Positive Practice with Children & Young People BA (Hons) Top Up

This course is validated by: Lancaster University
Award: BA (Hons) in Positive Practice with Children and Young People
Location: University Centre at Blackburn College
UCAS Code: L590
Code: SS3531A14
Fees: View fees and financial information
Validated by: Lancaster University
Study Mode: Full Time, Part Time
Start Dates: september 2018
Term Dates: View term dates
Overview

Our Positive Practice with Children and Young People BA (Hons) Top Up programme is for students from UCBC who have successfully completed the FdA in Positive Practice with Children & Young People who now wish to specialise at a higher level studying for a BA (Hons) qualification. You will undertake five modules including a dissertation and will be able to specialise in a particular area through option modules. The focus of the course is on recruiting more people to the children's workforce, developing skills for partnership working and developing and enhancing leadership, management and supervision skills within the children and young person's workforce.

What will I study?

The course is delivered over four terms of one academic year, and students will complete a common core of 3 compulsory Modules accompanied by 2 option Modules, all running throughout the year to ensure a planned sustained programme of independent and advanced academic learning and ongoing personal and practice-based development. The nature of student contact will vary to accommodate the needs of the different Modules. There will be some formal input on theories of research and other relevant academic content followed by one-to-one consultation with the student and the employer involved. All other Modules will be delivered on a weekly basis up to the end of April to provide students with ongoing input and guidance, with the emphasis remaining on the need for students to become independent and autonomous learners. The general aim of the programme is to develop key transferable skills which are directly relevant to working with children and young people and youth practice generally.

Modules include:

  • Dissertation (double Module worth 40 credits) - Compulsory
  • Professional Development - Compulsory
  • Management and Organisations - Compulsory
  • Contemporary Psychotherapies
  • Contemporary Issues in Working with Children and Young People
  • International Perspectives in Work with Children and Young People
  • Evaluating Family Policy & Practice
Download the programme specification for Positive Practice with Children and Young People (Top Up) BA (Hons). The Programme Specification will give you further information about the course structure, learning outcomes and detailed information about the assessment you can expect during the course.
Entry Requirements

In order to join BA (Hons) Positive Practice with Children and Young People (Top Up) programme you will need to have successfully completed . If you have received less than a Merit grade overall in your Foundation Degree you will be required to attend a guidance interview first to ensure you are fully prepared for the Top Up programme. Additional preparation for study at the Top Up programme may be required.

How will I be assessed?

During the course you'll be assessed by a variety of methods including: open book examinations, examinations, presentations, essays, assignments and briefs as well as a 10,000 word dissertation.

Formative and summative assessments enable lecturers or tutors to monitor the learning that has/is taking place. Summative assessment is not always noticeable by the student as it is a continuous process; lecturers or assessors may observe participation and responses to class discussions and group work, a student’s response to question and answer sessions, participation in workshop practical and engagement with demonstrations. Each module is formally assessed through, for example, examination, open-book test, individual and group presentation, essay, observation of practice, assessment of course work e.g. art portfolio, written report, reflective practice and portfolios of evidence.

Students receive both formal and informal feedback. Formal feedback is through assessments, is usually in writing and given within 3 weeks following the submission date. However, some lecturers will provide group feedback, for example, following an examination they may choose to work through the exam paper in a tutorial. It should be noted that feedback is part of the ongoing learning cycle which is not limited to written feedback. Other forms of feedback include one-to-one meetings with a personal tutor, dissertation and project supervision meetings, a lecturer responding to learner questions or responses during topic or situation discussions.

Teaching and Learning

The learning environment and facilities include lecture theatres, classrooms, technology suites, laboratories and workshops, library and skills labs, art and photography studios, small group and quiet zones. Learning methods will vary according to the programme of study but will include lectures and group tutorials. In addition, seminars, field trips, work placements, role play or scenario activities, laboratory and workshop practical, demonstrations, guest lectures, discussions and debates all contribute to the learning experience to support the acquisition of subject specific skills and knowledge and the development of transferable and employment related skills.

What can I do next?

Upon successful completion of the course typical careers our graduates have gone on to include becoming a Social Worker or Teaching (both following an additional period of study) as well as work as Counsellors, Outreach Workers, Youth and Community Workers as well as securing positions with organisations such as the Hope Centre, Preston. Postgraduate study is also encouraged at the end of the course and some graduates choose to continue their studies at Masters level on a range of programmes.

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Testimonials

"I felt the main strengths of the programme were a committed and student-centred staff team and the diversity of content within the curriculum. It is my first year with the team but even at this early stage these aspects were evident."

External Examiners Report 2014/15
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