UNIVERSITY OF KENT

Programme Specification

Please note: This specification provides a concise summary of the main features of the programme and the learning outcomes that a typical student might reasonably be expected to achieve and demonstrate if he/she passes the programme. More detailed information on the learning outcomes, content and teaching, learning and assessment methods of each module can be found in the programme handbook. The accuracy of the information contained in this specification is reviewed by the University and may be checked by the Quality Assurance Agency for Higher Education.

BSc (Hons) /Graduate Diploma/ Diploma in Higher Education/ Certificate in Positive Behaviour Support

1. Awarding Institution/Body University of Kent

2. Teaching Institution University of Kent

3. School responsible for management of the programme

SSPSSR/Tizard

4. Teaching Site Canterbury

5. Mode of Delivery Full-time or Part Time Blended Learning

6. Programme accredited by

7. Final Award Main awards:BSc (Hons) in Positive Behaviour SupportGraduate Diploma in Positive Behaviour SupportDiploma in Higher Education in Positive Behaviour SupportCertificate in Positive Behaviour Support

Alternative exit awards:BSc in Positive Behaviour Support (non-honours)Diploma in Higher Education in Positive Behaviour Support Certificate in Positive Behaviour Support

8. Programme Positive Behaviour Support

9. UCAS Code (or other code)

10. Credits/ECTS Value 360/180

11. Study Level 4/5/6

12. Relevant QAA subject benchmarking group(s)

There are currently no relevant QAA subject benchmarks for this programme

13. Date of creation/revision Oct 2015/March 2017

14. Intended Start Date of Delivery of this Programme

September 2017

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15. Educational Aims of the ProgrammeThe programme aims to:

1. Deliver content reflecting best clinical practice and national standards to support effective work with people with intellectual and developmental disabilities whose behaviour others find challenging.

2. Offer flexible methods of learning that will appeal to students from diverse backgrounds.3. Produce graduates with the knowledge and skills to take up employment in education or adult

human services, undertake further studies, and display the transferable skills necessary to demonstrate personal responsibility and decision-making in local and national leadership roles.

4. Prepare students to support children or adults with intellectual and developmental disabilities and their support networks using Positive Behaviour Support i.e. a behavioural approach integrated with an “ordinary life” philosophy.

5. Enable students to work in constructive, inclusive, and ethical ways with people who are often marginalised and vulnerable as well as with staff or families often lacking support.

6. Provide students with a sound knowledge base and opportunities to develop analytical skills that can be applied in human service provision for children, young people and adults.

7. Encourage participation in Higher Education of people from diverse backgrounds some of whom may not have ‘traditionally’ recognised qualifications.

8. Support the development of high-quality and appropriate services for children or adults with intellectual and developmental disability and challenging behaviour by preparing students to fulfil the need for specialist workers locally, nationally and internationally in a key sector of the economy.

9. Promote good practice in those supporting individuals whose behaviour challenges those around them through the systematic application of knowledge derived from theory and research.

Specific educational aims include at Level 4 (Certificate/HE Diploma/BSc Hons):10.To encourage practitioners to develop a clearly articulated person-centred values base to

underpin support for people with intellectual/developmental disabilities whose behaviour is described as challenging

11.To encourage a critical understanding of policy and legal contexts in human services, including education, for children or adults with intellectual/developmental disabilities whose behaviour is described as challenging

12.To develop awareness and understanding of the needs and characteristics of individuals with intellectual/developmental disabilities whose behaviour is described as challenging

13.To develop an understanding of the features of evidence-based support amongst people supporting children or adults with intellectual/developmental disabilities whose behaviour is described as challenging

Specific educational aims include at Level 5 (HE Diploma/BSc Hons):14.To develop a critical understanding of the importance of quality of life and the necessary skills to

assess and address factors restricting it 15.To develop a critical understanding of the concepts of applied behaviour analysis and positive

behaviour support, and their ethical application16.To develop the skills to conduct individualised, functionally-based assessment of challenging

behaviour and develop associated positive behaviour support interventions 17.To develop the skills to analyse assessment information and synthesise meaning in order to

create intervention plansSpecific educational aims include at Level 6 (BSc Hons/Graduate Diploma):18.To develop a critical understanding of research methodologies

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19.To conceptualise, design and carry out research investigations 20.To develop an understanding of the ethical application of functional analysis21.To develop a critical understanding of current research, practice and policy topics, including an

awareness of the impact on different stakeholders

16 Programme OutcomesThe programme provides opportunities for students to develop and demonstrate knowledge and understanding, qualities, skills and other attributes in the following areas. Although there are no relevant QAA benchmarking statements, the programme has been developed with reference to the UK’s positive behaviour support competency framework (PBSCF) and the recommendations of the National Institute of Clinical Excellence’s Challenging Behaviour Guidance (NICE CBG). These documents are particularly relevant to Knowledge and Understanding outcomes below, and have been referenced where appropriate. As this specification refers to a number of final awards as well as the BSc, the programmes to which each PLO relates are referenced below. A tabular version of this information is also provided at the end of Section 16 and, for ease of reference, a copy of the module mapping indicating which stages are part of each award is included at the end of the specification.

A. Knowledge and Understanding of: 1. Causes, characteristics and epidemiology of challenging behaviour (PBSCF 4, 5, NICE CBG

1.4, 1.5) (BSc, DipHE, Cert)2. Supporting people with intellectual/developmental disabilities whose behaviour is described as

challenging and their families (PBSCF 3, 5, 6, 10, NICE CBG 1.1, 1.4, 1.6) (BSc, DipHE)3. Person centred approaches as a value base for the provision of services (PBSCF 3, 5, 6, NICE

CBG 1.1, 1.4, 1.6) (BSc, DipHE, Cert)4. The policy and legal contexts of education and human service provision for individuals with

intellectual/developmental disabilities whose behaviour is described as challenging (PBSCF 1-10, NICE CBG 1.1-1.11) (BSc, GDip, DipHE, Cert)

5. Approaches to creating inclusive services (PBSCF 1, 2, 3, NICE CBG 1.1, 1.3, 1.6) (BSc, DipHE)

6. Evidenced-based intervention options in designing support systems for individuals with intellectual and developmental disabilities whose behaviour is described as challenging (with particular reference to positive behaviour support) (PBSCF 6, 7, 8, 9, NICE CBG 1.1, 1.5 -1.11) (BSc, GDip, DipHE, Cert)

7. The collection, analysis and interpretation of quantitative and qualitative data relating to quality of life of individuals whose behaviour is described as challenging (PBSCF 5, 6, 7, NICE CBG 1.1, 1.3, 1.6) (BSc, GDip, DipHE)

8. Ethical approaches to research (PBSCF 1, NICE CBG 1.5) (BSc, GDip)9. Recent developments in positive behaviour support research, practice and policy (PBSCF 1-10,

NICE CBG 1.1-1.11) (BSc, GDip)10. How functional analysis can be used ethically to understand the development and maintenance

of challenging behaviour (PBSCF 8, NICE CBG 1.5) (BSc, GDip)

Teaching/learning and assessment methods and strategies used to enable outcomes to be achieved and demonstratedThe BSc is a full-time blended learning programme. The Tizard Centre already provides a successful full-time blended-learning Autism BSc which has been running since 2010. The new programme will be built upon this structure comprising some attendance at workshops, web-based and work-based elements, using case studies, video resources and applied work. Each year

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students take four 30 credit modules. Some modules are shared with students taking the BSc (Hons) Autism Studies. Where appropriate, modules offer work-based and theoretical pathway options for assessment purposes. Teaching methods include web-based material and discussions, some campus-based workshops and lectures, individual and group forum discussions and use of video. Critical analysis of published papers and reviews of the literature relevant to practice are used. Students will undertake supervised research and have an opportunity in one final stage module to focus on a particular research or practice topic in detail. For each module, a study guide is provided. This gives students detailed descriptions of the module. It defines what the tasks are (e.g. with links to written materials to read, forum individual or group activity, video to watch, independent reading to do) with a recommended number of study hours per task. In this way, students are guided around their weekly reading.

AssessmentAssessment of knowledge is by essays, presentations, contributions to discussion forums, written and video reports of practice or theoretical case-study and examinations. In the final stage, students complete a research project.

Skills and Other AttributesB. Intellectual Skills: 1. The ability to review and critically comment upon academic literature (BSc, GDip, DipHE, Cert)2. The ability to critically analyse data in relation to method, reliability and validity (BSc, GDip,

DipHE, Cert)3. The ability to use assessment information to develop strategies for problem solving and

improving people’s quality of life (BSc, GDip, DipHE, Cert)4. The ability to synthesise information from various sources to draw conclusions on how best

to support individuals. (BSc, GDip, DipHE)

Teaching/learning and assessment methods and strategies used to enable outcomes to be achieved and demonstratedDiscussion and exercises relating to the research literature allow students to develop the ability to take a critical analytical approach. Discussion and exercises relating to work-based or theoretical case study data allow students to develop the ability to analyse multiple sources of valid and reliable information and compare findings. In the second half of the programme student take greater control of their own learning through peer and group supervision, including presentations of their work. Teaching methods include web-based material and discussions, some campus-based workshops and lectures, individual and group exercises and video. Students receive feedback from tutors following exercises and formal assessments.

AssessmentWork-based and case study assignments require the collection, collation, analysis and interpretation of data and these skills are specifically taught in workshops. The assignments are designed to be formative so that work for each assignment is expanded and developed in the next with the advantage of feedback.The emphasis on evidence-based practice ensures that problem solving and application are key elements in the assessment of your work. Within that, student’s ability to evaluate the quality of the research evidence is assessed by their use of the literature.

Skills and Other AttributesC. Subject-specific Skills:

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1. The selection and use of a range of recognised assessment tools relating to the understanding of behaviour and quality of life (BSc, DipHE, Cert)

2. The development and application of intervention plans to address challenging behaviour and quality of life (BSc, DipHE, Cert)

3. The use of recognised strategies and techniques to support the provision of high quality support within services, educational or family settings (BSc, GDip, DipHE, Cert)

Teaching/learning and assessment methods and strategies used to enable outcomes to be achieved and demonstratedThe use of assessment tools and methods is taught and practised. Students are guided through assessment in a step-by-step fashion leading to the development of intervention plans within established frameworks and to their implementation and evaluation (whether via practice-based or theoretical routes). At each stage of the process students submit written assignments and receive feedback on their performance.

AssessmentAssignments are directly related to the demonstration and evaluation of the subject specific skills above. For example, in Stages 4 and 5 students have to plan assessments, interpret assessment data, construct intervention plans and carry out an analysis of both the implementation and resulting outcomes for the individual, either in actual practice or through the use of case study materials. This requires integration of knowledge of underlying mechanisms in challenging behaviour, human service issues and the evidence-base around both assessment and positive behaviour support.

Skills and Other AttributesD. Transferable Skills:

1. Communication: Communicate ideas and arguments to others, both in written and spoken form; make short presentations to fellow students and staff; prepare written assignments and reference the materials referred to in accordance with accepted conventions. (BSc, GDip, DipHE, Cert)

2. Working with others : Develop interpersonal and team work skills including the abilities to work collaboratively, negotiate, listen and implement change. (BSc, GDip, DipHE, Cert)

3. Improving own learning : Be reflective, adaptive and collaborative in their learning; explore personal strengths and weaknesses; review working environment; develop skills in time management by delivering academic work on time and to the required standard. (BSc, GDip, DipHE, Cert)

4. Problem solving: Identify and define problems; explore alternative solutions and discriminate between them. (BSc, GDip, DipHE, Cert)

5. Information Technology : Produce written documents; undertake online research; study and learn independently using library and internet sources. (BSc, GDip, DipHE, Cert)

6. Numeracy : Use descriptive statistics in the analysis of quantitative data; represent data visually (BSc, GDip, DipHE, Cert)

Teaching/learning and assessment methods and strategies used to enable outcomes to be achieved and demonstratedStudents have access to resources on learning and key skills. Assignments take the form of concisely written reports that in some cases draw on quantitative data. Students also demonstrate skills in oral presentation, group work and problem solving. Reflective accounts are required as part of the assessment of some modules. Being full-time blended learning, students demonstrate information technology competency, self-organisation and time-management.

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AssessmentIn addition to the examinations and written assignments throughout the programme students engage in group discussions, independent tasks, written and video reports and a research project. The table below shows the learning outcomes for each final award.

Programme Learning Outcomes

Certificate Diploma in HE Grad Dip BSc

A1

A2

A3

A4

A5

A6

A7

A8

A9

A10

B1

B2

B3

B4

C1

C2

C3

D1

D2

D3

D4

D5

D6

For more information on the skills developed by individual modules and on the specific learning outcomes associated with any Certificate, Diploma or BA/BSc non-honours awards relating to this programme of study, see the module mapping.

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17 Programme Structures and Requirements, Levels, Modules, Credits and AwardsThe full BSc programme is studied over three years full-time or six years part-time. The programme is divided into three stages (Levels 4/5/6), each stage comprising four modules (of 30 credits) totalling 120 credits each stage. Students must successfully complete each module in order to be awarded the specified number of credits for that module. One credit corresponds to approximately ten hours of 'learning time' (including all classes, directed learning, private study and research). Thus obtaining 120 credits in an academic year requires 1,200 hours of overall learning time. For further information on modules and credits refer to the Credit Framework at http://www.kent.ac.uk/teaching/qa/credit-framework/creditinfo.html Each module and programme is designed to be at a specific level. For the descriptors of each of these levels, refer to Annex 2 of the Credit Framework at http://www.kent.ac.uk/teaching/qa/credit-framework/creditinfoannex2.html. To be eligible for the award of an honours degree students must obtain 360 credits, at least 210 of which must be at Level 5 or above, including at least 90 credits at Level 6 or above at Stage 3. The BSc in Positive Behaviour Support provides 120 credits at Level 4, 120 at Level 5, and 120 at Level 6.Students successfully completing Stage 1 (Level 4) of the programme and meeting credit framework requirements who do not successfully complete Stage 2 (Level 5) will be eligible for the award of the Certificate in Positive Behaviour Support. Students successfully completing Stage 1 (Level 4) and Stage 2 (Level 5) of the programme and meeting Credit Framework requirements who do not successfully complete Stage 3 (Level 6) will be eligible for the award of the Diploma in Higher Education in Positive Behaviour Support. Students successfully completing Stage 1 (Level 4) and Stage 2 (Level 5) of the programme and achieving 300 credits overall including at least 60 credits at Level 6 or above in Stage 3 and meeting Credit Framework requirements will be eligible for the award of a BSc (non-honours) in Positive Behaviour Support. Students successfully completing Stage 3 (Level 6), without having completed Stages 1 (Level 4) and 2 (Level 5), will be eligible for the award of the Graduate Diploma in Positive Behaviour Support. The programme will replace the Tizard’s current BSc in Intellectual and Developmental Disabilities and its derivatives. For further information refer to the Credit Framework at http://www.kent.ac.uk/teaching/qa/credit-framework/creditinfoannex5.html. Students are also able to take the Certificate, Graduate Diploma, and Diploma in Higher Education in Positive Behaviour Support as final awards. Students choosing these award routes would be able to use them to make an APCL case to build towards a full BSc (honours) in Positive Behaviour Support provided they meet all of the programme and Credit Framework requirements, including establishing that all learning outcomes have been met.Compulsory modules are core to the programme and must be taken by all students studying the programme. Where a student fails a module(s) due to illness or other mitigating circumstances, such failure may be condoned, subject to the requirements of the Credit Framework and provided that the student has achieved the programme learning outcomes. For further information refer to the Credit Framework at http://www.kent.ac.uk/teaching/qa/credit-framework/creditinfo.html. Where a student fails a module(s), but has marks for such modules within 10 percentage points of the pass mark, the Board of Examiners may nevertheless award the credits for the module(s), subject to the requirements of the Credit Framework and provided that the student has achieved the programme learning outcomes. For further information refer to the Credit Framework. Any single module within the BSc in Positive Behaviour Support (and its derivatives - the Certificate in Positive Behaviour Support, and the Diploma in Higher Education in Positive Behaviour Support) can be trailed into the next stage. All modules are available for condonement and compensation, but students can only be compensated or condoned for one module per stage (up to a maximum of 25% of credits per stage). In any given stage only one module (i.e. 25% of credits per stage) may be trailed into the following stage. All Stage 1 modules must be completed before entering Stage 3.

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Credits awarded are considered eligible to contribute towards an award of a qualification for up to 8 years. Students may move between the full and part-time modes. Students studying for the Certificate (Stage 1 only) or the HE Diploma (Stages 1 and 2) can transfer to the BSc at the end of the Certificate/Diploma, before being awarded their original credits, going on to complete Stage 3.

Code Title Level Credits Term(s)Full-Time Stage 1 Compulsory ModulesTZ325 Person-Centred Approaches 4 30 1

TZ324 Policy, Legislation and Human Services 4 30 1

TZ323 Challenging Behaviour 4 30 2

TZ322 Effective Support 4 30 2

Full-Time Stage 2 Compulsory ModulesTZ5x1 Assessment of Quality of Life  5 30 1

TZ5x3 Applied Behaviour Analysis and Positive Behaviour Support

5 30 1

TZ5x5 Functional Assessment of Behaviour 5 30 2

TZ5x6 Case Study in Autism/Positive Behaviour Support 5 30 1/2

Full-Time Stage 3 Compulsory ModulesTZ602 Research Methods in Autism/Positive Behaviour

Support6 30 1

TZ604 Student Research Project in Autism/Positive Behaviour Support

6 30 1

TZ603 Functional Analysis 6 30 2

TZ601 Current Research, Practice and Policy Developments

6 30 2

Code Title Level Credits Term(s)Part-Time Stage 1 Compulsory Modules Year OneTZ325 Person-Centred Approaches 4 30 1

TZ324 Policy, Legislation and Human Services 4 30 2

Compulsory Modules Year TwoTZ323 Challenging Behaviour 4 30 1

TZ322 Effective Support 4 30 2

Part-Time Stage 2 Compulsory Modules Year ThreeTZ5x1 Assessment of Quality of Life  5 30 1

TZ5x3 Applied Behaviour Analysis and Positive Behaviour Support

5 30 2

Compulsory Modules Year FourTZ5x5 Functional Assessment of Behaviour 5 30 1

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TZ5x6 Case Study in Autism/Positive Behaviour Support 5 30 1/2

Part-Time Stage 3 Compulsory Modules Year FiveTZ602 Research Methods in Autism/Positive Behaviour

Support6 30 1

TZ604 Student Research Project in Autism/Positive Behaviour Support

6 30 2

Compulsory Modules Year SixTZ603 Functional Analysis 6 30 1

TZ601 Current Research, Practice and Policy Developments

6 30 2

18 Work-Based LearningDisability Statement: Where disabled students are due to undertake a work placement as part of this programme of study, a representative of the University will meet with the work placement provider in advance to ensure the provision of anticipatory and reasonable adjustments in line with legal requirements.

Where relevant to the programme of study, provide details of any work-based learning element, inclusive of employer details, delivery, assessment and support for students:

Students must have experience of people with intellectual/developmental disabilities whose behaviour is described as challenging. This might be as a family carer or through their work/volunteering. We recommend that students take the work-based options provided but recognise that this is not always possible and, therefore, always provide comparable opportunities that do not require access to a work placement. On each year of the BSc programme, students will be given the opportunity to carry out intervention work either in their current place of work or in a short-term placement organised by the student for the purposes of the programme. Students will be supervised either by an approved local supervisor who will be provided with appropriate information and guidance, or by a member of University staff. Students are also encouraged to support their own learning and practice through discussions in group seminars. The academic content related to the work-based learning will be provided through all the taught modules. Assessment will be via a case study (real or theoretical) which will be built up over the year using formative assessment, focusing on applying the knowledge from the taught modules in practical situations with an individual with intellectual/developmental disabilities whose behaviour is described as challenging. In addition students will complete a portfolio during placement (or comparable opportunity) which will contribute towards their final credits. In Stage 1 work-based learning will be focused in TZ323 and TZ322, though the content of all modules will be presented in a practice-based context. In TZ323 (Challenging Behaviour) students taking the work-based option will complete a 3500 word case study reviewing the quality of life, support and related factors in respect of a child or adult with whom they work. This case study counts for 70% of the module weighting. In TZ322 (Effective Support) students taking the work-based option will complete a 3500 word case study reviewing the use of an evidence-based intervention option with a child or adult with whom they work. This will count for 60% of the module weighting. Work-based options will also be included in at least two of the Stage 2 modules including TZ5x6 (Case Study in Autism/Positive Behaviour Support). In Stage 3 work-based learning will be focused in TZ603 and TZ601, though the content of all modules will be presented in a practice-based context. In TZ603 (Functional Analysis) students taking the work-based option will complete a 3500 word case study in which they assess the support arrangements in respect of the challenging behaviour of a child or adult with whom they work. This case study counts for 70% of

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the module weighting. In TZ601 (Current Research, Practice and Policy Developments) students taking the work-based option will complete a certified short course and submit a portfolio demonstrating their practice of the techniques taught in the short course with a child or adult with whom they work. This will count for 10% of the module weighting and 20 learning/teaching hours are allocated to the activity.

19 Support for Students and their LearningSchool and University induction programme: there will be a workshop at the beginning of each stage that will include academic development skills, library and IT inductions.Programme/module handbooks.Regular tutorials and comprehensive formative feedback will ensure students receive advice and guidance on developing the competence of their practical, theoretical and academic work.Tutorials will be available in person, via telephone or videoconferencing.Usual student facilities are available, including:

Library services, see http://www.kent.ac.uk/library/ Student Support http://www.kent.ac.uk/studentsupport/ Student Wellbeing www.kent.ac.uk/studentwellbeing/ Centre for English and World Languages, see http://www.kent.ac.uk/cewl/index.html Student Learning Advisory Service, see http://www.kent.ac.uk/uelt/about/slas.html PASS system, see https://www.kent.ac.uk/uelt/quality/code2001/annexg.html Academic Adviser system Kent Union, see www.kentunion.co.uk/ Careers and Employability Services, see www.kent.ac.uk/ces/ Counselling Service www.kent.ac.uk/counselling/ Information Services (computing and library services), see www.kent.ac.uk/is/ Undergraduate student representation at School, Faculty and Institutional levels International Development Office, see www.kent.ac.uk/international/ Medical Centre, see www.kent.ac.uk/counselling/menu/Medical-Centre.html

Whilst the students are studying on campus they will have access to a high quality teaching environment, the library, social spaces and opportunities for networking and peer-support. We recognise the need to consider these important features during the times when the students are studying at a distance. We make extensive use of the University’s eLearning environment, Moodle, and in doing so facilitate access to both formal and informal discussions, as well as to a range of online and pre-recorded videos (using Kent Player), direct links to electronic journals, books and databases through the Library. With regards to discussion forums, we use both general forums and forums specific to particular tasks. Students are also placed in study groups where they use Moodle forums to work on given tasks. This also facilitates student interaction and can offer an important source of support. We also offer online discussion sessions via Skype, some focusing on specific topics and some allowing students the opportunity to discuss their reading and learning more generally. These Skype sessions are always supported by online forum discussions. In addition to access to journals and e-books through the Kent library, students are encouraged to link with their local University library through SCONUL access. A library session is included within our induction. The moderated forum discussions provide additional contact with tutors in addition to formal tutorials. Students are encouraged and prompted where necessary to engage in regular contact with tutors via email and Skype. Participation in online activities is monitored and for some modules, participation is credit bearing. In addition, the Director of Studies offers regular ‘drop in’ online discussion slots for all students and we have a group of graduates from previous intakes who act as

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informal mentors.

20 Entry ProfileThe minimum age to study a degree programme at the university is normally at least 17 years old by 20 September in the year the programme begins. There is no upper age limit.

20.1 Entry RouteFor the most up-to-date information please refer to the University prospectus

300/280 UCAS points (120/112 in Tariff 2017) A levels:- grades BBB in three A levels International baccalaureate diploma:- Obtain IB diploma with 34 points overall OR 15 points at

higher level Access to Higher Education diploma:- individual consideration – the standard offer is to obtain

the access to higher education diploma with 50% of the level 3 credits at meritFor students whose first language is not English:- IELTS at 6.5 overall with 6.0 in all four subtests though we could substitute the web address which gives full information:- https://www.kent.ac.uk/ems/eng-lang-reqs/The above entry requirements will apply to this programme and its derivatives at stage one (Certificate, HE Diploma and BSc). Students lacking appropriate qualifications but who have professional employment or familial experience of the subject are encouraged to apply but may be required to provide evidence of their ability to study at Higher Education level through interview and the completion of an access task. It is possible for such students to be offered individual level 4 modules rather than programmes in the first instance. Upon satisfactory completion of individual modules, students may register for the programmes BSc (Hons) in Positive Behaviour Support, Diploma in Higher Education in Positive Behaviour Support, and Certificate in Positive Behaviour Support. Subject to making a successful APCL case, students with existing Level 3/Level 4 qualifications may enter at Stage 2/3 of the Diploma in Higher Education in Positive Behaviour Support/BSc (Hons) in Positive Behaviour Support.Students entering the Graduate Diploma would be expected to have a first degree or an existing Level 5 qualification that did not provide grounds for a successful APCL application. Accreditation of prior learning and of prior experiential learning will be considered on a case by case basis and will adhere to the University regulations.

20.2 What does this programme have to offer?This BSc will improve students’ understanding of and skills relating to positive behaviour support. Through this the quality of advice and support offered to people with intellectual and developmental disabilities will be enhanced. The programme of study is evidence-based and promotes constructive, ethically sound, respectful, person-centred interventions. The Tizard Centre offers learning environments that are friendly, innovative, engaging and recognise the value of students’ unique experiences. The BSc is delivered by a Centre recognised as one of the leading academic groups working in autism and intellectual or developmental disability in the United Kingdom. The BSc offers a topic of study that students can follow into postgraduate options at Kent. The Tizard Centre is highly experienced in offering successful and engaging blended-learning programmes.

20.3 Personal ProfileStudents may come from a wide range of backgrounds, including family caring, teaching, teaching assistant, psychologist, nursing, social work, direct support worker, service manager professions. Students will normally be currently employed in human services or have current caring responsibilities.For all levels students will have a desire to improve practice and a commitment to non-aversive and ethically sound approaches to support learning and quality of life of individuals with autism or

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intellectual or developmental disabilities.

21 Methods for Evaluating and Enhancing the Quality and Standards of Teaching and Learning21.1 Mechanisms for review and evaluation of teaching, learning, assessment, the curriculum and outcome standards Student module evaluations include quality of teaching and achievement of learning outcomes Each module will include an opportunity for staff-student consultative meetings Annual programme and module monitoring reports, includes an analysis of student feedback

and statistics on progression and achievement, see http://www.kent.ac.uk/teaching/qa/codes/taught/annexe.html

External Examiners (EE) monitor and report annually on the quality of the programme and assessment. Indeed this programme directly originates from discussions with an external examiner. The EE system is outlined, see http://www.kent.ac.uk/teaching/qa/codes/taught/annexk.html

Periodic programme review, see http://www.kent.ac.uk/teaching/qa/codes/taught/annexf.html Annual staff appraisal. All staff have a senior member of the School as their academic

supervisor Peer observation The Learning and Teaching Committee oversee the design of the programme Quality Assurance Framework, see http://www.kent.ac.uk/teaching/qa/codes/index.html QAA Higher Education Review, see

http://www.qaa.ac.uk/InstitutionReports/types-of-review/higher-education-review/Pages/default.aspx

New lecturers have a mentor to support their teaching and there is peer observation of teaching Student attendance and performance is monitored continuously with additional specific review

points each term Tutors, students and their local supervisors meet at intervals throughout the programmes to

review progress on an individual basis Modules and their associated assessments are reviewed annually, taking into account feedback

given and student performance Marking of assignments is subject to a process of moderation with the external examiner

ensuring consistency between markers Programme teams hold meetings every term

21.2 Committees with responsibility for monitoring and evaluating quality and standards Staff-Student Liaison Committee School Education Committee Faculty Education Committee Faculty Board Education Board Board of Examiners The Board of Studies meets each term

21.3 Mechanisms for gaining student feedback on the quality of teaching and their learning experience Annual NSS

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Students are asked at each module to rate the quality of teaching provided and the assessment of the achievement of the learning outcomes. Each module ends with a discussion between students and teaching staff reviewing the success of the module

Twice a year student intakes will meet with teaching staff for a staff student liaison meeting, providing the opportunity to discuss all aspects of the programme of study

At the end of each stage there is an opportunity to involve students and local supervisors in reviewing the success of that stage and its associated programme

Each intake of students has an opportunity to elect someone to represent them on School and Faculty committees

There is the opportunity for student representation on University committees Tutorials provide the opportunity to review the student’s own learning and how well the

programme is meeting their needs Each intake has a Convenor in addition to individual tutors whose role is to support the group

and resolve problems that might arise The Tizard Centre and the University have complaints procedures that are explained in the

programme handbook

21.4 Staff Development priorities include: PGCHE (All new lecturers undertaking a Post Graduate Certificate in Higher Education) Providing mentors to support new lecturers during their probationary period HEA (associate) fellowship membership Annual appraisals Institutional Level Staff Development Programme Academic Practice Provision (PGCHE, ATAP and other development opportunities) Professional body membership and requirements Programme team meetings Research seminars Conferences School study days to share best practice in teaching and research Supporting high quality research through a research group structure

22 Indicators of Quality and Standards The University of Kent was awarded the Queen’s Anniversary Prize in 2013 for the work of the

Tizard Centre Tizard Centre teaching programmes were reviewed in 2011 as part of the University’s periodic

review of programmes in the School of Social Policy, Sociology and Social Research. The review stated that students in the School were provided with “excellent teaching, supervision, training and support”

QAA Institutional Audit 2015 found Kent teaching to meet UK expectations in its report published earlier this year

Research Assessment Framework: The Tizard Centre is part of the School of Social Policy, Sociology and Social Research and retained its leading position within its discipline areas in the 2014 , Research by the School of Social Policy, Sociology and Social Research was ranked 2nd for research power in the UK. It was also 3rd for research intensity, 5th for research impact and 5th for research quality (GPA)

Annual External Examiner reports have consistently commented positively on the structure of our teaching programmes, the quality of student work and the feedback given to students

13Undergraduate programme specification

UNIVERSITY OF KENT

Annual programme and module monitoring reports

22.1 The following reference points were used in creating these specifications: UK positive behaviour support competency framework, the National Institute of Clinical

Excellence’s Challenging Behaviour Guidance, and government policy documents Research conducted at the Tizard Centre and elsewhere SSPSSR and Tizard plan University Plan/Learning and Teaching Strategy Staff research activities The Programme specifications from existing Tizard programmes

14Undergraduate programme specification

UNIVERSITY OF KENT

Stage 1 Stage 2 Stage 3/GDip

TZ32

5 P

erso

n-C

entre

d A

ppro

ache

s

TZ32

4 P

olic

y,

Legi

slat

ion

and

Hum

an S

ervi

ces

TZ32

3 C

halle

ngin

g B

ehav

iour

TZ32

2 E

ffect

ive

Sup

port

TZ5x

1 A

sses

smen

t of

Qua

lity

of L

ife 

TZ5x

3 A

pplie

d B

ehav

iour

Ana

lysi

s an

d P

ositi

ve

Beh

avio

ur S

uppo

rt

TZ5x

5 Fu

nctio

nal

Ass

essm

ent o

f B

ehav

iour

TZ5x

6 C

ase

Stu

dy

TZ60

2 R

esea

rch

Met

hods

TZ60

4 S

tude

nt

Res

earc

h P

roje

ct

TZ60

3 Fu

nctio

nal

Ana

lysi

s

TZ60

1 C

urre

nt

Res

earc

h, P

ract

ice

and

Pol

icy

Dev

elop

men

ts

A1

A2

A3

A4

A5

A6

A7

A8

A9

A10

B1

B2

B3

B4

15Undergraduate programme specification

UNIVERSITY OF KENT

Stage 1 Stage 2 Stage 3/GDip

TZ32

5 P

erso

n-C

entre

d A

ppro

ache

s

TZ32

4 P

olic

y,

Legi

slat

ion

and

Hum

an S

ervi

ces

TZ32

3 C

halle

ngin

g B

ehav

iour

TZ32

2 E

ffect

ive

Sup

port

TZ5x

1 A

sses

smen

t of

Qua

lity

of L

ife 

TZ5x

3 A

pplie

d B

ehav

iour

Ana

lysi

s an

d P

ositi

ve

Beh

avio

ur S

uppo

rt

TZ5x

5 Fu

nctio

nal

Ass

essm

ent o

f B

ehav

iour

TZ5x

6 C

ase

Stu

dy

TZ60

2 R

esea

rch

Met

hods

TZ60

4 S

tude

nt

Res

earc

h P

roje

ct

TZ60

3 Fu

nctio

nal

Ana

lysi

s

TZ60

1 C

urre

nt

Res

earc

h, P

ract

ice

and

Pol

icy

Dev

elop

men

ts

C1

C2

C3

D1

D2

D3

D4

D5

D6

Certificate: Stage 1 onlyDiploma HE: Stage 1 and Stage 2 BSc (Hons): all three stages

16Undergraduate programme specification