Page 1


Foundation Degree Playwork Part Time Course Programme Handbook Year 1 September 2012

Programme Leader David Stonehouse 01695 657003


Page 1.




Introduction to the Programme Handbook



General Information



About Edge Hill University



Facilities Available to you at the Faculty of Health, Edge Hill University Campus



Learning Resources including Library, Media and ICT Facilities



Faculty Health and Safety Policy



Equal Opportunities Statement



Programme Structure, Organisation Aims, Outcomes and Alignment



Programme Alignment with Professional Standards



Programme/Module Structure



Programme Structure and Requirements, Levels, Module Credits and Awards



Programme Management, Student Academic/Pastoral and Welfare Support Systems



Student Progression and Achievement



Learning and Teaching



Faculty of Health: Student Code of Conduct



Procedural Points


Appendices:  Assignment Marking Criteria: Academic Level 4  Assignment Marking Criteria: Academic Level 5



It gives me great pleasure on behalf of myself and the staff of Edge Hill University, Faculty of Health and Social Care, to welcome you to Edge Hill University. I trust that you will find the next three years stimulating, exciting and rewarding. The Faculty of Health and Social Care [FOHSC] has an excellent record of success in delivering academic, professional and vocational education relating to health and social care. This programme provides students with the following opportunities: 

Access to Higher Education;

Access to a wide range of student learning resources and support;

Meaningful practice experiences allied to the programme;

Access to further degree level studies beyond Foundation Degree.

Our innovative and challenging three-year programme of study will enable you to develop or enhance existing skills in facilitating play opportunities for children that are both challenging and safe. By the end of the programme, you will be prepared for a lifelong career working with children and young people, or to continue and further develop your career within this area.

This handbook is specifically designed to give an insight into the structure of the Foundation Degree Playwork – Part Time course. All lecturers are committed to supporting you and facilitating learning opportunities to help you achieve. However, your own contribution and commitment to the Programme is probably the most important determinant of your success within this Foundation Degree Playwork. I wish you every success in your endeavours.

David Stonehouse Programme Leader – Foundation Degree Playwork September 2012


INTRODUCTION TO THE PROGRAMME HANDBOOK It is important to retain this handbook throughout the duration of your course; read and familiarise yourself with its content, along with the Edge Hill University Student Handbook as they contain vital information about your rights and duties as a student. The following pages provide an introduction to the three-year Foundation Degree Playwork course. This handbook is designed to provide you with the opportunity to find out more about your programme. It contains all the information you need to understand its structure, organisation, management, assessment (both theory and practice) and progression, along with information about teaching and learning resources as well as academic and pastoral support. Whilst time will be allocated in your timetable to introduce you to its contents and address any issues or concerns you have, it may simply be used as a reference text or as a resource to get the most out of your studies. Your attention is drawn to the following list of policies and procedures: 1.

Edge Hill University Policies and Procedures: Equal Opportunities Policy Statement Code of Conduct and Disciplinary Procedures for Students Complaints Procedure Disciplinary/Grievance Procedure Academic Regulations Malpractice by Students – Revised Procedure Policy on Smoking: Revised 1991


Local Policies and Procedures include: FOHSC Code of Conduct for Students Protocol for Student Supervision in Community Placements Policy and Procedures for dealing with breaks in a course arising from sickness/absence Protocol for management of cause for concern in practice related to child and/or client care Policy and Procedures in Relation to problem drinkers and drug abuse Failure to meet standards of academic or practical progress as set down in the course regulations

NB: This list is not exhaustive and is altered or updated periodically in light of statutory, educational and other changing circumstances. As a registered student of Edge Hill University [EHU] and the FOHSC, you agree to abide by all the University and College rules and regulations. This includes the Student Code of Conduct, the University and College Equal Opportunities Policy Statement and any codes or policies/procedures relating to the FOH, and practice placement areas utilised within the programme. These policies and procedures are designed to ensure that all students are aware of their rights and responsibilities during their course of studies with Edge Hill University. Reference is made to these 4

in the Course Regulations, Individual Module Handbooks and EHU Student Handbook[s]. Copies of EHU and FOHSC policy statements and documents are available for viewing on the Intranet or on Faculty Campus on request. We would welcome any suggestions as to how this programme handbook might be improved in future for the benefit of our students. Please pass on any suggestions to the Programme Leader.



The core purpose of the Faculty of Health and Social Care is to provide a responsive, high quality education and training for individuals working in/or seeking to work in health and social care.

The Faculty of Health and Social Care offers a wide range of post-qualification modular programmes for nurses, midwives, health visitors, allied health professionals and social care related professionals. Opportunities include Foundation Degree Studies, BA/BSc(Hons) Degree Studies, Masters level study or M.Phil/PhD studies by research. Edge Hill University continues to invest in strengthening and focusing its research profile and participated fully in the Research Assessment Exercise. Research areas have been identified and the Faculty has developed a Centre for Research and Evaluation in Health and Social Care, which has a number of research fellows and students. In addition, Edge Hill University was recognised as an “Investors in People” [IIP] by Merseyside TEC in 1998. This has also recently been successfully reviewed in June 2004. The Faculty has long established links with NHS and non-NHS sectors. The NHS Trusts served by the Faculty of Health include:            

University Hospital Aintree Foundation Trust Walton Centre for Neurology and Neurosurgery NHS Trust Southport and Ormskirk Hospital NHS Trust Merseycare NHS Trust Royal Liverpool Children’s Hospital NHS Trust St Helens and Knowsley Hospitals NHS Trust – Whiston Hospital Liverpool Women’s Hospital NHS Trust Central Lancashire PCT Liverpool PCT Sefton PCT Knowsley PCT Halton and St Helens PCT

All Foundation Degree Playwork students will be based at the Ormskirk Campus. 6


Founded in 1885, incorporated in 1989, Edge Hill University is the largest Higher Education Institution in the general college sector in the Northern half of Britain. We have more than 60 undergraduate programmes and over 8,000 students on degree and diploma courses across three Faculties, a further 6,000 students on professional development programmes, a growing range of MA/MSc work and a thriving programme of staff research alongside over 50 MPhil/PhD students. Edge Hill is recognised as being amongst the most financially sound institutions in the sector. A ÂŁ30m capital development plan since 1992 has seen the construction of six major buildings including the new Learning Innovation Centre, which was opened by Sir Brian Fender in September 2000 and the Sporting Edge, a sports facility of regional importance. A sophisticated infrastructure supports over 1,400 student and staff networked workstations. Quality Assurance processes in academic and support areas have been further developed and enhanced, and a range of high quality support systems contribute to good student retention and completion rates. The excellent quality of several areas of academic provision have been recognised by QAA and Ofsted and University status achieved in June 2006. The Faculty of Health is the largest and one of the most highly regarded providers of nurse and midwifery training in the region. A new ÂŁ14 million Faculty of Health and Social Care building opened in December 2007.


FACILITIES AVAILABLE TO YOU AT THE FACULTY OF HEALTH, EDGE HILL UNIVERSITY CAMPUS Edge Hill University’s facilities; please refer to module handbook. Counselling Service: A confidential Counselling Service is available for all students and staff. The Counselling Service is based within the Health and Well-being Centre in Hilton House, on Ruff Lane to the rear of the campus. The Centre is staffed by qualified counsellors, who are experienced in dealing with a wide range of problems, especially those associated with health and social care settings. The contact numbers are as follows: Ormskirk – 01695-650988 Email:

Careers Centre: The Careers Centre staff are based in the Student Information Centre (ground floor). The Centre is open in term time from 9.00am to 4.45 Monday to Thursday and 9:00am to 4.00pm on Friday. In vacation time the Centre is open from 9.00am to 4.00pm (closing between 12.30 – 1.30pm). There is also a Careers Centre webpage with links to nursing, midwifery and allied health professional sites. This can be accessed, by entering the Edge Hill University home page on the Internet and clicking on careers ( The contact numbers are as follows Tel: 01695 584866 (out of hours answer machine available) Email:

Banking Service: Cash machines are available at the front main entrance to the university and in the Student Hub.


LEARNING RESOURCES INCLUDING LIBRARY, MEDIA AND ICT FACILITIES Learning Services key purpose is to support learning and to develop a responsive learning environment for all, through services and facilities, research and development, information and support. The service now incorporates learning resource centres and information provision, learning support, ICT user support for learning and teaching, e-learning development and support, media services and disability and dyslexia support. These services are currently provided in Learning Resource Centres, as well as remotely through service level agreements with partners and electronic services. Learning Services Resource Centres Hours of Opening: Ormskirk – Learning Resource Centre [LRC] 01695-584286 Monday to Thursday 8.00am – Midnight Friday 8.00am – 9.00pm] Saturday and Sunday 11.00am – 6.00pm [Out of term closed] Ormskirk – Learning Innovation Centre [LINC] 01695-584286 Monday to Friday 8.45am – 5.00pm 24/7 access to IT with Edge Hill Unicard Aintree – Library and Information Resource Centre [LIRC] 0151-529-5851 Monday to Thursday 8.30am – 8.00pm Friday 8.30am – 5.00pm Saturday 10.00am – 2.00pm Chorley – Woodlands Learning Resource Centre 01257 239736 Monday to Thursday 9.00am – 7.00pm Friday 9.00am – 5.00pm Armstrong House, Manchester Monday to Thursday 8.45am – 4.30pm Friday 8.45am – 4.15pm Learning Services has two formal groups, the Associated Health Libraries Group [AHLG], and a FE Partnership Group which liaises with the libraries that Edge Hill University is in partnership with. The health libraries are on NHS sites where Edge Hill University students attend clinical placements, or where there is a remote Edge Hill University teaching centre. The remit of the group is to ensure the effective use of Edge Hill University resources by students whilst either working or studying at an AHLG site. 9

The Hanley Library – Southport and Ormskirk NHS Trust, Southport Hospital [Placement site for Faculty of Health students] 01704-704202 Monday to Thursday 8.30am – 5.00pm Friday 8.30am – 4.30pm 24/7 access for Edge Hill students. Please see staff in library about a card. Alder Hey Education Centre Library – Royal Liverpool Children’s Hospital NHS Trust [Placement site for Faculty of Health students] 0151-252-5476 Monday to Thursday 8.30am – 6.00pm Friday 8.30am – 5.30pm Loan Allocations Edge Hill University students can borrow 15 items from any of the three Learning Services Resource Centres. Students using an Associated Health Library whilst at work or on placement will be given an allocation for that individual library and this will supplement the 15 from Learning Services. The resource centres all have stock with varying loan lengths to maximise use. Books are either: 21 days 7 days Overnight Reference only Fines for late return of items are as follows: 21 day loans 5p per day 7 day loans 50p per day overnight 50p per day *Please note that, loan lengths for books and other library materials do vary, according to the number of copies. You are advised to check local times for loans and fines. Learning Services Card All students need an Edge Hill University Unicard to borrow items and get help at a Learning Services’ Help Desk. When students have received their Edge Hill University registration letter with full details of their registration number they can gain a card at the Registration session at Ormskirk. Formal registration sessions are held within week one of Foundation Degree. The registration letter also contains important information regarding your user name and passwords and how to access to the Edge Hill University network. You will receive a temporary password, which you will be required to change when prompted. Passwords need to be changed every 90 days and the network will prompt you to do this both on campus using a PC in a resource center, or using the GO portal over the 10

internet at home or work. security.

All students must change their passwords to ensure

Study Facilities in Edge Hill Learning Services Resource Centres Ormskirk LRC 171 study places with PCs Express PCs Self Issue and return Help desks 283 study places without equipment. Bookable quiet study carrels Social learning spaces for group work Loanable laptops for use in the building Bookends CafĂŠ Edge Ahead Centre Aintree LIRC Tables and seating for 70, 50 PCs Woodlands 28 study places with laptops to be used in the library or in classrooms. Learning Services Book Stock Your reading list for each module is available on-line from within the library catalogue. You can search for your list under a module code search and then access borrowing information for books and link through direct for full text electronic resources. Total approximately items: Ormskirk LRC 203,000

Aintree LIRC


Woodlands LRC 23,000

Full collection of health reading list items. Comprehensive collection of relevant material, Social Sciences, Biological Sciences, Social Policy and Health General Nursing, Specialisms, Research, Psychiatry, Midwifery, Health Promotion, Management, Postgraduate Medicine Specialist Resources for the Faculty of Education

Learning Services Journal Collections Each library subscribes to a number of periodicals in print: Ormskirk LRC Aintree LIRC Woodlands LRC

716 titles 300 titles 70 titles

Electronic journals: Approximately 11,000 titles 11

The electronic journals can be accessed in any Learning Services Resource Centre via a PC or from home/work if students wish to work remotely. All Associated Health Libraries [AHL] subscribe to core nursing and midwifery titles, along with titles for the specialist nature of some Trusts and specialist titles for students on placement. Students can access a wide range of both journal and database resources remotely. They are able to use PCs in the AHL to access the Internet and Edge Hill University’s web resources. Learning Services Electronic Books Students have access to over 40,000 e-books, with a high proportion of nursing and health studies. They are similar to electronic journals, in that they can be accessed in any resource centre or from home/work if students wish to work remotely. Health Information Resources at Aintree The Aintree LIRC provides access to 50 multimedia PCs with full Internet access, email access, word processing, spreadsheet packages and PowerPoint. The LIRC also has an ICT teaching room where IT and resources sessions are held. There are specialist health databases available on the network at any resource centre. These electronic resources can also be accessed remotely for home use using the GO portal and the library catalogue.     

Proquest full text journal collection CINAHL Internurse Cochrane Database PsychInfo

Services offered by all three Learning Services sites [Aintree, Ormskirk, Woodlands]         

Networked, Multimedia PCs Photocopying Inter Library Loans Binding and laminating Learner Support programme Guides and Publications Self Issue and returns Out of hours book boxes Helpdesks for all IT and resource enquiries

E-learning You will have access to and be expected to use a Virtual Learning Environment during the course of your studies. This Virtual Learning Environment is known as Learning Edge and will provide access to course documents, electronic information resources and a very useful discussion facility.


Learning Services Guides and Helpdesk Services Learning Services produces guides for all e-resources and the Aintree LIRC and Ormskirk LRC have copies of guides for all the resources related to health. All guides are available in print and as a PDF document via the Learning Services web pages. Study Skills Guides The following guides are also available via the Learning Services web pages:  Getting Started – Time and Organisation Skills  Assignment Planning  Harvard Referencing  Reading and Note Making  Report Writing The Harvard referencing skills guide, which should be used to assist with referencing in every assignment, can be found here: Students can ask for help at any of the Learning Services Helpdesks. There is a helpdesk at the Aintree LIRC, Woodlands Resource Centre, LINC Building and 2 in the main LRC on the Ormskirk Campus. Edge Ahead Centre The ‘Edge Ahead Centre’ provides advice, information, resources and tailored support for all learners in relation to study skills, ICT and information skills, skills and access technology and support for students with Specific Learning difficulties. The approach of centre staff is informal but confidential and our aim is to promote independent and inclusive learning. We can help you explore your learning style; introduce you to strategies to enhance your study skills and signpost you to resources and other services. Please call in to find out what services are available to you. Contact numbers: Edge Ahead Centre, 01695 584372 Learning Resource Centre, 1st Floor, Ormskirk 11.00am – 3.00pm Learning Edge You will have access to and be expected to use a computer during the course of your studies. This online learning programme used is known as Learning Edge and will provide access to course documents, e-resources and a very useful discussion facility. Learning Edge is available via the Learning Services web pages. Access is via your username and password.


Students with any queries regarding passwords, access to resources or general help and advice regarding using Learning Services should telephone the Learning Services Helpline: Ormskirk 01695 584286


FACULTY HEALTH and SAFETY POLICY Students should be aware that copies of this policy can be found in designated Health and Safety cabinets on each floor of the Faculty of Health and Social Care.

EQUAL OPPORTUNITIES STATEMENT We are committed to providing an inclusive environment, which is comfortable and welcoming to all students. We aim to identify and prevent any instances of racism, sexism, and homophobia or of discrimination against people with disabilities, from particular socio-economic backgrounds or because of age. We have an equal opportunities policy, which we expect all staff and students to follow – failure to do so is a serious matter. We recognise that equal opportunities must also be central to our teaching and the programmes, which we offer. Our Equal Opportunities Co-ordinating Group monitors and guides the equal opportunities policy of the College, and includes members of staff and students with specialised equal opportunities experience. The group organises arts and cultural events and is happy to talk to anyone who has equal opportunities concerns or issues. A full copy of our equal opportunities statement is available from the Enquiries Unit. Tel 01695 584554. Your programme has been developed in full accordance with Edge Hill University’s Equal Opportunities Policy. It aims to encourage an awareness of Equal Opportunities issues amongst all staff and students connected with them, in line with Edge Hill University policy. The broad spectrum of the programme reflects various aspects of Equal Opportunities as well as a variety of teaching, learning and assessment strategies. The curriculum content relating to issues of age, disability, gender, race, sexuality and social class form a substantial element of the course and are integrated, developed and reflected upon within modules units and themes that run throughout the whole programme. A major feature of the curriculum as it relates to Equal Opportunities is: 

To enhance students’ awareness of cultural diversity, which incorporates an awareness of their own culture, preferences and prejudices, along with specific information about different groups in a variety of settings.

To promote the development of anti-discriminatory practices and a growing awareness of the potential barriers that cultural diversity can create for effective care delivery [Focus, 2000] and the need for cultural competence in order to meet the needs of an ethnically diverse population.



Programme Aims and Objectives The overall aim of this FD is to provide an innovative programme that broadens the knowledge, understanding and skill base of students, enabling them to be responsive to changing demands of service delivery within the context of playwork. The programme aims to: 1. Develop skills of critical, analytical and reflective thinking in order to promote a deeper understanding of the role of playwork and the playworker. 2. Promote the ethos of life-long learning and advance students’ sense of personal responsibility and commitment to their ongoing professional development. Prepare students to work responsively within the boundaries of a diverse and developing playwork service. 3. Promote in students an understanding of the development implementation and application of policy which relates to the well being of children. 4. Develop knowledge and understanding of playwork in the context of an evidence based framework. 5. Enable students to recognise that learning relating to playwork can and does occur in both academic and work based settings within the boundaries of legal/ethical and professional frameworks. 6. Provide students with the ability to utilise playwork to enhance children’s social, emotional and physical wellbeing in a variety of settings. In addition, the programme will incorporate the learning outcomes generic to all FDs as identified within the Edge Hill University Foundation Degree Framework:     


Knowledge and critical understanding of the well-established principles in their field of study, and of the way in which those principles have developed; Successful application in the workplace of the range of knowledge and skills learnt throughout the programme. Ability to apply underlying concepts and principles outside the context in which they were first studied, including the application of those principles in a work context; Knowledge of the main methods of enquiry in their subject area[s], and ability to evaluate critically the appropriateness of different approaches to solving problems in their field of study and apply these in a work context; An understanding of the limits of their knowledge, and how this influences analyses and interpretations based on that knowledge in their field of study and in a work context.

Programme Outcomes Upon successful completion of Level 4 studies, students will be able to:     

Apply the principles of effective communication to client group. Recognise factors that can affect parenting, influence development potential and compromise safety. Examine the impact of social-economic factors on the physical/mental health and well-being of the client group. Demonstrate an understanding of anti-oppressive practice and identify some of the effects of social exclusion on vulnerable children and young people in society. Discuss the impact of local and national policy has on the provision of child and young people’s services.

Upon successful completion of Level 5 studies, students in addition to the above, will be able to:     


Examine and discuss key legal, ethical and professional principles and their relation to child-care/young people settings. Develop systematic knowledge of current practice in child-care/young people’s settings to protect them from harm and demonstrate the ability to utilise local policy to enhance the quality of safety. Analyse and evaluate a range of initiatives to promote the physical/mental health and well-being for children/families/carers and recognise boundaries of personal competence. Use appropriate IT and language skills to effectively observe, record and reportmaking a distinction between observation, facts and information given by others. Develop self-awareness and confidence to represent the clients’ views in relation to their rights as individuals.


The programme has been designed and developed taking cognisance of the relevant government initiatives and national guidelines, for example:     

Every Child Matters 2003 Every Child Matters: Change for Children in the Criminal Justice System 2004 Every Child Matters: Change for Children in Social Care 2004 Every Child Matters: Change for Children in Schools 2004 Children Act 2004

These initiatives have informed the focus and the curriculum content of the modules within the programme. This ensures that the programme is contemporaneous, reflects the national children’s agenda within the developing children’s workforce and thereby facilitates a programme relevant to meet service needs. Every Child Matters strongly supported the proposition that everyone working with children, young people and families should have a set of common skills and knowledge. The Department of Education and Skills worked with a partnership of service user, employer and worker interests to develop common core of skills and knowledge. The six areas of expertise identified:      

Effective communication and engagement Child and young person development Safeguarding and promoting the welfare of the child Supporting transitions Multi-agency working Sharing information

The proposed programme has been benchmarked against these core skills. These modules will enable students to foster trusting relations between the workforce, client groups and their carers. The common core skills have formed the focus on which practice competencies have been developed. This Foundation Degree is influenced by the QAA Foundation Degree Benchmark Framework and Edge Hill University’s Foundation Degree Framework and Framework for the Management of Collaborative Provision. In designing this Foundation Degree the learning outcomes and the practice competency skills have been linked to the relevant National Occupational Standards. QAA Benchmark Statements are an additional external source of information and reference that the proposal has drawn upon, in its design and development. For example, the QAA Benchmark Statements for Health Studies are of particular relevance in that they have a generic focus, which effectively reflects the multi professional nature of the programme. While they have informed elements of the content, the statements specifically relate to the course in terms of our beliefs around the need to enhance cognitive skills, strengthen interpersonal skills and develop more effective inter professional working.


Additionally, work by the QAA to establish specific professional benchmark statements have identified a range of features, which are shared by a number of professional groups. These features demonstrate a considerable overlap, which provides a shared context upon which the education and training of many professionals rest. As a consequence appropriate elements of these QAA Benchmark Statements, from Business and Management, Education Studies and Health and Social Care Studies have informed the programme. The QAA Framework for Higher Education Qualifications in England, Wales and Northern Ireland [2001] inform the level descriptors within each of the modules. This framework underpins the programme aims, learning outcomes, and teaching strategies. In the current climate of employment the programme team are cognisant and supportive of the increasing significance associated with the development of key transferable skills and their reference to future employability. These are commensurate with Edge Hill University key/transferable skills for diplomats and graduates [2002] and the NHS Knowledge and Skills Framework [KSF] Core Dimensions [2004]. Edge Hill University key skills for Diplomats and Graduates are as follows :1. Effective Learning Skills a. Understanding the context and meaning of study in higher education; the personal responsibility of the student for learning; the roles of tutors and of learning support services. b. Developing autonomy in learning; learning independently; self-appraisal; reflection on learning. c. Managing own learning; planning learning; time management; recording learning and action-planning for future learning. d. Making best use of all learning opportunities; understanding the use of common teaching opportunities; understanding the use of communication and information technology [CIT] in developing supporting learning. e. Improving own study skill techniques; effective reading; effective notetaking; revision techniques. 2. Critical Thinking Skills a. Developing conceptual understanding. b. Analysing and synthesising ideas and information. c. Problem-solving. d. Reviewing evidence and objective reasoning. e. Making informed judgements. f. Thinking laterally and creatively. g. Reflecting on and evaluating subject material. 3. Information and Retrieval Skills a. Constructing search strategies. b. Accessing information via Library catalogue; journal searches; CD-ROMs; on-line databases; WWW searches. c. Retrieving the information and data in whatever form it is stored and storing that data effectively. 19

d. Judging the relevance and appropriateness of the information accessed and extracted. e. Recognising, identifying and selecting appropriate information technology for a task or project. 4. Communication and Presentation Skills a. Communicating effectively in appropriate written form e.g. essays, reports, reviews etc. b. Communicating effectively in appropriate oral form. c. Using ICT to aid efficient communication by use of electronic mail on-line discussion groups; telephone and fax technology; video-conferencing etc. d. Communicating ideas effectively in examination/time constrained sessions. e. Developing presentation skills for own work e.g. using word-processing; overhead projectors/poster presentations; power point presentation package. 5. Interactive and Group Skills a. Working with others in various types of group situation e.g. tutor-led groups; tutor-less groups. b. Learning to work in a team. c. Acquiring leadership skills - the skills of negotiation and assertiveness techniques. d. Understanding equal opportunity issues involved in group situations and valuing diversity. 6. Subject Specific Skills This section will include: a. Utilise evidence as a basis for practice. b. Practice in an anti-discriminatory manner. c. Provide holistic care and evaluate its effectiveness. d. Develop core nursing skills relevant to the speciality. e. Work collaboratively with others.


Foundation Degree Playwork – Part Time Course YEAR ONE Semester 1

Semester 2 FDH 1111 Playwork Values, Principles and Skills for Safe Play 30 credits – Level 4

FDH 1103 Child & Young Person Development in the Social Context 30 credits – Level 4

FDH 1100 Essential Study Skills for Undergraduates 20 credits – Level 4 YEAR TWO Semester 1

Semester 2 FDH 2115 Imaginative and Creative Play 30 credits – Level 5 FDH 2077 Negotiated Learning (Shell) 20 credits – Level 5

FDH 1101 Communication Skills 20 credits – Level 4

FDH 1102 Health & Social Wellbeing & Identification of the Vulnerable Child 20 credits – Level 4

Students can EXIT after 120 credits at Level 4 with a Certificate in Higher Education

Semester 1


Semester 2

FDH 2116 Physical and Sensory Play 30 credits – Level 5

FDH 2100

FDH 2101

Legal & Ethical Perspectives 20 credits – Level 5

Behaviour Management (Child) 20 credits – Level 5

EXIT AWARD Foundation Degree Playwork



The programme is designed to run on a part time basis, over a 3 year period The programme is structured to include two 30 credit modules and one 20 credit modules in the first year, one 30 credit modules and three 20 credit modules in the second year and one 30 credit module and two 20 credit modules in the third year. In keeping with University guidelines each 20 credit module is made up of 200 notional hours, and each 30 credit module is 300 notional hours. Each year is made up of two semesters with two or three modules in each semester. The modules will run concurrently over a period of 16 weeks. The academic year will be 32 weeks. To successfully achieve the summatively assessed component of each module, the student must achieve a minimum mark of 40% in each theoretical piece of work in order to achieve the commensurate credit. Practitioners who fail to achieve the minimum mark to be awarded a pass in any module will be allowed one automatic further attempts to recoup the fail. In line with the Academic Regulations [2004-5] further attempts may be permitted at the discretion of the Assessment Board. Details relating to this are outlined in the Academic Regulations. Re-assessment will take place 4 weeks after confirmation of the fail grade being awarded. The mark for any re-assessed work is capped at 40%. Students must successfully complete all the theoretical components in order to achieve the appropriate award. Assessment Regulations Assessment is a key part of the learning process to demonstrate achievement of the learning outcomes of the programme and the modules within it. The assessment process involves summative elements. This section relates exclusively to the summative elements of this programme. The student is provided with an overview of the assessment strategies relating to the programme as a whole within the programme handbook. Comprehensive detail and guidance regarding each individual module is included within the module handbooks. This information includes, as appropriate, assessment weighting along with submission dates, times and the criteria against which the work will be marked. Marking and moderation of summatively assessed work adheres to the marking processes outlined in the Quality Management Handbook. The work is marked in accordance with the specified marking criteria and a sample internally moderated. The marker and moderator prior to external scrutiny must agree the marks awarded. The internal moderator also produces a report outlining their view on the marks awarded, the appropriateness of the feedback and any issues, which require potential action. They also comment on any changes of marks and provide detail of 22

the discussions that have taken place and the rationale for such changes being made. This report is issued with the sample of scripts to the external examiner. The External Examiner[s] for the programme are approved and appointed by Edge Hill University. All scripts in the second year below 40% and above 70% will be externally moderated, along with 20% sample of those ranging from 40% to 69%, but will take account of, in consultation with External Examiners, any new guidelines issued by Edge Hill University. The sample size should not normally fall below the square root of “n” [where “n” is the total number of scripts] with the sample size not being less than 5 scripts. The Assessment Board relating to the Foundation Degree Integrated Practitioner will come under the umbrella of the pre-registration programmes. Independent of the Assessment Board, but reporting to it, the Exceptional Circumstances Committee, meets prior to the Assessment Board to consider issues identified by students, which may have adversely affected the outcome of specific theory or practice assessment. Recommendations agreed by the Committee are ratified at the Assessment Board.



The Faculty of Health and Social Care comprises of over 110 academic staff who work closely with a large administrative/clerical support team to provide teaching and learning opportunities for you throughout your period of study with Edge Hill University. Student academic, pastoral, welfare advice and support is available from a range of sources and all students have access to campus facilities. Counselling and student services are available in addition to the support from: 1. A Programme Leader who is responsible for the day-to-day management, administration and quality of the programme. The aim is to ensure guidelines, policies, procedures and standards as identified by the Academic Regulations and Programme specifications are adhered to and that all students receive an appropriate experience. Reports will be generated as required by Edge Hill University. In addition, the Programme Leader will liaise with Deputy Head of Faculty to inform appropriately about programme, student and curriculum issues. The Programme Leader has the lead role in the provision of this programme and will be the sustained link and overall point of contact for students throughout the three year programme. You are advised to contact the Programme Leader if you have any issues or concerns related to the programme. The Programme Leader provides continuity for you, the student, throughout the three years. 2. Module Co-ordinators have the responsibility for organisation and day-to-day delivery of the modules. The Module Co-ordinators are available to offer support and advice to students on academic issues, which relate to their module[s]. They will provide specific guidance in relation to your theoretical assessments, which they will mark and internally moderate. 3. Personal Teachers will be allocated to each student to provide general academic, professional and pastoral support. Your personal tutor will be one of your first points of contact if there are any problems that you wish to discuss about the programme, your own study needs or any academic or personal guidance that you may need. These might include programme work problems, practice placements issues, referencing, study skills, assignment deadlines or personal problems. Students are encouraged to seek advice from their personal tutor regarding progress. It is essential that an appointment is made with your Personal Tutor at the beginning of the modules, during the modules and on completion of the modules. It is your responsibility to make and keep appointments with your personal tutor. Issues of theoretical and practical progress are discussed as well as your learning profile, sickness and absence issues, or other matters relating to personal progress. 24

4. Teaching and Learning Development Support Officer : In addition to your personal tutor and the programmed study skills sub-theme, Edge Hill University has a resident teaching and learning development support officer who provides workshops and individual or group support for all students on a range of skills such as essay writing, exam technique, referencing, seminar presentations. Should you require additional support over and above that already provided you may telephone 01695-584242 for individual advice and support or ask your personal tutor to arrange it for you. 5. Finance and Welfare Rights and Disability: The Finance and Welfare Rights Advisers based in the Student Information Centre on the Ormskirk Campus are there to support and advise you on matters relating to financial, consumer rights, grants and benefits and access funds as well as offering support and advise to students with disabilities. 6. Student Services Welfare Officer :

Helen Long Ormskirk: 01695-584122

Student Representation The formal means of achieving student feedback on provision, involves student representation across various levels within the academic structure. The Faculty of Health and Social Care operates a Faculty Board for assuring the overall quality of provision across the Faculty and students’ views are sought through evaluations and other consultative processes. Student representatives form part of the Foundation Degree Programme Board and the various staff student consultative groups and their input is highly valued. If you wish to raise a particular programme related issue, the best formal means is through one of your student representatives. Student feedback is always welcome, and this can be achieved through student evaluations, student satisfaction surveys and informally to members of academic staff. Learning Infrastructure and Support Academic Support Each student entering the programme has a Personal Tutor allocated to them for the duration of the period of study. This role is well established within the Faculty and is an additional means of student support, largely in relation to pastoral support. Students may also utilise the Personal Tutor for academic support in addition to that which is provided by the Module Co-ordinator. The Module Co-ordinator for each module is also available to provide academic support and supervision. The student has the opportunity to discuss their 25

progression and development during structured tutorials. These are used to explore issues relating to theoretical and practical assessments, reflective exercises.

Practice Placements The Faculty has a long established positive experience of managing practice placements, which are integral to our programmes. It is anticipated that we will build upon our portfolio and develop further suitable placements.



Achievement The assessment details can be found within each individual Module Handbook with details of submission/exam dates. Please note the dates carefully, as late submissions will result in a fail grade being awarded. Students should be aware that their work will be subject to internal and external moderation. This is to guarantee internal consistency in marking and to make sure that the standards of our programmes equate to those in other institutions. During the programme, each student will be assessed on a continuous basis. Students are required to achieve minimum acceptable criteria in order to progress to subsequent modules. All candidates must be successful in the assessment of theory to qualify for the award of Foundation Degree. Criteria for successful achievement of your award will be based on your satisfactory attendance and on the results of your theoretical assessment. Progression How will my grades be determined? The grading criteria to be used at Levels 4 and 5 are included in this document and are the framework which internal and external examiners will use to assess your work. How do the award of marks relate to levels? Your course is structured around modules to provide you with academic and professional progression from Level 4 to Level 5. Level 4 (Certificate Level) is consistent with a developing knowledge base with an ability to apply theoretical concepts and principles to practice and utilise the literature findings and references to support work. Level 5 (Diploma Level) is consistent with a greater developing knowledge base with a good grasp of theoretical and practical principles and concepts, which can be applied to your area of practice. Understanding and analysis of different aspects of an issue are also achieved. Theoretical Assessment Submission of Summative Course Theoretical Assessments All students must submit their course work or present seminars by the deadline set.


Failure to produce work or present seminars on the date due will be treated as nonsubmission and a REFERRAL recorded unless an extension has been previously agreed, in writing, with your Programme Leader. Extensions are only granted for exceptional occurrences such as family bereavement. Failure of word-processing equipment, printers etc. are not valid reasons for granting extensions. All assignments must be word-processed and must be submitted either electronically or on metric A4 paper (i.e. this size). Only use one side of each page and leave a 2.5-cm margin on both left and right sides of each page. Assignments must conform to guidelines on presentation and referencing. Where paper submission is indicated in your module handbook then assignments must be submitted in a clear plastic folder with the front page conforming to Faculty requirements. Please do not submit your work in bulky binding, as samples of the work have to be posted to External Examiners. Edge Hill will do its utmost to ensure the security of students’ work. However, in your own interest you must keep a copy of any work submitted. Due to limited space, following completion of the course, any assignments or other documentation not collected by students will be destroyed! Exceptional Circumstances Edge Hill recognises that the performance of some students in assessment of theory and/or practice may be adversely affected by exceptional circumstances such as personal illness, illness or accident to a close dependent or sudden bereavement. In such cases students should complete a “Notification of Exceptional Circumstances” form copies of which, plus notes of guidance for completing the form, are available from the Examinations/Assessment Office in the Faculty of Health and Social Care and from Student Services on the Ormskirk Campus. This should be submitted before the assessment period is completed in practice and prior to the submission date for assignments or the date set for formal written assessments. Any information given on an Exceptional Circumstances form must be verified in writing by a third party (e.g. a medical certificate). The third party may be a health care professional; a counsellor; a tutor or member of service staff at Edge Hill, or other appropriate person. Completed forms should be submitted to the Examinations/Assessment Officer in the Faculty of Health and Social Care. Please note the Exceptional Circumstances information relates to specific periods of assessment within specific modules and these procedures are not designed to deal with circumstances that have affected performance over a longer period of time. NB: This procedure cannot be used in conjunction with an agreed extension of submission date.


In considering what action to take, the sub-group of the Assessment Board will be required to consider the full details of the exceptional circumstances, the verification provided, the piece(s) of assessment affected and the time span when the exceptional circumstances applied. A judgement will normally be made that either: a. Performance in assessment is not affected. b. Performance in assessment is severely affected; recommendation to defer assessment may be considered.





Appeals against Assessment Board Decisions Principles a. An appeal cannot be made against the academic judgement of the examiner(s), properly exercised. Appeals on this basis will be invalid. b. Appeals must be made within 7 days of receipt of results. Appeals received outside the stated timescales without good reason will be ruled invalid. c. Requests for appeals must be in writing and state the ground(s) for the appeal. Documentary evidence must be provided. d. Students have a right to be accompanied by a representative or friend at any hearings in the Appeals process. e. A student whose case is under consideration via an appeal shall have the right to continue with his/her programme (provided he/she is in good standing with Edge Hill) until such time as a decision is reached. This right is designed solely to ensure that a student whose appeal is upheld is not disadvantaged and it shall not be interpreted as acceptance of a failed student on a subsequent stage of the course. Grounds for Appeal a. Academic Appeals can be submitted on one or both of the following grounds: i.

Material administrative error or irregularity in the conduct of assessment in contravention of the assessment regulations or structures for the given award; and/or


Details of mitigating circumstances which were, for good reason, not previously made available to the appropriate Assessment Boards.

Plagiarism/Collusion/Dishonest Practice Plagiarism is attempting to pass off work as one’s own that which is not one’s own. It includes the representation of work, written or otherwise, of any other person, including another student or any institution as the candidate’s own.


It may take the form of: a. Verbatim copying or insertion of another person’s work (published or unpublished and including material freely available in electronic form) without acknowledgement; b. The close paraphrasing of another person’s work by simply changing a few words or altering the order of presentation, without acknowledgement; c. Unacknowledged quotation of phrases from another person’s work; d. The deliberate and detailed presentation of another person’s concept as one’s own. Collusion occurs where a student: a. Knowingly submits as entirely his/her own, work done in collaboration with another person, without official approval; b. Collaborates with another student in the completion of work, which he/she knows is intended to be submitted as that other student’s own unaided work; c. Knowingly permits another student to copy all or part of his/her own work and to submit it as that student’s own unaided work. Any of the above or other dishonest practices (including forging signatures, cheating etc) will be dealt with severely according to the policy of Edge Hill. Penalties may include: 

Reducing the mark of the specific element of assessment;

Deeming the student to have failed the assessment;

Deeming the student to have failed the course;

Deeming the student to have failed the course and bar them from further study in the Institution.

Pass/Fail Criteria (Theory – Level 4 and 5 Study) 1. Students must complete and reach a satisfactory standard i.e. pass all summative component assessments in each module of the programme. 2. Each candidate will be allowed ONE opportunity to re-sit in theory, with any additional re-sit being at the discretion of the Assessment Board. 3. Failure at the maximum allowed attempts will normally result in the student’s withdrawal from the course.


4. Note that any successful reattempt following the award of a REFERRAL will receive a maximum mark of 40%. Grading Criteria for all Summative Component Assessments within each Unit of Assessment 70+ 60-69 50-59 40-49 39 and below


Role of the Student’s Personal Tutor in the Assessment Process includes: 

Providing on-going comprehensive feedback on the student’s theoretical and practice progress.

Offering the opportunity for discussion on progress with students during and at the end of specific modules.

Ensuring summative and formative assessment data is documented and accurately recorded.

Undertaking appropriate remedial action and providing additional support and referral for individual students as required.

Implement policy guidelines in the event of students failing to meet minimum criteria of assessment.

Role of Module Co-ordinator/Markers: Feedback to students Students will receive written feedback on theory assessments and are encouraged to contact the marker of the work who will be pleased to guide and support the student. Similarly, students will receive feedback from their work-based learning facilitator in practice on their achievement and progress. NOTE: Students are encouraged at all times to use the available learning resources on each Campus and seek guidance from tutors and mentors in order to maximise opportunities to achieve assessment criteria. Any clarification required in relation to the process of continuous assessment of theory and practice should be addressed to the Programme Leader or module co-ordinators as appropriate. Referral to student counselling services may be required in order to assist students to overcome/resolve personal problems, which may be impeding their individual progress against agreed criteria.


Discontinuation from the Programme on Grounds Other than Failure to Achieve Minimum Assessment Standards Students may be discontinued from the programme as a result of factors other than assessment and in accordance with the agreed disciplinary procedures. Examples of such factors include: 

Excessive absenteeism

Misuse of drugs

Falsification of official records or documents

Disciplinary reasons - any action which results in actual or potential harm to a child/family, or damage to a client/Edge Hill/placement property, or to any member of placement/university staff.

Any action, which results in court proceedings other than minor traffic offences.

This list is intended to be indicative only and is neither comprehensive nor exhaustive. Holiday Entitlement See course plan for holiday.


LEARNING and TEACHING The strategy for learning and teaching adopted for the Foundation Degree Programme broadly reflects the Edge Hill University ‘Teaching and Learning Policy’. There is a commitment to provide all students with the opportunities to: 

Acquire an extensive knowledge base together with the associated skills involved in applying that knowledge within a professional discipline.

Develop a range of core intellectual skills such as conceptual understanding, critical analysis, reflection, reasoning, enquiry, primary research skills and research application skills.

Understand how to learn effectively and develop a deep approach to learning and flexibility in learning approaches.

Acquire a range of skills, which are transferable between academic and employment situations. These will include, inter alia: communication skills (oral, written computer-based), problem-solving skills, interpersonal skills (group work, team work), and information retrieval skills.

The transferable skills identified above in a fundamental sense reflect core skills that are required at all levels in the health and social care sectors as the relevant professions wrestle with ongoing changes in both the structure and function of the services they provide. Over the last few years Edge Hill University has demonstrated its commitment to the systematic development of the above transferable skills in all its students by significant expenditure on teaching and learning support structures. The purposebuilt Learning Resources Centre provides ‘state of the art’ learning aids and a hi-tech learning environment, which encourages students to become familiar with the use of information technology. Inclusive Learning It is Edge Hill University’s aim to make our services and provision accessible to all our users. If you need us to present our training/resources/information in a different format (eg: electronic copy, large print), or need any other modifications, please contact the programme leader or your personal tutor and we will do our best to accommodate your requirements. If you have a disability or a specific learning difficulty (such as dyslexia or dyspraxia), Edge Hill University will be able to support you better if you let us know about it. If you feel your ability to study, read, write or concentrate is affected by a disability, mental health need or a Specific Learning Difficulty, Edge Hill University can offer learning support and guidance tailored to your individual requirements. You can arrange an appointment for a confidential chat to explore your learning requirements and help you make informed choices regarding support.


The Inclusion Team Aims to provide a holistic service to students, with a wide range of learning and additional needs arising from physical or sensory impairments, mental health or complex needs.     

Confidential advice, guidance and support to applicants and students with disabilities, mental health needs, visual or hearing impairments; Support and advice regarding applications for Disabled Students Allowance [DSA]; Support in organising a Needs Assessment; Individual academic and learning support; Advice and guidance, awareness and training tailored to meet the needs of individuals and groups of staff regarding individual student’ needs, inclusion, equality and diversity issues.

Hazel Devereux Inclusion Manager Email: 01695-584190

Daniel Robinson Inclusion Officer Email: 01695-584145

Jayne Faraday Inclusion Officer Email: 01695-584758

Carol Swift Sensory Support Advisor Email: 01695-584328

Jane Hartlebury Inclusion Officer Email: 01695-584190 Explore your learning and skills potential with us. Our approach is informal yet confidential and our aim is to promote independent and inclusive learning by offering advice, information, study resources and support for all learners at Edge Hill University. The Inclusion Team provide: Advice on: time and organisation management, assignment planning, note-making, reading, exam strategies and much more … Advice on: finding information, electronic resources, PowerPoint, word-processing, spreadsheets, questionnaire design and much more … SpLD [dyslexia/dyspraxia]: informal and confidential chats, assessments for SpLD, help to access funding, needs assessments, tailored 1-1 support and much more … Skills & Access [Assistive] Technology: additional software to support reading, writing an study skills, including mind-mapping, study skills, speech to text and more. Inclusion Team, Student Information Centre (SIC) email:


Assist Edge Hill University is working towards an inclusive environment, which focuses on the individual needs of all students, including those with disabilities. ASSIST (Access for students and staff to Information Services and Technology) is a grouping of learning support services, which will help you in your studies at Edge Hill University. These services are located in three buildings grouped together on the Ormskirk Campus (Library Services (LRC), Computer Services, Learning Development Unit and Media Tech Services). Induction and training to familiarise you with the wide range of facilities will be given at the commencement of your course. Learning Opportunities The learning opportunities included in the range of theory and practice modules available to students include: 

Lectures, workshops, seminars, tutorials

Group work problem-based learning activity, case studies, work based learning, supervised practice, role models and mentors or assessors, self-directed study, supervised independent study

In developing learning opportunities for students following this programme, the module will play a key role in: 

Recognising individual differences in learning styles and in supporting students in developing their preferred style and in exploring others.

Providing academic and pastoral support for students.

Supporting the development of alternative/flexible ways of programme delivery to enable widening access to professionals.

Evaluating the teaching/learning experience, organising the exchange of ideas, and encouraging the spread of good practice.

Arranging to meet the differing requirements of students from different backgrounds.



The following student Code of Conduct was developed on a negotiated basis between students and staff of Edge Hill University’s Faculty of Health and Social Care. The purpose of this Code, is to outline areas you should be aware of, as a representative of the Faculty of Health. It is in your own interest to familiarise yourself with the contents of this Code, in order to facilitate positive relationships between yourself, the Faculty of Health and placement areas. 1. Act always in such a way as to promote and safeguard the well being and interests of patients and clients. You are representative of the Faculty and your student group. 2. Ensure that no action or omission on your part or within your sphere of influence is detrimental to the condition or safety of patients or clients. 3. Take every reasonable opportunity to maintain and improve knowledge and competence. 4. Acknowledge any limitations of competence and refuse in such cases to accept delegated functions, without first having received instruction in regard to those functions and having been assessed as competent under supervision. 5. Work in a collaborative and co-operative manner with other members of the interprofessional children/young people team and respect their particular contributions within the team. Recognise the need to show due respect to colleagues and others, both in Edge Hill University and on placement. 6. Recognise and respect the involvement of clients and others in the management of children/young people services within the inter-professional team. 7. Consult with an appropriate person or authority e.g. Personal Tutor or WorkBased Learning Facilitator, should you have any conscientious objection, which may be relevant to your professional practice. 8. Avoid any abuse of your privileged relationship with clients and protect all confidential information concerning clients and placements, obtained in the course of professional practices. It is essential that client, their families’ circumstances or the organisation, are NOT discussed where any member of the public may listen to that information. This means discussion about any aspect of work should not occur in the street, shops, public transport, other placements or places where it may be overheard. 9. Report to the Placement Manager, Practice-Based Learning Facilitator or Personal Tutor any circumstances, which are detrimental to any aspect of clients management or the Health and Safety of colleagues. You should also ensure that you are aware of the procedures for dealing with complaints and grievances in operation in each of your placement areas.


Punctuality As accountable individuals and out of respect for each other, you have a responsibility to be punctual both in Faculty and whilst on placements. Persistent lateness and absences represent conduct unbecoming in an intended assistant practitioner and will result in disciplinary action. Uniform The wearing of uniform must comply with your placement area. In areas where uniform is not worn, it will be necessary to negotiate at pre-placement visits or by ‘phone’, suitable parameters in respect of appropriate dress. Classroom Conduct 1.

It is expected by staff and fellow students, that you will be on time. Students arriving late cause unnecessary disruption. Start times are as per timetable.


Whilst the session is in progress, please show respect for fellow students and speakers. Attention in sessions is expected out of respect for others. Mobile phones must be switched off during lectures, except in exceptional agreed circumstances.


Bins are provided for your use, please dispose of litter as appropriate. This will enhance the environment for all. Smokers, please use the designated areas only.


It is your individual responsibility to sign in before each session. Falsification of this document represents unbecoming conduct and will lead to disciplinary action for yourself and the absent person. Once you have signed as being present for the morning or afternoon, then you must stay until sessions are completed, unless you have negotiated otherwise with your tutor.


Classrooms and common rooms should be left as you find them. This will make life easier and more pleasant for us all. Please do not leave your rubbish for others to deal with. PLEASE SHOW CONCERN FOR OUR ENVIRONMENT.

Student Status on Placement Whilst you are on placement your status is that of a student. What this means in reality is: 1. Your educational needs are very important, however you are not there as an onlooker. It is vital that you gain experience as a helpful participant within the multi-professional team. 2. Practice placement documentation has been carefully structured to show that throughout the course you have shown progress in accepting responsibility, managing tasks/workload allocated to you and making decisions. It is important, 37

therefore, that you read the assessment documents thoroughly before each placement and agree your outcomes with your mentor or assessor. 3. You are required to work with your mentor for the allocated practice placement day. 4. Finally, do remember that if you are having difficulty in achieving your learning outcomes contact your Personal Tutor, Module or Programme Leader. Hours of Attendance You are advised to refer to your module handbooks for information relating to commencement and finishing times. Hours During Practice Experience Unless otherwise stated, during practice periods, students will be expected to attend placements within hours determined by supervisory placement staff. Practice hours required to complete the programme will be monitored by your personal teacher.


PROCEDURAL POINTS Credits are awarded on the successful completion of modules in both Year 1, Year 2 and Year 3. Change of Circumstances To ensure that our records are up-to-date you must advise Edge Hill of any changes in your circumstances. This is vital so we can keep ourselves and other appropriate organisations informed of any changes. The institution takes no responsibility for failure of communication should the student not notify a change of circumstances to the placement departments. Change of Circumstances include Change of - Name, Address, Telephone number etc. Security of Personal Information, Data Protection and Computer Use Personal details held by Edge Hill University about staff and students are confidential and will not be given to unauthorised persons. All staff and students have responsibilities under the Data Protection Act 1998. The College observes the eight Data Protection principles of good practice. Care should be taken by anyone processing or accessing information on VDU terminals or using computer printouts. You must also read and abide by Computer Services Acceptable Use Policy. Suspected Abuse of Clients If a student suspects child/client abuse in any setting they should follow the protocols which will be distributed at the relevant point of the programme and must, as soon as is practicably possible, notify their Personal Tutor/Programme Leader to allow a thorough investigation to take place. Please note that Edge Hill University staff will offer full support to students who report instances of suspected client abuse. Withdrawal from the Programme We hope that you enjoy your time at Edge Hill and will not wish to leave before the end of your studies. However, if you are unhappy about your programme, college life, or any aspect of your life seek advice as early as possible from your Personal Tutor. The Help Desk officer in the Student Information Centre may also be able to help. If you make the decision to withdraw from your course you must contact your Programme Leader to complete simple withdrawal procedures.



Assignment Marking Criteria: Academic Level 4 Weighting Descriptor

Grade 90-100%






60-69% (Pass)

50-59% (Pass)

40-49% (Pass)


Relevant knowledge and understanding

75% Application of theory to practice

Level of analysis

Level of investigation and use of supporting evidence

(If relevant) Thorough explicit knowledge and understanding of the topic.

Demonstrates a clear ability to apply understanding to practice.

Evidence of ability to analyse.

Extensive evidence/ references used effectively and cited. Draws from a wide range of relevant sources to support discussion.

Demonstrates depth of knowledge and understanding and the ability to accurately use terminology.

Demonstrates a clear ability to apply understanding to practice.

Largely demonstrates ability to analyse.

Evidence/references used effectively and cited. Draws from a range of relevant sources to support discussion.

Demonstrates some depth of knowledge and understanding and the ability to accurately use terminology.

Demonstrates a clear understanding of links between theory and practice.

Largely demonstrates ability to analyse.

Evidence/references used effectively and cited. Utilises relevant material to support discussion.

Demonstrates knowledge and understanding and the developing ability to accurately use terminology.

Demonstrates an emerging understanding of links between theory and practice.

Emerging evidence of analysis.

Evidence/references used effectively to support discussion and cited.

Emerging knowledge and understanding and the developing ability to accurately use terminology.

Provides relevant examples of links between theory and practice.

Descriptive with some evidence of discussion.

Demonstrates a developing ability to use evidence/ references effectively.

Some indications of a limited ability to identify appropriate ideas, concepts and principles. Meets the assessment outcomes at threshold level.

Broadly links theory and practice.

Largely descriptive with little evidence of discussion.

Broad evidence of reading/investigation. Some use of references and sources cited.

25% Structure presentation and grammar

Excellent structure standard of presentation. Relevant and grammatically sound. Presented in accordance with assignment guidelines. Well-structured and high standard of presentation. Relevant and grammatically sound. Presented in accordance with assignment guidelines. Well-structured and high standard of presentation. Relevant and grammatically sound. Presented in accordance with assignment guidelines. Clearly structured and presented, relevant and grammatically sound. Presented in accordance with assignment guidelines. Well structured /presented and, on the whole grammatically sound. Presented in accordance with assignment guidelines. Generally satisfactory standard of structure/ presentation, some grammatical inaccuracies/errors. Presented in accordance with assignment guidelines.

Assignment Marking Criteria: Academic Level 4 continued ‌ Weighting 75% Descriptor Relevant Application of Level of Level of knowledge and theory to analysis investigation understanding practice and use of supporting Grade (If relevant) evidence Signs of emerging Provides limited Generally Limited evidence of 30-39% (Fail)

20-29% (Fail) 10-19% (Fail) 1-9% (Fail)


knowledge and understanding. Unable to always select or apply them appropriately. Assessment Outcomes not met. Insufficient knowledge and understanding. Some factual errors. Assessment Outcomes not met. Insufficient knowledge and understanding. Several factual errors. Assessment Outcomes not met.

examples of links between theory and practice.

descriptive and no evidence of discussion.

reading/ investigation. Incomplete use of references. Most sources not cited.

Provides limited examples of links between theory and practice.

Descriptive and irrelevant discussion.

Provides no examples of links between theory and practice.

Descriptive and no evidence of discussion.

Insufficient reading/ investigation. Incomplete use of references. Most sources not cited. Lacks evidence of reading/ investigation. Incomplete use of references. Most sources not cited. No supporting evidence.

Insufficient knowledge Provides no Purely and understanding. examples of links Descriptive Many factual errors. between theory and illogical Use of irrelevant and practice. claims. material. Assessment Outcomes not met. Late submissions without relevant permission. Evidence of academic malpractice as defined by Institutional Policy. Major breach of confidentiality as defined by Course Regulations. Evidence of unsafe/harmful or discriminatory practice or presentation of misinformation. Failure to word process assignment.

25% Structure presentation and grammar

Unsatisfactory structure /presentation, spelling and grammatical errors.

Unsatisfactory structure /presentation, spelling and grammatical errors. Poorly structured and presented, numerous spelling and grammatical errors.

No logical structure, incomplete sentences, incomprehensible content.

NB: Criteria and weightings are open to some degree of professional interpretation. Where a student demonstrates strengths and weaknesses, which cross the identified grade criteria, the marker will be required to exercise a balanced judgement. All work submitted is expected to adhere to guidance regarding the recommended wordage. Failure to do so is likely to influence the final grade awarded.


Assignment Marking Criteria: Academic Level 5 Weighting Descriptor

Grade 90-100%






60-69% (Merit)

50-59% (Pass)




Relevant knowledge and understanding

75% Application of theory to practice

Level of analysis

Level of investigation and use of supporting evidence

(If relevant) Deep knowledge of the topic, explicitly related to comprehensive knowledge of the discipline(s). Utilises excellent questioning approach to reach an insightful structured conclusion. Thorough, explicit knowledge and understanding of the topic. Clear understanding of the explicit links to some aspects of the wider field.

Deep knowledge and understanding and application of theories and principles to practice.

Excellent analysis and synthesis of elements of the argument, including contrary views with excellent reflection.

Extensive evidence /references used effectively and cited accurately. Draws from a wide range of relevant sources to support discussion.

Thorough, explicit knowledge and understanding and application of theories and principles to practice.

High level of ability to analyse and reflect critically, using a range of perspectives.

Evidence/ references used effectively and cited accurately. Draws from a range of relevant sources to support discussion.

Thorough, explicit knowledge and understanding of the topic. Ability to accurately use terminology.

Thorough, explicit knowledge and understanding and application of theories and principles to practice. Applies theories and principles to situations and practice in comprehensive manner.

Demonstrates the good use of analytical skills and the process of reflection.

Evidence/ references used effectively and cited accurately. Utilises relevant material to support discussion.

Demonstrates analysis of key issues and the ability to use reflective skills, where appropriate.

Evidence/ references used effectively to support discussion and cited accurately.

Sound, partially implicit, knowledge and understanding of topic issues. Ability to use terminology.

Applies theories and principles to situations/ practice.

Demonstrates some analysis of key issues and use of reflective skills, where appropriate.

Demonstrates a developing ability to use evidence/ references effectively and accurately.

Lacks depth and breadth in coverage of the subject matter. Meets assessment outcomes at threshold level.

Identifies fact and principles and applies them to situations/ practice.

Developing some ability to analyse key issues and use of reflective skills, where appropriate, but a tendency to be descriptive.

Broad evidence of reading/ investigation. Some use of references and sources cited.

Good knowledge and understanding of topic issues. Ability to accurately use terminology.

25% Structure presentation and grammar

Excellent structure and standard of presentation. Relevant and grammatically sound. Appropriate use of language. Presented in accordance with assignment guidelines. Well-structured and high standard of presentation. Relevant and grammatically sound. Appropriate use of language. Presented in accordance with assignment guidelines. Clearly and logically presented. Grammatically sound. Appropriate use of language. Presented in accordance with assignment guidelines. Clearly structured and presented. Relevant and grammatically sound. Appropriate use of language. Presented in accordance with assignment guidelines. Well structured, presented and grammatically sound. Appropriate use of language. Presented in accordance with assignment guidelines. Generally satisfactory presentation and grammatically sound. Appropriate use of language. Presented in accordance with assignment guidelines.

Assignment Marking Criteria: Academic Level 5 continued ‌ Weighting 75% Descriptor Relevant Application Level of Level of knowledge and of theory to analysis investigation understanding practice and use of supporting Grade (If relevant) evidence Basic implicit Demonstrates Limited Limited reading/ 30-39% (Fail)

20- 29% (Fail)

10-19% (Fail)

1-9% (Fail)


25% Structure presentation and grammar

Spelling and grammatical errors. Limited logical progression. Some inappropriate use of language.

knowledge of some relevant topic issues. Partial understanding. Assessment outcomes are not met. Inadequate knowledge or understanding of topic issues. Some factual errors. Assessment outcomes are not met.

limited application of theory to practice.

evidence of analysis.

investigation. Incomplete use of references. Majority of sources not cited.

Demonstrates little application of theory to practice.

Little evidence of analysis.

Insufficient reading/ investigation. Incomplete use of references. Most sources not cited.

Many spelling and grammatical errors. Very limited logical progression. In the main inappropriate use of language.

Inadequate knowledge or understanding of topic issues. Several factual errors. Assessment outcomes are not met.

No application of theory to practice.

No evidence of analysis.

Lacks evidence of reading/ investigation. Incomplete use of references. Most sources not cited.

Many spelling and grammatical errors. Disorganised – lacks logical progression and inappropriate use of language.

No knowledge or No application of No evidence No supporting No logical structure. understanding of topic theory to of analysis. evidence. Incomplete sentences. issues. practice. Incomprehensible Many factual errors. content. Assessment outcomes are not met. Late submissions without relevant permission. Evidence of academic malpractice as defined by Institutional Policy. Major breach of confidentiality as defined by Course Regulations. Evidence of unsafe/harmful or discriminatory practice or presentation of misinformation. Failure to word process assignment.

NB: Criteria and weightings are open to some degree of professional interpretation. Where a student demonstrates strengths and weaknesses, which cross the identified grade criteria, the marker will be required to exercise a balanced judgement. All work submitted is expected to adhere to guidance regarding the recommended wordage. Failure to do so is likely to influence the final grade awarded.


FD Playwork Part Time Programme Handbook  

Programme Handbook

FD Playwork Part Time Programme Handbook  

Programme Handbook