and skills that will prepare them for future success in work and life. Employability and Widening Participation remain central to the College’s HE Strategy as it continues to develop a sustainable, Higher Education
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provision that supports the economic, social and cultural development of Blackpool, and the wider North West Region. The Foundation Degree: Professional Practice in early Years has been running in the School of Society, Health & Childhood since September 2008, having superseded the Foundation Degree in Early Years Childcare and Education, which ran from 2003, initially in collaboration with Blackburn College, as part of the Lancaster University Foundation Degree Consortium. Since the dissolution of the consortium in 2004, the course has been run independently. Since its inception, the foundation in its various forms has been aimed at people already working in early years settings on either a paid or voluntary basis. A series of excellent relationships with local employers and the two local authorities Blackpool Borough and Lancashire County) has supported recruitment and provided opportunities for work-based observation and assessment, and the provision of student mentors. Since 2006, the recruitment base has been widened slightly to offer less experienced students, particularly those progressing from appropriate level three programmes, the opportunity to develop their skills and knowledge. Whilst employment in the early years sector on either a paid or voluntary basis is still a compulsory element, placement performance and attitude on the level 3 programmes is taken into consideration as a possible substitute for previous extensive work experience. Successful completion of the foundation degree provides a strong academic and practical underpinning; supporting and enhancing the overall quality and confidence of the students in their professional role. Since September 2008, graduates of the foundation degree have been able to progress on to the B.A. (Hons) Early Childhood Studies (Top-up) here at Blackpool and the Fylde College. A number of our graduates have returned to complete PGCE (Post Compulsory Education) programmes at the College. Following consultation with the External Examiner and as a direct result of Triennial Review in 2007, the Foundation Degree Professional Practice in Early Years was written as a replacement for the Early Years Childcare and Education course which had seen a number of minor amendments due to rapid change in the early years sector. Since 2008, the Foundation Degree Professional Practice in Early Years has been able to offer the same routes for progression as its predecessor. Early Childhood Studies, which forms the basis of the foundation degree, is a discipline which has, and is developing, its own evidence and research base and is underpinned by several existing disciplines. It covers a multidisciplinary and interdisciplinary area of study that draws on disciplines and areas such as education studies, health studies, social work and social policy, psychology, and sociology. The discipline is dynamic and developing and so a key concern is to promote awareness of relevant academic and professional developments. Many of our level 3 programmes seek to explore career opportunities in the early years sector beyond the traditional workplace of the local nursery. Our current foundation degrees focus on the wider range of roles within the sector, fostering awareness and deeper understanding of the collaborative nature of work with children and young people. Many practitioners have progressed via the NVQ route and, in many cases have been unaware of, or unable to access opportunities to progress to higher education. Consultation via employer and awareness events has demonstrated an awakened interest in educational and career opportunities amongst those to whom higher education has traditionally been considered inaccessible.
PROGRAMME AIMS AND OBJECTIVES
This foundation degree is intended to provide the natural progression from level 3 programmes in related subject areas. This proposal recognises the growth in demand for individuals equipped with the knowledge and skills to be able to plan and provide children and young people’s services at an intermediate level. There is a continuing need for professionals in the early years sector to interact on an informed basis with colleagues in a variety of disciplines in order to address issues of national and local concern. The
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understanding and skills necessary for this informed interaction are built on a combination of sound academic pedagogy and vocational experience closely aligned to the sector's definition of National Occupational Standards. The proposal actively encourages and supports work-based learning (WBL) and continuous professional development (CPD) both of which are prominent features of the course. The overall aims of the programme are to:
Provide an integrated teaching, learning and assessment programme that facilitates the acquisition and development of academic and professional skills
Develop personal, academic and professional expertise in partnership with employers in the early childhood sector and Local Authority Children’s services
Facilitate the development of knowledge, skills and attributes consistent with the needs of employers in the early childhood sector
Develop in students the ability to analyse and synthesise ideas from a variety of sources
Develop in students the ability to construct and sustain a reasoned academic argument
Promote and support intellectual independence and critical engagement
Develop in students the ability to make informed judgements and consider possible solutions to problems, based upon the application of knowledge and academic theory to practical, work-related situations
Create opportunities for progression to Honours degree and/or career development
Provide a pathway for lifelong learning For the full aims and objectives, please look at the Programme Specification for the course which is available on the web. These are quite technical documents that are prepared when a course is validated and include full details of all aspects
PROGRAMME LEARNING OUTCOMES
Programme Learning Outcomes are a set of statements which indicate what you will be expected to be
able to do on successful completion of your programme. The programme learning outcomes have
been developed using QAA subject benchmark statements for Education Studies (2015) and the
Foundation Degree Characteristics Statement 2015.
There are Learning Outcomes for the whole programme, which are then developed into specific
Learning Outcomes for each module. In that way you can be sure that the whole programme is
consistent and hangs together. Full details are included in the Programme Specification. The
Learning Outcomes for each module are included here towards the back of the handbook.
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PROGRAMME STRUCTURE
Year 1 (Level 4)
Module Title Level Credits
SM4MD110 Academic & Digital Literacy 4 20
SM4MD070 Developing Curriculum and Practice in the Early Years 4 20
SM4MD017 Theories & Approaches to Learning 4 20
SM4MD071 Comparative Studies in European Curricula 4 20
SM4MD018 Values and Principles 4 20
SM4MD072 Play & Creativity in the Early Years 4 20
Year 2 (Level 5)
Module Title Level Credits
SM5MD069 Professional Practice 5 20
SM5MD070 Working in Partnership 5 20
SM5MD071 Social Policy 5 20
SM5MD072 Leadership and Management 5 20
SM5MD137 Supporting Emergent Literacy and Numeracy 5 20
SM5MD138 Inclusive Practice: from a Research Perspective 5 20
More information relating to the modules delivered on your programme can be found in the Module Outline Section of this handbook.
8
ASSESSMENT OVERVIEW
Year 1 (Level 4)
Module Code
Module Title Credits Coursework %
Practical %
Exam %
LEVEL 4
SM4MD110 Academic & Digital Literacy 20 100
SM4MD070 Developing Curriculum and
Practice in the Early Years 20 100
SM4MD017 Theories & Approaches to
Learning 20 100
SM4MD071 Comparative Studies in European
Curricula 20 100
SM4MD018 Values and Principles 20 70 30
SM4MD072 Play & Creativity in the Early Years 20 40 60
Year 2 (Level 5)
Module Code
Module Title Credits Coursework %
Practical %
Exam %
LEVEL 5
SM5MD069 Professional Practice 20 100
SM5MD070 Working in Partnership 20 100
SM5MD071 Social Policy 20 50 50
SM5MD072 Leadership and Management 20 100
SM5MD137 Supporting Emergent Literacy and
Numeracy 20 60 40
SM5MD138 Inclusive Practice: from a
Research Perspective 20 100
More information relating to aspects of teaching, learning and assessment can be found in the
Teaching, Learning and Assessment section of this handbook.
9
WHERE WILL I STUDY?
The Foundation Degree in 2016-2017 will be delivered at University Centre, Blackpool for more
information about our campuses please click here
UNIVERSITY CENTRE
The majority of higher education courses are delivered at our University Centre in central Blackpool,
within easy reach of student accommodation, shops, restaurants, bars and the promenade. This multi-
million pound complex provides higher education students with a dedicated campus, with the major
teaching and support facilities conveniently converging in an attractive central courtyard. The open-plan
Central Hub houses a refectory, chill-out zones and the central learning resource centre. A unique and
important addition to the Centre is our Gallery, housing works by both our own students and
independent artists.
BISPHAM CAMPUS
Courses in Construction, Computing, Engineering and Automotive are delivered at our Bispham
Campus. Here you can access a central reception, vital student support functions and a convenient
number of retail outlets all within one attractive Hub development. Bispham Campus has recently been
the focus of a stunning £3.5m upgrade, with the result that it is now dramatically more energy efficient,
along with the multi-million pound development of the Advanced Technology Centre. The Bispham
campus hosts a range of specialist equipment and facilities tailored towards engineering, science and
construction.
FLEETWOOD NAUTICAL CAMPUS
Fleetwood Nautical Campus is a leading provider training and educational development for the nautical
sector, attracting students from all over the world. Foundation degrees in Nautical Science and Marine
Engineering and HNC/D programmes are delivered from this campus to cadets employed by a range of
companies such as Carnival Cruises, Princess Cruises and BP. The campus hosts a range of cutting-
edge facilities including a state-of-the-art environmental survival training tank, a full-mission ship
simulator and an engine room simulator suite.
GETTING STARTED
At the start of your course, your tutors will guide you through an initial induction which is designed to
ease you into university life and higher level studies. Activities generally focus on helping you to find
your feet, make friends and plan your studies. It can also traditionally be the time when students get to
let their hair down and familiarise themselves with both the College and the local area before getting
down to the more serious business of studying.
Our annual Freshers’ Fair is a fun, vibrant event and a great chance to find out more about what’s on
offer locally, with representatives from the B&FC Student Union as well as local attractions,
restaurants, health and fitness centres, clubs, bars and more. Support organisations and charities are
also represented, along with B&FC’s own clubs and societies and sports teams.
TEACHING, LEARNING AND ASSESSMENT
Levels 4 & 5 (Foundation Degree: Professional Practice in Early Childhood Studies)
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Educational aims are consistent with Level 5 award within the Higher Education Qualifications Framework, i.e.
to provide suitably qualified students with the opportunity to acquire the skills, knowledge, attitudes and qualities that will enable them to work professionally and independently.
to equip students with the necessary skills to apply their learning in professional practice.
to develop students’ professional skills
Whilst lectures, seminars and practical workshops feature strongly in the teaching and learning strategy, we will be making considerable use of alternative methods of delivery and study, particularly online options such as tutor and self-assessment revision tests and formative exercises, PowerPoint and other software-based lecture material, learning portals and hyperlinked resource-materials. Students may expect therefore to participate in a wide variety of learning activities including; live and online projects, presentations and discussion alongside more traditional modes of delivery. Similarly assessment strategy will draw on a variety of activities including; professional portfolios, essays, reports, projects, online formative assessment, and peer review. The intention is to develop an integrated approach to work based learning and assessment. Discussions within the Scheme Team developing the degree have identified the needs of employers as being crucial to the success of the degree and these were taken into account when designing the curriculum content and modes of delivery. Specifically this included:
The curriculum will develop a wide range of skills applicable within a variety of workplace contexts.
Students will gain confidence in their own abilities and will thus be better equipped to present themselves and their knowledge and skills positively in a range of contexts.
The students’ experience of the course will involve the development of a range of related skills such as self-motivation and initiative, independent enquiry, the ability to work with others and effectively plan and organise. These skills will be of benefit in the workplace.
Learning, teaching and assessment will be closely inter-related, and be seen by students to be related. Approaches to assessment will support student learning, and the teaching which promotes that learning. This will be made explicit, with aims, tasks and criteria for grading clearly defined.
Assessment will reflect the developing abilities of students. Students will be given the opportunity to demonstrate the full range of their knowledge and understanding as well as their capacity to apply and reflect these abilities. Learning and teaching strategies are based on interactive lecture and seminar sessions, making extensive use of the Moodle Virtual Learning Environment (VLE) and of TURNITIN software, to facilitate formative assessment. Having acquired the basic knowledge, students will then carry out assessments through practical application, projects or written essay responses. Different modules will place different emphasis on assessment according to module content. In accordance with QAA Code of Practice S7 (14) Programme design, approval, monitoring and review) learning and teaching strategies will include a range of diverse and innovative learning and teaching methods and will include web-based learning, self-directed studies and problem-based learning.
The programme is strongly underpinned by theoretical frameworks, largely delivered within the core modules, which inform the other modules and act as a framework throughout the degree. We believe that knowledge and skills in a variety of academic areas can offer insights and benefits to students in their work and enhance their career prospects, whilst offering employers skilled and confident professionals in the workplace.
The development of the curriculum rationale for the award was, therefore, based on academic rigour.
This approach is present in all modules. There are links between modules and a development from
Level 4 where knowledge and skills are acquired to Level 5 where they are expanded and applied.
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INDEPENDENT LEARNING
All higher education programmes are designed so that you are able to progressively develop
independent learning skills and aptitudes. Learning independently is a key skill of all graduates when
they enter the work place and one which we aim to develop further during your time with us.
As you begin your programme you will be more intensively supported to develop the skills of learning
and learning how to learn. As you progress you will be given the opportunity to apply these skills and to
manage your own study time and activities with the goal of becoming a truly independent learner ready
to get the most out of graduate employment opportunities.
Your Personal Development planning activities are a key component in developing these independent
learning skills and with support from your tutors, support mentors and peers can help you to organise
and structure this aspect of your learning and development
WORKPLACE LEARNING
Students will be expected to undertake a period of workplace learning to support their development
within their specific field of interest. If students are not already employed (either paid or voluntary) in a
relevant job role, students are required to undertake a work placement with a suitable company or
organisation during their level 5 studies.
The experiential learning model adopted by this programme includes reflection and an evaluation of the
workplace learning experience itself which will feed back into the programme of study. The aim of
workplace learning is to develop and raise students’ awareness of their skills and needs and those
required in industry, which will assist students to reflect on their experience and enable them to identify
and focus on what they have learned and how this relates to their professional development. The
ultimate outcome is moving towards becoming a “reflective practitioner”.
For more detailed information, please refer to the Workplace Learning Handbook.
DELIVERY
For the Foundation Degree Professional Practice in Early Years the academic year is divided into 2
semesters of 16 weeks, with the final week typically reserved for examinations where they are included
within the programme.
HOW MUCH WORK SHOULD I DO?
For each module, you will have a number of hours timetabled each week where you will be supported
by an academic tutor in your studies. You are expected to attend all timetabled classes. If you wish to
see a member of staff at another time, either drop in or make an appointment in person, by phone or by
e-mail. In addition to your timetabled sessions, you will be expected to undertake further study
independently, outside of the classroom. This may be in the form of reading, research, revision or
completing assignments as directed by your tutor. The amount of time you will need to allocate to your
studies outside of the classroom will vary greatly from person to person, and the chances are that your
there will be times within your programme of study where your workload will be heavier than others.
Your tutors will work with you to ensure that you are aware of factors that may influence your workload,
such as assessment deadlines and examinations well in advance, to assist you in your planning.
12
HOW WILL I BE ASSESSED?
You will be assessed on the extent to which you have mastered the content of each course or module
you take. You will be given clear information about each assignment, what to include, and how many
marks are available for each question or task. Lots of support will be available both from your tutors
and from HELMs to help you understand how to go about each one.
WHAT KINDS OF ASSESSMENT WILL THERE BE?
Some assessments may already be very familiar, such as essays, exams, and reports. However, in
higher education there are a great many varieties of assessment depending on the subject, the level
and the type of course. Our higher education courses often integrate academic and work-based
learning so assessment may include aspects of personal reflection, portfolio building and case studies.
Here’s a bit more detail about some of the more common types of assessment:
Essay
An essay is an answer to a question in the form of continuous, connected prose, usually with a word
limit. Often these are set by the tutors but you may also be asked to formulate your own question with
the tutor’s help. Essays test your ability to organise your thinking, discuss, evaluate, analyse,
summarise and criticise. They also test your skills at making essay plans and reaching a robust
conclusion or decision.
Assignment or brief
An assignment or brief is a learning task that allows you to cover a fixed section of the curriculum
predominantly through independent study. Different methods of presenting the results can be used
dependent on the nature of the task - a report (oral or written), a design solution, a newspaper or
magazine article, a video, a poster, a research bid, a book review, a contribution to a debate, etc.
Group project or assignment
This is where either an assignment or project is undertaken by groups of students working
collaboratively, helping to develop team working skills and other graduate attributes. In some cases,
particularly where the same thing happens in industry, there are particular assignments that can by
definition only be achieved in a group. Such assessments will incorporate mechanisms which allow the
tutor to assess the contribution of individual members of the group or team in order to allocate
individuals with a personalised assessment grade.
Exams
Exams can take a variety of different forms, with the most common sort being done under timed and
observed conditions to ensure it is the student's own work. Exams test your ability to think critically, to
respond in a structured way to a question and to plan on the spot as well as your knowledge and
understanding of the subject. Some of the most common types of exams are:
'Seen' where the questions to be answered are given at a pre-specified date beforehand. The
intention is to reduce the need for 'question-spotting', to reduce the anxiety and to increase the
emphasis on learning
'Open-book', where you will have access to specified texts and/or your notes. the intention is to
reduce the emphasis on memorising facts, to reduce anxiety and allow more demanding
questions to be set
13
'Unseen' where you don’t know what the questions are until you sit the exam. Arguably these
make you focus on the whole syllabus because anything may appear on the paper
Multiple choice exams where you simply select from a bank of potential answers. These also
assess your decision making skills
Logs and Portfolios
These are an increasingly popular kind of assessment, and involve a collection of all sorts of evidence
of your work (often including others’ testimony about your work, and feedback you’ve collected).
Portfolios are intended to be a measure of the work of the ‘whole candidate’, rather than just particular
aspects of the candidate’s work. They also measure your ability to organise a collection of evidence, in
a readable, navigable way. Not least, they test your ability to stick to deadlines with a big, multifaceted
job.
Reports
There are many kinds of reports – laboratory ones, field-trip ones, business ones, and so on – each
has its own conventions and preferred formats – your tutors will tell you more. Assessed reports
measure your skills at finding out about, and adhering to, the expected report formats and conventions
in your subject discipline. They also measure your ability to put forward an organised piece of writing,
coming to conclusions, making suggestions for further work, and so on. They often test your skills at
interpreting data, making sense of your findings, and so on.
Calculations and problems
Usually given in sets – with a deadline for tutor marking, or to bring along completed to a tutorial.
These, unsurprisingly, tend to measure your ability to solve problems and do calculations.
Presentations
Lots of students worry about presentations – you normally build up to these as your course progresses
and you’ll be given lots of support and time to prepare. You may be involved in group or solo
presentations, perhaps to some or all of your class, usually with the tutor present. Sometimes peer
assessment is used. Presentations measure your ability to talk fluently about a topic, and to answer
questions from the group. They also measure your skills at preparing visual aids (overheads, handouts,
PowerPoint presentations) to support your presentation. On some courses there are very few
presentations. However, in the workplace, more and more people have to be involved in them, so
practising on your course is a very good way of developing your skills.
Self and peer assessment
There is strong evidence that involving students in the assessment process can have very definite
educational benefits. Not so much a type of assessment like those already listed, this is something
which can be done in conjunction with any type of assessment. The important aspect is that it involves
the student in trying to apply the assessment criteria for themselves. This might include: a marking
exercise on 'fictitious' or previous years' student work; the completion of a self-assessment sheet to be
handed in with your work; 'marking' a peer's work and giving them feedback (which they can then
possibly redraft before submission to the tutor); or really marking other students' work (i.e. allocating
marks which actually count in some way) - a seminar presentation, for example, or a written product
using a model answer. The evidence is that through trying to apply criteria, or mark using a model
answer, you will gain much greater insight in to what is actually being required and subsequently your
own work improves in the light of this.
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WHEN WILL I BE ASSESSED?
In the majority of courses you will be assessed throughout your course and you will receive on-going
feedback to help you improve your future grades. This is sometimes called formative assessment and
is designed to help you learn as you go through your course. Some formative assessment is quite
informal; it may be your tutor asking specific questions in class, for example. Other types of formative
assessment can include written reports, essays, tasks for seminars etc., some of which are handed in
so that written feedback can be provided. You will also be assessed summatively. This just means that
once or twice in each module or unit, often at the end, you will complete work that is then graded,
where the mark counts towards your final qualification.
At the start of your course you will be given an assessment schedule which details the deadlines for
all the modules you will be studying that semester. This will help you to plan your work effectively.
Your tutors understand that you have lots of commitments so will always try to spread the assignments
out as much as they can, although inevitably many will come towards the end of each semester.
ASSESSMENT SCHEDULE
The Schedule provided is indicative of when you will be assessed on this programme. The variations in
the timing of the Easter Holidays will also have an influence on the submission of work during March
and April. Your actual assessment schedule will be confirmed in induction week for each year of your
programme.
Module # Type
1 Portfolio 100%
2
3
1 Essay 50%
2 Essay 50%
3
1Presentation
30%
2 Essay 70%
3
1
2
3
1 Porfolio 100%
2
3
1 Essay 100%
2
3
1Poster&
resource 60%
2 Essay 40%
3
21
No
ve
mb
er
20
16
Semester 2
SM4MD071- Comparative Studies in European
Curriculia 20
Credits
SM4MD072 - Play and Creativity in the Early Years 20
Credits
19
De
ce
mb
er
20
16
SM4MD070- Developing Curriculum and Practice
20 Credits
SM4MD017 - Theories and Approaches 20
Credits
SM4MD018 - Values and Principles 20
Credits
26
De
ce
mb
er
20
16
HE Programme Assessment ScheduleFoundation Degree in Professional Practice in Early Years - Full time Year 1
12
Se
pte
mb
er
20
16
19
Se
pte
mb
er
20
16
26
Se
pte
mb
er
20
16
03
Oc
tob
er
20
16
10
Oc
tob
er
20
16
17
Oc
tob
er
20
16
24
Oc
tob
er
20
16
31
Oc
tob
er
20
16
07
No
ve
mb
er
20
16
14
No
ve
mb
er
20
16
22
Ma
y 2
01
7
29
Ma
y 2
01
7
05
Ju
ne
20
17
17
Ap
ril 2
01
7
24
Ap
ril 2
01
7
01
Ma
y 2
01
7
08
Ma
y 2
01
7
15
Ma
y 2
01
7
13
Ma
rch
20
17
20
Ma
rch
20
17
27
Ma
rch
20
17
03
Ap
ril 2
01
7
10
Ap
ril 2
01
7
06
Fe
bru
ary
20
17
13
Fe
bru
ary
20
17
Week Commencing
Semester 1
SM4MD110 - Academic and Digital Literacy 20
Credits
20
Fe
bru
ary
20
17
27
Fe
bru
ary
20
17
06
Ma
rch
20
17
02
Ja
nu
ary
20
17
09
Ja
nu
ary
20
17
16
Ja
nu
ary
20
17
23
Ja
nu
ary
20
17
30
Ja
nu
ary
20
17
28
No
ve
mb
er
20
16
05
De
ce
mb
er
20
16
12
De
ce
mb
er
20
16
Non teaching weeks
31st October - Progression week26th December & 2nd January - Christmas vacation16th January - Inter Semestar week13th February - Progression week10th & 17th April - Easter vacation1st May - Bank Holiday
15
Module # Type
1 Portfolio 100%
2
3
1Presentation
30%
2 Essay 70%
3
1
2
3
1
2
3
1 Porfolio 100%
2
3
1 Essay 100%
2
3
1
2
3
21
No
ve
mb
er
20
16
Semester 2
SM4MD071- Comparative Studies in European
Curriculia 20
Credits
19
De
ce
mb
er
20
16
SM4MD070- Developing Curriculum and Practice
20 Credits
SM4MD018 - Values and Principles 20
Credits
26
De
ce
mb
er
20
16
HE Programme Assessment ScheduleFoundation Degree in Professional Practice in Early Years - Part time Year 1
12
Se
pte
mb
er
20
16
19
Se
pte
mb
er
20
16
26
Se
pte
mb
er
20
16
03
Oc
tob
er
20
16
10
Oc
tob
er
20
16
17
Oc
tob
er
20
16
24
Oc
tob
er
20
16
31
Oc
tob
er
20
16
07
No
ve
mb
er
20
16
14
No
ve
mb
er
20
16
22
Ma
y 2
01
7
29
Ma
y 2
01
7
05
Ju
ne
20
17
17
Ap
ril 2
01
7
24
Ap
ril 2
01
7
01
Ma
y 2
01
7
08
Ma
y 2
01
7
15
Ma
y 2
01
7
13
Ma
rch
20
17
20
Ma
rch
20
17
27
Ma
rch
20
17
03
Ap
ril 2
01
7
10
Ap
ril 2
01
7
06
Fe
bru
ary
20
17
13
Fe
bru
ary
20
17
Week Commencing
Semester 1
SM4MD110 - Academic and Digital Literacy 20
Credits
20
Fe
bru
ary
20
17
27
Fe
bru
ary
20
17
06
Ma
rch
20
17
02
Ja
nu
ary
20
17
09
Ja
nu
ary
20
17
16
Ja
nu
ary
20
17
23
Ja
nu
ary
20
17
30
Ja
nu
ary
20
17
28
No
ve
mb
er
20
16
05
De
ce
mb
er
20
16
12
De
ce
mb
er
20
16
Non teaching weeks
31st October - Progression week26th December & 2nd January - Christmas vacation16th January - Inter Semestar week13th February - Progression week10th & 17th April - Easter vacation1st May - Bank Holiday
Module # Type
1 Essay 50%
2 Report 50%
3
1 Essay 50%
2Presentation
50%
3
1 Resource 40%
2 Essay 60%
3
1
2
3
1Proposal
30%
2Portfolio
70%
3
1 Essay 100%
2
3
1 Essay 100%
2
3
21
No
ve
mb
er
20
16
Semester 2
SM5MD138- Inclusive Practice
20 Credits
SM5MD070- Working in Partnership 20
Credits
19
De
ce
mb
er
20
16
SM5MD069- Professional Practice 20
Credits
SM5MD071 - Social Policy 20
Credits
SM5M137 - Emergent Literacy and Numeracy
20 Credits
26
De
ce
mb
er
20
16
HE Programme Assessment ScheduleFoundation Degree in Professional Practice in Early Years. Full time Year 2
12
Se
pte
mb
er
20
16
19
Se
pte
mb
er
20
16
26
Se
pte
mb
er
20
16
03
Oc
tob
er
20
16
10
Oc
tob
er
20
16
17
Oc
tob
er
20
16
24
Oc
tob
er
20
16
31
Oc
tob
er
20
16
07
No
ve
mb
er
20
16
14
No
ve
mb
er
20
16
22
Ma
y 2
01
7
29
Ma
y 2
01
7
05
Ju
ne
20
17
17
Ap
ril 2
01
7
24
Ap
ril 2
01
7
01
Ma
y 2
01
7
08
Ma
y 2
01
7
15
Ma
y 2
01
7
13
Ma
rch
20
17
20
Ma
rch
20
17
27
Ma
rch
20
17
03
Ap
ril 2
01
7
10
Ap
ril 2
01
7
06
Fe
bru
ary
20
17
13
Fe
bru
ary
20
17
Week Commencing
Semester 1
SM5MD072 - Leadership and Management 20
Credits
20
Fe
bru
ary
20
17
27
Fe
bru
ary
20
17
06
Ma
rch
20
17
02
Ja
nu
ary
20
17
09
Ja
nu
ary
20
17
16
Ja
nu
ary
20
17
23
Ja
nu
ary
20
17
30
Ja
nu
ary
20
17
28
No
ve
mb
er
20
16
05
De
ce
mb
er
20
16
12
De
ce
mb
er
20
16
Non teaching weeks
31st October - Progression week26th December & 2nd January - Christmas vacation16th January - Inter Semestar week13th February - Progression week10th & 17th April - Easter vacation1st May - Bank Holiday
16
Module # Type
1 Essay 50%
2 Essay 50%
3
1Poster &
resource 60%
2 Essay 40%
3
1
2
3
1
2
3
1 Essay 50%
2 Report 50%
3
1 Essay 100%
2
3
1
2
3
21
No
ve
mb
er
20
16
Semester 2
SM5MD070- Working in Partnership 20
Credits
19
De
ce
mb
er
20
16
SM5MD072 - Leadership and Management 20
Credits
SM4MD072 - Play and Creativity in the Early Years 20
Credits
26
De
ce
mb
er
20
16
HE Programme Assessment ScheduleFoundation Degree in Professional Practice in Early Years. Part time Year 2
12
Se
pte
mb
er
20
16
19
Se
pte
mb
er
20
16
26
Se
pte
mb
er
20
16
03
Oc
tob
er
20
16
10
Oc
tob
er
20
16
17
Oc
tob
er
20
16
24
Oc
tob
er
20
16
31
Oc
tob
er
20
16
07
No
ve
mb
er
20
16
14
No
ve
mb
er
20
16
22
Ma
y 2
01
7
29
Ma
y 2
01
7
05
Ju
ne
20
17
17
Ap
ril 2
01
7
24
Ap
ril 2
01
7
01
Ma
y 2
01
7
08
Ma
y 2
01
7
15
Ma
y 2
01
7
13
Ma
rch
20
17
20
Ma
rch
20
17
27
Ma
rch
20
17
03
Ap
ril 2
01
7
10
Ap
ril 2
01
7
06
Fe
bru
ary
20
17
13
Fe
bru
ary
20
17
Week Commencing
Semester 1
SM4MD017 - Theories and Approaches 20
Credits
20
Fe
bru
ary
20
17
27
Fe
bru
ary
20
17
06
Ma
rch
20
17
02
Ja
nu
ary
20
17
09
Ja
nu
ary
20
17
16
Ja
nu
ary
20
17
23
Ja
nu
ary
20
17
30
Ja
nu
ary
20
17
28
No
ve
mb
er
20
16
05
De
ce
mb
er
20
16
12
De
ce
mb
er
20
16
Non teaching weeks
31st October - Progression week26th December & 2nd January - Christmas vacation16th January - Inter Semestar week13th February - Progression week10th & 17th April - Easter vacation1st May - Bank Holiday
Module # Type
1 Essay 50%
2 Report 50%
3
1 Essay 50%
2Presentation
50%
3
1
2
3
1
2
3
1Resource
40%
2 Essay 60%
3
1 Essay 100%
2
3
1
2
3
21
No
ve
mb
er
20
16
Semester 2
SM5MD138- Inclusive Practice
20 Credits
19
De
ce
mb
er
20
16
SM5M137 - Emergent Literacy and Numeracy
20 Credits
SM5MD071 - Social Policy 20
Credits
26
De
ce
mb
er
20
16
HE Programme Assessment ScheduleFoundation Degree in Professional Practice in Early Years. Part time Year 3
12
Se
pte
mb
er
20
16
19
Se
pte
mb
er
20
16
26
Se
pte
mb
er
20
16
03
Oc
tob
er
20
16
10
Oc
tob
er
20
16
17
Oc
tob
er
20
16
24
Oc
tob
er
20
16
31
Oc
tob
er
20
16
07
No
ve
mb
er
20
16
14
No
ve
mb
er
20
16
22
Ma
y 2
01
7
29
Ma
y 2
01
7
05
Ju
ne
20
17
17
Ap
ril 2
01
7
24
Ap
ril 2
01
7
01
Ma
y 2
01
7
08
Ma
y 2
01
7
15
Ma
y 2
01
7
13
Ma
rch
20
17
20
Ma
rch
20
17
27
Ma
rch
20
17
03
Ap
ril 2
01
7
10
Ap
ril 2
01
7
06
Fe
bru
ary
20
17
13
Fe
bru
ary
20
17
Week Commencing
Semester 1
SM5MD072 - Leadership and Management 20
Credits
20
Fe
bru
ary
20
17
27
Fe
bru
ary
20
17
06
Ma
rch
20
17
02
Ja
nu
ary
20
17
09
Ja
nu
ary
20
17
16
Ja
nu
ary
20
17
23
Ja
nu
ary
20
17
30
Ja
nu
ary
20
17
28
No
ve
mb
er
20
16
05
De
ce
mb
er
20
16
12
De
ce
mb
er
20
16
Non teaching weeks
31st October - Progression week26th December & 2nd January - Christmas vacation16th January - Inter Semestar week13th February - Progression week10th & 17th April - Easter vacation1st May - Bank Holiday
17
GRADING OF ASSESSMENTS
The majority of Lancaster University assessments will be awarded a letter grade as outlined in the table
below. Some of your assessments may however be assessed by percentages.
Descriptor Grade Aggregation Score
Primary level descriptors for attainment of Intended Learning Outcomes
Foundation Degree
Excellent
A+
A
A–
24
21
18
Exemplary range and depth of attainment of
intended learning outcomes, secured by
discriminating command of a comprehensive
range of relevant materials and analyses, and
by deployment of considered judgement
relating to key issues, concepts and
procedures
Distinction
Good
B+
B
B–
17
16
15
Conclusive attainment of virtually all intended
learning outcomes, clearly grounded on a
close familiarity with a wide range of
supporting evidence, constructively utilised to
reveal appreciable depth of understanding
Commendation
Satisfactory
C+
C
C–
14
13
12
Clear attainment of most of the intended
learning outcomes, some more securely
grasped than others, resting on a
circumscribed range of evidence and
displaying a variable depth of understanding
Merit
Weak
D+
D
D–
11
10
9
Acceptable attainment of intended learning
outcomes, displaying a qualified familiarity
with a minimally sufficient range of relevant
materials, and a grasp of the analytical issues
and concepts which is generally reasonable,
albeit insecure
Pass
Marginal
fail F1 7
Attainment deficient in respect of specific
intended learning outcomes, with mixed
evidence as to the depth of knowledge and
weak deployment of arguments or deficient
manipulation Fail
Fail F2 4
Attainment of intended learning outcomes
appreciably deficient in critical respects,
lacking secure basis in relevant factual and
analytical dimensions
18
Poor fail F3 2
Attainment of intended learning outcomes
appreciably deficient in respect of nearly all
intended learning outcomes, with irrelevant
use of materials and incomplete and flawed
explanation
Very poor
fail F4 0
No convincing evidence of attainment of any
intended learning outcomes, such treatment of
the subject as is in evidence being
directionless and fragmentary
WHAT IF I EXPERIENCE CIRCUMSTANCES WHICH MEAN I WILL NOT BE ABLE TO COMPLETE AN
ASSESSMENT?
The Personal Mitigating Circumstance (PMC) procedure gives you the opportunity to inform the
College of serious medical or personal circumstances, which you believe, has affected your academic
performance in an adverse way before the meeting of the Board of Examiners.
You may have had genuine and unavoidable circumstances that have affected your performance in
coursework. These circumstances may have prevented you from being assessed or from submitting
coursework on time.
A Personal Mitigating Circumstance Application Form must be completed by you and is available via
the College website / Student Administration / Reception. It is your responsibility to complete and
submit the form to the HE Student Administration Manager within 10 days of the assessment deadline.
You cannot request an extension to the assignment deadline date. Assignments must be handed in
as soon as possible even if they are incomplete. For full details of this procedure please refer to
http://www.blackpool.ac.uk/he-regulations
WHAT IF I MISS A DEADLINE?
Managing your time effectively is a key graduate skill and you are therefore encouraged to plan your
programme workload alongside your other commitments. If you fail to meet an assessment deadline, it
will be penalised. Work submitted up to three days late will receive a penalty of one full grade and zero
(non-submission) thereafter.
Deadlines are normally set on Mondays and Fridays to avoid the third day occurring at a
weekend. Where the third day does fall on a weekend, students will have until 10 am on Monday to
hand in without receiving further penalty.
WHAT HAPPENS IF I FAIL AN ASSESSMENT?
Most students pass their work, but if your mark for an individual module is less than the minimum pass
grade you will be referred on that module. This means that you will have to be reassessed in the
relevant work; however a second attempt will be subject to a penalty as specified within the University
regulations. Penalties are different between ‘final year’ and ‘non-final year’ reassessment which relates
to your stage of study.
19
Students undertaking reassessment in the final year of study will do so for the purpose of gaining
sufficient credit for award, and any improved marks received will not impact on the final classification of
their degree. Students undertaking reassessment in a year of study which is not the final year of the
programme have their module capped at an aggregation score of 9.
Where Personal Mitigating Circumstances are approved, this will typically prevent any penalties being
applied through reassessment.
MODERATION
All work that you submit for assessment is marked by your module tutor. A suitable sample is then
selected to be moderated by another tutor. This is to ensure that the mark awarded is reliable and not
just the judgement of one marker. All of the work you submit is retained by the College to assist our
external examiners in the quality assurance of your programme. This may mean that the results you
receive during the year may change and should therefore be considered provisional.
EXTERNAL EXAMINERS
Every higher education programme has its own External Examiner whose role is to support the
academic staff team in ensuring that the standard of your programme of study is comparable to other
programmes in that subject discipline. The External Examiner will confirm that the work that you have
produced is of a standard that is expected and identifies any issues that the academic staff team needs
to take into account to continually improve the programme. The External Examiner also feeds back on
the key strengths that make your programme a really effective and valuable learning experience.
You can view the External Examiner reports and contact details for your programme on the Wider
Information Set Moodle page or details can be requested by email [email protected]
BOARD OF EXAMINERS
Once a module is complete, the marks for all assessments are compiled together to create an overall
module mark.
The module board of examiners sits at the end of semester 2 to consider semester 1 and 2 modules
and then your overall marks for the year are considered by a programme board of examiners that will
make recommendations regarding your progression between levels, reassessment and eventually the
award of your qualification. The majority of programmes within the college run an academic year
between September and June. Reassessment work will therefore normally be completed during the
summer months and submitted by July 31st.
The board of examiners sits again prior to the start of the next academic year in September where the
results of any summer reassessment work will be considered.
Where programmes fall outside of the standard academic year, the timing of the board identified above
may vary, however the general process remains the same.
PARTNERS FOR SUCCESS
The Partners for Success framework has been developed from our considerable achievements and
successful review outcomes in supporting students and ensuring that they are provided with the best
possible opportunities to engage fully with their learning experience and the full life of the college. It
20
outlines how staff, students and the wider college community work to provide a seamless network of
support to enable all students to achieve their potential.
Studying at University level can mean quite a life change, particularly if you have to move away from
home, juggle study with work or have caring responsibilities while studying. You may also be returning
to study after a period away and feel unsure exactly what to expect. Most students new to higher level
study also comment on the fact that it can be quite different to their previous studies.
Our central aim is to enable all students to become confident and competent independent learners and
achieve to the maximum of their potential through the development of their academic skills, personal
well-being, literacies and professional employability attributes.
We will work in partnership with all stakeholders, students, staff and others to ensure and
assure personal change and development through mutual expectations, mutual agency and
clear communications.
We will provide students with a network of support to enable their development and
achievement of their personal, academic and professional goals
Key partners in your success are:
Your Progress Tutor and the programme delivery team
Careers team
Student Support and Wellbeing including HE Learning Mentors (HELMS)
Learning Resource Centre teams
Student Union
You!
YOUR PROGRESS TUTOR AND THE PROGRAMME DELIVERY TEAM
Here at Blackpool and the Fylde College every student is entitled to receive tutorial support on their
programme of study. Tutorials are an important learning activity; they give you the opportunity to
engage in dialogue with your tutor on matters of academic progress as well as personal and pastoral
issues which may impact on your learning experience.
The benefits of tutorials are that they help you to individualise your learning on programme and to
receive constructive feedback on your work specifically and progress generally. Tutorials are an
essential component of the B&FC Partners for Success framework which aims to enable your personal
and academic development, and maximize your opportunities for success, through coordinating the
range of support services available to you through your progress tutor. Tutorials can help you to
critically engage with your subject in a way that you may not be able to do in lectures and other forms
of learning. Your tutors will encourage creativity and originality of thought that will help you to gain a
better understanding of the subject discipline helping you to achieve your potential and experience high
levels of success.
You can ensure that you get the most out of tutorials by:-
Proactively seeking out information before the tutorial to prepare yourself for the discussion and
dialogue
Not being afraid to actively engage in discussion with your tutor.
Using the tutorial opportunity to ask questions of your tutor and engage in critical discussion.
Receiving feedback and using this to plan your next piece of work or setting personal and
academic targets for future learning activities
21
CAREERS TEAM
STUDENT ADVISERS
Student Advisers provide you with confidential and impartial information on a range of areas, and work
to matrix quality standard to ensure excellence of support, advice and guidance to all our Students and
prospective Students. Quick-query interviews usually last approximately ten minutes. For example,
you might want to ask about job vacancies, for help with preparing for an interview, or advice on
financial assistance etc. If you have a more complex query the Student Adviser will make a mutually
convenient appointment with you for a longer interview. Careers Information Advice and Guidance and
financial Help Group sessions also take place throughout the academic year. Student Advisers are
based at:
University Centre Central Blackpool Campus (the Foyer, ground floor of South Building)
Monday - Thursday 8.45am to 5pm, Friday 10am to 4.30pm
Tel. 01253 504496 or 504474
Bispham Campus (opposite the main Reception area in the Hub)
Monday - Thursday 8.45am - 5pm, Friday 10am - 4.30pm
Tel. 01253 504351 or 504298
Student Advisers also provide a drop-in service at all Blackpool and The Fylde College Campuses, so
you don’t need to book an appointment to see an Adviser.
FINANCIAL HELP AND SUPPORT
Our Careers Student Advisers can also provide you with expert up to date professional assistance for
student finance, including any additional bursaries and grants that might be available to support you.
Advisers can also provide you with information on funding for equipment, how to access help with
transport, childcare while you study and can link you with specialist support staff and services
appropriate to your individual need. Our trained Advisers also provide personalised, independent and
confidential support on a wide range of financial issues. These include:
Links to support networks and services - internal and external.
Information on fees.
Government student loans and grants.
Previous study and how it will affect your funding entitlement.
Debt counselling and advice
ACCOMMODATION
If you are aged 18 years or over, our Student Advisers can help you find suitable accommodation
and provide advice on costs, legalities and other expenditure i.e. rent bond, gas, electric, TV, phone,
travel etc. They can also support you with any problems you may have with your accommodation
during your course of study.
CAREERS INFORMATION, ADVICE AND GUIDANCE
The Careers Team are all highly qualified in careers information, advice and guidance and can help
you with UCAS applications for entry to Higher Education, with making decisions about progression to
22
other courses, job application, CV preparation and interview techniques alongside career and
further training pathways and opportunities. Our team of professional Student Advisers are available
to help you with all aspects of your career planning and decision-making, such as:
Making decisions about your future career
Planning your job search strategy
Curriculum Vitae (CV) writing
Getting relevant work experience - including volunteering
Making applications and preparing for interviews
Researching postgraduate study options
At Blackpool and The Fylde, our careers service extends far beyond helping you to pinpoint your ideal
career. The emphasis is on tailoring a ‘careers package’ to your particular aims and aspirations that
gives you the skills and experience needed to make you highly employable from the moment you
graduate.
That’s why all our degrees have a strong employment focus, with opportunities to try out your chosen
career area, learn skills that employers are specifically looking for and practice interview and
assessment techniques with representatives from industry. We also run an online job shop, backed up
by a highly trained team of staff dedicated to making your career goals a reality.
You may be starting your course already clear about what you want to do when you graduate or you
may not be sure at this stage. Our experienced and professional team of careers student advisers offer
careers and progression advice to guide you towards making the right decisions about your future.
Choose from e-guidance, telephone and face-to-face interviews within a small and supportive
environment. We also offer pre-course advice and guidance. Underpinning all of this is a vast range of
careers library resources together with access to internet-based resources, video resources and
computer-aided guidance packages.
ENHANCING YOUR EMPLOYABILITY
Employability skills are built into all our courses to ensure you graduate not just with subject knowledge
but with the ability to embark on your chosen career and hit the ground running. Our programmes also
provide an opportunity to discover more about your chosen career area through visits from external
speakers and trips to local employers and industry. Some programmes even contain a workplace
learning module, where you’ll get to spend time with an employer, putting your knowledge into practice
and gaining valuable employability skills at the same time.
PERSONAL DEVELOPMENT PLANNING
In today’s employment world both jobs and organisations are often temporary in structure and
constantly evolving and so it is now necessary for graduates to actively plan their own educational,
academic and career progression rather than rely upon organisations to provide established
progression routes.
With this in mind higher education programmes at Blackpool and The Fylde College encourage you to
undertake Personal Development Planning, whereby you are expected to reflect upon your own
learning and achievement whilst on the programme, and draw up a plan for short term and long term
personal educational and career progression.
23
Personal Development Planning (PDP) is a process that is undertaken by an individual learner to
reflect upon their own learning and achievement and to plan for their own educational, academic and
career development.
PDP is a feature of all HE courses and it consists of a number of actions that are important in achieving
success at University Level education. These are:-
planning (how to achieve objectives or general change)
doing (learning through the experience of doing with greater awareness)
recording (thoughts, ideas, experiences, evidence of learning through writing, audio video,
visual or other means)
reviewing (reflections on what has happened, making sense of it all)
evaluating (making judgments about self and own work and determining what needs to be
done to develop/improve/move on)
These actions enable you to move forward with confidence to achieve your own personal educational
goals and to realise your potential.
GETTING READY FOR LIFE AFTER YOU GRADUATE
About a year before you’re due to graduate we will invite you to take part in our graduate employability
workshops, covering topics such as making the right career move, effective applications and successful
interviews. In addition, local employers run mock interviews and facilitate role-play scenarios for
students, which replicate the assessment centre experience for newly qualified graduates. These
experiences are vital for developing an awareness of your strengths (and playing to them) and gaining
an understanding of what graduate recruiters are looking for. Some of our students have even been
offered a permanent position on the strength of them.
STUDENT SUPPORT AND WELLBEING TEAM
The Student Support and Wellbeing team aim to enable you to gain different approaches and
techniques to reach your full potential independently through a range of study support and wellbeing
strategies. Support offered includes face-to-face on a one-to-one basis, in a workshop / drop in writing
clinic or remotely via telephone and online. The team is based at the University Centre and provides
support across all campuses Monday to Friday from 8.30am to 4.30pm. Appointments can be made
outside these times by arrangement. Further information is available through the virtual learning
environment, Moodle. Higher Education Student Support and Wellbeing Services include:
Higher Education Learning Mentors (HELMs) email: [email protected] telephone
01253504494
Disability Support: email [email protected] telephone 01253504494
Counselling Support: email referral only [email protected]
Wellbeing Support: email referral only [email protected]
Care-leaver: email [email protected] telephone 01253504494
For more information about choosing the right career please get in touch:
Tel: 01253 504 351/474
Email: [email protected] W: www.blackpool.ac.uk/support/careers
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Carer Support: email [email protected] telephone 01253504494
Safeguarding College Hotline 01253 504444 (9am to 5pm)
HE LEARNING MENTORS (HELMS)
The HELM team can support with aspects of student academic life, from settling into university life,
helping you gain and enhance study and digital skills as well as to create your own health and
wellbeing strategies to work as independent learners. Examples of some of the study skills
development and enhancement that we can offer you include:
Support in settling into Higher Education study, learn how to study effectively and improve your
academic writing style.
Academic literacy skills from grammar, sentence structure through to developing and enhancing
expression, the use of language critical and reflective writing.
Information skills development, such as research, applying theory to your practice / study and
referencing.
Other support includes effective study techniques, planning, structuring and polishing
assignments, time management and organisation skills to work smarter not harder, in addition
to revision and examination techniques.
Digital literacy skills support for study
Providing feedback on your writing style
Support with Personal Mitigating Circumstances to help you get back on track and complete
Keeping in touch support for Care Leavers and Carers
Signposting to other Partner for Success services
In addition to individual support, HELMs deliver a range of study and wellbeing skills through
workshops including the ‘Flying Start’ and ‘Flying Further’ programmes. These are designed to help
you make the most of their course and complement the knowledge and information gained from your
course. If you wish for the HE Learning Mentors to deliver a workshop for you and maybe some friends
or your tutorial group, liaise with your tutor or direct with the HE Learning Mentors team.
For help, advice and information:
Phone: 01253 504494
Email: [email protected]
Drop in: to the University Centre South Building Entrance
DISABILITY SUPPORT
Disability services are for students with disabilities, such as an on-going, long term or progressive
medical condition; a mental-health condition such as depression, anxiety, bi-polar; Autistic Spectrum
disorder (ASD) such as Asperger’s Syndrome; or Specific Learning Difficulty such as dyslexia; a
sensory impairment or mobility difficulty or any other condition which has a “significant, long-term and
adverse effect” on your ability to carry out your day to day activities and study.
The Disability Support Service provides specialist guidance and support for prospective and current
students, enabling students to access their studies and College services. Examples of some of the
support that we can offer you include:
Advice and support to gain diagnostic evidence for medical, disability and mental health
conditions where required for exam arrangements and to access external funding.
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Advice and support with applications for Disabled Students' Allowances (DSA) and other
funding.
Advice for learning and support, accessibility software on campus.
Duty of Care Plans, are for any student disclosing a medical condition where there is likelihood
that first aid intervention may be required in College, so we know how best to respond to your
needs.
Guidance and advice on accessibility. If you wish to check the accessibility of our facilities
please visit http://www.disabledgo.com/en/org-results/blackpool-and-the-fylde-college/college-
view-all-venues
For help, advice and information:
Phone: 01253 504494
Email: [email protected]
Drop in: to the University Centre South Building Entrance
DISABLED STUDENTS' ALLOWANCE (DSA) FOR UK STUDENTS
Disability Services provides support in applying for an extra grant through the Disabled Students’
Allowance (DSA) this allowance provides extra financial help to Higher Education Students to meet the
extra costs of studying as a direct result of a disability and may include some equipment and support if
required. It is important you apply early as the Disabled Students’ Allowance process can take up to 13
weeks.
Further information on Disabled Students Allowance including eligibility criteria is available here:
https://www.gov.uk/disabled-students-allowances-dsas/overview
Once you have received confirmation of your eligibility for the Disabled Students Allowance from your
funding body to go for an Assessment of Need you can use the Disabled Students Allowances Quality
Assurance Group (DSA-QAG) website post code finder to locate the nearest Assessment Centre.
http://www.dsa-qag.org.uk/
After the Assessment of Need your funding body will confirm your Disabled Students Allowance
entitlement, once you have this please contact the Disability Coordinator. If you have difficulty funding
the £200 computer contribution please see the Careers and Welfare team. Visit
http://www.blackpool.ac.uk/support/funding/bursary
If you are an International student with a disability please contact the Disability Team.
For help, advice and information:
Phone: 01253 504494
Email: [email protected]
Drop in: to the University Centre South Building Entrance
EXAM ACCESS ARRANGEMENTS
Exam Access Arrangements allow students who are unable to sit formal examinations under usual
examination conditions as a result of an evidenced disability or other conditions. Reasonable
adjustments can also be made through liaison with your Tutors, Disability Services and the
Examinations Office known as ‘Achievements’.
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Examples of access arrangements depending on your assessed needs may include: Use of a reader, a
scribe, laptop, small group or separate room, assistive technologies and ergonomic devices such as an
ergonomic mouse, supervised rest breaks, additional time allowance, and signed communication.
If you feel you need more help in putting forward requests for individual arrangements in examinations,
you should contact:
HE Disability Support - [email protected]
Achievements Team - [email protected]
WELLBEING SUPPORT
Have a go at HeartMath - this is a computer programme where you can learn different ways to quieten
the mind and relax the body through different breathing techniques. You can borrow designated
laptops with the HeartMath programme uploaded from the Loop at Bispham, University Centre and
Fleetwood campuses.
Explore the power of Mindfulness / resilience and life coaching and get techniques and tips to stay
calm and focused by joining workshops and drop in sessions.
Our Equality, Diversity and Wellbeing Coordinator can offer you support 1:1 or in groups with positive
wellbeing and support through difficult times including bereavement, bullying and harassment, faith and
belief signposting and equality and diversity issues.
For further information go to the Wellbeing area on Moodle for appointments please email
Visit the Contemplation rooms for a place to practice HeartMath, for quiet meditation, prayer or just
‘time out’.
The Contemplation rooms can be found at:
Bispham Campus - C307 - Third Floor Room - Cleveleys Building
University Centre - SB130 - Second floor Room - South Building
Fleetwood Campus- Room A33 Ground Floor- Halls of Residence
To use the contemplation rooms, visit the main campus reception and sign for the room key and
HeartMath sensor. (We are unable to offer the HeartMath facility in the Fleetwood Contemplation
room).
Wellbeing Support: email referral only [email protected]
COUNSELLING SUPPORT
B&FC Counsellors offer short term non-emergency support and the opportunity to talk over something
that may be causing you concern, is upsetting or distressing you and having a negative effect on your
academic work, as well as your enjoyment of College life. If you require a specialist or long-term
approach we will direct you to more appropriate services in the community, including the NHS.
Counselling appointments give you the opportunity to think, talk and explore positive steps to address
difficulties by helping you to explore different personal resources, choices and coping mechanisms.
Please e-mail [email protected] for an appointment. The Counselling email is accessed by
the Counsellors on a daily basis during working hours we endeavour to respond to your email within 2
days. So you need to check your email/phone for details of your Counselling support.
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Be aware there is often a waiting list for counselling appointments. We aim to book you an initial
consultation within 10 working days and may be longer at peak busy times. A Counsellor will contact
you to arrange an appointment (during term time Monday to Friday) as soon as an appointment
becomes available or with alternative or interim support suggestions. In the meantime it is important
you contact your GP for immediate appropriate support.
The University Centre Counselling room is PA036B Palatine Building (By the entrance to the
Gallery)
The Bispham Counselling room is G002 Garstang Building (Within the Employability Coach area)
For other campuses the room will be indicated in the appointment correspondence.
Counselling Services: email referral only [email protected]
Need help now?
B&FC Safeguarding - If you feel unsafe or at risk at College contact your tutor or the Student Direct
Safeguarding College Hotline: 01253 504444 9am to 5pm. If you require advice or assistance about
disclosing a safeguarding concern you should discuss this with your Progress Tutor or any member of
staff.
If you feel you are at risk of harm to yourself or others and need immediate help, contact the National
Health Services (NHS) such as your GP or alternatively ring 111 as soon as possible, if you are in an
emergency situation ring 999 or go to Accident and Emergency (24 hour) Victoria Hospital Whinney
Heys Rd, Blackpool, FY3 8NR and request a mental health assessment.
Alternatively go to your nearest Walk in Medical Centre:
Whitegate Health Centre,Blackpool,FY3 9ES
Fleetwood Health & Wellbeing Centre, FY7 6HP
Need to Talk?
The Samaritans offer a 24 hour all year confidential external support service for well-being, stress,
debt, loneliness, work, family and personal issues.
Freephone 116 123
Texting facility: 07725 90 90 90
Email: [email protected]
Web: www.samaritans.org/branches/samaritans-blackpool-fylde-and-wyre-branch
Drop in 16 Edward Street, Blackpool, FY1 1BA (usually until 9.00pm)
Other support network outside college hours includes the Mental Health Helpline telephone: 0800
616171
CARE LEAVER SUPPORT
If you're a Care Leaver there are extra funding options to help you to pay for your studies. All Care
Leavers are guaranteed a B&FC Access Scholarship
http://www.blackpool.ac.uk/support/funding/bursary
You have access to the dedicated HE Coordinator who offers support to determine Care Leaver
eligibility, to complete the required assessment forms and provide a link with other support services
such as Someone to listen - offer of regular catch ups with the HELM team or you can simply come to
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see us for a chat when you like; Moral support - at every stage of your journey through B&FC;
Finance - support with budgeting and accessing and applying for financial support and Where to go -
help accessing internal and external services to make the most of your time at College.
We've been awarded the Buttle UK Quality Mark in recognition of the ‘exemplary level of support’ we
provide to all our students to raise aspirations and improve student success.
The Children (Leaving Care) Act 2000 defines a Care Leaver as someone who has been in the care of
the Local Authority for a period of 13 weeks or more spanning their 16th birthday and is under the age
of 25 years at the start of a HE study programme.
For help, advice and information:
Phone: 01253 504494
Email: [email protected]
Drop in: to the Careers areas around College
CARER SUPPORT
If you're a Young Adult Carer there are extra funding options to help you to pay for your studies. Carers
are guaranteed a B&FC Access Scholarship. This is a cash payment for students who are Young Adult
Carers and have caring responsibilities. http://www.blackpool.ac.uk/support/funding/bursary
You have access to the dedicated HE Coordinator who offers support to determine Carer eligibility, to
complete the required assessment forms and provide a link with other support services such as
Someone to listen - offer of regular catch ups with the HELM team or you can simply come to see us
for a chat when you like; Moral support - at every stage of your journey through B&FC; Finance -
support with budgeting and accessing and applying for financial support and Where to go - help
accessing internal and external services to make the most of your time at College.
A Young Adult Carer is defined as carers between the ages of 18 and 25 who care, unpaid, for a family
member who, due to disability, chronic/terminal illness, mental health problem or an alcohol or drug
addiction/dependency cannot cope without their support.
For help, advice and information
Phone: 01253 504494
Email: [email protected]
Drop in: to the University Centre South Building Entrance
LEARNING RESOURCE CENTRE TEAMS
Whichever campus you study on, the Learning Resource Centres (The Loops) will play an important
part in your studies. Our flexible learning spaces can provide you with a mixture of computer, group
work and quiet study areas. You should make maximum use of this facility to log-on to a PC, access
printing and copying facilities or ask the Resource Advisers for help and advice.
You will have access to a wealth of information through a wide range of physical and online resources
such as e-books and full text journal databases giving 24/7 support for your academic work. Our
search tool, Discovery, is linked to every course page of the college’s VLE, Moodle. Our online
catalogue - https://libcat.blackpool.ac.uk - is also available 24/7 allowing you to check reading lists,
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reserve titles, renew borrowed items and provide direct links to the titles in our extensive e-book library.
We can also provide material from other libraries through our Interlibrary Lending scheme.
Our teams are always happy to offer help and advice. They have in-depth knowledge of your subject
area and can support you in finding good quality research material, as well as developing your IT and
research skills through one-to-one sessions. Interactive support materials are available through the
Learning Resources area on the virtual learning environment, Moodle. More information about The
Loops, including the opening hours for each centre, contact e-mails and phone numbers can also be
found on the college website.
Term time opening hours
The Loop at UC
Monday – Thursday 8.30 – 21.00
Friday 8.30 – 17.00
Saturday 10.00 – 15.45
Email: [email protected]
Telephone: 01253 504414
The Loop at Bispham
Monday& Thursday 8.30 – 17.00
Tuesday & Wednesday 8.30 – 20.00
Friday 8.30 – 17.00
Email: [email protected]
Telephone: 01253 504290
The Loop at Fleetwood
Monday – Thursday 8.30 – 20.00
Friday 8.30 – 17.00
Saturday 10.00 – 3.50
Email: [email protected]
Telephone: 01253 504714
Self-issue / return facilities are available in the Bispham, Fleetwood and University Centre Loops.
There are drop-in IT-based facilities with networked computers (including Macs in the Loop at UC) and
wireless laptops, colour printing and scanning facilities and the Loop teams can help you get connected
to the Wi-Fi and other college systems. Help with IT issues is available through an online HelpDesk.
You can access computing and copying facilities at any campus, if this is more convenient for you
when engaged in independent study, but the majority of course specific materials will be located in the
Loop on the campus where your course is based.
You will find the essential texts for your course available in the Library stock and regularly updated.
Relevant journals and online resources are purchased on an annual basis.
Following an initial Welcome Tour of your local Loop, your tutor will arrange for us to work with you in
follow-up in-depth sessions on key skills such as effective searching of online resources and
referencing. Induction sessions are also provided at the start of your programme to help you find your
way around technology in the college. Additional one-to-one tutorials are available to all students.
LRC support is supplemented by a range of interactive resources on Moodle.
The services provided by the Learning Resources Centre will be an integral part of the Induction
Programme for this course.
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INFORMATION TECHNOLOGY RESOURCES
Being able to access resources and materials to help you on your course when you need them is very
important. MOODLE is our virtual learning environment, and contains lots of key information about your
course accessible 24:7. As part of your induction we will make sure you are able to make the most of
this resource.
As a student at Blackpool & The Fylde College you will be provided with a web-based Microsoft Office
365 account. This account provides anytime, anywhere access to a suite of Microsoft programmes
including Outlook email and web-based versions of Word, Excel and PowerPoint. You also get access
to your own online storage area so you can download, edit and save your college work wherever you
are.
Included in your Microsoft Office 365 account is access to our MyDay portal. The portal provides you
with access to your calendar (including timetables), email and links to Moodle and eTracker. Timetable
data is updated every hour so you can see all room changes. It is accessible from a web browser and
as a mobile device app on Apple and Android devices. MyDay will be launched automatically whenever
you login into a College desktop computer.
To find your course materials, log-on to Moodle, the College’s virtual learning environment. Moodle
contains lesson notes, multimedia materials, quizzes, forums and lots of different tools to help you
achieve your academic goals. You may submit your assignments through Moodle and receive online
feedback from your tutors. Moodle also provides easy ways for you to communicate with your tutors
and fellow students using messaging, chat rooms and forums. You can access your Office 365 and
Moodle accounts by logging into one simple webpage MyHub which also contains useful college
information, news and links:
http://myhub.blackpool.ac.uk
Induction sessions are provided to all students at the start of their course to help you find your way
around technology in the college. ‘The Loop’ LRC’s are located on each campus. You can pop into The
Loop and log-on to a PC, access printing and copying facilities or ask the Resource Advisers for help
and advice.
STUDENT UNION
The Students’ Union (SU) at B&FC is your union. It’s made up of students that you elect each year,
who listen to the student voice and respond to your wants and needs. The SU represents students on a
range of issues, including equality and diversity, education and social activities, with the aim of
ensuring your time here is as interesting and enjoyable as possible.
As a student at Blackpool and The Fylde College, you are automatically free members of the Students’
Union and you are encouraged to play an active role. Our Students’ Union is actively engaged in
student affairs at local and regional levels so there are opportunities for you to become involved in
various campaigns and fund-raising activities. Our aim is to work for the good of the student community
and to take an active interest in the development of all students. As such the Union represents the
students on a number of academic and College committees where student involvement and comment
is welcomed.
The Union provides the framework and financial backing for students to organise trips and events,
which can be a great way to broaden your interests and meet new people. With a wealth of information,
our Students’ Union can also advise you on places to go and things to see and do.
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The Students’ Union has offices at the University Centre and at our Bispham Campus. If you need to
get in touch, you can visit them in person or contact them by phone or email.
University Centre Office
Wednesday and Thursday 9.00am - 5.00pm
Tel: 01253 504 517
Email: [email protected]
Bispham Campus Office
Tuesday and Friday 9.00am - 5.00pm
Tel: 01253 504 374
Email: [email protected]
Contact the Student Enrichment Officer, Steve Stroud
Mobile: 07908 509 209
Email: [email protected]
BEING A PARTNER IN YOUR OWN SUCCESS
Higher education is as much about personal change and development as it is about subject knowledge
and skills development. By facilitating your development we enable you to take responsibility for your
own learning. Students who are fully informed about the opportunities available to them, but who are
also aware of their responsibility to engage with those opportunities, are more likely to make effective
use of services and resources (QAA Quality Code Chapter B4). It is important that you take advantage
of every opportunity to facilitate your success, and to creatively engage with the knowledge you
encounter, constructing and reconstructing your own understanding. We will support you to set clear
goals, reflect on your progress and develop key graduate skills.
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THE STUDENT CHARTER
At Blackpool and the Fylde College we believe that effective learning is always based upon a strong
mutual respect and co-operative partnership between those teaching and those being taught. In
consultation with students we have a five-point student charter which indicates what you can expect
from us during your programme and what we expect from you. The charter is also available on Moodle:
ABSENCE REPORTING
If for whatever reason, including ill health, you are going to be absent from College then you will need
to ensure that you make contact with us to discuss how we can support you. This is particularly
important if your absence could have a significant effect on your assessment requirements. Should
this be the case then you will need to consider the College Personal Mitigating Circumstances
procedure the full version of which is available at the link below.
http://moodle.blackpool.ac.uk/course/view.php?id=30688
Any personal mitigating circumstances, such as ill health, which may have affected your studies or
performance in assessments and examinations, would need to be submitted to the HE Student
Administration Manager [email protected] formally by you with supporting
evidence, e.g. a medical certificate, following the procedures and in accordance with the deadlines laid
down in the College’s Personal Mitigating Circumstances Policy.
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In the event that you are unable to attend an examination because of illness or other unforeseen
circumstances, you must immediately inform your programme leader before the start of the
examination. If you are absent from the whole or part of an examination because of illness, a Personal
Mitigating Circumstances application form together with a valid medical certificate or other appropriate
independent documentary evidence must be forwarded to the HE Student Administration Manager
normally within ten working days of the examination.
STAYING IN TOUCH
If you are unable to attend your scheduled sessions for a sustained period of time, there are a number
of ways that you can continue to engage with your programme. It is vital that you discuss your situation
with your course tutor at the earliest possibility to allow us to put a revised study plan in place to
support your individual circumstances. This may include distance support via e-mail, virtual learning
(Moodle or Illuminate), or alternative modes of attendance. Additionally, the HE Learning Mentor
service is available to support all students at any point of their studies regardless of their
circumstances. Each situation is different and we endeavour to provide a personalised plan to support
you in any way we can, therefore your engagement with your course tutor as soon as you are aware of
any challenges you face in your attendance is vital.
SAFEGUARDING
Safeguarding supports students in ‘Being Safe and Feeling Safe’. If you feel unsafe, in danger of
harming yourself or at risk whilst at College contact the Student Direct Safeguarding College
Emergency Hotline: 01253 504444 9am to 5pm. Alternatively at any time visit your GP or local Walk in
Medical Centre or Accident and Emergency (A&E) unit at the Hospital.
Other support networks also available outside College hours include the NHS crisis telephone: 0300
365 0300, the Mental Health Helpline telephone: 0800 616171 or the Samaritans 24 hours a day on the
local contact number of 01253 622218 or on the national number 0845 790 9090.
If you require advice or assistance about disclosing a safeguarding concern you should discuss this
with your Progress Tutor or any member of staff.
STUDENT IDENTITY CARD
You must wear your ID badge at all times whilst on College premises. Access to College facilities is
dependent on Students having their ID badge. You will also be asked to show your ID badge when
sitting exams. You will be challenged if you are not wearing your badge when on College premises.
This is to help students and staff feel safe in College.
FOOD ON CAMPUS
When you want to take a break for refereshments on campus, you’re well catered for. At the University
Centre’s Central Hub refectory, Café Grads, you can sit down and tuck into a proper meal or just grab
a bite and relax in one of the chill-out areas. A Starbucks outlet has also just opened in South Building.
A similar-style refectory, Retreat, is available at our Bispham Campus or if you fancy a little treat there
is also a range of freshly made sandwiches and smoothies in the Grab and Go and a Starbucks. At
the Fleetwood campus the Refectory offers traditional breakfast, a wide range of hot food,
sandwiches, snacks and beverages. Visit http://www.blackpool.ac.uk/facilities/shops for more
information. At all our campuses, there are also plenty of vending points providing snacks on the go.
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Get off to a great start every morning! All Blackpool and The Fylde College students are entitled to a
free healthy breakfast
SPORTS FACILITIES AND COLLEGE TEAMS
Sports facilities are mainly based at the Bispham Campus where there is a sports hall, an all-weather
floodlit sports pitch and a well-equipped gym, Inspirations, with Fleetwood also having some facilities.
We have numerous College teams, both men’s and women’s, with other available sports ranging from
volleyball and five-a-side football to table tennis and canoeing. To find out more ask your progress
tutor.
ENRICHMENT
Enrichment is about providing you with opportunities to bring your learning to life, developing your
range of interests, meeting new friends and growing as a person. Some activities will be related to your
area of study whilst others may not be directly linked.
Curriculum-based activities
Whilst studying your chosen subject at College, you will have the chance to see how your subject
works in real life and apply that insight to your studies. We also aim, during your programme of study,
to develop your employability skills and interview techniques. To provide this valuable enrichment, your
programme may feature such activities as guest speakers, trips into industry and overseas visits, ‘real
life’ assignments, competitions, work experience and work placements (some of which can lead to
permanent positions).
Extra-curricular activities
College is also as much about the social side as it is about learning. At Blackpool and the Fylde
College we offer a vast range of activities, from discounted theatre trips to lunchtime sports activities
and book club. Activities are free to everyone enrolled on a course and in most cases, there’s no need
to book. For more information about what’s on, view our enrichment booklet online or available in hard
copy from the Careers team.
Fee-based activities
For those of you who wish to engage in a further range of activities there are fee-based sports
activities. For full details please see our online Sports Facilities page.
The Sports Team can also organise one-off fitness activities, such as trips to Manchester’s Chill Factor
for skiing or outings to Grizedale Forest for mountain biking. For more information please contact the
Sports Centre staff on 01253 590829. Don’t forget, that the Students’ Union may be able to help with
funding too.
GETTING INVOLVED IN THE QUALITY OF YOUR PROGRAMME
At Blackpool and the Fylde College we believe that you are a member of our higher education and
College community and as such your views and experiences are extremely important to us. We want
to work in partnership with you to ensure that your experience is the best that it can be both for you and
others who study with you. To this end we work hard to engage all students in dialogue about the
quality of their learning experiences. You can engage by providing useful feedback on your
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experiences of modules through Module Evaluation Questionnaires, through being an elected course
representative attending student forums and college meetings and through surveys such as the
Student Perception on Course (SPOC) surveys and the National Student Survey (NSS).
ACADEMIC APPEALS
An academic appeal is a procedure which allows you in certain circumstances to ask for a review of a
decision relating to your academic progress or award. You can ask for a review of a decision by one of
the following:
A Board of Examiners, both Module and Programme Boards.
A Personal Mitigating Circumstances Panel
An application to the College
An Academic Malpractice Panel
It should be noted that students may only appeal against a decision if they can show that they satisfy
one or more of the grounds detailed in the academic regulations. The appeal process cannot be used
to challenge academic judgement or appeal simply because you disagree with the marks you have
been given.
An academic appeal is different from a complaint so appeals and complaints are looked at under
different procedures. A complaint is dissatisfaction about the provision of a programme or academic
service or facility or any other service provided by the College.
Students studying either a:
Lancaster University Validated Programme
Liverpool John Moores Validated Programme
Scottish Qualifications Authority Programme (SQA Higher National)
Edexcel Higher National Programme
To lodge an academic appeal, you must do so by submitting your appeal within 10 working days of the
publication of your results or decision of a panel either by writing to the HE Academic Registrar,
Bennett Avenue, Blackpool, Lancashire, United Kingdom, FY1 4EE or by email to:
The Academic Appeals regulations and application pro-forma can be found on The Blackpool & The
Fylde College website http://www.blackpool.ac.uk/apply/university
Students studying a:
University of Salford Validated Programme
To lodge an academic appeal (other than an appeal against an application to the College), you must do
so through the University of Salford by submitting your appeal in writing, within 10 working days of the
publication of your results or decision of a panel to the Senior Assistant Secretary, Governance
Services Unit, Ground Floor, Crescent House, The University of Salford, M5 4WT.
The Academic Appeals Procedure and pro-forma can be found on The University of Salford website
http://www.governance.salford.ac.uk/page/student_policies
In all cases students are advised to consult their Programme Leader or Progress Tutor for advice and
guidance in the first instance.
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GRADUATION
Our annual higher education awards event is a spectacular occasion, representing the culmination of
masses of dedication and hard work, and the gateway to an exciting and rewarding future.
The graduation ceremonies will take place at the Winter Gardens and Opera House, 97 Church Street,
Blackpool, Lancashire, England FY1 1HL.
Your graduation day may seem a long way off now, but you will be there quicker than you think!
Blackpool and the Fylde College’s Awards Ceremonies are a part of the celebration of your
achievement and we hope you will be able to attend. You will need to budget for the cost of guest
tickets, academic dress and photography. Awards Ceremonies are held each year at the Winter
Gardens. If you attend the Awards Ceremonies we publish the names and awards of all graduates in
the Awards Ceremony booklet and in a graduation supplement in the local press. If you do not wish
your name to appear, you must contact Student Administration to inform us. We will print the name we
have recorded for you on your degree certificate, so it’s important that you tell us in advance of any
spelling or other changes. After we have printed the certificate we will not be able to change it for you.
This is a very special day for all our graduates and their friends and families and is a marvellous
opportunity to share and celebrate your academic achievement and accomplishments.
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MODULE OUTLINES
The following module outlines provide you with a brief overview of the modules and their contents,
together with the intended learning outcomes and the recommended reading lists.
YEAR 1 (LEVEL 4)
SM4MD110: ACADEMIC & DIGITAL LITERACY
The module is designed to provide a scaffolded approach, which develops the learners academic literacy and/or numeracy competencies that underpin vocational higher education study.
The module provides learners with foundational and fundamental elements of academic and digital research; writing; referencing and information communication skills and recognises the importance of each of these skills in building knowledge, and confidence in the academic process and applications in the workplace and in so doing addresses key skill shortages as identified in the National Employers Skills Survey (NESS) 2009.
The structure of the syllabus takes cognisance of the varying levels of knowledge, skill and experience of our HE entrants and recognises the developmental nature of these skill acquisitions. The module utilises peer learning, practical workshops and social constructivist approaches that recognise the importance of the individual’s existing personal competencies and provides the opportunity to build on these through active experimentation, assessment and feedback, critical thinking and evaluation.
The module will be delivered through practical lecture sessions, seminars and interactive on line sessions with the opportunity for individual and small group review tutorials
This module is integral to all other modules of vocational higher education study and particularly so for extended written reports, projects and dissertations.
The module will be assessed through an e- portfolio of evidence which will reflect the learner’s skills developments and will sample a range of practices which underpin study at higher education level. The portfolio will draw on and integrate work from other modules enhancing the transferability of skills across the programme as a whole. Formative assessment opportunities will be provided to support the development and improvement of knowledge and skill. The portfolio is designed to encourage the development of skills such as critical reflection, evaluation, informed decision making, problem solving and action planning which are key critical to enhanced personal outcomes and graduate employability.
Formative assessment methods will include:
• Group and individual tasks • Peer assessment • Self-assessment
Summative assessment has one component:
• E-portfolio
LEARNING OUTCOMES:
1. Adopt and use digital devices, applications and services 2. Find, interpret, evaluate, manipulate, share, present and record information professionally and
ethically 3. Read critically and create output in a range of media 4. Communicate and collaborate to support research and learning through the use of digital and
other networks 5. Produce academic evidence in formal and informal; traditional and technology-rich,
environments
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6. Use digital tools and media in making informed decisions and professional development planning
7. Reflect on own skill levels and identify further learning needs to support future studies and enhance transferable skills for employment
Reading List
Your module reading list is available online through the link below and will give you access to the
library catalogue where you can check availability and reserve titles. It will also give you a direct link to
e-books and recommended web sites.
https://readinglist.blackpool.ac.uk/list.php?list_id=243
SM4MD072: DEVELOPING CURRICULUM AND PRACTICE IN THE EARLY YEARS
This is module that draws heavily upon the practitioner’s professional role and competences. It provides them with the opportunity to revisit vital skills through the inclusion of evidence that demonstrates firstly their ability to conduct and interpret observations in relation to the current emphasis on individualised learning. It also provides opportunity for consideration of the historical development towards current curriculum frameworks and an analysis of a setting policy will illustrate the practitioners understanding of the climate in which they currently practice. This evidence, together with the series of reflections and a personal development plan will form the foundations of the Professional Practice Portfolio that will be formatively assessed at Level 5 in SM5MD069: Professional Practice.
INDICATIVE CONTENT: This module will allow learners to consider the importance of CPD and how curriculum frameworks have changed and developed overtime and ultimately influence their practice. This will include:-
Discuss how the observation process supports individualised learning within current curriculum framework.
Describe the historical context of the current curriculum frameworks
Consider models of reflection to inform and change practice.
Recognise the importance of continuing professional development in accordance with government strategy
LEARNING OUTCOMES: You will be expected to:-
1. Observe and assess children’s’ learning in relation to current curriculum guidelines. 2. Discuss the historical development of the current early years curriculum. 3. Demonstrate the importance of continuing professional development. 4. Use models of reflection to identify areas for improvement in practice.
Reading List
Your module reading list is available online through the link below and will give you access to the
library catalogue where you can check availability and reserve titles. It will also give you a direct link to
e-books and recommended web sites.
https://readinglist.blackpool.ac.uk/list.php?list_id=244
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SM4MD017: THEORIES AND APPROACHES TO LEARNING
The focus of this module is the exploration of key theories and approaches to learning in the early years of childhood. You will explore some of the historical traditions in early childhood education along with the contribution and influence of a number of seminal thinkers and their importance to contemporary theory and practice. Often we take our own practice methods for granted, content to follow the practice guidelines defined and laid down by national criteria. We follow the statutory guidelines of Ofsted, Quality Curriculum Authority (QCA), the National Curriculum and the Early Years Foundation Stage (EYFS). The Children Acts 1989 and 2004 will also affect our methods of working. Frequent reference to, and familiarity with, such terms as ‘Every Child Matters’ ‘Parents as Partners’ ‘Child Centred Approaches’ often undermine the power and importance of the theories that underpin them. We say the words, often without fully understanding their implications for early childhood education. In this Module you will be encouraged to take a critically analytical approach to a range of established theories of learning. You will compare them, seeking out similarity and contrast, relevance and value. You will be encouraged to take a reflective approach, both to established theory and to your own practice in the context of such theory. The proper application of reflective practice will facilitate evaluation and critical analysis of your own role as an Early Years Practitioner, in supporting learning through the use of theoretical models. You will also consider how differing theories of learning impact on children before relating these theories to current practice.
INDICATIVE CONTENT: This module will allow learners to consider theories of learning and its relevance to early years practice.
This will include:-
Theories of learning including the work of: Wilderspin, Froebel, Rousseau, Pestalozzi Montessori, Steiner, Bruce, McMillan and others
Starting points, traditions established by such as Plato and Seneca
The work of Robert Owen at New Lanark
The concept of the developmentally appropriate curriculum
The role of music in children’s development
Social development as a key element in child-centred models
Commonality and divergence in key educational ideologies and theories
Critical analysis of behaviourism, cognitivism, humanism, constructivism, experiential learning (Kolb)
Critical analysis of VAK, Multiple Intelligence Howard Gardner, Honey & Mumford Learning Styles
Planning appropriate activities for children linked to learning style theory
LEARNING OUTCOMES:
You will be expected to:-
1. Discuss theories of learning 2. Identify a range of learning styles and consider their implication 3. Demonstrate the relationship between theories of learning and practice
Reading List
Your module reading list is available online through the link below and will give you access to the
library catalogue where you can check availability and reserve titles. It will also give you a direct link to
e-books and recommended web sites.
https://readinglist.blackpool.ac.uk/list.php?list_id=245
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SM4MD071: COMPARATIVE STUDIES IN EUROPEAN CURRICULA
The constituent nations of the United Kingdom each take a slightly (and occasionally, not so slightly) different approach to early years care, education and development. Beyond the United Kingdom, our partner-nations in the European Union also take a variety of different approaches and espouse a variety of models of practice. It may be argued that the record of the United Kingdom and of England in particular, falls short of the ideal, and that we may have much to learn from the approaches and models of others in Europe. This module will introduce and explore a number of different approaches and models of early years curricula from a European perspective. Students will be encouraged to take a critically analytical approach, arguing the merits and demerits of the various approaches; comparing, contrasting and synthesizing aspects of each. You will explore the endogenous and exogenous variables such as, culture, climate, population size etc. that impact the development of particular approaches to children’s care, education and development. This will enable you to broaden your understanding of how curricula are formed and consider the differing underpinning theoretical and philosophical ideas upon which these models are constructed. This module builds on the learning from PPEY 402 enabling comparisons to now be drawn between the provision of the home country and curricula practices from around Europe.
INDICATIVE CONTENT: This module will allow learners to consider the wider context of curriculum studies and broaden their
understanding of different approaches adopted. This will include:-
Review the curriculum practices of European countries,
Explore the potential cultural, social and economic factors underpinning curriculum formation
Relate the pioneering influences of Froebel, Montessori, Malaguzzi, Steiner, Isaacs and Bruner to Curricula
Draw comparisons between European curriculum practices and those of the home country
LEARNING OUTCOMES:
You will be expected to:-
1. Compare and contrast current European approaches to early years curricula. 2. Consider the cultural, social and economic factors that may underpin curriculum formation 3. Identify the underpinning pioneering influences on current European curricula. 4. Review established curricula models that have influenced and directed current practices in the
home country
Reading List
Your module reading list is available online through the link below and will give you access to the
library catalogue where you can check availability and reserve titles. It will also give you a direct link to
e-books and recommended web sites.
https://readinglist.blackpool.ac.uk/list.php?list_id=246
SM4MD018: VALUES AND PRINCIPLES
In this Module you will consider the childcare values and principles which underpin early years’ practice. These will lead you to investigate their role in current practice and evaluate specific examples from your setting.
INDICATIVE CONTENT: This module will allow learners to consider the values and principles which underpin practice. This will
include:-
The development of professional values through societal, cultural, environmental influences
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The historical context of childcare practice e.g. pioneers and theorists Bruce, Froebel, McMillan, Issacs, Owen, Pestalozzi, Rousseau
Policy construction and implementation e.g. Plowden, Warnock, StartRight, Rumbold, UN Convention Rights of the Child
LEARNING OUTCOMES:
You will be expected to:-
1. Identify individual needs and differences, and recognise equality and diversity 2. Describe the underpinning theory of values construction 3. Identify own values and principles 4. Explore anti-discriminatory practice in early years’ settings
Reading List
Your module reading list is available online through the link below and will give you access to the
library catalogue where you can check availability and reserve titles. It will also give you a direct link to
e-books and recommended web sites.
https://readinglist.blackpool.ac.uk/list.php?list_id=247
SM4MD072: PLAY AND CREATIVITY IN THE EARLY YEARS
The key theme in this module is the differential developmental experiences of young children and the impact of these experiences on the child’s ability to learn and to develop. You will explore the holistic development of young children through the medium of play. You will consider how babies play, for example, and how that play develops as the child develops. You will consider stages of play as identified by theorists such as: Piaget, Smilansky, Goldschmied and Jackson; and introduced to a range of concepts such as: Functional play, constructive play, socio-dramatic play, heuristic. The module will explore parental reactions to play, how play may provoke anxiety, the cultural two-way process of play discussed by Whiting and Whiting and the reflections of cultural environment argued by such as Bruner, Tamis-Lemonda, Katz and Bornstein.
This module will encourage you students to actively engage in applying theoretical perspectives on play and creativity to your practice. It will allow you to broaden their knowledge as to the importance of creativity, through play and learning, as a precursor to lifelong learning which consequently offers increased positive life chances for children. INDICATIVE CONTENT: This module will allow learners to consider creativity and its relevance across all aspects of learning.
This will include:-
The importance of creativity for the personal growth of the child
Creative pedagogy and the role of the adult in purposeful play
Identify the intrinsic connections between theoretical perspectives of play and curriculum frameworks
Explain the links between theories of play and creativity
LEARNING OUTCOMES:
You will be expected to:-
1. Produce an age/stage/developmental appropriate creative resource for use in an early years setting.
2. Justify the underpinning concept of creative pedagogy. 3. Apply a creative approach to current curriculum frameworks. 4. Analyse theories of play and creativity in relation to the early years sector.
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Reading List
Your module reading list is available online through the link below and will give you access to the
library catalogue where you can check availability and reserve titles. It will also give you a direct link to
e-books and recommended web sites.
https://readinglist.blackpool.ac.uk/list.php?list_id=248
YEAR 2 (LEVEL 5)
SM5MD069: PROFESSIONAL PRACTICE
In this Module you will be continue to consider the professional and academic requirements of the course, and, by engaging in reflection, you will be encouraged to evaluate and analyse your role as an Early Years Practitioner, and to explore the skills, knowledge and collaborative endeavour that exists within the learning organisation at the centre of your professional practice. You will investigate early years practice through group and independent activities to help you appreciate the range and diversity of the practitioner role.
Through consideration of the impact that additional study and knowledge has had upon daily practice learners will be expected to select an area of interest in which primary research could be potentially be conducted. Through the production of a research proposal learners will be expected to formulate a hypothesis with specific research aims. They should consider ethical issues surrounding social science research, methodological tools used to conduct research, identification of suitable literature for inclusion within a literature review, and possible timescales in which research could be completed within a 12 month period. The rationale for the inclusion of the research proposal is that it provides learners with the opportunity to further build upon the research skills that were introduced on Level 4 within Module PPEY 401. Furthermore, it will provide an insight into the initial stages of the dissertation process and support potential transition from Level 5 to the Level 6 B A Honours Early Childhood Studies. INDICATIVE CONTENT: This module will allow learners to consider theories of reflective practice and how these may develop
their practice as well as contribute to their profession as early years practitioners. This will include:-
Theories of reflective practice
Research methods
Ethical considerations when conducting research
Contemporary issues
Role and importance of Continued Professional Development
LEARNING OUTCOMES:
You will be expected to:-
1. Critically evaluate the importance of Continuing Professional Development 2. Reflect and evaluate the ways in which the current programme of study has impacted upon
your professional practice 3. Provide examples from your professional role that illustrates how your practice has been
influenced. 4. Propose and plan a small scale research project based upon an area of interest identified
within the Portfolio.
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Reading List
Your module reading list is available online through the link below and will give you access to the
library catalogue where you can check availability and reserve titles. It will also give you a direct link to
e-books and recommended web sites.
https://readinglist.blackpool.ac.uk/list.php?list_id=249
SM5MD070: WORKING IN PARTNERSHIP
Partnership working is a key concept at the very heart of early years policy over the past fifteen years. It represents a significant move away from a top-down approach to education and social policy towards one which recognizes the importance of key stakeholders in the care, development, welfare and education of young children. Previous policy tended to focus upon distinct specialisms such as, welfare (social services), education (Nursery, school) Health (the medical profession) and protection (police, social services etc.). Since the turn of the century, there has been an increased emphasis upon a holistic approach to work, not only with young children themselves, but also with their families, carers and other stakeholders in their lives. During the early part of the twenty first century, new partnerships began to emerge, between previously separate and often mutually antagonistic agencies, all of whom impacted the welfare and development of young children. From these early collaborations grew SureStart partnerships, the Common Assessment Framework (CAF) and ultimately Children’s Centres; partnerships between every conceivable agency in a child’s life, built around a common hub.
This module considers a number of partnerships in existence within early years. These include those between professionals and between professionals and parents, and relationships with children in their care. There is a specific focus on the work of the multi-disciplinary team. You will also consider how policies for partnership working are formed. Conflict between partner agencies and individual professionals will also be explored, as will potential for both growth and failure. You will be encouraged to consider the partnerships in which you play a part and to evaluate their effectiveness through a process of professional reflection. INDICATIVE CONTENT:
Models of partnership in Health, Education, Social Services and voluntary agencies eg Surestart, Common Assessment Framework (CAF)
Roles in multi-disciplinary teams and team dynamics
Positive and negative effects of partnership working eg ethical considerations, differing agenda
LEARNING OUTCOMES:
You will be expected to:-
1. Critically evaluate changing roles and responsibilities of a range of professionals working in Early Years
2. Analyse the complexity and practice of parent / professional and parent / child relationships 3. Discuss challenges and opportunities of multi discipline team working 4. Evaluate policy framework for partnership working
Reading List
Your module reading list is available online through the link below and will give you access to the
library catalogue where you can check availability and reserve titles. It will also give you a direct link to
e-books and recommended web sites.
https://readinglist.blackpool.ac.uk/list.php?list_id=250
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SM5MD071: SOCIAL POLICY
Social policy has a huge impact on the care, development, education and safeguarding of young children and, very importantly, upon parents, carers and educators. This module will consider the historical development of services for young children, starting with the concept of ‘the child’. You will be encouraged to explore the philosophies and ideologies underpinning the approaches of the main U.K. political parties and of governments controlled by those parties in the past hundred years. You will also consider the external influences upon policy, including poverty, industrialization, war etc. The module will trace the development of the British post- war welfare state and the theoretical framework upon which it was developed before moving on the consider policy and legislation specifically relevant to professional practice in early years children’s services. You will be encouraged to take a critically analytical approach to the values, norms and customs embodied in current legislation drawing upon a range of diverse philosophical approaches to issues surrounding childcare in contemporary society and to evaluate the effectiveness of current policy and that of the past forty years. The module will examine policy frameworks at both national and local level, evaluating, by reference to a range of academic and professional resources, the impact of legislation and policy on the lives of children and their families. INDICATIVE CONTENT:
Defining Social policy; how is it made?
The historical development of early years policy
Influences on early years policy The impact of policy on children and families
Inequality; normative and explanatory ideals of social policy.
Ideological approaches to social policy and welfare
The Children Acts 1989 and 2004
Every Child Matters: Change for Children
The care and protection of children; an overview of relevant legislation
LEARNING OUTCOMES:
You will be expected to:-
1. Examine and analyse differing philosophical and political approaches to the provision of children’s services 2. Analyse and explain the policy framework that sets the parameters for contemporary practice in the early years.
2. Evaluate responses to the policy framework at national and local levels 3. Outline and explain the historical development of children’s services in England
Reading List
Your module reading list is available online through the link below and will give you access to the
library catalogue where you can check availability and reserve titles. It will also give you a direct link to
e-books and recommended web sites.
https://readinglist.blackpool.ac.uk/list.php?list_id=251
SM5MD072: LEADERSHIP AND MANAGEMENT
The direction of this module is on leadership and management in practice. You will be encouraged to consider current theoretical models and evaluate their implementation in an early years’ setting. Management and leadership will be examined through a human resources focus. In this Module you will be introduced to the skills qualities and attributes required to lead and manage effectively in early years settings. The direction of this module is to consider the role of leadership and management in practice in the early years. You will be encouraged to consider current theoretical models and evaluate
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their implementation in an early years’ setting. Management and leadership will be also be examined through a human resources focus and how these apply in practice. INDICATIVE CONTENT:
Theories and approaches to leadership including Moyles, Whalley, Rodd, Pugh
Skills & attributes of effective managers
Performance management systems including appraisal
Effect of poor leadership & management on individuals and organisations
LEARNING OUTCOMES:
You will be expected to:-
1. Consider theories and approaches to leadership 2. Analyse skills and attributes of effective managers 3. Evaluate performance management systems 4. Reflect / review own practice in the professional context
Reading List
Your module reading list is available online through the link below and will give you access to the
library catalogue where you can check availability and reserve titles. It will also give you a direct link to
e-books and recommended web sites.
https://readinglist.blackpool.ac.uk/list.php?list_id=265
SM5MD137: SUPPORTING EMERGENT LITERACY AND NUMERACY
This module will broaden your understanding of how children become both literate and numerate during the early years stages of development (0-5 years). Through conducting a small scale primary research project you will investigate current thinking relating to these emergent skills as a precursor to lifelong appreciation of literature and number. Your findings and recommendations will lead you to further appreciate the pedagogical strategies, frameworks and resources to conclusions that will directly inform your knowledge and practice when supporting children’s development of reading, writing, speaking and listening alongside mathematical thinking. INDICATIVE CONTENT:
• Stages of emergent literacy and numeracy • Contextual and situational learning • Theories of teaching and learning • Early Schema development • Curriculum frameworks • Differentiation & Inclusion • Personal views of mathematics • Barriers to learning
LEARNING OUTCOMES:
You will be expected to:-
1. Design, create and implement a resource to develop and support emergent literacy and numeracy for a specific child / children in an early years setting.
2. Outline and explain the stages of development in literacy and numeracy during the Early Years Foundation Stage.
3. Critically evaluate the pedagogical strategies and theoretical perspectives that support emergent literacy and numeracy.
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Reading List
Your module reading list is available online through the link below and will give you access to the
library catalogue where you can check availability and reserve titles. It will also give you a direct link to
e-books and recommended web sites.
https://readinglist.blackpool.ac.uk/list.php?list_id=253
SM5MD138: INCLUSIVE PRACTICE FROM A RESEARCH PERSPECTIVE
This module focuses on inclusion in early years’ settings, examining both theoretical models and inclusive practice. It requires the student to identify who has collective responsibility for children with additional needs. The central focus of the module is for the student to identify and relate current legislation, policy and practice that ensures consistent inclusive practice in the early years setting. The essay assessment strategy measures the students ability to apply knowledge and understanding of the subject matter in a written format and linking this with their own practice. Students will use this assessment to critically reflect on a small scale research task carried out in their setting. INDICATIVE CONTENT:
Collective responsibility for children with special needs e.g. multidisciplinary agency working, SENCO, education & care settings, child & Family, support services.
Inclusive practice in the early years on the educational & social agenda e.g. SEN Code of Practice, SENDA (2001) Every Child Matters (2003), Equality Act (2010)
Gifted & Talented
Latest research on attachment and attachment disorders
Common signs and symptoms of neglect and abuse in children
Neuroscience linked to behaviour
LEARNING OUTCOMES:
You will be expected to:-
1. Conduct a small scale research project that identifies strategies and makes recommendations for improvements in an area of inclusive practice
2. Evaluate the roles and responsibilities of professionals working within inclusive practice 3. Critically analyse current legislation and policies in relation to inclusive practice 4. Discuss theories and practice related to children’s behaviour 5. Demonstrate critical understanding and awareness of current research in relation to an area of
inclusive practice
Reading List
Your module reading list is available online through the link below and will give you access to the
library catalogue where you can check availability and reserve titles. It will also give you a direct link to
e-books and recommended web sites.
https://readinglist.blackpool.ac.uk/list.php?list_id=254
