Programme Specification for the Graduate Diploma in Playwork
1. Awarding Institution/Body
University of Gloucestershire
2. Teaching Institution
University of Gloucestershire
3. Recognition by Professional
Body.
4. Final award and level of
qualification
5. Modular Scheme or other
Endorsed by SkillsActive
6. Programme title (name on
certificate)
7. UCAS code
8. JACS code
9. QAA subject benchmark
statement(s) where relevant
10. Date of initial validation
11. Date of revision
Graduate Diploma in Playwork
Academic Regulations for Taught
Provision
Playwork
L520
Hospitality, Leisure, Tourism and Sport
(including Playwork)
June 2004
Periodic Review & Revalidation May
2009
October 2010/February 2011
12. External and Internal reference points
The educational aims and outcomes of the Graduate Diploma in Playwork
have been written with reference to the following reference points.
12a) EXTERNAL
The Framework for Higher Education Qualifications (FHEQ), August 2008;
The QAA Benchmark statement(s) for Hospitality, Leisure, Tourism and Sport
(2008);
In addition, the programme maps to the Playwork HE Benchmark Statements
developed by SkillsActive;
Other external reference point (Yes). The programme can contribute towards
evidence to meet the Scottish Standard for Childhood Practice.
Further details for the above are available at the relevant website(s).
12b) INTERNAL
University Academic Regulations for Taught Provision
University of Gloucestershire LTA strategic framework;
University PDP Policy (2008)
Further details for the above are available at the University website.
13. Main educational aims of the programme
Evidence of the importance of play in the lives of children has been presented
from a range of academic disciplines. The review of contemporary
perspectives undertaken by Lester and Russell (2008)1 informed the
Government’s Children’s Plan2 and subsequent English Play Strategy3.
Government policy has identified the provision of suitable play opportunities
for children and young people as a high priority; associated targets for the
recruitment and training of playworkers is key to this agenda, including a
move towards a graduate-led workforce across the UK. Playwork is
underpinned by the Playwork Principles4; these are acknowledged in the aims
of the Graduate Diploma in Playwork and embedded in the modules. The
programme is designed around a critical examination and synthesis of the
academic disciplines and vocational themes introduced in the Certificate and
Diploma, moving towards interdisciplinarity. Firstly, the Graduate programme
continues to support the academic development of the students. Secondly,
the programme will consider the contribution of both multi-disciplinary and
inter-disciplinary research in advancing our understanding of play and
playwork. Finally, the philosophical underpinnings of playwork as a
profession are examined, encouraging students to situate their practice within
a broader debate regarding the ethics of playwork and the value of being a
reflective practitioner.
The main educational aims of the Graduate Diploma in Playwork are to
provide you, the student, with opportunities to:




think creatively and critically about play, with a view to critiquing and
synthesising contemporary debates which inform playwork practice and
theory;
undertake an analysis of multi-disciplinary and inter-disciplinary
perspectives on play and playwork;
develop the necessary knowledge, understanding, skills and
competencies for advanced playwork practice, to be responsible
managers of play settings or services and to enhance practice in the
sector;
develop a profile of skills and competencies for their profession that
integrates theory and practice in an applied manner based within a
challenging academic culture.
14. Programme outcomes – the programme provides opportunities for you,
the student, to achieve and demonstrate the following learning outcomes:
14a) Knowledge and understanding of:
As a result of studying the Graduate in Playwork students will be able to:
1. enhance their professional effectiveness by applying the underpinning
theories of play, playwork, management and childhood initially in a multiLester, S. and Russell, W. (2008) Play for a Change: Play, policy and practice – a review of
contemporary perspectives. London: National Children’s Bureau
2
(2007) The Children’s Plan: Building brighter futures. Norwich: The Stationery Office
3
DCSF and DCMA (2008) The Play Strategy, Nottingham: DCSF Publications.
4
Playwork Principles Scrutiny Group (2005) The Playwork Principles, Cardiff: Play Wales.
1
disciplinary manner and then subsequently from a inter-disciplinary
perspective;
2. understand playwork through both academic and professional reflective
practice;
3. analyse and evaluate current practice using specialised skills and
knowledge from the academic disciplines of sociology, psychology, natural
sciences, philosophy and management studies;
4. understand and have a critical awareness of the moral, ethical,
environmental and legal issues that underpin best practice in playwork.
14b) Intellectual/ thinking skills – able to:
As a result of studying the Graduate Diploma in Playwork students will be able
to:
1.Research and assess theories, paradigms, principles and concepts relating
to play and playwork;
2.Critically evaluate evidence relating to play and playwork;
3. Develop a reasoned argument and challenge assumptions within playwork
practice;
14c) Subject specific /Practical and professional skills – able to:
As a result of studying the Graduate Diploma in Playwork students will be able
to:
1. Assess and apply a range of models of playwork to their own practice;
2. Evaluate and apply a range of at times competing theories in their
workplace;
3. Develop and reflect on an approach to playwork that is informed by
academic, practical and personal knowledge;
4. Recognise and respond to moral, ethical and legal issues which directly
pertain to playwork.
14d) Transferable/key skills – able to:
As a result of studying the Graduate Diploma in Playwork students will be able
to:
1. demonstrate the appropriate use of communication and presentation skills;
2. demonstrate effective use of ICT skills as a means of learning and
communicating;
3. apply knowledge about play and playwork to solve familiar and unfamiliar
problems;
4. work independently and within groups to investigate specified problems;
5. self-appraise and reflect on practice;
6. develop evaluative and critique skills to ensure the effective interpretation
of data;
7. take responsibility for their own learning and continued professional
development.
15. Teaching, learning and assessment – the teaching, learning and
assessment strategies and methods used in the programme to enable
learning outcomes to be achieved and demonstrated by you, the student.
15a) Teaching and learning methods
Core knowledge and understanding is achieved through a mixture of module
workbooks with directed student study tasks, online directed study and group
discussions via Moodle, lectures and seminars at study days and experiential
learning opportunities. In addition to engaging in dialogue with their peers
and undertaking independent scholarly activity, students will also be
encouraged to discuss their ideas and progress regularly with their academic
review tutor or module tutor. A key objective of the Graduate Diploma is to
support the continued professional development of the student. In particular
students are encouraged to reflect on professional practice and apply theories
to workplace practice. This will be facilitated online, by telephone or by email
as negotiated and agreed between the student and the relevant tutor.
Cognitive and transferable skills will also be promoted and developed through
the mechanisms cited above and through coursework tasks and assessed
assignments.
15b) Assessment
The Graduate Diploma award assesses students’ level of knowledge and
understanding through an array of on-line and written pieces of coursework. In
many cases these assessments are on topics students have negotiated with
the module tutor. Assessments include: project work, portfolios and
patchwork texts, case studies, evaluations and reflective accounts. This
package of assessments encourages students to demonstrate their ability to
evaluate the relationship between theory and practice, evidence reflection on
their own practice and explore the merits of different research strategies.
Formative submissions and feedback will be part of the approach to teaching,
learning and assessment.
16. Course Map
Playwork (Graduate Diploma) Course Map
Course Leader: Hilary Smith
Senior Tutor(s): Mark Elliot
To achieve your award you must pass the correct number of CAT points at each level and meet all award
requirements (see Academic Regulations for Taught Provision) as well as passing ALL compulsory and core
requirements, including:
Level 4: PL110
Level 5: PL213
Level 6: PL304
Notes: Students who registered for the Graduate Diploma in Playwork prior to September 2009
should meet course and route requirements as specified in the UMS Handbook and on the
course map for year of entry - See Map and Descriptor Archive.
Student who register for the Graduate Diploma in Playwork from September 2009 should meet
course and route requirements as specified in the UMS Handbook and on the course map for
2009/10.
Students must be working in the playwork sector; several modules require face-to-face
playwork.
Level 4
Code and Title
CAT
Points
Study
Period
PL110: Play And Playwork Principles
30
SEM12
Code and Title
CAT
Points
Study
Period
PL213: Playwork Practice
30
SEM12
Restrictions: Cannot be counted with PL160 or PL109
Level 5
Restrictions: Not counted with PL210.
Students must have access to an appropriate play setting(s) sufficient to complete the
assessments.
Prerequisites: Pass PL110, or PL109
Level 6
Code and Title
CAT
Points
Study
Period
PL302: Play Cultures And Childrens Communities
15
SEM2
PL303: Contemporary Issues In Playwork
15
N/A
30
SEM1-2
PL306: Playing Out
15
SEM1
PL307: Therapeutic Playwork 2
15
SEM1
PL308: The Brain At Play
15
N/A
PL311: Playwork Leadership And Management In Integrated Services
30
SEM1-2
Prerequisites: Pass PL213, or PL210
PL304: Ethics And Professionalism In Playwork
Restrictions: Students must have access to an appropriate playwork organisation
sufficient to complete the assessments.
Prerequisites: Pass PL213, or PL210
Restrictions: Students must have access to an appropriate play setting(s) involving face
to face practice with children, sufficient to complete the assessments.
Prerequisites: Pass PL211
Restrictions: Students should have leadership and management experience and
currently be working in a playwork leadership and/or management role.
17. Programme Overview
The programme is offered in the following modes of study: Part-Time,
Distance Learning.
The language of study is English.
17a) Structure, key features and modules
The Graduate Diploma in Playwork is offered in part time mode only to those
currently working in the playwork sector as face-to-face playworkers,
development officers, managers or trainers. Students who satisfy the
requirements of the award may graduate with the named award of Graduate
Diploma in Playwork.
Credit for prior learning can be discussed with the course leader who will
advise on any application for Accreditation of Prior Learning (APL). Approval
of APL can only be agreed by the APL Board of Assessment. Students may
interrupt, suspend or withdraw from their studies at any time in accordance
with the University’s regulations for withdrawal, deferral or transfer.
In order to satisfy the aims of the Graduate Diploma students study PL110
Play and Playwork Principles, PL213 Playwork Practice and PL304 Ethics and
Professionalism in Playwork. Optional modules at Level III permit students to
focus on a particular academic theme or interest. These include ethnographic
studies of children’s play (PL302 and PL306), therapeutic playwork (PL307),
management (PL311) or neuroscience (PL308).
17b) Credit and award requirements
For a Graduate Diploma in Playwork
Overall award requirements:
Take and pass 150 CATS with 90 CATS at Level 6 for the named Course
Take and pass 150 CATS from the Course map Pass compulsory and core
modules from Course map
18. Additional information
Further information on Assessment; Quality Assurance including Evaluation;
Disability and Learning support provision; Criteria for Admission/Recruitment
and Careers can be found at the University website.
The National Recognition Information Centre (NARIC) provides details of
comparative information on all Higher Education programmes.