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Students

Course Handbooks


Your Course Handbook is where you can find vital information about submitting assignments, mitigation and a range of other important issues.


Course Handbooks for the 2020/21 academic year will be published on this page in due course. If your Course Handbook is not published yet, please check back soon. All Course Handbooks will be published prior to the course induction.

Foundation Degree Arts Young Children’s Learning and Development, Level 4, Wakefield College, 2020/21 - Course Handbook

Foundation Degree Arts Young Children’s Learning and Development
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Welcome to the Course

Welcome to your course in the School of Health and Community Studies. Whether you are a new or returning student I am delighted to be able to welcome you into the 2020/21 academic year.

The year ahead will contain successes, challenges, and personal growth for you, and the School’s team of dedicated academic staff and administrators are here to help you to achieve your potential.

The School has a broad range of disciplines in our Health Promotion, Nursing and Healthcare, Psychological Therapies and Mental Health, and Social and Community Studies groups. Our academic teams work collaboratively, drawing on each other’s expertise to support learning, undertake professional practice and consultancy, and deliver internationally recognised, societally impactful research.

Throughout the year ahead please do take time to let us know what you are enjoying and what you find valuable, but also please let us know if there are things we could do differently to improve your experience through feedback to your Course Director, at the School Forum or through module evaluations and surveys.

I wish you every success for this academic year.

Dr Duncan Sharp

Dr Duncan Sharp, Dean of School

Welcome to your Higher Education course at Wakefield College, and thank you for choosing to study with us. We are confident that you have made the right choice and the programme you have chosen will meet your expectations.

In the National Student Survey, the University Centre at Wakefield College has been one of the top regional Higher Education providers for Overall Student Satisfaction over the last four years, topping the table for the Yorkshire region twice in that time. The very high level of student satisfaction reflects very strong teaching and academic support, excellent personal development and our commitment to further enhancing the experience of our HE students.

We are delighted to be working in partnership with Leeds Beckett University - the University awards the Foundation Degree that you will be studying, and helps to ensure that our courses meet the high academic standards we expect, in line with our core value of Excellence.

The University Centre at Wakefield College holds a Silver Teaching Excellence Framework (TEF) award; introduced by the Government to recognise and reward excellent teaching in Higher Education. As part of this process we were commended for our personalised interventions to support transition to higher education for students with lower levels of qualifications on entry, the acquisition by students of knowledge, skills and understanding supported through a strong relationship with employers, and effective practices for developing employability within the curriculum and the implementation of an institutional culture that promotes and develops good teaching practice

Many of our courses are designed in conjunction with employers, reaffirming our commitment to place current industrial skills at the forefront of delivery, in line with our core value of Employability. We take pride in the fact that the external survey data conducted annually, regularly shows that over 90% of the College’s HE students are in employment or further study within 6 months of graduating.

Embarking on undergraduate study locally, instead of travelling further afield, is a choice which an increasing number of students, perhaps including yourself, are recognising as both attractive and practical.

We are committed to widening participation in Higher Education and in line with our core value of Affordability we have resisted growing pressure to increase our fees this year. We trust that our courses will continue to offer tremendous value for money.

Finally, I would like to take this opportunity to urge you to take full advantage of your experience in Higher Education at the College to fulfil your potential, and to set yourself up for a rewarding and fulfilling career.

Good luck with your studies!

Course-specific information

Wakefield College will advise you about the impact of the Covid-19 situation on your studies. Please also see this link: Latest updates

Leeds Beckett is providing information on this link: Updates

Key Contacts & Keeping in Touch

Johanne Child J.Child@wakefield.ac.uk

Your programme leader is your main point of contact during your studies at the University Centre and you will be provided with contact details during induction.

Wakefield College

Joanne McCormack, HE Administrator, j.mccormack@wakefield.ac.uk

Leeds Beckett University

Amy Brown, Course Co-ordinator, amy.brown@leedsbeckett.ac.uk

Your Course Representative details will be provided when elected.

Wakefield College, Libraryplus

Further information regarding the Library can be found at http://moodle.wakefield.ac.uk/ > click on Libraryplus

Leeds Beckett University, the Library

The Academic Librarians for this course are Kirsty Bower, Maria Kulas, Laurence Morris and Caroline Robinson. Complete their online Get Help form for help.

The University Centre at Wakefield College has a dedicated HE support team who can assist you with queries around student finance, provide study support and strategies, general pastoral support, employability and careers advice and information and details of opportunities such as ambassador and student representative roles.

Wakefield College

We will inform you of class activities and course notifications, including any cancellations. This will be done for example, via text to the mobile phone number on our contact records, email to student email address, noticeboards or via Moodle announcements.

For each module, the Module Handbook will include the preferred method of communicating general information about that module to you.

Please make sure that you inform your lecturer at Wakefield College whenever you change your address and contact details.

Leeds Beckett

Once you have enrolled on your course, you will be provided with a Leeds Beckett student ID card, which contains a username which will provide you with access to the Library website, MyBeckett and Skills for Learning. Your password will be sent to Wakefield College, who will pass this on to you. It is recommended that you change your password to something more personal to you the first time you log in. You will receive a Leeds Beckett student email address which Leeds Beckett will use to contact you. You can forward emails from your student email address to a preferred personal email address, however, quarantine and spam filters needed by Leeds Beckett mean that emails sent from external email addresses may be delayed, blocked or deleted. It is therefore important that your student email address is the only email address that you use to contact Leeds Beckett staff. You can find how to forward your student email address to a preferred personal email address or mobile device from: https://support.google.com/mail.

For Leeds Beckett records, It is important that you update your personal data yourself. You can do this via the Update my Data channel in the My Account tab in MyBeckett. MyBeckett, the portal and virtual learning environment, is the gateway to all the information you will need to support your studies.

Timetable Information

In the first instance, students will be provided with a timetable from their course leader. These will also be made available on the relevant course VLE page. Students are able to access their timetable on their individual Pro-Monitor record.

Course Overview

We prepare you to be a professional practitioner with a clear understanding of government policy and early child development. The course will provide you with the opportunity to explore a variety of issues relating to young children, including safeguarding, health and well-being and learning and development. This course offers excellent individual support and some modules can be tailored to your particular interests/specialist area and career aspirations, particularly in your final year of study. We require all students to combine their studies with employment or placement. Modules are written with the BA (Hons) Early Years and preparation for employment within the early years sector in mind. This course combines a large element of practical experience with theoretical understanding and building self-confidence and skills for employability, which can be transferred and applied to all areas of young children’s development, moving into primary education in a level 5 optional module.

The course aims are:

To develop skills necessary for independent learning and the critical appreciation of early childhood and children’s learning and development.

To experience and acquire lifelong employability skills and become proficient reflective learners, essential for the childcare and education sector.

To become globally aware of the childcare and education sector on an international level.

To enhance digital competency for example, becoming literate in the use of Microsoft Word, email, internet and PowerPoint relevant to the childcare and education sector.

To achieve competency within the practice of childcare and education required of a senior practitioner.

To provide an appropriate basis for progression to further study within childcare and education, in order to provide a flexible pathway for lifelong learning.

To present a critical understanding of the contemporary questions in education and society by supporting knowledge and understanding alongside reflection and practice.

To evidence understanding of, and commitment to, anti-discriminatory practice and equal opportunities within childcare and education settings.

To provide students with the opportunity to choose a specialist vocational area to complement the early years provision.


At the end of the course, you will be able to:

Demonstrate a critical understanding of the underpinning concepts, theories and principles relating to childcare and education, recognising the broad nature of the sector.

Apply the skills of research/enquiry-based approaches to the contemporary questions in education and society by aligning knowledge and understanding.

Employ balanced, logical and supported critical arguments in relation to principles associated with the childcare and education sector.

Demonstrate intellectual flexibility and openness to the development of contemporary childcare and education practice.

Select and use a range of communication methods in order to effectively communicate information, critical arguments and analysis, in a variety of forms to specialist and non-specialist audiences.

Demonstrate the ability to develop digital literacy skills and awareness of enterprise and global outlook within the context of the childcare and education sector.

At the end of level 4 you will be able to:

Use appropriate techniques in order to observe practices within the workplace, demonstrating a fundamental knowledge of key theories to enable links to be made between child development theory to children’s cognitive, physical and social and emotional development, in order to further enhance the child’s development.

Organise, justify and make connections between the legislative guidelines that influence the safeguarding of children to current practice, giving deliberate thought in relation to safeguarding in order to make recommendations for future development.

Use learned theory, international perspectives and principles of the holistic needs of young children in order to communicate in a clear and concise way how statutory frameworks such as the Early Years Foundation Stage and/or National Curriculum impact on children’s development.

Explain in detail varied psychological perspectives associated with children’s behaviour, using learned theory to identify the role and responsibilities of the developing senior practitioner in promoting positive behaviour.

Operate effectively in groups and individually in order to gather and organise a range of information that will enable you to become independent learners and to succeed in your career and professional future learning.

Organise self and prioritise tasks to organise and plan your own studying patterns, ensuring the use of appropriate tools and for effective study as an independent learner.

Assessment & Feedback

Level 4 is assessed by coursework mainly with some practical skills assessments.
Level 5 is assessed by coursework.

Please note the exam/assessment periods in the academic calendar and make sure that you are available during those periods. Coursework submission deadlines can normally be found in individual Module Handbooks/other module guides.

The University Centre’s HE Study Coach, Andy Kendall, can provide assistance in relation to any reasonable adjustments, an identified learning need or academic support required by students either as a result of a DSA Statement or due to a temporary emergency situation. Andy is contactable by email on a.kendall@wakefield.ac.uk or by telephone on (01924) 789642.

It is important for your progression and achievement that you submit all work for all assignments in a timely manner. It is also important that you keep copies of all work submitted until after you have graduated. You should also keep any receipts confirming the submission of assignments. In the event of your submitted work being lost you may be required to produce a copy of the work and submission receipt. If you are unable to do so, your work will not be marked.

It is important to note that submitting all assignments is a requirement of your course. Should you experience extenuating circumstances which prevent you from submitting on time please make yourself aware of the Mitigation and Extenuating Circumstances process. Without any form of extenuating circumstances, standard penalties apply for late submission of assessed work. Full details of the penalties for late submission of course work are available in section 3.14 of the Academic Regulations.

If you have been recommended ‘flexibility around deadlines’ as a reasonable adjustment in a Reasonable Adjustment Plan, your Programme Leader will be able to advise you of the process.

You will be advised how your assessments are to be submitted, usually in your module handbooks.

Assessed work will normally be returned with appropriate feedback within four weeks of your submission. Each Module Handbook will provide you with specific guidelines on how and when you will receive feedback on your assessments.

Formative assessment is built into all module planners and students are encouraged to attend a one-to-one tutorial with staff prior to summative assessment. The preferred method is face-to-face verbal feedback and students are encouraged to take notes, however, some students prefer to email draft assessments and written feedback is then given. Formative assessment is also provided during module delivery using different techniques such as peer assessed presentations and assessment methods such as question and answer.

At summative assessment, written feedback is given against module learning outcomes and assessment criteria and in all cases this is provided electronically on an assessment feedback form; tutors also write comments on student work so that they can see particular areas where they have strengths and those areas that require further development. The Programme Leader ensures that this is consistent across all modules, with all of the staff using this method of summative assessment feedback.

Results from module assessments and decisions on progression to the next level of study (e.g., from Level 4 to Level 5 of an undergraduate degree) or awards (if you are in the final level) are available on the Results Online system: https://www.leedsbeckett.ac.uk/studenthub/results-online/

Results will appear on Results Online within five working days from the date of the Progression and Award Board meeting (the meeting where your end of level outcome will be decided) or the Module Board meeting (the meeting where modular outcomes are decided).

If you are unsure about when you might receive your results or have queries relating to your results, you should contact your Course Administrator.

If you have not passed a module at the first attempt you will be eligible for re-assessment. See your Module Handbook for details of the relevant re-assessment process (e.g., whether it is coursework, an examination, a presentation or other form of assessment/when it will take place/what the deadline is).

You will be advised by Wakefield College of your options for re-assessment. You are advised to contact your Programme Leader or module leader for any clarification.

Details about our Appeals process can be found on the Appeals web page.

Academic integrity means intellectual honesty and is part of good academic practice. Further information can be found on our Academic Integrity web page.

Teaching & Learning

The teaching and learning activities will vary between modules and the different needs of the student group, and also take account of different learning styles. The course employs a wide range of learning opportunities and teaching methods including the use of lectures, tutorials, practical work, work-based learning, simulations, role play, case studies, projects, peer group interaction and self-managed teams. Feedback on these activities, as well as formative and summative assessments, will support students reflecting on their progress.

The teaching and learning activities are designed to develop the students’ critical thinking skills and encourage them to explore deeply into specific subject matter that is relevant to their learning. This may include, but not exclusively, child development theory, research and literature, reflective practice, childhood and families within the wider context of society, safeguarding children, and understanding children’s patterns of development and behaviour. Through the various teaching and learning methods, students are also expected to develop both personally and professionally including self-awareness and self-confidence, leadership skills, teamwork and communication skills, pro-active listening skills and it is certainly expected that students will continuously develop academic writing and referencing skills required for their particular level of study.

Visits to places of interest form part of students learning, e.g., Armley Mills Industrial Museum and the Early Excellence Centre at Huddersfield. The Industrial Museum aims to develop knowledge and understanding of the industrial revolution and how childhood has altered and changed throughout the years. The Early Excellence Centre will enhance students learning, as they will see how an early years setting can be organised in order to develop a play-based approach and resources that can be utilised to further develop the young child’s learning. Students who choose to study the Primary Education module will spend time in a primary school observing practice, then will plan and deliver a lesson to a year 1 or 2 class; this will enhance understanding of teaching practice and develop confidence.

The teaching team endeavour to develop and use creative learning techniques and students will find themselves:
Producing a case study of a hypothetical infant, detailing signs and symptoms of abuse and this will be presented to the class.
Researching various child development theorists and producing a booklet of ‘theory cards’ which include the theory, links to practice and strengths and weaknesses in order to compare and contrast; this resource can then be used across a range of modules.
In small groups, role playing a given scenario on children’s behaviour with the audience peer assessing for good practice and areas of development relating to children’s behaviour and behaviour management strategies.
Debating the nature versus nurture argument, considering the statement, ‘Are we born to be bad?’

The College has a strong focus on creative learning and supported experiments in order to continue to make learning innovative and exciting for the students. The link between the classroom, the individual and the professional context will be very important in the learning process. The emphasis throughout the programme will be on the development of the ‘reflexive practitioner’ and the programme is designed to complement the professional organisational experience of participants (where practicable), as well as providing opportunities for work-related learning for those without prior experience or concurrent work-place experience. It is assumed that participants’ development on the programme will be enhanced by using their organisational experiences, where the need for solutions and actions provide opportunities for learning.

Throughout the programme participants will be required to reflect on and evaluate their own knowledge and experience in the light of theory and empirical evidence. Such an approach will help to bridge the gap between theory and practice by ensuring that what goes on within the College-based educational process is not sealed off from participants’ practical organisational and professional experiences, and that opportunities for the transfer and application of knowledge and skills are continuous and maintained during the programme.

For work-based students, a further important element in the development of participants’ knowledge and skills, is the bringing together of individuals from different organisational and professional backgrounds, who can look at their own experience and compare, contrast and share it with the experience of other participants and course team members. Peer to peer learning is therefore, a key learning approach. In order to facilitate the sharing of participants’ experience and support individuals’ development on the programme, group, or team-based, approaches to learning will be used where appropriate. Such an approach is also regarded as important in fostering skills of team building, negotiation, maintaining and enhancing effective working relationships, and leading and contributing to discussions to solve problems, make decisions and improve practice.

Level 4 core modules
Child Development: Theory and Practice
Employability for Young Children’s Learning and Development
Holistic Development in Early Childhood
Safeguarding Children
Study Skills
Understanding Children’s Behaviour

Level 5 core modules
Children and Society
Health Issues in Childcare
Play-Based Learning
Research Project in Young Children’s Learning and Development

Level 5 option modules, indicative (2 option modules undertaken)
Current Issues in Early Years
Leadership and Management in Early Years Care and Education
Primary Education: Policy and Practice

A standard 20 credit module equates to 200 notional learning hours, comprising teaching, learning and assessment, placement activities and independent study.

Overall Workload Level 4 Level 5
Teaching, Learning and Assessment 270 270
Guided Independent Study 570 570
Placement activities 360 360
Total 1200 1200
Details of staff teaching on your course will be provided by the University Centre, Wakefield College.

Attendance & Absence

The University Centre expectation is that you maintain your attendance on programme at a minimum of 90% during each academic year. The provision of University Centre bursaries and scholarships may be dependent upon you maintaining this attendance level.

You must report any absence to your Programme Leader who will advise other members of the teaching team as appropriate. The University Centre understands that, on occasion, there may be mitigating circumstances that prevent you from notifying staff members prior to your absence, but we ask that you make contact as soon as you are able, or that you ask a family member or friend to make contact on your behalf. Notification can be via email or telephone.

You must report any absence due to illness to your Programme Leader who will advise other members of the teaching team as appropriate. The University Centre understands that, on occasion, there may be mitigating circumstances that prevent you from notifying staff members prior to your absence, but we ask that you make contact as soon as you are able, or that you ask a family member or friend to make contact on your behalf. Notification can be via email or telephone. Long term sickness is likely to require the provision of a sick note and students are encouraged to talk to their Programme Leader if they think extensions or mitigating circumstances may be required due to ongoing illness.

If you are considering withdrawal from your course you should speak to your personal tutor / academic advisor to discuss your reasons. If there is a problem, staff at your delivery provider or the University may be able to help. It may be possible to arrange suspension of studies from your course.

If you are considering withdrawing, permanently or temporarily, you must complete a withdrawal form, which you can obtain from the administrative staff at your delivery provider. This form must be submitted as soon as possible as withdrawals cannot normally be backdated. For further details see the Student Regulations.

International Students

As a UKVI Tier 4 licence holder we are authorised to sponsor students from outside the European Union to study on full-time courses at the College, provided they meet UKVI and College requirements. Courses include A-Levels, English as a Foreign Language and Access to Higher Education and Higher Education courses in our University Centre. The College’s International Centre provides a visa checking service for applicants.

Students who are normally resident within the EU do not currently need to be sponsored under Tier 4 and can apply for the full range of College courses.

Professional Accreditation or Recognition Associated with the Course

There is no professional accreditation for the course.

'In Year' Work Placement Information

Work-related projects, based upon a selected organisation relevant to field of study are utilised across various modules within the course.

A minimum of 360 hours activity on a work-related project will be expected at each level. These are divided by 30 weeks (12 hours per week for each 15 week semester)

Student's choice

Throughout the programme students will learn and develop personal, professional and core employability skills through the Employability and Research Project modules. Students will be required to be in placement or employed for 2 days per week (full-time route) and 1 day per week (part-time route) and will gain and develop many skills from this experience such as organisation skills, confidence, team working, linking theory to practice, knowledge of legislation and Government initiatives that support children and their families. These experiences will enhance learning and provide the opportunity to engage in real-life experiences and scenarios that take place in the workplace. All students will receive a visit to the setting from the Employability module tutor (Placement Supervisor) in order to support the development of personal and professional formation within the workplace. The Placement Supervisor will meet with the student and their Supporter in order to develop skills required for the childcare and education sector. This is also to ensure that students have settled into the working environment and are carrying out duties required and being given opportunities to develop and learn.

During the programme induction period students will be given a Placement Handbook that provides further details. The College has a standard Placement Handbook which is contextualised by course so that both students and organisations have access to the relevant information and guidance including useful contact details. There is also a Management of Placement Based Activity Code of Practice in place to offer guidance and standard expectations for staff, students and employers.

Skills, Employability & Graduate Opportunities

This course will build the following skills: team-working, research, critical thinking and evaluation, presentation, and independent learning.

There are three Graduate Attributes for Leeds Beckett University and these are tailored to suit your course. The three attributes you should achieve by the end of the course are for you to be digitally literate, have a global outlook and for you to be enterprising. Learning about these attributes and being assessed on them as part of your modules will provide you with capabilities which are essential for your future career and wider life as you move on from your studies here. You will be formally assessed on all the attributes in some of your modules at each academic level in each year of your course. Information on your assessment is included in your Module Handbooks.

Students on this programme will develop all three Leeds Beckett University graduate attributes of being enterprising, digitally literate and having a global outlook, progressing developmentally over the two levels.

Digital literacy: High levels of digital literacy will be developed across the programme to develop confident and critical use of information and digital technologies to enhance academic, personal and professional development. Students will develop their use of electronic databases in finding and evaluating the suitability of a range of digital sources including web pages and journal articles. At course level a variety of assessment, learning and teaching strategies enables students from a diverse range of backgrounds to participate and achieve effectively. Academic practice will be developed over the two levels which include the ability to study and learn effectively including: use of digital tools to support academic writing, referencing, time and task management. All modules utilise digital learning materials often within virtual learning environments which support independent study, assessment and feedback. During teamwork activities, there will be an expectation that digital online communication and collaboration tools will be utilised to provide an effective communication medium and repository for shared documents.

Enterprise: The enterprise element of the programme will include the development of both entrepreneurial and enterprise skills. Students will be equipped with creative and problem-solving skills which will mean they can take an enterprising and resourceful approach to their future careers and learning. Situated learning experiences are embedded including work-related placements.

Global outlook: Opportunities for effective and responsible engagement in a multicultural and globalising world will be embedded throughout the curriculum, explicit within some learning outcomes (if appropriate to that module), constructively aligned within course content, activities and assessments, and progressively developed across levels of study.

It is crucial that on completion a student achieves the required standard that employers would be expecting from a level 5 graduate. Across each module transferable skills are embedded such as academic communication, application of number, digital literacy, team work, personal and professional development, reflection and research, employability, enterprise, leadership and multi-cultural awareness; these skills will be assessed across the course.

The course includes content that ensures student awareness of the business context; employability; and ethical issues within the early years care and education sectors. At each level modules include learning outcomes which provide the students with the employability skills and professional knowledge they need to be successful in an early years care and education related career.

Teamwork and communication skills are developed throughout the course which also supports future career aspirations. The generic level 4 modules for Employability in Young Children’s Learning and Development and Study Skills, specifically address study skills, self-awareness, employability, enterprise, team working and reflective skills required for successful continuing professional development and lifelong learning.

The course includes modules which are specifically designed to incorporate theory into early years’ practice and real-life situations. The Child Development Theory and Practice and Holistic Development in Early Childhood modules clearly link to child development theory and observations will be undertaken with children on specific areas of development; these are real-life observations and can also be used in practice. Other modules will develop understanding of global issues within early years care and education and the social context of the child, development of leadership skills, which will support with development in leading and managing others and play-based learning in the context of guiding curriculum and the role of play in learning and development.

Typical roles for graduates have included senior early years’ practitioner, nursery manager, family support worker, teaching assistant and on completion, students may progress onto a BA Honours level 6 award and/or achieve Early Years Teacher or Qualified Teacher Status.

Learning Support

Your programme leader is your main point of contact during your studies at the University Centre and you will be provided with contact details during induction.

Your Academic Advisor will be an academic member of staff who teaches you on your course. Your Course Director will make sure that you are given the contact details of your Academic Advisor at the beginning of each year, usually in your course induction. Further details on the role of your Academic Advisor are available on the Academic Advisor web page.

The University Centre has a dedicated HE support team who can assist you with queries around student finance, provide study support and strategies, general pastoral support, employability and careers advice and information and details of opportunities such as ambassador and student representative roles.

The College provides support for its disabled students and your first port of call should be our HE Study Coach, Andy Kendall, who can provide you with advice and guidance in relation to the Disabled Students Allowance (DSA) and signpost you to relevant internal teams, or external agencies who will be able to provide you with the necessary support. Andy is contactable by email on a.kendall@wakefield.ac.uk or by telephone on (01924) 789642

The library is located in the Harrison Building on the City Centre Campus and there is an additional library at the College’s Castleford campus. For details of library services and opening hours see the link below.

Once you have enrolled on the programme you will be able to use the Library as either a full or part-time student.

The Library has an extensive range of learning resources which includes:

· Books, journals, periodicals and magazines;

· DVDs, streamed video and audio materials;

· Online resources, such as: study skills information, e-books, online journals & databases which you can access in College and at home through Moodle;

· Networked computers all with MS software and Internet access.

Further information regarding the Library can be found at

http://moodle.wakefield.ac.uk/ > click on Libraryplus

The IT Services Team are located with the Library in the Harrison Building at the City Campus and are available to assist students who need IT support as part of their programme of studies. They are contactable on 01924789212 and via email: helpdesk@wakefield.ac.uk and can assist with matters such as resetting College passwords and any other issues students may have in terms of accessing online resources e.g Moodle.

Resources

Teaching facilities at Wakefield College

The facilities supporting the programme are aimed at providing an enjoyable learning experience that is flexible and effective in an environment dedicated to HE students. Classrooms are equipped with interactive SMART boards to support learning, a dedicated HE Study room, PC access and formal and informal teaching areas.

Moodle - the VLE (Virtual Learning Environment)

Moodle is a system that is designed to aid your learning experience. Your tutors can upload programme resources/information onto Moodle and you can access them at a time convenient to you. Your programme tutors will provide you with information about how you can get access to the VLE at the beginning of your programme. Once you are enrolled on your programme you can use your student ID to access online resources, mainly housed on the Moodle page (http://moodle.wakefield.ac.uk/); if you are having problems logging on, click on ‘problems logging on’ to find advice and help. You can also phone IT Support on 01924 789212.

Leeds Beckett Library

In addition to the physical and online resources provided by the library at Wakefield College, you will have access to a range of resources via the University’s online library. The Library website (library.leedsbeckett.ac.uk) provides access to resources and information about Library services available to support you.


Student Voice

We are committed to working in partnership with you and nominated Student Representatives to provide you with an inclusive, safe and engaging learning environment which is conducive to study for all our students and our staff. An important element of your time studying with us is your engagement in developing your learning. Your engagement and attendance on your course enables you to further your learning and supports your achievement, course completion and aspirations for the future. There is an expectation that students will attend, engage in their learning and submit for assessment. We provide support for you to maximise your time studying with us and to develop your learning, skills and abilities to support you in your chosen career path.

We seek active participation by all our students in the continuous enhancement of our courses and through our monitoring, annual review and enhancement processes. These are formal processes used by our University for assuring the academic standards and quality of your course and its continuous improvement. These processes utilise your feedback, External Examiners’ reports, feedback from staff and others, data relating to student outcomes on the course and student surveys to reflect on areas of good practice and areas for further enhancement. We invite all students to participate in a range of opportunities to provide us with feedback on your course and modules. This may include discussions with staff, focus groups, and meetings (e.g. with Course Representatives or with staff) and formalised student surveys e.g. mid module reviews, end of module evaluations and specific course or other surveys.

Course Representatives are student volunteers who represent your views at course level, in formal and informal meetings with academic and support staff online and follow up on actions that have occurred as a result of student feedback at School Forums. Details about being a Course Representative are available on the Students web pages. The Students’ Union oversees Course Representatives and more information is available on the Students’ Union website.

You have the opportunity to become an elected Course Representative working in a voluntary capacity with students, the Students’ Union, the Course Director and members of the course team and our University. The Course Director, working in partnership with our Students’ Union, enables the process for election and appointment of Course Representatives. The Students’ Union provides training and development for Course Reps and supports their engagement in enhancement activities. Being a Course Representative provides an opportunity for you to enhance your own learning and the development of relevant professional and employability skills in parallel with your studies.

As a Course Representative you would play an important role in:
• acting as a point of contact and advocate for students on your course and in supporting their active engagement;
• gathering feedback from students on your course to inform further enhancements to the quality of your course and the student experience;
• enabling dialogue and good communication between students and staff on the course;
• working with the Course Director, members of the course team and the Students’ Union to enhance your course;
• facilitating and engaging in meetings about your course; and
• being an ambassador for your course.

Further details about Course Representatives are available on the web pages above and in our University’s Academic Regulations.

We invite all students to participate in a range of opportunities to provide us with feedback on your course and modules. This may include discussions with staff, focus groups, and meetings (e.g. with Course Representatives or with staff) and formalised student surveys e.g. mid module reviews, end of module evaluations and specific course or other surveys.

We are committed to providing a high quality experience for all our students. We welcome comments and compliments from students, and find them valuable for on-going improvements to our provision. Comments and compliments about your course can be raised with your course representative or directly with your personal tutor / academic advisor.

If you have a specific complaint about your course, you should initially follow the complaints procedure of your delivery provider.

If this does not resolve the matter, then you should make a formal complaint under the University's Student Complaints Procedure. Information about how to make a complaint, including the student complaints procedure and a complaints form, is available on the Students web pages.

General Information

Foundation Degree Arts Young Children’s Learning and Development

Certificate of Higher Education Young Children’s Learning and Development

Leeds Beckett University

Wakefield College

Level 5 of the Framework for Higher Education Qualifications, with 120 credit points at level 4 and 5 of the Higher Education Credit Framework (240 credits in total)

Part-time delivery is normally over three years.

Wakefield College (plus location of any work placement, if applicable).

2020/21 course fee is £6,750

Policies, Standards & Regulations

College and Partner policies, procedures and regulations can be accessed on the University Centre HE Student Moodle Page and also on the main College website.

Key Leeds Beckett University regulations and policies can be accessed on the following web pages:

• Academic Regulations (including assessment regulations) are available on our Academic Regulations web page

• The Student Contract is available on our Student Regulations web page

• The Student Charter is available on our Academic Regulations web page (Section 20)

Other Student regulations and University policies, including Safety, Health and Wellbeing policies, are available on our Student Regulations web page

You should also familiarise yourself with our Zero Tolerance Report and Support web page regarding sexual harassment and assault, and also the Report & Support web page regarding racial harassment.

The merit and distinction profiles for the award follow the University Academic Regulations.

The External Examiner assures that you are assessed fairly in relation to other students on the same course and also that the standard of your own award is comparable to similar courses taken by students in other higher education institutions within the UK. The External Examiner(s) provide an annual report for your course. External Examiner reports are available on our External Examiner Reports web page, which is accessible via the Course Information link on the Students home page.

Sarah Rawding, Senior Lecturer, Sheffield Hallam University

Module Information

The Course Administrator can provide you with the module information for your course, or tell you where to locate the details. This includes a description of module content, how the module will be taught and how you will be assessed.. In most cases, you will be provided with a module handbook at the start of the module or one will be made available to you In My Beckett


This page was last modified: 25/08/2020

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