CU Group CU Coventry (CUC) CU Scarborough (CUS) CU London ... · *CU Group refers to Coventry...

*CU Group refers to Coventry University College Limited, a company wholly-owned by Coventry University. Its trading names are CU Coventry, CU Scarborough and CU London

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CU Group CU Coventry (CUC)

CU Scarborough (CUS) CU London (CUL)

BA (Hons) Public Health and Community Studies HND Public Health and Community Studies HNC Public Health and Community Studies


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HNC Public Health and Community Studies HND Public Health and Community Studies BA (Hons) Public Health and Community Studies Contents

Contents .................................................................................................................................................................................................................................... 2 Part 1: Programme Specification for BA (Hons) Public Health and Community Studies ..................................................................... 4 1.1 Educational Aims of the Programme .................................................................................................................................................................... 6 1.2 Intended Learning Outcomes* ................................................................................................................................................................................ 7 1.3 Programme Structure and Requirements, Levels, Modules, Credits and Awards ........................................................................ 12 1.4 Support for Students and their Learning ......................................................................................................................................................... 16 1.5 Criteria for Admission .............................................................................................................................................................................................. 17 1.6 Method for Evaluating and Enhancing the Quality and Standards of Teaching and Learning ................................................ 18 1.7 Regulation of Assessment....................................................................................................................................................................................... 18 1.8 Indicators of Quality and Standards .................................................................................................................................................................. 19 1.9 Additional Information ............................................................................................................................................................................................ 19 20 Mandatory and Optional Modules ....................................................................................................................................................................... 20 2.2 Capabilities (Skills) Map ......................................................................................................................................................................................... 22 Part 2: Supporting Information ................................................................................................................................................................................... 24


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Introduction The Honours Degree of Public Health and Community Studies is offered as part of the Health and Social Care curriculum portfolio at the CU Group. The rationale to support the range of awards (HNC, HND, BA (Hons) is to take into account the differing entry level criteria and to provide both progression and exit awards at each level. The part-time route offers alternative access to those who may be working in a range of social or community environments and want to support their practical experience with a formal qualification. The Health and Social Care sector is undergoing radical and rapid change. Developments in frontline health and social care mean there is a growing demand for well-trained and multi-skilled staff. Today’s employers in the public, private and voluntary sectors seek professionals with a multidisciplinary skill base who can function seamlessly in today’s modern workforce and who are able to adapt to the challenges of population health in a changing society. The Public Health and Community Studies degree has been designed to provide students with the underpinning theoretical knowledge, professional expertise and work-based learning relevant to a range of roles working in Health, Welfare and Social Care settings. Students will focus on the transferable values, knowledge, understanding and skills they require to support service users and the capacity to engage effectively with interrelated agencies, groups and individuals. The qualification is informed by and referenced to the Public Health Skills and Career Framework, National Occupational Standards and Labour Market information to enable students gain provisional registration on the UK Public Health Register and be able to demonstrate the competencies set by national standards Students undertaking this course will obtain an academic award accredited by Coventry University and also have the opportunity to obtain relevant professional qualifications; for example: Health and Safety: First Aid; Counselling; Smoking Cessation; As an approved centre, students will also have the opportunity to study a range of nationally accredited qualifications from the Royal Society of Public Health in areas such as Health Improvement, Understanding Behaviour Change, Mental Wellbeing and Understanding the Misuse of Substances. The HNC or HND can lead to employment in a care setting or working with groups or individuals in the community or in outreach projects. Students may also progress their application in a vocational degree such as nursing, social work, occupational therapy and so on. This programme will support a range of students, including those looking to progress academically and those wishing to support or broaden their work based skills and learning. The programme also provides a guaranteed progression for students successfully completing the Foundation Certificate in Health, Education and Wellbeing or Health and Social Care.


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Part 1: Programme Specification for BA (Hons) Public Health and Community Studies

1 Available Award(s) and Modes of Study

Title of Award * Mode of attendance* UCAS Code FHEQ Level BA (Hons) Public Health and Community Studies

HND Public Health and Community Studies

HNC Public Health and Community Studies

Full Time programme with sandwich (SW) year – 4 Years

Full Time programme with year abroad (FY)

year – 4 Years

Full Time programme 3 Years Part Time programme 4 Years Full Time programme 2 Years Part Time programme3 Years Full Time programme 1 Year Part Time programme 2 Years

LL45

JKLL

54LL

Level 6 Level 5

Level 4

2 Awarding Institution/Body

Coventry University

3 Collaboration Coventry Academic Regulatory Framework.

4 Teaching Institution and Location of delivery*

CU Group

5 Internal Approval/Review Dates

Date of approval*/latest review: May 2013

Date for next review: May 2019

6 Programme Accredited by*

7 Accreditation Date and Duration

http://www.qaa.ac.uk/Publications/InformationAndGuidance/Documents/FHEQ08.pdf


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8 QAA Subject Benchmark Statement(s) and/or other external factors *

The Subject benchmark Statements relevant for this programme is:

Health and Social Care (2008) http://www.qaa.ac.uk/Publications/InformationAndGuidance/Documents/Healthstudies08.pdf

www.nebosh.org.uk/

CPCAB http://www.cpcab.co.uk/about/

Health Professional Council http://www.hpc-uk.org/education/processes/

Public Health Register (UKPHR)

9 Date of Programme Specification *

May 2017

10 Programme Manager/Course Tutor *

Kevin Coyne

http://www.qaa.ac.uk/Publications/InformationAndGuidance/Documents/Healthstudies08.pdf

http://www.qaa.ac.uk/Publications/InformationAndGuidance/Documents/Healthstudies08.pdf

http://www.nebosh.org.uk/

http://www.cpcab.co.uk/about/

http://www.hpc-uk.org/education/processes/


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1.1 Educational Aims of the Programme

The HNC, HND and BA (Hons) in Public Health and Community Studies will all provide:

a) A broad ranging honours degree within the field of public health and community studies which

includes learning outcomes that are consistent with the knowledge and selected competencies that are specified within the Public Health Skills and Career Framework to levels 5 and 6, underpinned by the United Kingdom Public health Register.

b) Key practical and transferable skills to enhance graduate’s long term employability with a range of awards that are responsive to local and national markets.

c) Skills to develop a student’s capacity for independent learning, an enquiring and critical approach to both the theoretical and practical aspects of their subject, critical thinking, critical analysis and the application of knowledge of in public health and community studies.

d) A range of awards that reflect current health and community studies thinking and practice, specifically in the areas public health awareness within a community environment .

A successful graduate of the HNC will be able to demonstrate that they can provide:

a) The first part of the educational preparation for a career in public health or to work in communities with vulnerable individuals or groups.

b) The educational and practical preparation for effective interpersonal communication and counselling skills.

c) An understanding of the complexity of term and evolving nature of communities. d) An assessment of emerging role of public health in contemporary society and the complex methods

in which health and well-being is promoted and developed within local, national and international systems.

e) An appreciation of the importance of importance of valuing diversity through inclusive, anti-discriminatory practice for effective work in communities.

f) An understanding of the benefits of partnership working at all levels and the barriers to achievement.

g) An introduction to the skills and knowledge that are specified on the Public Health Skills and Career Framework.

A successful graduate of the HND will be able to demonstrate that they can provide:

a) Continuing development towards a career working in communities and within public health. b) Advanced study of the many facets of the meaning of health and society and how they are studied. c) Advanced study relating to the holistic nature of health and the many social and environmental

influences on the health and wellbeing of individuals and groups. d) An understating of the complexity of mental health and wellbeing and the issues it presents in

contemporary society. e) An understanding of current issues facing public health and an understating of the effectiveness of

interventions and methods that can be used to promote health. f) An application of theoretical understanding to studying society and social policies relating to health

and communities.

Honours level study will incorporate the aims listed above and a successful graduate will be able to demonstrate that they can provide:

a) A reflexive and critical understanding of the role of community as an effective site for developing

holistic health and wellbeing.


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b) The skills and ability to research academic literature, epidemiological studies and quantitative and

qualitative data relevant to health and well-being.

c) A critical evaluation of the theoretical basis and methodologies for effective health promotion.

d) A critical understanding of the influence of social capital in promoting community cohesion and thus

healthy communities.

h) Skills in the synthesis and critical reflection of health and community knowledge and research to

move beyond problem-solving into an exploration of the possibilities for the enhancement of health

status.

i) A critical understanding of and ability to apply appropriate methodologies in specific health and

community scenarios, including: public health, voluntary sector, health promotion and awareness.

h) All the core skills and additional defined skills that are specified on the Public Health Skills and Career Framework to level 5 and 6.

Honours level study with SW/FY gives students the opportunity to gain further insight into the industry or career they are seeking to follow. This enables them to contextualise the theoretical models and concepts discussed in the classroom in the work place. Furthermore, students undertaking this version of the degree increase their employment prospects by acquiring skills and gaining an understanding of what employers expect of graduates.

1.2 Intended Learning Outcomes* This programme satisfies the QAA benchmark statements (2008) and Coventry University’s Code of Practice for Academic and Professional Skills Development.

Section 21 maps the intended learning outcomes as described in the next section to the programmes mandatory modules (as listed in section 20)

Knowledge and Understanding Outcomes are described at ‘award’ level to illustrate the development of students’ knowledge and understanding across the overall programme.

Cognitive (thinking) Skills, Practical and Transferable skills are also developed across the programme but these may not always be described at each ‘award’ level as students entering the programme will require support related to their individual skill level on entry, irrespective of award level.

The principal teaching, learning and assessment methods normally used on the programme to achieve these learning outcomes are identified in the next section.


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12.1 Knowledge and Understanding*

On successful completion of the programme a student should be able to demonstrate knowledge and understanding of:

KU1 The Fundamentals of Modern Public Health – including government initiatives, role of WHO, and a holistic approach to health.

HNC: At this level students will be introduced to the role of a health and community practitioner within an organisation and the importance of partnership working to develop effective practice. Also an awareness of the needs of individuals and communities and the many factors that impact on our health status. Students will examine the uneven distribution of health outcomes for social groups and the role of public health in maintaining and improving the health and lifestyle.

HND: Students will critically examine current trends in health awareness; demographic changes, inequalities in health; sociological theories and current lifestyle issues and its implications on health and well being.

HONS: Students will develop a critical appreciation of different health and community practices in today’s society, developing both a practical and strategic solution to a problem-based scenario on an individual and service level. Also a critical awareness of the processes and polices that are in place to develop and promote health at national, international, community and individual levels.

KU2 The fundamental importance of effective communication and counselling skills and inclusive practice within diverse settings – leading to level 2 Certificate in Counselling Studies awarded by the CPCAB

HNC: At this level students will examine the varied approaches interpersonal interactions and the importance of inclusive practice, effective communication and listening skills as essential to enable people to work within communities and with groups and individuals to promote health and well-being

HND: Students will develop their understanding of the need for effective communication and inclusive to ensure effective service delivery to promote health and facilitate behaviour change when working in a diverse multi-cultural society.

HONS: Students will develop a critical awareness of the importance of effective communication and inclusive practice and how to facilitate this and embed it into practice to promote health and community development.

KU3 Sociology and social policy –. Students will examine wider societal determinants and influences on health and well-being. The underpinning sociological concepts and theories will also be examined.

HNC: Students will develop an appreciation of the processes that shape society and develop explanations for health status and societal well-being and the processes that shape inequalities in health.

HND: Students will develop an understanding of polices which governments use for welfare and social protection and examine sociological theories and their explanation for health status. Also a critical appreciation of models of welfare provision and arguments for its collective provision to society for population health and well-being.

HONS Students will develop a critical appreciation of social processes that are in place in creating social divisions and social groups and critical awareness of the theories and methods that are used to promote healthy communities and developing communities

KU4 Mental Health and lifestyles issues – Students will explore the complexity of factors and how they


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interrelate in the development of identity and their lifestyles approaches and mental health and well-being in modern society and its impact on health and well-being on an individual, group and community level

HNC: Students will develop an understanding of developmental processes and stages and how this impacts on our identity and lifestyle. They will consider the holistic nature of health and well-being and the demands within contemporary society that are placed in individuals and their potential impact on mental and physical health

HND: Students will explore epidemiological issues and demographic changes within society and its impact on health and well-being. They will analyse groups in society and factors that determine mental health and lifestyle issues, identifying the range of measures that are taken to promote health and well-being.

HONS: Students will develop their awareness of the holistic health problems that exist in contemporary society and develop and critical awareness of their impact on individuals and communities and evaluation of the theories and methods that can be used to promote mental and physical health and community well-being.

KU5 Understanding Modern Society –students will develop an understanding of the complexity of the nature of communities and how they develop and evolve in society.

HNC: Students will develop an appreciation of positive and negative contributions of current developments in communities and the impact on individuals, groups and society. The role of agencies and professionals working in communities to promote individual and community health and well being

HND: Students will develop a critical appreciation of holistic and social factors and their impact on communities and wider society. The potential to promote and develop health and well-being for individuals, groups and communities will be examined.

HONS: Students will develop a critical appreciation of the role of community development in promotion social cohesion and healthy communities. A critical appreciation of how agencies, formal and informal, need to engage with service providers, service users and the wider community to promote positive change.

KU6 Assessing and promoting health –. Students will develop the skills to assess holistic health and promotion health within a community

HNC: Students will develop an understanding of the importance of considered the holistic factors that determine lifestyles and health status of individuals and groups. The role of environmental, social and scientific developments in promoting health and life expectancy. Also, of the underpinning skills that are need to work with individuals and groups and interdisciplinary nature of promoting and assessing health

HND: Students will examine the holistic factors affecting lifestyle causing illness and disease and the theories and methods that can be used to change behaviour and promote health.

HONS: Students will critically examine how health and communities are investigated and the theoretical and methodological basis of health promotion and community development. They will be able to critically evaluate the effectiveness of measures that are taken to promote health and well-being for individuals, groups and communities.

The principal teaching, learning and assessment methods normally used to enable outcomes to be achieved and demonstrated are identified below.

Teaching and Learning Assessment

KU1

KU3

KU4

KU5

Lectures, tutorials, self-directed learning, textbooks, group work, case studies, workshops and individual project work.

Individual and group coursework, which is vocationally relevant (see Assessment Glossary).


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KU2 Lectures, tutorials, self-directed learning, textbooks, group work, case studies, workshops, video practice and individual project work.


KU6 Lectures, tutorials, self-directed learning, textbooks, group work, case studies, software programmes, practice simulation, workshops, programming and individual project work.


12.2 Cognitive (thinking) Skills* On successful completion of the programme a student should be able to understand and apply:

CS1 numeracy and quantitative skills including data analysis, interpretation and extrapolation. Application of health studies data to effective use.

CS2 problem solving, effective problem solving and decision making using appropriate skills including identifying, formulating and solving health and community based problems. The ability to create, evaluate and assess a range of options together with the capacity to apply ideas and knowledge to a range of situations

CS3 effective performance, within a team environment, including leadership, team building, influencing and project management skills

CS4 decision making skills, thinking through a decision and the implementation of solutions to address a community or health related problem.

CS5 the cognitive skills needed for implementing health care solutions and projects

CS6 appropriate underpinning theory and conceptual approaches for health care and community professionals, from a range of disciplines

CS7 HND, Hons: Understand and critically evaluate a range of research methodologies from Social Science and other subjects that are relevant to this discipline


Teaching and Learning Assessment CS1 – CS7




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12.3 Practical Skills* On successful completion of the programme a student should be able to:

PS1 Communicate in verbal and nonverbal forms relevant to an organisational setting, such as writing reports and care plans. Students will develop and understand the fundamental importance of good communication and interpersonal skills to enable them to work effectively to promote and societal well being

PS2 Design, construct and maintain health and community solutions for application of specific needs for individuals and groups in society

PS3 Use different techniques and apply practical solutions to solve problems.

PS4 Demonstrate practical skills in health and community development, including health awareness, counselling, social understanding and communication with a diverse client group.

PS5 HND: Select and apply appropriate methodologies for the evaluation of health and community solutions and advanced practice skills.

PS6 Hons: Project development for needs in a business setting; including identifying needs and setting up the solution.

PS7 Plan, implement and evaluate numerous systems for health and community promotion and development in a business environment


Teaching and Learning Assessment PS1 – PS7



12.4 Transferable Skills * On successful completion of the programme a student should be able to:

TS1 Solve problems relating to health and community using judgement, techniques and as part of a group

TS2 Demonstrate a range of employability skills that are transferable within a business context, such as communication skills, interpersonal skills, management and leadership skills, team working and being able to plan work effectively

TS3 recommend a range of practical solutions to support a range of health and community situations.

TS5 Use health and community studies to handle data, and assist with communication of findings.

These transferable/key skills will be generally incorporated within modules and related to relevant assessments as appropriate. Self-directed learning forms an element of all modules and the necessity to work within tight deadlines is an essential requirement across the curriculum. The ability to communicate orally and in writing will be developed across the range of modules.

The wide range of assessment techniques will ensure that students are given every opportunity to demonstrate their skills in these areas.


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1.3 Programme Structure and Requirements, Levels, Modules, Credits and Awards

Modules within the programme, their status (whether mandatory or options), the levels at which they are studied, their credit value and pre/co requisites are identified below.

Programme Structure

Patterns and modes of attendance

The HNC/HND/BSc (Hons) Degree in Public Health and Community Studies can be undertaken in various modes and patterns of delivery.

Full Time mode is designed for students who normally wish to study 120 credits (4 modules) in one academic year PT mode is anything less than this.

The Public Health and Community Studies awards are offered in a range of delivery options and patterns which can be found on the relevant campus website. This may be weekdays, evenings or Saturdays. The length and set up of guided teaching sessions allows for teaching to be presented in various ways including team teaching, group discussions, individual presentations, research and presentation, interactive teaching and guest lecturers. The aim of each session is to have a balance between students learning academic practical and professional skills. The course is taught in 6-week blocks and can be offered (subjects to numbers) 6 times each calendar year.

4 blocks will lead to a HNC (120 credits at level 4) 8 blocks will lead to an HND (240 credits at levels 4 and 5) 12 blocks will lead to an Honours degree (360 credits at levels 4, 5 and 6)

Each one of the learning blocks (modules) is worth 30 credits; these will require the equivalent of 300 study hours. The modules run over a six week period and are taught consecutively, with assessments at the end of each block. Students will receive approximately 18 hours of teaching per week. There will also be small group two hour tutorials per week. The remaining hours required for the module will be self guided.

Full Time Students can also attend via the ‘Sandwich (SW) or Year Abroad (FY)’ option for one year between the second and third years of study. 60 credits at year 2 can be earned for successfully completing the professional placement or the study abroad year.


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Suffix for Coventry is HSC for Scarborough is HSCSC and for London is HSCEL

Innovative features

Module Code

Module Title Credit Value

Pre-requisite

Status Prof. Qualification

101

Communication Skills and Inclusive Practice

30 None M

102

Community and Change 30

None M

103

Contemporary Public Health 30 None M

105

Lifespan Development and Identity

30 None M

Level 2 / FHEQ level 5 / HND

201

Social Divisions and Social Groups

30 None M

202

Mental Health and Wellbeing

30 None M

204 Lifestyle Health Trends and Behaviour Change

30 None M

214

Introduction to Social Science Research Methods

30 None M

Study Abroad Year/Professional Placement

201CUC

Study Abroad Year

60 O

202CUC

Professional Placement

60 O

Level 3 / FHEQ level 6 / BA (Hons)

302

Promoting Healthy Communities

30 None M

323

Contemporary Welfare and Social Policy

30 None M

312

Leadership and Management in Public Health

30 None M

304

Research Project

30 None M


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The flexible delivery model allowing students to access this level of academic and professional development whilst maintaining outside commitments is another example of innovation that will result in increased student numbers.

By including vocationally relevant forms of assessment in the academic strategy, we are once again seeking to enhance graduate employability by developing workplace skills and competences.

Progression and Awards

The programme has three level of awards available to students:

BA (Hons) Public Health and Community Studies

HND Public Health and Community Studies

HNC Public Health and Community Studies

To progress, normally students must have passed a minimum of 90 credits in all mandatory modules from the previous stage.

For an HNC Public Health and Community Studies award a student must have passed or been credited with all the mandatory modules at level 4.

For an HND Public Health and Community Studies award a student must have passed or been credited with all the mandatory modules at levels 4 and 5.

For a BSc Hons in Public Health and Community Studies award a student must have passed or been credited with all mandatory modules at levels 4, 5 and 6.

Only the mandatory modules at stage 2 and 3 will be counted towards the classification calculation. 201CUC/CUSC and 202CUC/CUSC (optional modules) do not count towards the award and are not calculation in the classification.

Classification of HNC and HND Awards

Module Grading Definition Associated Marks

PASS Satisfactory performance in all major areas of a module as defined by the intended learning outcomes or skill areas.

40 - 59.5%

MERIT Performance either significantly better than Pass in all areas of a module or outstanding in some areas with a Pass performance in the others.

60 – 69.5%

DISTINCTION Outstanding performance in all major areas of a module. 70 – 100%

Professional Placement Or Study Year Abroad

Students may seek to undertake a relevant professional placement (SW) /study abroad year (FY) between stages 2 and 3 of the degree, and we would encourage this for the depth of experience that it confers. Assistance with acquiring a relevant professional placement or Study Year Abroad is offered by the Employability Team, though no guarantee is made that such an opportunity will be found.

Students undertaking a relevant professional placement will be registered on the module 202CUC/CUSC, Professional Placement (60 credits) or on the module 201CUC/CUSC, Study Abroad Year (60 credits) during their study year abroad. Students who successfully complete the assessment associated with the relevant modules, assessed at the end of the year, will receive 60 credits at level 2. Students who do not pass may continue to the final year and be awarded the full-time (FT) degree rather than the Sandwich (SW) or study year abroad (FY) degree.

Students may undertake one of the following: a study abroad year under the Erasmus exchange scheme or another study abroad scheme for placements outside the EU; a professional placement under the Erasmus work placement scheme or a professional placement organised on their own initiative outside the EU.


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Alternatively they may choose to combine a period of study with a period on professional placement.

To progress to the professional placement/ study abroad year a student will normally have accumulated 240 credits, 120 at level 1 and 120 at level 2. Students may, at the discretion of the exam board, progress with 210 credits, 120 at level 1 and 90 at level 2.

Students that need to complete a repeat may be eligible to progress to their placement/year abroad and complete their repeat module in their fourth year of study, in block 5 (four final year modules will be studied in blocks 1 – 4).


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1.4 Support for Students and their Learning

Students will be provided with a in a structured induction programme, which will incorporate the following elements:

Registration

Experience of the teaching model

Tour of facilities

Academic Lead welcome

Academic introduction to their specific course

Meeting key delivery staff

Discussion on assessment and progression

Programme administration and management

Finances – including payment options and Student Finance England advice

Educational Technologies, including a demonstration of the Virtual Learning Environment

Student support

Clubs and Societies

Student representatives; how to become a student rep

Social time to aid cohort bonding

Reasonable adjustments will be made to the teaching, learning, assessment and support of the course(s) to maximise accessibility to students with disabilities. For blended learning students an initial welcome email with details on how to access course material will be provided and access to Moodle will be monitored. The initial welcome and induction is run to ensure students can access, understand and use the VLE site. This will involve a face to face induction which will also enable them to meet other students. If this is not possible an online induction will be provided, with follow up emails, phone and /or video calls as necessary. During teaching blocks students will also have e-direct support as follows:

direct feedback to students. This is a major part of the teaching process and will take forms such as

feedback on assignments, comments and moderation to groups and individuals in discussion forums,

or input into messaging discussions

running of set ‘clinics’ or ‘office hours’ for students to discuss any issues

for broadcast messages a newsfeed will be used

students will also be able to e-mail tutorial staff

Incorporated in all programs are weekly, 2 hour, small group tutorials. These typically have between 5 and 7 students in each group and are used to support both subject specific and generic learning. Given the nature of this Programme, students will be able to access the latest technology to support their learning, as well as the technology required for the course, including online learning. Students will be able to access further information and support via:

student and course handbooks and module guides for each module online support via the programme and module webs a course tutor to act as a point of contact computing and library resources on campus peer support


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the relevant Programme Area Leader/Academic Lead student welfare services provided by staff with expertise in supporting diverse student needs.

An employability coordinator will support students in identifying and acquiring a suitable professional placement. In professional placement, students will be visited by a professional placement tutor to support them during their time in industry.

All student support mechanisms will be compliant with the University’s policies on Equality and Diversity.

1.5 Criteria for Admission

We will work with the Admissions Services within Coventry University to ensure that all full-time and part-time applications are managed according to the nationally agreed framework and appropriate standards.

The minimum entry requirements to these programmes are that candidates should normally possess one of the following:

A minimum of 64 UCAS tariff points, including two full A levels or equivalent for a HNC.

A minimum of 80 UCAS tariff points, including two full A levels or equivalent for a HND.

A minimum of 104 UCAS tariff points, including two full A levels or equivalent for a BA (Hons)

Degree.

BTEC National Certificate or Diploma in a relevant subject, including maths and English performance equivalent to grade C GCSE.

Appropriate Foundation/Access qualification where the standard achieved is deemed equivalent to

the above. Candidates will normally be expected to have passed maths and English language GCSE’s with minimum grade C, or possess an equivalent qualification, computer literacy is also an essential requirement.

Where English is a second language, applicants will normally require an IELTS score of 6.0. We will also review applicants with non standard entry requirements including those with professional work experience and direct entry applicants Accreditation for prior learning is in accordance with Academic Regulations.


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1.6 Method for Evaluating and Enhancing the Quality and Standards of Teaching and Learning

The Programme has been developed by the Academic team and will be managed by the relevant Academic Committee.

The Joint Assessment Boards (JAB) is responsible for considering the progress of all students and making awards in accordance with the University and programme-specific regulations.

The assurance of the quality of modules is the responsibility of the Academic Committee.

External Examiners report at the end of each module and annually on the overall programme and their views are considered as part of the quality monitoring process.

Student views are also sought through module and programme evaluation questionnaires.

All programmes are subject to a major review involving external subject experts normally on a five or six year cycle. At these reviews the views of current and former students, and partners from private, public and the third sectors are sought where appropriate.

1.7 Regulation of Assessment

All policies require the internal moderation of all assessments.

External Examiners are appointed for all named University awards. The role of the External Examiner at module level is to ensure that academic standards are in line with national norms for the subject. External Examiners undertake the moderation of examination papers and assessment tasks, and view representative samples of work for the modules for which they have responsibility. At programme level, External Examiners help to ensure fairness in the consideration of student progression and awards. They have the right to comment on all aspects of the assessment system and participate as full members of the assessment boards.

The Pass mark for all modules is 40%. This overall module mark may comprise more than one component (e.g. coursework and exam). The individual module descriptors give the precise pass criteria and the weighting of the component marks that contribute to the overall module mark.

On Undergraduate programmes, the Honours classification boundaries for First Class, Upper Second Class, Lower Second Class and Third Class are 70%, 60%, 50% and 40% respectively.


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1.8 Indicators of Quality and Standards The following are key indicators of quality and standards:

The programme has been designed in accordance with the QAA benchmark statements for Health and Social Care (2008).

In addition:

The Programme Area Leader will be responsible for the on-going production of teaching and

learning materials and tools for assessment, in compliance with the specification and regulations.

The QAA’s review of higher education undertaken in February 2015 confirmed that Coventry University meets UK expectations in:

the setting and maintenance of the academic standards of its awards; the quality of student learning opportunities; the quality of the information about learning opportunities; the enhancement of student learning opportunities.

External Examiner reports and their comments will be used to evaluate and monitor the course development.

1.9 Additional Information

Key sources of information about the course and student support can be found in

Handbook

Module Guides

Module Descriptors

Moodle

Please note: This specification provides a concise summary of the main features of the programme and the learning outcomes that a typical student might reasonably be expected to achieve and demonstrate if s/he takes full advantage of the learning opportunities that are provided.

More detailed information on the learning outcomes, content, and teaching, learning and assessment methods of each module can be found in the student module guide(s) and the course handbook.

The accuracy of the information contained in this document is reviewed by the University and may be verified by the Quality Assurance Agency for Higher Education.


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20 Mandatory and Optional Modules

101 Communication Skills and Inclusive Practice Mandatory

102 Community and change Mandatory

103 Contemporary Public Health Mandatory

105 Lifespan development and identity Mandatory

201 Social Groups and Social Divisions Mandatory

202 Mental Health and Wellbeing Mandatory

204 Lifestyle Health Trends and Behaviour Change

Mandatory

214 Introduction to Social Science Research Methods

Mandatory

302 Promoting Healthy Communities Mandatory

323

Contemporary Welfare and Social Policy

Mandatory

312 Leadership and Management in Public Health

Mandatory

304 Research Dissertation Mandatory

201CUC

Study Abroad Year

Optional

202CUC

Professional Placement

Optional

Please note: This specification provides a concise summary of the main features of the programme and the learning outcomes that a typical student might reasonably be expected to achieve and demonstrate if s/he takes full advantage of the learning opportunities that are provided.

More detailed information on the learning outcomes, content, and teaching, learning and assessment methods of each module can be found in the student module guide(s) and the course handbook. The accuracy of the information contained in this document is reviewed by the University and may be verified by the Quality Assurance Agency for Higher Education.


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2.1 Curriculum Map

Intended Learning Outcomes

Knowledge and Understanding

Cognitive (Thinking) Skills Practical Skills Transferable Skills

Module codes

KU1 KU2 KU3 KU4 KU5 KU6

CS1 CS2 CS3 CS4 CS5 CS6 CS7 PS1 PS2 PS3 PS4 PS5 PS6 PS7 TS1 TS2 TS3 TS4 TS5

101 x X x x X X X X X X X X X X X X X X X

102 X x x X X X X X X X X X X X X X X X X

103 X X X X X X X X X X X X X X X X X X

105 X X x X X X X X X X X X X X X X X X X X

201 X X X X X X X X X X X X X X X X X X X


204 X X X X X X X X X X X X X X X X X X X X X

214 X X X X X X X X X X X X X X

323 X X X X X X X X X X X X X X X X X X X X X X X


3?? X X X X X X X X X X X X X X X X X X X

312 X X X X X X X X X X X X X X X X X X X X X X

304 X X X X X X X X X X X X X X X X X X X X X X X X


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2.2 Capabilities (Skills) Map

Module codes Learning to Learn

Working with others

Problem Solving and Innovation

Numeracy IT and Online Learning

Communication

Career Management

Information Management

Personal Development

Planning

101 T,P T,P,A T,P, A T,P,A T T,P, A T,P,A

102 T,P,A T,P,A T,P T,P,A T,P,A T,P TPA T,P,A

103 T,P T,P,A T T,P,A P,A T,P T,P,A

105 T,P,A T,P,A T,P T,P,A T,P, A T,P,A T,P,A

201 T,P T,P,A T T,P,A T,P T,P T,P,A T,P,A

202 T,P,A T,P,A T,P T,P,A T,P,A T,P,A T,P,A

204 T,P,A T,P,A T,P,A T,P T,P,A T,P,A T,P,A

214 T,P,A T,P T,P,A T,P T,P,A T,P,A T,P,A T,P,A T,P,A

302 T,P,A T,P,A T,P,A T,P T,P,A T,P,A T,P,A T,P

323 T,P T,P T,P T,P,A T,P,A T,P,A

312 T,P,A T,P T,P,A T,P,A T,P,A T,P,A T,P,A T,P,A T,P,A

304 T,P,A T,P,A T,P,A T,P,A T,P,A T,P,A T,P,A T,P,A T,P,A

Key: T=Taught, P=Practiced, A=Assessed The Code of Practice for Academic and Professional Skills Development requires that each of the capabilities be demonstrated at least once during the programme.

Capability Outlines (from the Code of Practice for Academic and Skills Development)

Learning to Learn – Students should be ready to accept responsibility for their own independent learning. They should also be able to reflect on their learning and appraise their capabilities and achievements. Students should also be able to identify their individual needs for effective learning.

Working with Others – Students should be able to work effectively as part of a group, and respect the dignity, rights and needs of others.

Problem Solving and Innovation – Students should be able to use problem-solving skills in a variety of practical situations. They should be able to demonstrate creativity, flexibility, perception, decisiveness, confidence and an awareness of values.

Numeracy – Students should be able to interpret, analyse and present numerical data.

IT and Online Learning – Students should be able to use computer-based systems for learning, communicating, collaborating with peers and tutors, and working with data.


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Communication – Students should be able to communicate effectively in appropriate forms in a wide variety of situations.

Career Management – Students should appreciate the values, culture, structure and process of work organisations relevant to their area of study. Students should also appropriately match their experience and academic achievements to employer expectations.

Information Management – Students should be able to carry out research relevant to their field of study by retrieving and using information drawn from a variety of resources.

Personal Development Planning – Students should be able to demonstrate self-awareness, set personal goals and record achievement.


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Part 2: Supporting Information for

BA (Hons) Public Health and Community Studies

2.5: 1 Relationship to the Framework for Higher Education Qualifications, Subject Benchmark statements and Professional/Statutory Body requirements The intended learning outcomes for the Programme have been designed to ensure the QAA Benchmark Statements for Health studies (2008) of the Framework for Higher Education Qualifications in England, Wales and Northern Ireland have been addressed. Also the UK Public Health Skills and Career Framework to level 5 and 6 is addressed (provisional access to the UK Public Health Register requires knowledge is demonstrated to level 5)

In the design process close attention was also paid to other Professional Bodies who offer qualifications within this field, and fit has been achieved with these courses as far as possible. Close attention have been paid to the above outcomes when drawing together the Learning Outcomes for the programme, to ensure a high quality experience for the student and collaboration wherever possible, which can also lead on to further qualifications.

2 Teaching and Learning Strategy We are committed to producing high quality teaching and learning and therefore have introduced a highly responsive approach to the delivery and education. We provide both academic and professional qualifications to meet the learning aspirations of a wide range of people from the community it serves. It is essential therefore that its courses are current and relevant and it provides a variety of teaching and assessment strategies to meet the learning needs and styles of its students. All of the undergraduate provisions follow a similar pattern of delivery. Each award is delivered over four 30 credit modules. Each module is assessed so that individual modules can be credited, this allows students to see progress and have such progress formally recognised. Since each module is delivered in a block of study, the course teams are able to utilise a range of teaching and learning strategies thereby responding to the individual learning needs represented in the student body. Further flexibility is introduced through the use of high quality learning technologies which provide study opportunities that mirror the class based delivery. Students, therefore, can pre-read, revise and supplement their learning through use of the Virtual Learning Environment. Students following a blended learning pathway will have both face to face teaching and on-line study. This will be further enhanced through on-line learning tutorials which will remedy any deficit in understanding and support student success. High quality teaching and learning is a core principle. Clear expectations on the teaching and tutorial staff will be mediated through an intensive induction programme, a clear articulation of the standards of delivery of teaching and learning expected and regular review of teaching performance through student evaluation, continuous professional development and a regime of observed teaching. Combined, this approach will lead to the formation of a community of practice for academic staff, where experimentation and innovation is encouraged. Students will be encouraged to engage with their local communities through volunteering and use their experiences to strengthen their knowledge and understanding. The intensity of the delivery pattern will allow students to make rapid progress through to successful achievement. High levels of contact time for full time students through face to face teaching in small groups along with tutorial sessions in groups of only five students enable student progress to be monitored and additional support provided as necessary. Attendance is mandatory and will be closely monitored to ensure students do not fall behind or worse still drop out. On-line tutorial support will be provided to ensure engagement. 3 Assessment Strategy


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Assessments have been designed not only to assess students’ achievement in meeting the learning outcomes, but to also prepare students for the work place, and support the professional development of students already in work. This is through keeping informed and up to date on current research to ensure programmes reflect current academic and business thinking, taking a multi-cultural approach to the programme as the world in which students will work becomes even more connected, and using digital skills through the courses to ensure students are well equipped to enter work.

This programme will support students through these three main areas through teaching, in their discussions and workshops and through their assessments. This programme by its very nature will pull on these three aspects within its modules.

Students will receive support from their academic and support staff, who will be able to support students in their knowledge and also their transferable skills, which is highly important within this programme. For example communication, problem solving and group working.

Each module will be assessed, with students receiving high quality feedback to their work and their overall progress.

Formative Assessment is also a vital component of the student experience. It may take a variety of forms which can be led by the student themselves, their peers of the academic and support staff. For example, students will use video to support peer observation of role play situations for a variety of client groups.

4 Programme/Course Management The Programme will be managed by the Academic Lead who oversee the effective delivery and assessment of the programme and manage and ensure compliance with the University’s annual quality monitoring and enhancement process. - leadership and co-ordination of the module team - ensuring the module material is prepared and accessible to staff and students - preparation of module guides - allocation of students to tutorial groups - record keeping and monitoring of student progress - assessment and re-assessment

5 Entry Requirements and Selection Procedures We will work with the Admissions Services within Coventry University to ensure that all full-time and part-time applications are managed according to the nationally agreed framework and appropriate standards. Accreditation for prior learning is in accordance with Academic Regulations. All courses shall normally provide for entry at various levels with the maximum valid credit being given for appropriate prior knowledge and skills and previous learning, subject to the general requirements. However, for each award there is a minimum requirement for which neither general nor specific credit shall be given. Credit shall not be given for more than two-thirds of an overall programme. Two categories of credit are recognised: a) General Credit This is a system of credit-rating whereby judgments can be expressed as credit points at various levels related to the standards of different academic awards, providing a broad indication of the appropriate amount of credit that might be allowed on the basis of the qualifications and other learning experiences. b)Specific Credit


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This is the credit given to an individual person in the context of a particular module or course; it may be equal to or less than the general credit to which it relates. In recognising the education, training and experience gained in employment and in other Institutions of learning for the purposes of academic credit towards awards the following shall apply:

general credit shall be assigned in terms of a number of credit points at one or more levels

any student who has been awarded general credit shall be required to apply to convert that to the specific credit available for the course concerned.

Although admissions tutors shall seek to accredit prior learning, credit will not be given for more than two thirds of any programme. A student who, whilst enrolled on a course, is required or permitted to take other supporting modules not directly contributing to that course (e.g. as part of an induction or research programme) may not use those modules towards a concurrent or retrospective eligibility for another award. This does not preclude the student from using these modules subsequently for accreditation of prior learning (APL) as part of an application to another course. 6 Compliance with the University’s Academic Regulations and current legislation CU Group Academic Regulations have been developed by Coventry University’s Registrar and Secretary and CU Groups Registrar and approved by Coventry University’s Academic Board.

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