· web viewdefinitive module records. programme title: bsc (hons) health, welfare. and social...

DEFINITIVE MODULE RECORDS

Programme Title: BSc (Hons) Health, Welfare and Social Sciences (6569 FT 6570 PT)HNC Health, Welfare and Social Sciences (6571 FT 6572 PT)

Partner Faculty: Academic Partnerships, University of Plymouth

Partner Delivering Institution: Cornwall College

Start Date: September 2019

First Award Date: July 2020 (Full time) and July 2021 (Part time)

Date of Approval: 28th March 2019

Date(s) of Revision(s) to this Document: 27 November 2018/February 2018/May 2019/5 June 2019/19 July 2019

Professional Development (PD) modules within the award/s:Please outline in the table below any modules from the award/s that will be used for Professional Development delivery. This allows for scrutiny of these modules by Approval Panels.

Module names* Using the same Learning Outcomes?

Using the same mode of delivery?

Using the same mode of assessment?

Additional Information(see below)

Safeguarding & Promotion of Welfare (CORC1255)

Yes Yes Yes

Health & Wellbeing (CORC2239)

Yes Yes Yes

Additional Information

This information allows Approval Panels to assess the use of these modules for use in other formats and contexts. Note this information is required only for PD delivery where there is assessment and PU credits will be awarded.

60 Credit Certificate of Professional Development (CPD) Awards

If any of the modules listed in the table able are to be grouped together to form a 60 Credit CPD Award, please list combinations planned below: N/A

HECoS (Higher Education Classification of Subjects) is a classification system for subjects, for which the primary use is in categorising the subject content of a course. HECoS is a replacement for JACS (Joint Academic Coding System). HECoS contains a similar number of codes to JACS and defines subjects at a similar level of granularity. However, unlike JACS, HECoS is a simple list of subjects with no inherent hierarchy. This removes the artificial restrictions that came with the structure of JACS and it also provides more scope for the system to evolve as new subjects emerge. HECoS codes are simply six numeric digits that have no inherent meaning.

HECoS are allocated for each course, the number of codes that can be allocated range from 1-5; these should represent directly, or relate very closely to, the Qualification subject(s) associated with specific deliveries of that course.

HECoS Code HECoS Title Related Module Code100952 Developmental psychology CORC1252100476 Health and Social Care CORC1253

CORC1254CORC2236CORC2241

100653 Health and Welfare CORC1255CORC1257CORC1256CORC2239CORC3005

100473 Health Studies CORC2235CORC2238CORC3000CORC3001CORC3002

100985 Health Psychology CORC2237100497 Psychology CORC2240100089 Management Studies CORC3003100498 Social Psychology CORC3004

For each module the number of codes that can be allocated is 1-3 and again they must represent the subject(s) taught in the module and should represent directly or relate very closely to the Module Title.

LEVEL 4 MODULES

UNIVERSITY OF PLYMOUTH MODULE RECORD (approved by UTLQC June 2017)

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

MODULE CODE: CORC1257 MODULE TITLE: Health, Welfare and Social Policy

CREDITS: 20 FHEQ LEVEL: 4 HECOS CODE:100653

PRE-REQUISITES: None CO-REQUISITES: None COMPENSATABLE: Y

SHORT MODULE DESCRIPTOR: (Max 425 characters)

This module will examine the social construction of needs in society and consider the implications of policy responses to meet those needs. This will involve an exploration of the changing relationship between State, market and familial responses to need in the mixed economy of welfare. Issues of social exclusion, discrimination, equal opportunities and poverty will also be explored.

ELEMENTS OF ASSESSMENT [Use HESA UNISTATs definitions] – see Definitions of Elements and Components of Assessment

E1 (Examination) C1 (Coursework) 50% P1 (Practical) 50%

E2 (Clinical Examination)

A1 (Generic assessment)

T1 (Test)

SUBJECT ASSESSMENT PANEL to which module should be linked: BSc (Hons) Health, Welfare and Social Sciences; HNC Health, Welfare and Social Sciences

Professional body minimum pass mark requirement: N/A

MODULE AIMS:

This module will introduce students to the historical context of social policy and provide a framework for understanding current health and welfare reform. It will enable students to explore the changing mixed economy of health and welfare and the impact of demographic changes on the provision of services.

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


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

At the end of the module the learner will be expected to be able to:

Assessed Module Learning Outcomes Award/ Programme Learning Outcomes contributed to

1. Explain the significant developments in the modern welfare state

BSc HWSS6.1.a6.1.b6.2.a

HNC HWSS6.1.a6.1.b6.2.e

2. Discuss competing ideologies influencing recent health, welfare and social policy reform

6.1.a6.1.b6.2.c6.2.e6.2.f

6.1.a6.1.b6.2.a

3. Discuss the changing mix in the welfare economy

6.1a6.1.b6.3.c6.4.b

6.1.a6.1.b6.2.c6.3.b

4. Examine policy focus on social exclusion 6.1.a6.1.b6.5.c

6.1.a6.1.b6.5.a6.5.c

DATE OF APPROVAL: 28/03/2019 FACULTY/OFFICE: Academic Partnerships

DATE OF IMPLEMENTATION: 01/09/2019 SCHOOL/PARTNER: Cornwall College

DATE(S) OF APPROVED CHANGE: XX/XX/XXXX

SEMESTER: All Year

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

ACADEMIC YEAR: 2019-20 NATIONAL COST CENTRE:105MODULE LEADER: Marian Billings OTHER MODULE STAFF: Antonia CowanSummary of Module Content:

History of the British Welfare State; New Poor Law; Beveridge; post war developments Competing ideological models and policies of the late 20th and early 21st centuries Demographic changes Changes to health and welfare policies Mixed economy of welfare current business models/organisational type Poverty and social exclusion Social capital Education Universal Credit Work and welfare Housing Health

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

activities, including formative assessment opportunities)Lecture 30 Lectures will cover a number of subject areas linking into

the schedule of module content across the module and sessions will be interactive.

Workshops N/A Supervised sessions to cover the preparation of assessments; this might involve group or individual tutorials. These sessions are included within the lecture time allocated.

Independent Study 170 Students will be expected to undertake further research and reading around the subject areas which will feed into assessments and activities within the class.

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

SUMMATIVE ASSESSMENTElement Category Component Name Component

Weighting

Coursework

Essay. Students will write a 1500 word essay on the competing ideologies that influence social policy and explain significant development in the modern welfare state. To meet Learning Outcomes 1 & 2

100%

Practical

Individual Presentation. Students will focus on one area of welfare provision and deliver a 7 minute individual presentation (the style of presentation to be agreed with Module Lead) to the group. To meet Learning Outcomes 3 & 4

100%

REFERRAL ASSESSMENT

Element Category Component Name Component Weighting

Coursework

Essay - Students will write a 1500 word essay on the competing ideologies that influence social policy and explain significant development in the modern welfare state. This will need to cover different areas to the above. To meet Learning Outcomes 1 & 2

100%

Practical

Individual video presentation. Students will focus on one area of welfare provision and upload a video presentation of 7 minutes in length. To meet Learning Outcomes 3 & 4.

100%

To be completed when presented for Minor Change approval and/or annually updatedUpdated by Marian Billings May 2019 Approved by: HE Operations

Date: May 2019

Key TextsDwyer, P & Shaw, S (eds) (2013) An Introduction to Social Policy London: SageSealey, C (2015) Social Policy Simplified London: PalgraveCunningham, J & Cunningham, S (2017) Social Policy and Social Work (2nd ed) Exeter: Learning Matters

UNIVERSITY OF PLYMOUTH MODULE RECORD (approved by UTLQC June 2017)SECTION A: DEFINITIVE MODULE RECORD. Proposed changes must be submitted via Faculty/AP Quality Procedures for approval and issue of new module code.

MODULE CODE: CORC1252 MODULE TITLE: Developmental PsychologyCREDITS: 20 FHEQ LEVEL: 4 HECOS CODE:100952PRE-REQUISITES: None CO-REQUISITES: None COMPENSATABLE: Y SHORT MODULE DESCRIPTOR: (Max 425 characters)This module will examine different theoretical perspectives on the development of personality across the life course and how people respond and adapt to change. Consideration will be given to social and developmental influences on the formation of the self. It will discuss key concepts of identity and attachment. ELEMENTS OF ASSESSMENT [Use HESA UNISTATs definitions] – see Definitions of Elements and Components of AssessmentE1 (Examination) C1 (Coursework) 50% P1 (Practical) 50% E2 (Clinical Examination)


T1 (Test)

SUBJECT ASSESSMENT PANEL to which module should be linked: BSc (Hons) Health, Welfare and Social Sciences; HNC Health, Welfare and Social SciencesProfessional body minimum pass mark requirement: N/AMODULE AIMS:This module will introduce students to different psychological theories of human growth and development across the life course, e.g. biological, humanist, cognitive, behaviourist, psychoanalytical. Students will be able to consider key concepts of identity and attachment and develop an understanding of how individuals cope with development and change.



ASSESSED LEARNING OUTCOMES: (Additional guidance below; please refer to the Programme Specification for relevant award/ programme Learning Outcomes. At the end of the module the learner will be expected to be able to:


1. Identify the main contributions of different theoretical perspectives to explain personality and life-span development.

BSc HWSS6.1.a6.1.b6.2.a

HNC HWSS6.1.a6.1.b6.2.a6.2.d6.2.e

2. Examine how individuals adjust to change and transition throughout life.

6.1.a6.1.b6.3.a6.3.b6.3.c

6.1.a6.1.b6.3.a6.3.b6.5.b6.5.c

3. Evaluate the effect of early experiences on the development of social relationships, self-concept and gender identity.

6.1.a6.1.b6.2.b6.2.d6.2.f

6.1.a6.1.b

4. Analyse the effect of social influences on developing or modifying behaviour.

6.1.a6.1.b6.4.a6.4.b6.5.a6.5.c

6.1.a6.1.b6.4.a6.4.b

DATE OF APPROVAL: 28/03/2019 FACULTY/OFFICE: Academic Partnerships

DATE OF IMPLEMENTATION: 01/09/2019 SCHOOL/PARTNER: Cornwall College

DATE(S) OF APPROVED CHANGE: XX/XX/XXXX

SEMESTER: All Year


ACADEMIC YEAR: 2019-20 NATIONAL COST CENTRE: 104MODULE LEADER: Debs Williams OTHER MODULE STAFF: Marian Billings , Sharon

Friend, Antonia CowanSummary of Module Content:

• Development of Personality – theories of self, Biological, Psychoanalytical, Behaviourist, Humanist, Cognitive

• Lifelong Development – Maslow, Erikson and Rutter• Attachment – Bowlby, Rutter, Ainsworth, Robertson, Harlow• Developmental influences – genetic inheritance, family and social experience• Consequences – personality, self-concept, gender identity, social relationships• Adaptation – change to physical or social situations, stress and coping, separation and loss• Social influences – confronting behaviour and attitudes, role of media, family and peer pressure,

attribution, labelling, stereotyping and prejudice







SUMMATIVE ASSESSMENTElement Category Component Name Component

Weighting

Coursework

Essay. Students will write a 1500 word essay examining theories of personal development and discussing how attachment theory explains the development of self-concept, gender identity and/or social relationships. To meet Learning Outcomes 1 & 3

100%

Practical

Group Role Play. In small groups students will develop a role play based presentation that demonstrates awareness and understanding of how individuals develop throughout their life, highlighting some of the social influences that an individual might face at each life stage. To meet Learning Outcomes 2 & 4

100%

REFERRAL ASSESSMENTElement Category Component Name Component

Weighting

Coursework

Essay. Students will write a 1500 word essay examining theories of personal development and discussing how attachment theory explains the development of self-concept, gender identity and/or social relationships. This will need to be on a different area to the original submission. To meet Learning Outcomes 1 & 3

100%

Practical

Uploaded individual video presentation. Students will upload a video presentation of 7 minutes in length that demonstrates awareness and understanding of how individuals develop throughout their life, highlighting some of the social influences that an individual might face at each life stage. To meet Learning Outcomes 2 & 4

100%

To be completed when presented for Minor Change approval and/or annually updatedUpdated by Marian Billings Date: May 2019

Approved by: HE Operations Date: May 2019

Key TextsGross, R (2010) Psychology: The Science of Mind and Behaviour (6th ed) London: Hodder ArnoldHowe, D (2011) Attachment across the Lifecourse London: PalgraveWalker, J (2017) Social Work & Human Development (5th ed) Exeter: Learning Matters


MODULE CODE: CORC1253 MODULE TITLE: Sociological PerspectivesCREDITS: 20 FHEQ LEVEL: 4 HECOS CODE:100476PRE-REQUISITES: None CO-REQUISITES: None COMPENSATABLE: Y

SHORT MODULE DESCRIPTOR: (Max 425 characters)This module will examine some of the major perspectives in Sociology, e.g. Marxism, Functionalism, Feminism, Symbolic interactionism, Postmodernism. Consideration will be given to research methodologies and methods in order to explore different approaches to research and explanations of social issues. Structural and cultural factors such as age, race, gender and class will be considered in relation to social issues.ELEMENTS OF ASSESSMENT: [Use HESA UNISTATs definitions] – see Definitions of Elements and Components of AssessmentE1 (Examination) C1 (Coursework) 75% P1 (Practical) 25%E2 (Clinical Examination)


T1 (Test)

SUBJECT ASSESSMENT PANEL to which module should be linked: BSc (Hons) Health, Welfare and Social Sciences; HNC Health, Welfare and Social SciencesProfessional body minimum pass mark requirement: N/AMODULE AIMS:This module will introduce students to key sociological terminology, theories and perspectives applying them to social issues. Students will consider social influences such as age, race, gender and class and how they impact on the construction of social issues and how as a society they are addressed. Students will consider different approaches to sociological research.ASSESSED LEARNING OUTCOMES: (Additional guidance below; please refer to the Programme Specification for relevant award/ programme Learning Outcomes. At the end of the module the learner will be expected to be able to:

Assessed Module Learning Outcomes Award/ Programme Learning Outcomes contributed to1. Outline and evaluate theoretical

perspectives in SociologyBSc HWSS6.1.a, 6.1.b, 6.2.a

HNC HWSS6.1.a, 6.1.b, 6.2.a, 6.2.c

2. Discuss application of competing sociological theories to specific social issues

6.1.a, 6.1.b, 6.3.a, 6.4.b, 6.5.b

6.1.a, 6.1.b, 6.3.b, 6.4.c, 6.5.b

3. Outline and evaluate different approaches to sociological research

6.1.a, 6.1.b, 6.2.b 6.1.a, 6.1.b, 6.2.b

4. Use a range of sociological terminology accurately

6.1.a, 6.1.b, 6.2.c 6.1.a, 6.1.b

DATE OF APPROVAL: 28/03/2019 FACULTY/OFFICE: Academic PartnershipsDATE OF IMPLEMENTATION: 01/09/2019 SCHOOL/PARTNER: Cornwall CollegeDATE(S) OF APPROVED CHANGE: XX/XX/XXXX SEMESTER: All Year




ACADEMIC YEAR: 2019-20 NATIONAL COST CENTRE:105MODULE LEADER: Antonia Cowan OTHER MODULE STAFF: Marian BillingsSummary of Module Content The sociological imagination Cultural norms and values Structural and cultural significance of factors such as age, race, gender and class Development of social identity Exploration of key sociological perspective, e.g. Marxism, Functionalism, Feminism, Symbolic

interactionism, Postmodernism Social issues

SUMMARY OF TEACHING AND LEARNING: [Use HESA UNISTATs definitions]Scheduled Activities

Hours Comments/Additional Information (briefly explain activities, including formative assessment opportunities)

Lecture 30 Lectures will cover a number of subject areas linking into the schedule of module content across the module and sessions will be interactive.




SUMMATIVE ASSESSMENTElement Category

Component Name Component Weighting

Coursework Essay. Students will write a 2250 word essay outlining and evaluating theoretical perspectives in Sociology and different approaches to sociological research. To meet Learning Outcomes 1, 3 & 4

100%

Practical Seminar. Within a seminar group, students will discuss the application of competing sociological theories to specific social issues. To meet Learning Outcome 2

100%

REFERRAL ASSESSMENT

Element Category


Coursework Essay. Students will write a 2250 word essay outlining and evaluating theoretical perspectives in Sociology and different approaches to sociological research. This must cover a different area to the original submission. To meet Learning Outcomes 1, 3 & 4

100%

Practical Uploaded individual audio presentation. Students will upload an individual audio presentation of 7 minutes in length and discuss the application of competing sociological theories to specific social issues. To meet Learning Outcome 2

100%



Key TextsGiddens, A & Sutton, P (2017) Sociology (8th ed) Cambridge: Polity PressHaralambos, M & Holborn, M (2016) Sociology: Themes and Perspectives (8th ed) London: CollinsMacionis, J (2017) Sociology Global Edition (16th ed) England: Pearson


MODULE CODE: CORC1254 MODULE TITLE: Professional PracticeCREDITS: 20 FHEQ LEVEL: 4 HECOS CODE: 100476PRE-REQUISITES: None CO-REQUISITES: None COMPENSATABLE: N SHORT MODULE DESCRIPTOR: (Max 425 characters)This module will examine the importance of ethics and values in health and social care work. Consideration will be given to how service users’ needs are identified and met with an emphasis on the importance of communication skills. The module will also identify some of the key professional and personal skills required of professionals working in this sector.ELEMENTS OF ASSESSMENT: [Use HESA UNISTATs definitions] – see Definitions of Elements and Components of AssessmentE1 (Examination) C1 (Coursework) 100% P1 (Practical)E2 (Clinical Examination)


T1 (Test)SUBJECT ASSESSMENT PANEL to which module should be linked: BSc (Hons) Health, Welfare and Social Sciences; HNC Health, Welfare and Social SciencesProfessional body minimum pass mark requirement: N/AMODULE AIMS:This module will introduce students to the values and ethics underpinning the work professionals undertake in the field of health and social care with reference to Sector Skills. Students will identify key professional and personal skills required by health and social care professionals with a particular emphasis on communication skills. Students will identify how clients’ needs are assessed and met.ASSESSED LEARNING OUTCOMES: (Additional guidance below; please refer to the Programme Specification for relevant award/ programme Learning Outcomes. At the end of the module the learner will be expected to be able to:


1. Identify needs of service users in a chosen area and explain how their needs are met

BSc HWSS6.1.a, 6.1.b, 6.2.e, 6.2.f, 6.3.a, 6.3.b, 6.3.c

HNC HWSS6.1.a, 6.1.b, 6.2.a, 6.3.a, 6.4.c

2. Explain and apply appropriate values and ethical principles related to practice and recognise how these may be applied in decision making.

6.1.a, 6.1.b, 6.5.b 6.1.a, 6.1.b, 6.5.b

3. Identify personal skills, abilities, interests and motivations and relate these to career opportunities

6.1.a, 6.1.b, 6.4.a, 6.4.b, 6.4.c

6.1.a, 6.1.b, 6.4.a, 6.4.b, 6.5.a, 6.5.c

4. Identify relevant and appropriate codes of practice, ethical codes and quality standards for work in the health and social care sector

6.1.a, 6.1.b, 6.5.a, 6.5.c 6.1.a, 6.1.b, 6.2.c, 6.2.d





ACADEMIC YEAR: 2019-20 NATIONAL COST CENTRE:105MODULE LEADER: Marian Billings OTHER MODULE STAFF: Antonia CowanSummary of Module Content:

• Ethical principles and values in professional practice.• Codes of Practice• Professional Skills• Personal skills• Communication skills• Service users’ needs and how to identify and meet them

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

including formative assessment opportunities)Lecture 30 Lectures will cover a number of subject areas linking into the

schedule of module content across the module and sessions will be interactive.



Work-based learning experience

60 This will be learning that will take place within either paid employment or volunteering within the sector.




Coursework

Reflective account. Students will write a 750 word reflection on their personal skills, abilities, interests and motivations and how these relate to career opportunities within health and social care. To meet Learning Outcome 3 Professional Portfolio. Students will compile a Professional Portfolio to evidence: how the needs of service users are identified and met within a specific area of health and social care; how values and ethical principles are applied within the sector; relevant and appropriate codes of practice and quality standards. To meet Learning Outcomes 1, 2, & 4

40%

60%

Total: 100%


Weighting

Coursework

Reflective account. Students will write a 750 word reflection on their personal skills, abilities, interests and motivations and how these relate to career opportunities within health and social care. This will need to be a different area to that which was original covered. To meet Learning Outcome 3 Students will be expected to improve upon the original submission of the Professional Portfolio. Students will compile a Professional Portfolio to evidence: how the needs of service users are identified and met within a specific area of health and social care; how values and ethical principles are applied within the sector; relevant and appropriate codes of practice and quality standards. To meet Learning Outcomes 1, 2, & 4 (60%)

40%

60%

Total: 100%



Key TextsBeckett, C (2017) Values and Ethics in Social Work (3rd ed) London: SageHugman, R. (2013) the A-Z of Professional Ethics London: Palgrave.Moss, B (2017) Communication Skills in Health and Social Care (4th ed) London: Sage


MODULE CODE: CORC1255 MODULE TITLE: Safeguarding & Promotion of WelfareCREDITS: 20 FHEQ LEVEL: 4 HECOS CODE: 100653PRE-REQUISITES: None CO-REQUISITES: None COMPENSATABLE: Y SHORT MODULE DESCRIPTOR: (Max 425 characters)This module examines the historical and political context of abuse that affects children, young people and adults at risk. Types of abuse and signs and symptoms are considered. There is an examination of the reasons why people abuse and the effect of abuse. Examples of how people can keep themselves safe are discussed. The legal framework, including the process of reporting abuse, is identified.ELEMENTS OF ASSESSMENT [Use HESA UNISTATs definitions] – see Definitions of Elements and Components of AssessmentE1 (Examination) C1 (Coursework) 100% P1 (Practical)E2 (Clinical Examination)


T1 (Test)SUBJECT ASSESSMENT PANEL to which module should be linked: BSc (Hons) Health, Welfare and Social Sciences; HNC Health, Welfare and Social SciencesProfessional body minimum pass mark requirement: N/AMODULE AIMS:This module will develop the students’ skills and knowledge to identify types of abuse and signs and symptoms of abuse. It will allow students the opportunity to consider the reasons why people abuse and the effects of abuse. Knowledge of the legislative framework, including the procedure for reporting abuse will be examined. A range of strategies for empowering children, young people and adults at risk will be explored.ASSESSED LEARNING OUTCOMES: (Additional guidance below; please refer to the Programme Specification for relevant award/ programme Learning Outcomes. At the end of the module the learner will be expected to be able to:


1. Demonstrate an understanding of the legal framework relevant to abuse.

BSc HWSS6.1.a, 6.1.b, 6.4.b, 6.4.c

HNC HWSS6.1.a, 6.1.b, 6.3.b, 6.4.b

2. Identify types and causes of abuse on children, young people and adults at risk

6.1.a, 6.1.b, 6.2.b, 6.2.c

6.1.a, 6.1.b, 6.2.e

3. Recognise the symptoms and possible effects of abuse on children, young people and vulnerable adults

6.1.a, 6.1.b, 6.2.d 6.1.a, 6.1.b, 6.2.a, 6.2.b

4. Identify required procedures in a range of situations where abuse is suspected or disclosed and demonstrate knowledge and understanding of current legal requirements concerned with the reporting of abuse

6.1.a, 6.1.b, 6.5.b 6.1.a, 6.1.b, 6.5.b

5. Identify a range of strategies to empower children, young people and adults at risk to keep themselves safe

6.1.a, 6.1.b, 6.2.e 6.1.a, 6.1.b, 6.2.d, 6.4.c





ACADEMIC YEAR: 2019-20 NATIONAL COST CENTRE: 105MODULE LEADER: Marian Billings OTHER MODULE STAFF: Antonia CowanSummary of Module Content:

Historical overview Types, causes and effects of abuse Signs and symptoms of abuse Who abuses Organisational culture Legislation and legal requirements concerned with the reporting of abuse Policies and procedures within the work setting Strategies to empower children, young people and adults at risk to protect themselves Multi-agency working Capacity of the adult Voice of the child

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








Coursework

Report. Students will write a 1800 word Report identifying types and causes of abuse, how symptoms and effects are recognised and suggest a range of strategies to empower people to keep themselves safe. Students will be able to focus on a specific topic around children/young people or adults at risk. To meet Learning Outcomes 2, 3 & 5 Poster or information leaflet. Students will produce either a poster or information leaflet demonstrating an understanding of the legal framework relevant to abuse and the required procedures to follow when abuse is suspected or disclosed. This information will focus on the same topic identified in Report assessment. To meet Learning Outcomes 1 & 4

60%

40%

Total: 100%


Weighting

Coursework

Report. Students will write an 1800 word Report identifying types and causes of abuse, how symptoms and effects are recognised and suggest a range of strategies to empower people to keep themselves safe. Students will be able to focus on a specific topic around children/young people or adults at risk; however this will need to be a different area to the original submission. To meet Learning Outcomes 2, 3 & 5 (60%)Poster or information leaflet. Students will produce either a poster or information leaflet demonstrating an understanding of the legal framework relevant to abuse and the required procedures to follow when abuse is suspected or disclosed. This information will focus on the different topic identified in Report assessment. To meet Learning Outcomes 1 & 4 (40%)

60%

40%

Total: 100%


Approved by: HE Operations Date: 19 July 2019

Key TextsBrammer, a (2014) Safeguarding Adults London: Palgrave

Fenge, L, Lee, S & Brown, K (2017) Safeguarding Adults Exeter: Learning Matters

Parton, N (2014) the Politics of Child Protection London: Palgrave


MODULE CODE: CORC1256 MODULE TITLE: Equality, Diversity and RightsCREDITS: 20 FHEQ LEVEL: 4 HECOS CODE: 100653PRE-REQUISITES: None CO-REQUISITES: None COMPENSATABLE: Y SHORT MODULE DESCRIPTOR: (Max 425 characters)This module will examine key issues around equality, diversity and rights such as Protected Characteristics, prejudice, discrimination and justice and discussed in the light of professional practice. Strategies to combat discrimination within the profession will be explored. Current and relevant legislation, policies and guidelines will be examined.ELEMENTS OF ASSESSMENT [Use HESA UNISTATs definitions] – see Definitions of Elements and Components of AssessmentE1 (Examination) C1 (Coursework) 50% P1 (Practical) 50%E2 (Clinical Examination)


T1 (Test)SUBJECT ASSESSMENT PANEL to which module should be linked: BSc (Hons) Health, Welfare and Social Sciences; HNC Health, Welfare and Social SciencesProfessional body minimum pass mark requirement: N/AMODULE AIMS:This module will develop students’ knowledge of key issues around equality, diversity and rights and how these impact on professional practice. Students will examine the impact of current and relevant legislation such as the Equality Act 2010 and explore effective strategies to combat prejudice and discrimination within the profession.


Assessed Module Learning Outcomes Award/ Programme Learning Outcomes contributed to1. Identify key pieces of legislation and

guidelines around equality, diversity and rights that relate to health and social care

BSc HWSS6.1.a, 6.1.b, 6.5.c

HNC HWSS6.1.a, 6.1.b, 6.3.a, 6.5.a

2. Understand the impact of legislation within the work place

6.1.a, 6.1.b, 6.4.a, 6.4.b, 6.4.c, 6.5.a

6.1.a, 6.1.b, 6.4.a, 6.4.b

3. Discuss issues of discrimination and prejudice within society

6.1.a, 6.1.b, 6.2.d, 6.2.e, 6.2.f

6.1.a, 6.1.b, 6.2.c, 6.2.d, 6.5.b

4. Identify and explain how health and social care professionals can apply effective strategies to combat discrimination.

6.1.a, 6.1.b, 6.3.b 6.1.a, 6.1.b, 6.2.b





ACADEMIC YEAR: 2019-20 NATIONAL COST CENTRE:105MODULE LEADER: Antonia Cowan OTHER MODULE STAFF: Marian BillingsSummary of Module Content: Equality, Diversity, Rights Current legislation, policies and guidelines Human Rights Act 1998, United Nations Convention on the Rights of the Child 1989, Equality Act

2010, GDPR 2018, Care Act 2014 Protected Characteristics Discrimination and prejudice Hate crime Codes of Conduct Professional Standards





Independent Study

170 Students will be expected to undertake further research and reading around the subject areas which will feed into assessments and activities within the class.




Coursework

Case Study. Students will write a 1500 word Case Study around a topic of their choice which will discuss issues of discrimination and prejudice and identify and explain how health and social care professionals can apply effective strategies to combat discrimination. To meet Learning outcomes 3 & 4 (50%)

100%

Practical

Oral presentation of a Training pack. Students will compile a Training Pack which will identify key pieces of legislation and guidelines around equality, diversity and rights that relate to health and social care. By focusing on one area, students will evidence the impact of legislation within the workplace. To meet Learning Outcomes 1 & 2 (50%)

100%

REFERRAL ASSESSMENTElement Category


Coursework

Case Study. Students will write a 1500 word Case Study around a topic of their choice which will discuss issues of discrimination and prejudice and identify and explain how health and social care professionals can apply effective strategies to combat discrimination. This will need to be on a completely different topic from the original submission. To meet Learning outcomes 3 & 4 (50%)

100%

Coursework in lieu of original assessment

Students will be expected to improve upon their original Training pack, utilising the feedback from the assessor. Students will compile a Training Pack which will identify key pieces of legislation and guidelines around equality, diversity and rights that relate to health and social care. By focusing on one area, students will evidence the impact of legislation within the workplace. To meet Learning Outcomes 1 & 2 (50%)

100%



Key TextsHealy, G, Kirton, G & Noon, M (2011) Equality, Inequalities and Diversity London: PalgraveThompson, N (2017) Social Problems and Social Justice London: PalgraveWarwick-Booth, L (2013) Social Inequality London: Sage

LEVEL 5 MODULES


MODULE CODE: CORC2235 MODULE TITLE: Development through WorkCREDITS: 20 FHEQ LEVEL: 5 HECOS CODE: 100473PRE-REQUISITES: None CO-REQUISITES: None COMPENSATABLE: N SHORT MODULE DESCRIPTOR: (Max 425 characters)This module will examine and apply the key principles of project management to a specific situation within the work setting. It will identify issues around health and safety, risk assessment, professional roles and responsibilities, decision making and problem solving, managing change and reflective practice. Links will be made to Sector Skills and current and relevant legislation and guidelines. ELEMENTS OF ASSESSMENT [Use HESA UNISTATs definitions] – see Definitions of Elements and Components of AssessmentE1 (Examination) C1 (Coursework) 100% P1 (Practical)E2 (Clinical Examination)


T1 (Test)SUBJECT ASSESSMENT PANEL to which module should be linked: BSc (Hons) Health, Welfare and Social SciencesProfessional body minimum pass mark requirement: N/AMODULE AIMS:This module gives students the opportunity to develop skills and knowledge in project management by undertaking a project within the work setting. Students will discuss issues around health and safety and risk assessment when implementing the ‘change’ and make links to current and relevant legislation and guidelines and Sector Skills. Students will apply a relevant model of reflection to a situation within the work setting.



1. Apply, question and relate appropriate knowledge/concepts within the vocational area of Health and Social Care

6.1.a, 6.1.b, 6.2.a, 6.2.b, 6.2.e, 6.2.f

2. Identify key areas of problems and choose appropriate tools/methods for their resolution in a considered manner

6.1.a, 6.1.b, 6.2.c, 6.2.d, 6.3.a, 6.3.b, 6.3.c

3. Execute and manage a chosen project within the field of health, welfare and social sciences.

6.1.a, 6.1.b, 6.4.a, 6.4.b, 6.4.c, 6.5.a, 6.5.c

4. Reflect systematically on performance 6.1.a, 6.1.b, 6.5.b



DATE OF APPROVAL: 28/03/2019 FACULTY/OFFICE: Academic PartnershipsDATE OF IMPLEMENTATION: 01/09/2019 SCHOOL/PARTNER: Cornwall CollegeDATE(S) OF APPROVED CHANGE: XX/XX/XXXX

SEMESTER: All Year


ACADEMIC YEAR: 2019-20 NATIONAL COST CENTRE:105MODULE LEADER: Marian Billings OTHER MODULE STAFF: Antonia Cowan, Sharon Friend Summary of Module Content: Organisational Structure Leadership Management Service users’ needs, rights and choices Health and Safety Professional roles and responsibilities Risk and Risk Management



Lecture 30 Lectures will cover a number of subject areas across the module and will be interactive.Includes Workshop for preparation of Assessments.




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

Element Category


Coursework

Report. After securing written approval from their Employer, students will undertake a Project within their work setting (with supervision). Students will write a 2600 word Report based on the Project. To meet Learning Outcomes 1, 3 & 4 Reflective Account. Based on experience of employment within the health and social care sector, students will write a 900 word Reflective Account on their professional performance. To meet Learning Outcome 2

70%

30%Total: 100%



Coursework

Report. After securing written approval from their Employer, students will undertake a Project within their work setting (with supervision). Students will write a 2600 word Report based on the Project. Students will need to improve upon the original submission utilising the feedback received. To meet Learning Outcomes 1, 3 & 4 Reflective Account. Based on a different experience (to that which was originally submitted) within the health and social care sector, students will write a 900 word Reflective Account on their professional performance. To meet Learning Outcome 2

70%

30%Total: 100%



Key TextsBrotherton, G (2013) Your Foundation in Health and Social Care London: SageSeedhouse, D (2017) Thoughtful Healthcare London: SageThompson, N (2008) the Critically Reflective Practitioner London: Palgrave

Quality standards and codes of practice Project management Managing change Decision making Problem solving Model of reflection Reflective practice


MODULE CODE: CORC2236 MODULE TITLE: Research in Social IssuesCREDITS: 20 FHEQ LEVEL: 5 HECOS CODE: 100476PRE-REQUISITES: None CO-REQUISITES: None COMPENSATABLE: Y SHORT MODULE DESCRIPTOR: (Max 425 characters)This module will examine different approaches to social research and research methods. It will explore practical and ethical issues associated with social research. Key research terminology such as reliability, validity and triangulation will be introduced. These will be applied to a chosen topic of interest.ELEMENTS OF ASSESSMENT [Use HESA UNISTATs definitions] – see Definitions of Elements and Components of AssessmentE1 (Examination) C1 (Coursework) 100% P1 (Practical)E2 (Clinical Examination)


T1 (Test)SUBJECT ASSESSMENT PANEL to which module should be linked: BSc (Hons) Health, Welfare and Social SciencesProfessional body minimum pass mark requirement: N/AMODULE AIMS: This module allows students the opportunity to explore research methodologies, identifying a range methods used in the collection and analysis of data around social issues. Students will write a research proposal in which they will consider the most appropriate methods to employ for a specific research topic/question. Students will consider in detail practical and ethical issues involved in carrying out social research.



1. Identify and explain the requirements of a research proposal

6.1.a, 6.1.b, 6.4.b, 6.4.c, 6.5.a, 6.5.c

2. Evaluate competing research methodologies identifying appropriate use of a range of research methods

6.1.a, 6.1.b, 6.2.a, 6.2.b, 6.2.c

3. Discuss practical and ethical issues in social research

6.1.a, 6.1.b, 6.2.d, 6.2.e, 6.2.f


SEMESTER: All Year




ACADEMIC YEAR: 2019-20 NATIONAL COST CENTRE:105MODULE LEADER: Sharon Friend OTHER MODULE STAFF: Marian Billings, Antonia CowanSummary of Module Content:

Methodologies – Positivism vs Interpretivism Methods – quantitative and qualitative Research design Literature Review Reliability Validity Triangulation Analysing and interpreting data Practical and ethical issues in social research









Coursework

1) Report. Students will write a 2400 word Report on evaluating competing research methodologies identifying appropriate use of a range of research methods. This will also include a discussion on the practical and ethical issues involved in social research. To meet Learning Outcomes 2 & 3

2) Information Leaflet. Students will produce an information leaflet which identifies and explains the requirements of a research proposal. To meet Learning Outcome 1

70%

30%Total: 100%



Coursework

1) Report. Students will write a 2400 word Report on evaluating competing research methodologies identifying appropriate use of a range of research methods. This will also include a discussion on the practical and ethical issues involved in social research. Students will need to improve upon the original submission utilising the feedback received. To meet Learning Outcomes 2 & 3

2) Information Leaflet. Students will produce an information leaflet which identifies and explains the requirements of a research proposal. Students will need to improve upon the original submission utilising the feedback received. To meet Learning Outcome 1

70%

30%Total: 100%



Key TextsClough, P & Nutbrown, C (2012) A Student’s Guide to Methodology (3rd ed.) London: SageDenscombe, M (2014) the Good Research Guide (5th ed.) Berkshire: OUP.Walliman, N (2016) Social Research Methods (2nd ed.) London: Sage


MODULE CODE: CORC2237 MODULE TITLE: Social PsychologyCREDITS: 20 FHEQ LEVEL:5 HECOS CODE: 100985PRE-REQUISITES: None CO-REQUISITES: None COMPENSATABLE: Y SHORT MODULE DESCRIPTOR: (Max 425 characters)This module will provide a theoretical explanation of communication processes in one to one and group situations. It will analyse the nature of relationships and factors that affect formation, maintenance and dissolution of relationships. Alternative frameworks to explain pro and anti-social behaviour will be examined.ELEMENTS OF ASSESSMENT [Use HESA UNISTATs definitions] – see Definitions of Elements and Components of AssessmentE1 (Examination) C1 (Coursework) 40% P1 (Practical) 60% E2 (Clinical Examination)


T1 (Test)SUBJECT ASSESSMENT PANEL to which module should be linked: BSc (Hons) Health, Welfare and Social SciencesProfessional body minimum pass mark requirement: N/AMODULE AIMS:This module gives students the opportunity to examine how the study of psychology can contribute to an understanding of social interactions within and between groups. Students will analyse the nature of relationships and factors that affect formation, maintenance and dissolution of those relationships



1. Provide a theoretical explanation of communication processes in one to one and group situations.

6.1.a, 6.1.b, 6.4.a, 6.4.b

2. Analyse the nature of relationships and factors that affect formation, maintenance and dissolution of relationships.

6.1.a, 6.1.b, 6.2.a, 6.2.f

3. Examine how alternative frameworks explain pro and anti-social behaviour.

6.1.a, 6.1.b, 6.3.a, 6.3.b, 6.3.c, 6.5.b


SEMESTER: All Year




ACADEMIC YEAR: 2019-20 NATIONAL COST CENTRE:105MODULE LEADER: Debs Williams OTHER MODULE STAFF: Sharon Friend; Antonia

Cowan; Marian BillingsSummary of Module Content:

Communication skills Communication theory Formation and maintenance of groups Inter- and intra- group relationships Factors that facilitate and inhibit interactions Theoretical explanations of the purpose of relationships Formation, maintenance and dissolution of relationships Altruism Social behaviour Theoretical explanations of aggression Criminal behaviour





Independent Study



Element Category


CourseworkEssay. Students will write a 1400 word essay analysing the nature of relationships and factors that affect formation, maintenance and dissolution of relationships. To meet Learning Outcome 2

100%

Practical

Group Presentation. Working in small groups, students will deliver a presentation (style to be agreed with Module Leader) to the rest of the group in which they provide a theoretical explanation of communication processes in one to one and group situations. An examination of how alternative frameworks can explain pro and anti-social behaviour will also be delivered. To meet Learning Outcomes 1 & 3

100%

REFERRAL ASSESSMENT

Element Category


Coursework Essay. Students will write a 1400 word essay analysing the nature of relationships and factors that affect formation, maintenance and dissolution of relationships. To meet Learning Outcome 2

100%

Practical

Uploaded individual video presentation. Students will upload a 7 minute individual video presentation in which they provide a theoretical explanation of communication processes in one to one and group situations. An examination of how alternative frameworks can explain pro and anti-social behaviour will also be delivered. To meet Learning Outcomes 1 & 3

100%



Key TextsAronson, E. (2014) Social Psychology (7th ed) Essex: Pearson Hogg, M., Vaughan, G. (2014) Social Psychology (7th ed) Essex: PearsonMoss, B (2017) Communication Skills in Health and Social Care (4th ed) London: Sage


MODULE CODE: CORC2238 MODULE TITLE: Social PolicyCREDITS: 20 FHEQ LEVEL: 5 HECOS CODE: 100473PRE-REQUISITES: None CO-REQUISITES: None COMPENSATABLE: Y SHORT MODULE DESCRIPTOR: (Max 425 characters)This module will outline and analyse the contributions of competing sociological theories to an understanding of social problems. An examination of the role played by the media in constructing and maintaining the nature of so called ‘social problems’ will be undertaken. Specific social policy measures and how they impact on social problems will be discussed. ELEMENTS OF ASSESSMENT [Use HESA UNISTATs definitions] – see Definitions of Elements and Components of AssessmentE1 (Examination) C1 (Coursework) 40% P1 (Practical) 60%E2 (Clinical Examination)


T1 (Test)SUBJECT ASSESSMENT PANEL to which module should be linked: BSc (Hons) Health, Welfare and Social SciencesProfessional body minimum pass mark requirement: N/AMODULE AIMS:This module will enable students to examine social policy in response to social problems. Students will be encouraged to explore the influence of social theory on the development of social policy in response to specific social problems. Students will analyse the nature of social problems and the validity of statistics. The social construction of social problems will be examined in order to critically consider ideological underpinnings of social policy.

ASSESSED LEARNING OUTCOMES: (Additional guidance below; please refer to the Programme Specification for relevant award/ programme Learning Outcomes.)At the end of the module the learner will be expected to be able to:


1. Outline and analyse the contributions of competing sociological theories to an understanding of social problems

6.1.a6.1.b

2. Analyse specific social policy measures and their impact on social problems

6.1.a, 6.1.b, 6.2.b, 6.2.c, 6.2.d, 6.2.f, 6.4.b

3. Evaluate the role that the media and statistics play in constructing the nature of so called ‘social problems’ and influencing solutions

6.1.a6.1.b6.5.c


SEMESTER: All Year



S ECTION B: DETAILS OF TEACHING, LEARNING AND ASSESSMENT ACADEMIC YEAR: 2019-20 NATIONAL COST CENTRE:105MODULE LEADER: Antonia Cowan OTHER MODULE STAFF: Marian BillingsSummary of Module Content:

Defining social problems Applying sociological perspectives, e.g. Marxism, Feminism, Interactionism, Postmodernism The Role of the media and related theories, e.g. Deviance Amplification, Labelling, Stereotyping Analysis of statistics Social Policy Political ideology Inequality Prejudice and discrimination Justice Rights Crime Anti-social behaviour





Independent Study



Element Category


CourseworkEssay. Students will write a 1400 word Essay outlining and analysing the contributions of competing sociological theories to an understanding of social problems. To meet Learning Outcome 1

100%

Practical

Seminar. Within a seminar group, students will discuss specific social policy measures and their impact on social problems. Students will be able to focus on their own area of interest. Discussion will also be had on the role that the media plays in constructing ‘social problems’. To meet Learning Outcomes 2 & 3

100%



Coursework

Essay. Students will write a 1400 word Essay outlining and analysing the contributions of competing sociological theories to an understanding of social problems. To meet Learning Outcome 1

100%

Practical

Uploaded individual Audio presentation. Students will upload a 7 minute audio presentation offering a discussion around specific social policy measures and their impact on social problems. Students will be able to focus on their own area of interest. Discussion will also be had on the role that the media plays in constructing ‘social problems’. To meet Learning Outcomes 2 & 3

100%



Key TextsAppelrouth, S & Desfor Edles, L (2016) Sociological Theory in the Contemporary Era (3rd ed) London: Sage Sealey, C (2015) Social Policy Simplified London: PalgraveThompson, N (2017) Social Problems and Social Justice London: Palgrave


MODULE CODE: CORC2239 MODULE TITLE: Health and WellbeingCREDITS: 20 FHEQ LEVEL: 5 HECOS CODE:100653PRE-REQUISITES: None CO-REQUISITES: None COMPENSATABLE: Y SHORT MODULE DESCRIPTOR: (Max 425 characters)This module will explore concepts of health and wellbeing and the interaction of physical and mental health. It will discuss various models of health, illness, disability and wellbeing and apply this knowledge in an analysis of local and national service provision. Factors such as age, race and class in the experience of health and wellbeing and service provision will be examined.ELEMENTS OF ASSESSMENT [Use HESA UNISTATs definitions] – see Definitions of Elements and Components of AssessmentE1 (Examination) C1 (Coursework) 75% P1 (Practical) 25% E2 (Clinical Examination)


T1 (Test)SUBJECT ASSESSMENT PANEL to which module should be linked: BSc (Hons) Health, Welfare and Social SciencesProfessional body minimum pass mark requirement: N/AMODULE AIMS:This module will enable students to explore the concept of wellbeing and consider health, illness, disability and wellbeing in the social context. Students will be encouraged to research local and national services in a particular area of health and wellbeing and explore current policy relevant to this area. Students will investigate the impact of diversity factors (age, race, class) on the experience of health and wellbeing of individuals and groups.



1. Examine the concept of ‘wellbeing’ and the relationship between physical and mental health

6.1.a, 6.1.b, 6.2.b

2. Demonstrate a critical awareness of models of health, illness, disability and wellbeing

6.1.a, 6.1.b, 6.2.d

3. Identify and show an understanding of the range of service provision and policy factors involved in health and wellbeing

6.1.a, 6.1.b, 6.3.a, 6.3.b, 6.3.c, 6.4.a, 6.4.c, 6.5.a, 6.5.b

4. Analyse how issues of race, gender and class impact health and wellbeing

6.1.a, 6.1.b, 6.2.f


SEMESTER: All Year




ACADEMIC YEAR: 2019-20 NATIONAL COST CENTRE:105MODULE LEADER: Marian Billings OTHER MODULE STAFF: Antonia Cowan, Sharon Friend Summary of Module Content:

Defining health and wellbeing Models of health – bio-medical, psychological, social, recovery Policy and legislation Inequality and discrimination Interventions and service provision Barriers for client groups Issues of age, race, disability and class





Independent Study



Element Category


Coursework

Case Study. Students will construct a 2100 word Case Study and use this to examine the concept of ‘wellbeing’ and the relationship between physical and mental health. Students will also demonstrate a critical awareness of models of health, illness, disability and wellbeing and analyse how issues of race, gender and class impact on health and wellbeing. To meet Learning Outcomes 1, 2 & 4

100%

Practical

Poster presentation. Students will produce and present a poster which identifies and shows an understanding of the range of service provision and policy factors involved in health and wellbeing. Students may focus on their own area of interest. To meet Learning Outcome 3

100%



Coursework

Case Study. Students will construct a 2100 word Case Study and use this to examine the concept of ‘wellbeing’ and the relationship between physical and mental health. Students will also demonstrate a critical awareness of models of health, illness, disability and wellbeing and analyse how issues of race, gender and class impact on health and wellbeing. Students will be expected to improve upon the original submission utilising the feedback provided. To meet Learning Outcomes 1, 2 & 4

100%

Coursework in lieu of original submission

Students will produce a poster which identifies and shows an understanding of the range of service provision and policy factors involved in health and wellbeing. Students may focus on their own area of interest. The subject area will need to be different to the original submission. To meet Learning Outcome 3

100%



Key TextsHaworth, J & Hart, G (2012) Wellbeing London: PalgraveLarkin, M (2013) Health and Well-Being across the Life Course London: SageMarks, D (2018) Health Psychology (5th ed) London: Sage


MODULE CODE: CORC2240 MODULE TITLE: Psychological ProcessesCREDITS: 20 FHEQ LEVEL: 5 HECOS CODE:100497PRE-REQUISITES: None CO-REQUISITES: None COMPENSATABLE: Y SHORT MODULE DESCRIPTOR: (Max 425 characters)This module will analyse theoretical approaches in relation to a range of cognitive processes including memory, perception and language. It will evaluate biological, genetic, social, emotional and environmental influences upon development. A range of psychological theories and perspectives will be examined. Current psychological research within this field will be evaluated.ELEMENTS OF ASSESSMENT: [Use HESA UNISTATs definitions] – see Definitions of Elements and Components of AssessmentE1 (Examination) C1 (Coursework) 70% P1 (Practical) 30%E2 (Clinical Examination)


T1 (Test)SUBJECT ASSESSMENT PANEL to which module should be linked: BSc (Hons) Health, Welfare and Social SciencesProfessional body minimum pass mark requirement: N/AMODULE AIMS:This module gives students the opportunity to develop an understanding of cognitive processes including memory, perception and language. Students will be expected to develop a critical understanding of psychological theories and perspectives and evaluate biological, genetic, social, emotional and environmental influences upon development.



1. Analyse two theoretical approaches in relation to a cognitive process

6.1.a, 6.1.b, 6.2.c

2. Examine genetic and epigenetic factors affecting cognition

6.1.a, 6.1.b, 6.2.d, 6.2.e, 6.2.f

3. Evaluate current psychological research 6.1.a, 6.1.b, 6.3.a, 6.4.c


SEMESTER: All Year




ACADEMIC YEAR: 2019-20 NATIONAL COST CENTRE:105MODULE LEADER: Sharon Friend OTHER MODULE STAFF: Marian Billings, Debs Williams,

Antonia CowanSummary of Module Content:

The formation of self -concept and identity Consideration of the ‘self’ as a social process Memory, perception and language Sociocultural interaction, social cognition and social behaviour Moral Development Epigenetic factors including substance misuse, Foetal Alcohol Syndrome, smoking, diet,

stress/lifestyle, illness/disease, drugs, age, location, PTSD. Consideration of genetic make-up and inheritance ( Down Syndrome, autism, cerebral palsy,

prader-willi syndrome, chromosomal abnormalities) Appearance





Independent Study



Element Category


Coursework

Essay. Students will write a 2500 word Essay analysing two theoretical approaches in relation to their chosen cognitive process. An examination of genetic and epigenetic factors affecting cognition will be offered. To meet Learning Outcomes 1 & 2

100%

Practical Seminar. Within a seminar group, students will evaluate current psychological research. To meet Learning Outcome 3 100%



Coursework

Essay. Students will write a 2500 word Essay analysing two theoretical approaches in relation to their chosen cognitive process. An examination of genetic and epigenetic factors affecting cognition will be offered. To meet Learning Outcomes 1 & 2

100%

PracticalUploaded individual audio presentation. Students will upload an audio presentation of 7 minutes which will evaluate current psychological research. To meet Learning Outcome 3

100%



Key TextsBoyd, D and Bee, H (2014) Lifespan Development (6th ed) Essex: PearsonGross, R (2015) Psychology: The Science of Mind and Behaviour (7th ed) London: Hodder EducationLilienfeld, S. and Lynn, S. (2017) Psychology: From Inquiry to Understanding Essex: Pearson


MODULE CODE: CORC2241 MODULE TITLE: Approaches to Inclusive PracticeCREDITS: 20 FHEQ LEVEL: 5 HECOS CODE:100476PRE-REQUISITES: None CO-REQUISITES: None COMPENSATABLE: Y SHORT MODULE DESCRIPTOR: (Max 425 characters)This module will provide an in-depth understanding of inclusion relating to the health and social care sector, the theories underpinning this and the range of strategies that can be employed to ensure people with Protected Characteristics are included.ELEMENTS OF ASSESSMENT [Use HESA UNISTATs definitions] – see Definitions of Elements and Components of AssessmentE1 (Examination) C1 (Coursework) 50% P1 (Practical) 50% E2 (Clinical Examination)


T1 (Test)SUBJECT ASSESSMENT PANEL to which module should be linked: BSc (Hons) Health, Welfare and Social SciencesProfessional body minimum pass mark requirement: N/AMODULE AIMS:This module gives students the opportunity to develop an underpinning knowledge of the key theories, research and legislation that inform inclusive practice within the field of health and social care. Students will be able to explore in depth the challenges and issues faced by people with regards to one Protected Characteristic identified in the Equality Act 2010 and evaluate effective strategies that can be employed to address these.

ASSESSED LEARNING OUTCOMES: (Additional guidance below; please refer to the Programme Specification for relevant award/ programme Learning Outcomes.)At the end of the module the learner will be expected to be able to:


1. Analyse and evaluate legislation underpinning inclusive practice within the health and social care sector

6.1.a, 6.1.b, 6.2.c

2. Describe and explain the challenges and issues faced by people with regards to one Protected Characteristic identified in the Equality Act 2010

6.1.a, 6.1.b, 6.2.d, 6.2.e, 6.2.f

3. Evaluate effective strategies that can be employed by professionals to address challenges and issues faced by people with regards to one Protected Characteristic identified in the Equality Act 2010

6.1.a, 6.1.b, 6.3.b, 6.3.c, 6.4.a, 6.4.c

4. Evaluate how theory and research informs professional practice with regards to inclusive practice

6.1.a, 6.1.b, 6.5.a, 6.5.b


SEMESTER: All Year




ACADEMIC YEAR: 2019-20 NATIONAL COST CENTRE:105MODULE LEADER: Antonia Cowan OTHER MODULE STAFF: Sharon Friend, Marian BillingsSummary of Module Content: Legislation, e.g. Human Rights Act 1998, Equality Act 2010, Children and Families Act 2014, Care Act

2014 United Nations Convention on the Rights of the Child 1989 Protected Characteristics Equality, Diversity and Rights Hate Crime Inclusive Practice Discrimination and Prejudice SEND





Independent Study



Element Category


Coursework

Essay. Student will write a 1750 word essay analysing and evaluating legislation underpinning inclusive practice within the health and social care sector. Students will also need to evaluate how theory and research informs professional practice with regards to inclusive practice. Students may focus on their own area of interest. To meet Learning Outcomes 1 & 2

100%

Practical

Oral presentation of Training pack. Focusing on their own area of interest, students will compile a training pack describing and explaining the challenges and issues faced by people with regards to one Protected Characteristic identified in the Equality act 2010. Suggested strategies that can be employed by professionals to address challenges and issues faced by people with regards to one Protected Characteristic will be presented and evaluated. To meet Learning Outcomes 3 & 4

100%

REFERRAL ASSESSMENT

Element Category


Coursework

Essay. Student will write a 1750 word essay analysing and evaluating legislation underpinning inclusive practice within the health and social care sector. Students will also need to evaluate how theory and research informs professional practice with regards to inclusive practice. Students will be expected to improve upon the original submission utilising the feedback provided. To meet Learning Outcomes 1 & 2

100%


Training pack. Focusing on their own area of interest, students will compile a training pack describing and explaining the challenges and issues faced by people with regards to one Protected Characteristic identified in the Equality act 2010. Suggested strategies that can be employed by professionals to address challenges and issues faced by people with regards to one Protected Characteristic will be presented and evaluated. Students will be expected to improve upon the original submission utilising the feedback provided. To meet Learning Outcomes 3 & 4

100%



Key TextsThompson, N (2011) Promoting Equality (3rd ed) London: PalgraveWarwick-Booth, L (2013) Social Inequality London: SageHealy, G, Kirton, G & Noon, M (2011) Equality, Inequalities and Diversity London: Palgrave

LEVEL 6 MODULES


MODULE CODE: CORC3000 MODULE TITLE: DissertationCREDITS: 40 FHEQ LEVEL: 6 HECOS CODE: 100473PRE-REQUISITES: None CO-REQUISITES: None COMPENSATABLE: N SHORT MODULE DESCRIPTOR: (Max 425 characters)This module will introduce the necessary research skills and knowledge to be applied to researching and investigating a substantial issue within the field of health and social care. ELEMENTS OF ASSESSMENT [Use HESA UNISTATs definitions] – see Definitions of Elements and Components of AssessmentE1 (Examination) C1 (Coursework) 100% P1 (Practical) E2 (Clinical Examination)


T1 (Test)SUBJECT ASSESSMENT PANEL to which module should be linked: BSc (Hons) Health, Welfare and Social SciencesProfessional body minimum pass mark requirement: N/AMODULE AIMS:This module will assist students to develop research skills and knowledge and apply them to researching and investigating a substantial issue within the health, welfare and social sciences field. The piece of research undertaken will either be primary or secondary (subject to approval by the Ethics Panel).



1. Work autonomously on a major investigative project within the field of Health, Welfare and Social Sciences

6.1.a, 6.1.b, 6.3.a, 6.3.b, 6.4.a, 6.4.c, 6.5.c

2. Systematically and critically evaluate a body of knowledge in relation to an issue within Health, Welfare and the Social Sciences

6.1.a, 6.1.b, 6.2.a, 6.2.b, 6.4.b, 6.5.a

3. Critically evaluate complex issues in the research, incorporating theory

6.1.a, 6.1.b, 6.2.c, 6.2.d

4. Identify and evaluate ethical dimensions in the research

6.1.a, 6.1.b, 6.5.b

5. Apply research methods to practice. 6.1.a, 6.1.b, 6.2.e, 6.2.f6. Present the findings of the research project in

an academic, rigorous and accessible style6.1.a, 6.1.b, 6.3.c


SEMESTER: All Year




ACADEMIC YEAR: 2019-20 NATIONAL COST CENTRE:105MODULE LEADER: Dr Mark Delf OTHER MODULE STAFF: Antonia Cowan, Sharon Friend , Debs

Williams, Marian BillingsSummary of Module Content: Proposals and ethical practice in research. Reviewing focus of research to ascertain practicability, relevance and theoretical depth Conducting a literature search and writing a literature review Research methodology, research methods, data collection, data analysis Academic research writing and presenting research


including formative assessment opportunities)Lecture 30 Lectures will cover a number of subject areas linking into the schedule

of module content across the module and sessions will be interactive. Workshops N/A Supervised sessions to cover the preparation of assessments; this

might involve group or individual tutorials. These sessions are included within the lecture time allocated.


Dissertation Supervision 3 Students will be allocated a Supervisor and will be allocated supervision time


Element Category


Coursework

Produce a project proposal of 500 words Dissertation. Students will undertake a piece of research either primary or secondary (subject to Ethics Panel approval) to meet all Learning Outcomes. 7500 words

10%90%

Total: 100%REFERRAL ASSESSMENT

Element Category


Coursework

Produce a project proposal of 500 words (10%)Dissertation. Students will undertake a piece of research either primary or secondary (subject to Ethics Panel approval) meet all Learning Outcomes. 7500 words (90%)Students will be expected to build upon and improve on the original submission; utilising the feedback provided.

10%

90%

Total: 100%



Key TextsCottrell, S (2014) Dissertations and Project Reports London: PalgraveDenscombe, M (2014) The Good Research Guide (5thed) Berkshire: OUP.Walliman, N (2014) Your Undergraduate Dissertation (2nd ed) London: Sage


MODULE CODE: CORC3001 MODULE TITLE: Working with Diverse GroupsCREDITS: 40 FHEQ LEVEL: 6 HECOS CODE: 10473PRE-REQUISITES: None CO-REQUISITES: None COMPENSATABLE: N SHORT MODULE DESCRIPTOR: (Max 425 characters)This module will allow a student to explore an area of particular interest in depth with an emphasis on client needs and how these needs are met taking into account alternative interventions, the role of the professional, inclusive practice, equality & diversity and safeguarding. Challenges and barriers as well as policy initiatives will be examined.ELEMENTS OF ASSESSMENT [Use HESA UNISTATs definitions] – see Definitions of Elements and Components of AssessmentE1 (Examination) C1 (Coursework) 70% P1 (Practical) 30%E2 (Clinical Examination)


T1 (Test)SUBJECT ASSESSMENT PANEL to which module should be linked: BSc (Hons) Health, Welfare and Social SciencesProfessional body minimum pass mark requirement: N/AMODULE AIMS:This module gives students the opportunity to undertake an in-depth analysis on the challenges and issues faced by their chosen client group and the systems in place to support and protect the needs of the client group. Students will be able to focus on interventions used in the therapeutic environment, the role of the professional, inclusive practice, equality & diversity and safeguarding.



1. Critically analyse current legislation, policy and initiatives which impact on the chosen client group, whilst considering how competing ideologies have impacted on social policy in recent times and the increased role of the third sector.

6.1.a, 6.1.b, 6.2.e, 6.2.f

2. Critically evaluate multidisciplinary working, including safeguarding issues which relate to the chosen client group.

6.1.a, 6.1.b, 6.2.c

3. Critically examine equality and diversity issues, such as class, gender and culture, appraising their impact on the chosen client group.

6.1.a, 6.1.b, 6.2.d

4. Identify and appraise current issues relating to the chosen client group, including barriers which prevent access to services.

6.1.a, 6.1.b, 6.2.a, 6.2.b

5. Critically discuss the role of traditional and alternative interventions which may be used with the chosen client group in a therapeutic environment, whilst critically evaluating the impact they may have on the client.

6.1.a, 6.1.b, 6.3.a, 6.4.c

6. Contextualise and reflect upon the role of the practitioner when working with the chosen client group.

6.1.a, 6.1.b, 6.3.b, 6.3.c, 6.4.a, 6.4.b, 6.5.a, 6.5.b, 6.5.c





ACADEMIC YEAR: 2019-20 NATIONAL COST CENTRE:105MODULE LEADER: Antonia Cowan OTHER MODULE STAFF: Sharon Friend, Debs

Williams, Marian BillingsSummary of Module Content: Competing ideological models and policies of the late 20th and early 21st centuries Legislation, guidelines and codes of conduct Equality, diversity and rights Inclusive practice Social Issues Barriers to accessing services for diverse client groups Multiagency working Interaction and communication Safeguarding and wellbeing Empowerment Traditional and alternative interventions in the therapeutic environment The role of the practitioner The Third Sector Social and psychological theories









SUMMATIVE ASSESSMENT

Element Category


Coursework

Students are to produce a Professional Portfolio which will be broken down to include the following assessed elements:Task 1 - focusing on legislation Task 2 - multidisciplinary working Task 3 - safeguarding Task 4 - equality, diversity, inclusive practice issues

All of the above has to be related to a client group of their choice. To meet Learning Outcomes 1, 2, 3 & 4

25%25%25%25%

Total 100%

Practical

Students will deliver a timed ‘training session’ to the group discussing alternative interventions and reflecting on the role of the practitioner within their identified client group. To meet Learning Outcomes 5 & 6

100%



Coursework

Professional Portfolio. Students will produce a Portfolio focusing on legislation, multidisciplinary working, safeguarding, equality, diversity, inclusive practice issues related to a client group of their choice. To meet Learning Outcomes 1, 2, 3 & 4

100%


Students will produce a ‘training pack’ covering alternative interventions and reflecting on the role of the practitioner To meet Learning Outcomes 5 & 6

100%



Key TextsRoebuck, A (2017) Rethinking Communication in Health and Social Care London: PalgraveSeedhouse, D (2017) Thoughtful Health Care London: Sage Thompson, N (2017) Social Problems and Social Justice London: Palgrave


MODULE CODE: CORC3002 MODULE TITLE: Aspects of Rural LifeCREDITS: 20 FHEQ LEVEL: 6 HECOS CODE: 100473PRE-REQUISITES: None CO-REQUISITES: None COMPENSATABLE: Y SHORT MODULE DESCRIPTOR: (Max 425 characters)An exploration of contemporary issues surrounding the content and context of poverty in rural areas. The module draws on recent studies discussing the usefulness and difficulties surrounding the issue of defining rurality. In addition the module explores the key problems facing those living in rural areas, who may be termed ‘disadvantaged’ or ’socially excluded’ and who find themselves living in rural areas, however rural is defined.ELEMENTS OF ASSESSMENT [Use HESA UNISTATs definitions] – see Definitions of Elements and Components of AssessmentE1 (Examination) C1 (Coursework) 70% P1 (Practical) 30%E2 (Clinical Examination)


T1 (Test)SUBJECT ASSESSMENT PANEL to which module should be linked: BSc (Hons) Health, Welfare and Social SciencesProfessional body minimum pass mark requirement: N/AMODULE AIMS:This module allows students to develop critical abilities when analysing the challenges encountered by people living within rural areas and the agencies that seek to assist them. Students will select and investigate an area of interest in depth and apply statistical and theoretical knowledge. Students will be expected to examine research within their chosen area and appraise a range of associated policies to address issues and challenges.



1. Define rurality, critically appraising the rural idyll. 6.1.a, 6.1.b, 6.4.b, 6.4.c, 6.5.c2. Demonstrate a critical understanding of the rural

environment.6.1.a, 6.1.b, 6.2.a

3. Examine and appraise the impact of poverty, deprivation and social exclusion on rural areas.

6.1.a, 6.1.b, 6.2.c, 6.2.f

4. Conceptualise, debate and critically reflect upon appropriate policy for dealing with rural areas.

6.1.a, 6.1.b, 6.2.e


SEMESTER: All Year




ACADEMIC YEAR: 2019-20 NATIONAL COST CENTRE:105MODULE LEADER: Marian Billings OTHER MODULE STAFF: Antonia Cowan, Sharon Friend, Mark DelfSummary of Module Content: Concept of rural idyll Defining rural and urban Challenges that face people living in rural areas Poverty, social exclusion and deprivation


including formative assessment opportunities)Lecture 30 Lectures will cover a number of subject areas linking into the schedule

of module content across the module and sessions will be interactive. Workshops N/A Supervised sessions to cover the preparation of assessments; this

might involve group or individual tutorials. These sessions are included within the lecture time allocated.



Element Category


PracticalSeminar. Within a seminar group, students will discuss the concept of the rural idyll. To meet Learning Outcome 1 100%

Coursework

Essay. Students will write a 3000 word essay demonstrating a critical understanding of one aspect of the rural environment. Students may focus on their own area of interest. Within the essay, students will examine and appraise the impact of poverty, deprivation and social exclusion and examine the effectiveness of relevant policy within their chosen area. To meet Learning Outcomes 2, 3 & 4

100%



Coursework in lieu of original submission

Uploaded individual audio presentation. Students will upload an individual audio presentation of 7 minutes in length which will discuss the concept of the rural idyll. To meet Learning Outcome 1

100%

Coursework

Essay. Students will write a 3000 word essay demonstrating a critical understanding of one aspect of the rural environment. Students may focus on their own area of interest. Within the essay, students will examine and appraise the impact of poverty, deprivation and social exclusion and examine the effectiveness of relevant policy within their chosen area. To meet Learning Outcomes 2, 3 & 4

100%



Key TextsEtzioni, A (1994) The Spirit of Community New York: Touchstone Gallent, N & Ciaffit, D (2014) Community action and planning; context, drivers and outcomes Bristol: Policy Press Gov: DEFRA Statistical Digest (latest edition)

Social capital Differences within rural areas Government initiatives Government/EU funding


MODULE CODE: CORC3003 MODULE TITLE: Leadership & ManagementCREDITS: 20 FHEQ LEVEL: 6 HECOS CODE:100089PRE-REQUISITES: None CO-REQUISITES: None COMPENSATABLE: Y SHORT MODULE DESCRIPTOR: (Max 425 characters)This module will consider the links between leadership and management and analyse the role of a leader in supporting an organisation’s values, creating a vision and communicating this to others. It will consider how different styles of leadership can impact on the achievement of organisational objectives. ELEMENTS OF ASSESSMENT [Use HESA UNISTATs definitions] – see Definitions of Elements and Components of AssessmentE1 (Examination) C1 (Coursework) 70% P1 (Practical) 30%E2 (Clinical Examination)


T1 (Test)SUBJECT ASSESSMENT PANEL to which module should be linked: BSc (Hons) Health, Welfare and Social SciencesProfessional body minimum pass mark requirement: N/AMODULE AIMS:This module will enable students to analyse the links between leadership and management styles and appraise these in the context of organisational culture, values and objectives. Students will develop their knowledge of ethical leadership and how values drive behaviours. They will be able to evaluate how personal commitment, empowerment and trust impact on organisational performance.



1. Critically analyse and explain the difference between leadership and management

6.1.a, 6.1.b, 6.3.a, 6.3.b, 6.3.c, 6.4.a, 6.4.b, 6.4.c, 6.5.a, 6.5.c

2. Critically appraise the concepts of leaders as managers and managers as leaders

6.1.a, 6.1.b, 6.2.b

3. Critically evaluate the role of a leader in creating and contributing to an organisation’s vision and their impact on its performance, citing real examples

6.1.a, 6.1.b, 6.2.c

4. Distinguish between different leadership styles and interpret how situational variables influence the choice of leadership style

6.1.a, 6.1.b, 6.2.d


SEMESTER: All Year




ACADEMIC YEAR: 2019-20 NATIONAL COST CENTRE:105MODULE LEADER: Marian Billings OTHER MODULE STAFF: Antonia Cowan, Sharon Friend Summary of Module Content: Leadership Management Leaders as managers; managers as leaders Leadership styles Situational variables that affect leadership style Organisational culture, values and objectives Ethical leadership Empowerment and trust







Element Category


PracticalPoster presentation. Students will prepare and present a poster critically analysing and explaining the difference between leadership and management. To meet Learning Outcome 1

100%

Coursework

Case Study. Students will prepare a case study of 3000 words to: critically appraise the concepts of leaders as mangers and managers as leaders; critically evaluate the role of a leader; explore the impact of different leadership styles and how situational variables influences leadership style. To meet Learning Outcomes 2, 3 & 4

100%




Students will prepare a poster critically analysing and explaining the difference between leadership and management. Students will need to improve upon the original submission and utilise the feedback provided. To meet Learning Outcome 1

100%

Coursework

Case Study. Students will prepare a case study of 3000 words to: critically appraise the concepts of leaders as mangers and managers as leaders; critically evaluate the role of a leader; explore the impact of different leadership styles and how situational variables influences leadership style. . Students will need to improve upon the original submission and utilise the feedback provided. To meet Learning Outcomes 2, 3 & 4

100%



Key TextsBarr, J & Dowding, L (2016) Leadership in Health Care (3rd ed) London: SageGopee, N & Galloway, J (2017) Leadership and Management in Health Care (3rd ed) London: SageGray, I, Field, R & Brown, K (2016) Effective Leadership, Management and Supervision in Health and Social Care (2nd ed) London: Sage


MODULE CODE: CORC3005 MODULE TITLE: Promoting HealthCREDITS: 20 FHEQ LEVEL: 6 HECOS CODE: 100653PRE-REQUISITES: None CO-REQUISITES: None COMPENSATABLE: Y SHORT MODULE DESCRIPTOR: (Max 425 characters)This module will analyse changing definitions of health, explore the scope of health promotion and the nature of multi-disciplinary approaches. It will evaluate concepts and approaches in relation to health promotion and evaluate the role of health promotion in the light of social divisions, engaging in debate on ethical, social and political issues.ELEMENTS OF ASSESSMENT [Use HESA UNISTATs definitions] – see Definitions of Elements and Components of AssessmentE1 (Examination) C1 (Coursework) 70% P1 (Practical) 30% E2 (Clinical Examination)


T1 (Test)SUBJECT ASSESSMENT PANEL to which module should be linked: BSc (Hons) Health, Welfare and Social SciencesProfessional body minimum pass mark requirement: N/AMODULE AIMS:This module gives students the opportunity to develop a critical understanding of the changing definitions of health and the scope of health promotion. By focusing on one area of interest, the student can discuss associated ethical, social and political issues and evaluate links between health promotion social divisions. Students will examine the effectiveness of health promotion campaigns within their chosen area of interest.



1. Critically discuss varying definitions of health and health promotion

6.1.a, 6.1.b, 6.2.a, 6.2.b

2. Critically examine the role of the health promoter in the measurement of health, disease and wellbeing and approaches used to manage behaviour change

6.1.a, 6.1.b, 6.2.e

3. Critically examine the historical trends in relation to the effectiveness of health education and health promotion and the role played in addressing health inequality.

6.1.a, 6.1.b, 6.2.c, 6.2.f

4. Demonstrate a critical awareness of social, political and economic issues in relation to contemporary health promotion.

6.1.a, 6.1.b, 6.3.c, 6.4.b, 6.4.c, 6.5.a, 6.5.c

DATE OF APPROVAL: 28/03/2019 FACULTY/OFFICE: Academic PartnershipsDATE OF IMPLEMENTATION: 01/09/2019 SCHOOL/PARTNER: Cornwall CollegeDATE(S) OF APPROVED CHANGE: SEMESTER: All Year



XX/XX/XXXXS ECTION B: DETAILS OF TEACHING, LEARNING AND ASSESSMENT

ACADEMIC YEAR: 2019-20 NATIONAL COST CENTRE:105MODULE LEADER: Marian Billings OTHER MODULE STAFF: Antonia Cowan, Sharon Friend Summary of Module Content: Definitions of health Definitions of health promotion Scope of health promotion Models, theories and paradigms of health promotion Professional vs non-professional intervention Historical changes in patterns of health and disease Current measurements of health, disease and wellbeing Social divisions and effectiveness of health promotion/education Health promotion in social, economic and political context Role of government Role of Third Sector Managing health change – the transtheoretical model Personal responsibility Ethical considerations









Coursework

Report. Students will write a 3000 word Report around their own chosen topic of health promotion and address issues around: changing definitions of health and health promotion; the role of the health promoter; the effectiveness of health promotion campaigns and the role they have played in addressing health inequality. To meet Learning Outcomes 1, 2 & 3

100%

Practical

Presentation. Students will individually present a 10 minute presentation (style to be agreed with Module Tutor) which demonstrates a critical awareness of social, political and economic issues associated with their chosen topic. To meet Learning Outcome 4

100%



Coursework

Report. Students will write a 3000 word Report around their own chosen topic of health promotion and address issues around: changing definitions of health and health promotion; the role of the health promoter; the effectiveness of health promotion campaigns and the role they have played in addressing health inequality. Students will be expected to improve upon the original submission utilising the feedback provided. To meet Learning Outcomes 1, 2 & 3

100%


Uploaded individual Video presentation. Students will upload an individual video presentation of 10 minutes in length; which demonstrates a critical awareness of social, political and economic issues associated with their chosen topic. To meet Learning Outcome 4

100%



Key TextsGreen, J, Tones, K, Cross, R & Woodall, J (2015) Health Promotion (3rded) London: Sage

Laverack, G (2016) Public Health: Power, Empowerment and Professional Practice (3rd ed) London: Palgrave

Marks, D (2018) Health Psychology (5th ed) London: Sage


MODULE CODE: CORC3004 MODULE TITLE: Psychology in PracticeCREDITS: 20 FHEQ LEVEL: 6 HECOS CODE:100498PRE-REQUISITES: None CO-REQUISITES: None COMPENSATABLE: Y SHORT MODULE DESCRIPTOR: (Max 425 characters)This module will explore a range of psychological perspectives in relation to professional practice within the field of health and social care. It will evaluate current psychological research, research methodology and ethical issues and how these inform professional practice.ELEMENTS OF ASSESSMENT [Use HESA UNISTATs definitions] – see Definitions of Elements and Components of AssessmentE1 (Examination) C1 (Coursework) 50% P1 (Practical) 50%E2 (Clinical Examination)


T1 (Test)SUBJECT ASSESSMENT PANEL to which module should be linked: BSc (Hons) Health, Welfare and Social SciencesProfessional body minimum pass mark requirement: N/AMODULE AIMS: This module provides an opportunity for students to critically examine a range of psychological theories and research findings and consider how such ideas inform professional practice. Students will choose an area of interest and apply psychological theories and research findings to demonstrate how they inform practice.



1. Critically evaluate differing psychological perspectives in relation to professional practice in chosen area

6.1.a, 6.1.b, 6.3.c, 6.4.b, 6.4.c, 6.5.b, 6.5.c

2. Critically evaluate psychological research, research methodology and ethical considerations.

6.1.a, 6.1.b, 6.2.a

3. Demonstrate a critical awareness of research findings and consider how these influence and inform professional practice.

6.1.a, 6.1.b, 6.2.b

4. Critically analyse a particular psychological concept which relates to professional practice

6.1.a, 6.1.b, 6.2.d, 6.2.e, 6.2.f


SEMESTER: All Year



S ECTION B: DETAILS OF TEACHING, LEARNING AND ASSESSMENT

ACADEMIC YEAR: 2019-20 NATIONAL COST CENTRE:105MODULE LEADER: Sharon Friend OTHER MODULE STAFF: Marian Billings, Debs Williams, Antonia CowanSummary of Module Content: Psychological perspectives Psychological research, research methodology and ethical considerations Awareness of research findings and how they influence and inform professional practice Psychological concepts, e.g. the psychology of emotions, the psychology of decision making, eating disorders,

psychology and primary care, theories of criminal behaviour







Element Category


Practical

Seminar. In a seminar group students will discuss differing psychological perspectives in relation to professional practice within their chosen area and evaluate psychological research, research methodology and ethical considerations. To meet Learning Outcomes 1 & 2

100%

Coursework

Essay. Students will write a 2000 word essay demonstrating a critical awareness of research findings and how they influence and inform professional practice. The students will choose an area of their own interest and critically analyse a particular psychological concept which relates to professional practice. To meet Learning Outcomes 3 & 4

100%




Uploaded individual audio presentation. Students will upload a 10 minute audio presentation discussing differing psychological perspectives in relation to professional practice within their chosen area and evaluating psychological research, research methodology and ethical considerations. To meet Learning Outcomes 1 & 2 to meet Learning Outcomes 1 & 2

100%

Coursework

Essay - Students will write a 2000 word essay demonstrating a critical awareness of research findings and how they influence and inform professional practice. The students will choose an area of their own interest and critically analyse a particular psychological concept which relates to professional practice. To meet Learning Outcomes 3 & 4

100%



Key TextsProctor, C (ed) (2017) Positive Psychology Interventions in Practice UK: Springer Seligman, M (2011) Flourish London: Free press

Williams, A, Billington, T, Goodley, D & Corcoran, T (eds) (2016) Critical Educational Psychology BPS Textbooks in Psychology: Wiley

· web viewdefinitive module records. programme title: bsc (hons) health, welfare. and social...

Documents