NORTHUMBRIA UNIVERSITY
UNDERGRADUATE PROGRAMME SPECIFICATION
LOG OF CHANGES
Any changes made to an approved Programme Specification (other than typographical corrections) should be logged below and the sheet appended to the Programme Specification. Subsequent
changes can then be added. Where it is not practicable to change an existing Programme Specification, a new version is required.
NAME OF PROGRAMME: __ BA (Hons) Learning in Families, Schools and Beyond __________
PROGRAMME CODE: ____ 21PLFS-N ____________________________________________
PROGRAMME LEADER: ___June Davison/Jeanne Haggart________________________________________
1.
2.
Change takes
effect
Programme Title
BA(Hons) Learning in Families, Schools and
Beyond
Mode of Delivery
Campus Based Programme and
Distance learning mode of delivery
21PLFS-N
BA(Hons) Learning in Families,
Schools and Beyond
Yrs 1 - 4
S1,
07-08
21PLFS-N
BA(Hons) Learning in Families,
Schools and Beyond
Yrs 1 - 4
S1,
07-08
Stage/yea
r of
program
me
eg Year 3
Semester/
academic
year
eg
S2;05/06
Programme title(s)
Admin
change1
Y/N
Programme
code(s)
affected by
change
Date of
approval /
amendment
Brief summary of change to Programme
Specification
(including section number)
1
Administrative changes are defined in section of Approval Processes for Taught Programmes and Modules
http://northumbria.ac.uk/sd/central/ar/lts/approval/
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NORTHUMBRIA UNIVERSITY
UNDERGRADUATE PROGRAMME SPECIFICATION
3.
How Students are Supported in Their Learning
21PLFS-N
BA(Hons) Learning in Families,
Schools and Beyond
Yrs 1 - 4
S1,
07-08
Inclusion of progression opportunities onto BA
(Hons) Learning in Families, Schools and Beyond
to reflect the different entry points made possible
by the expansion of programmes within the Wider
Workforce portfolio of programmes:
1. Exemption from two modules at level 4 for
those students who hold the HLTA (Higher Level
Teaching Assistants Status)
2. Exemption from three modules at level 4 for
those students who have successfully completed
3x20 credit level 4 modules of the Professional
Practice Award
2. Direct entry to level 5 for those students who
have successfully completed the HE Cert for
Teaching Assistants
3. Direct entry to level 6 for those students who
have successfully completed a foundation degree
in Early Years Practice or Teaching Assistants
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NORTHUMBRIA UNIVERSITY
UNDERGRADUATE PROGRAMME SPECIFICATION
PROGRAMME LEADER:
Lynne McKenna
1.
2.
3.
Programme title(s)
Change takes
effect
Change of title of module Study Skills for
Developing Family Learning to Professional and
Academic Development - Section 12
EDE1OLB
B.A. (Hons) Learning in Families,
Schools and Beyond
25/01/06
Year 2
S2
Change of title of module- Small Scale Action
Research Project to Advanced Study and Enquiry
in Family and Community Learning - Section 12
Move the start date from January each year to a
September start (starting September 2006)
21PLFS-N
B.A. (Hons) Learning in Families,
Schools and Beyond
25/01/06
Year 4
S2
21PLFS-N
B.A. (Hons) Learning in Families,
Schools and Beyond
March
2006
Year 1
S1
Admin change
Y/N
Programme
code(s)
affected by
change
Date of approval /
amendment
Brief summary of change to Programme
Specification
(including section number)
Semester/
academic year
eg S2;05/06
21PLFS-N
Stage/year of
programme
eg Year 3
PROGRAMME CODE:
4.
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NORTHUMBRIA UNIVERSITY
UNDERGRADUATE PROGRAMME SPECIFICATION
1.
Programme or Pathway Title, and Award
BA (Hons) Learning in Families, Schools and Beyond
2.
UCAS or Other Admissions Code
N/A
3.
Northumbria Programme Code
21PLFS-N
4.
Mode of Delivery
On Site
x
5.
Mode of Attendance
Full Time

6.
Location of Delivery
Northumbria
x
LFS1

Distance Learning
Distance Delivery
Sandwich
Part Time
x
Other UK please specify
Overseas please specify
7.
Collaborative Provision if applicable
Franchised
Validated
Joint
Dual
Partner Institution
8.
Date(s) of Approval/ Review
September 2002
9.
QAA Subject Benchmark Group
N/A
10.
PSRB accreditation if applicable
N/A
11.
Educational Aims of the Programme Specified in terms of the general intentions of the programme and its distinctive characteristics; these should be consistent
with any relevant benchmark and with the Mission of the University.
The programme aims to enable students to develop the professional and personal skills required to work across a wide range of settings and services
which currently support children, parents and families.
This degree is tailored to meet the growing (and current) demand for suitably qualified and skilled professionals in the fields of Family, Community and
multi disciplinary learning.
This programme enables undergraduate students opportunities to:





learn more about the growing emphasis on learning beyond schools.
develop knowledge of the principles and theories involved with learning in schools, in the community and in and with families.
develop a philosophy of learning in and beyond the traditional school situation.
develop knowledge and understanding of child development, lifelong learning, inclusiveness, an examination of the current emphasis on raising
standards, widening participation and promoting social inclusion and the growing use and applications of ICT for learning.
develop the necessary skills and attitudes required to work in multi- disciplinary settings, with a wide variety of professionals, para- professionals
and the public.
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NORTHUMBRIA UNIVERSITY
UNDERGRADUATE PROGRAMME SPECIFICATION


undertake activity designed to facilitate learning beyond schools.
develop skills in collecting and analysing evidence as well as being given the opportunity to reflect upon and analyse the practice of working in
different settings to widen participation in learning.
The programme comprises of a combination of 17 modules developing over the four years. All modules carry 20 credit points apart from the
dissertation module which is a double module and therefore carries 40 credit points.
Two modules from the Specialist Teaching Assistant Course, have been subsumed into the first year of this degree, serving as a foundation which will
introduce students to the conceptual and theoretical underpinning of learning within a school setting. This also provides STA students with an option
to continue with their studies and gain a certificate, a diploma or a degree. The further four modules of level 4 study serve to introduce students to the
concept of Family Learning, Community Learning and Developing Inclusive Practice. Fieldwork experience at level four will be in a family learning
situation.
If students chose to exit at this point they would receive a Higher Education certificate.
Level five study builds upon the students knowledge and understanding and begins with a module entitled Professional and Academic Practice which
will serve to ‘up-level’ students’ work and introduce them to the practice of studying at level five. Fieldwork experience at level five will be in a
community learning setting. An integral focus of the course will be the child development module which will focus on the importance of an awareness
and understanding of child development as a vital pre- requisite to any learning. The module will examine ways in which children learn and will
examine the relationship to active learning. The remaining modules at level five serve to introduce students to the concept of learning in Multi
Disciplinary settings, thus broadening the student experience and understanding of the domains where learning occurs.
In Year three, students are introduced to the idea of Lifelong Learning and learning in a multi disciplinary workplace.
If students chose to exit at this point they would receive a Diploma in Higher Education.
The two remaining modules in year three include two level six modules, Parenting and the Family and Leadership and Management in Community
Initiatives. Students are given the opportunity to gain fieldwork experience in a multi-disciplinary setting.
The final year of the programme includes the level six modules , “Learning beyond the school” which serves to further develop students understanding
of the idea of learning throughout life in a variety of situations. The Advanced Study and Enquiry in Family and Community Learning and the extended
fieldwork experience are designed to enable students to carry out their focused project and to follow their developing interest in learning in whichever
setting they have chosen to explore.
Students leaving at this point will be awarded a B.A. (Hons) Learning in Families, Schools and Beyond.
The above aims are mapped to the Framework for Higher Education Qualifications at levels 4, 5 and 6.
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NORTHUMBRIA UNIVERSITY
UNDERGRADUATE PROGRAMME SPECIFICATION
12.
How Students are Supported in their Learning/Employability/Career Development e.g. curriculum design, personal development plans, placements,
fieldwork, practical projects.
The programme is built around the activities that each student can undertake in reflecting on and developing their skills and understanding in relation
to their current role as a para-professional working in a ‘learning organisation’ and consider alternative practice within a range of new contexts which
are arising from the government agenda to raise standards, widen participation and promote social inclusion.
The processes that support the student include:








Interview- all students will be interviewed to interview, at which their suitability for the programme will be explored, and any preparatory activities
are suggested background reading, considering an area of practice to investigate)
Induction- into the University and to the programme, plus additional sessions related to the library and accessing information, supported by
study skills materials.
Programme Handbook- outlines the structure of the programme, guidance and support mechanisms and gives an overview of each module
including the fieldwork modules.
Module Handbooks- for each module outlining the requirements of each module including clear guidelines on assessment strategy. Each
module has tutorial support built in.
Guidance Tutor- There is guidance tutor support for all four years of the programme.
Peer Support- students are introduced to the idea of peer support during their induction. They are encouraged to provide support to each other
during their studies and are introduced to the idea of ‘critical friends’. The first assessment in year one is designed to facilitate this with a group
assessment.
Programme Leader - monitors progress overall and provides ongoing guidance and support.
Progress Files- maintaining an ongoing record of each student’s progress.
The evidence students collect in developing their assignments are aimed to sharpen their abilities to practice and to articulate/engage in discussion of
practitioner issues and policies. Their suitability for promotion or new employment will be considerably enhanced.
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NORTHUMBRIA UNIVERSITY
UNDERGRADUATE PROGRAMME SPECIFICATION
13.
Learning Outcomes of Programme Specified in terms of performance capabilities to be shown on completion of the programme/pathway. Please identify
numerically to correspond to the map of learning outcomes in section 18.
a) Knowledge and Understanding
Students will have developed:
1.
2.
3.
4.
5.
The knowledge and understanding required to work in a range of settings and learning organisations including schools, the workplace,
communities, Early Excellence Centres, Excellence In Cities, Sure Start programmes and with families;
Theories about how to promote learning in a variety of contexts;
Knowledge and understanding of their role in supporting learning in a variety of contexts;
Knowledge and understanding about of the role of learning in civil society;
Subject knowledge related to curriculum learning in the early years.
b) Intellectual Skills
Students will have developed the ability to:
1.
2.
3.
4.
5.
Apply academic skills to their thinking and development;
Integrate theory and practice;
Critically reflect and problem solve;
research, retrieve, extract and synthesise information;
reason, conceptualise and develop argument.
c) Practical Skills
Students will have developed:
1.
2.
3.
Effective communication;
Reflection and evaluation skills;
Working in a multi professional team.
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NORTHUMBRIA UNIVERSITY
UNDERGRADUATE PROGRAMME SPECIFICATION
d) Transferable/Key Skills
Students will have developed:
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
14.
Responsibility for personal and professional development;
Effective communication in written, verbal and electronic forms;
Use of ICT for both personal and professional purposes;
The ability to work as part of a team;
The ability to work autonomously;
The necessary skills and attitudes to work in multi-disciplinary settings;
The necessary skills and attributes to work in a variety of learning contexts;
Effective communication;
Leadership skills;
Self-assessment and appraisal skills.
Learning, Teaching and Assessment Strategy Specified to enable learners to achieve and demonstrate the above learning outcomes.
Specified to enable learners to achieve and demonstrate learning outcomes:
A)
Learning and Teaching Methods.
Teaching and learning methods have been planned to coincide with the needs of the student body which it is envisaged that this programme will
attract: This undergraduate degree is designed primarily for:






Para- professionals already working in schools, family settings and in the community
People aiming to work in the fields of schools, communities, multi- disciplinary work settings and with families
Parents and those returning to work
People who are considering working in the broad field of education, in and beyond schools
those who have not considered higher education
those who are currently employed as nursery nurses, classroom assistants, learning mentors, support workers etc in a range of learning
contexts
 those who wish to enhance their skills and qualifications and progress in their current roles those who seek employment within the new range
of government funded initiatives such as Sure Start, Early Excellence Centres etc.
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NORTHUMBRIA UNIVERSITY
UNDERGRADUATE PROGRAMME SPECIFICATION
Delivery will be flexible so that students can undertake the course part-time. There will be periods of contact at Northumbria which will be
supported by learning materials, including the use of the student portal (Blackboard), study support and distance learning materials.
Lectures, seminars, tutorials, on-line study, presentations, group work and practical workshops and directed activities in relation to University
taught modules and fieldwork experiences to support development of knowledge, understanding and practical application of supporting learning in
a variety of learning situations and contexts.
B)
Assessment Methods:
Assessed work is integral to the teaching and learning within each module. Assessment will be summative and diagnostic, providing a record of
achievement within the modules and also diagnosing areas which may need further development. Assessment procedures will include individual
and group presentations, academic assignments and portfolios. Detailed information about assessment will be provided at the beginning of each
module along with a module guide.
To ensure consistency, assessments procedures will be in accordance with the University’s regulations and word length or the equivalent will be in
line with School Guidelines. Work will be returned to students within four weeks of the hand-in date and each module will have one finalised mark.
Assessment seeks to recognise the process of learning as well as the product. All modules are assessed against the assessment criteria and
elaborated grade descriptors. The elaborated grade descriptors are related directly to the ‘Framework for Higher Education Qualifications’
descriptors for levels 4, 5 and 6.
a)
Knowledge and Understanding
Knowledge and understanding will be assessed through a combination of assignments, presentations and practical experiences enabling
theory and practice to be integrated.
b)
Intellectual Skills
Students will be required to demonstrate their capacity for critical thinking, problem solving, integration of theory and practice and decision
making in both University and Fieldwork experiences.
c)
Practical Skills
The variety of experiences in the form of Fieldwork in various learning contexts over the four years will require students to demonstrate the
development of their skills in supporting learning.
d)
Transferable/Key Skills
The first year of this programme introduces the students to the Key Skills required to work with a range of professionals, children and their
parents. This will be a cumulative feature of the course and will be recorded, monitored and assessed within progress files.
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NORTHUMBRIA UNIVERSITY
UNDERGRADUATE PROGRAMME SPECIFICATION
15.
Programme Structure Diagrams can also be used to demonstrate the structure.
Progression for Honours Programme
Levels 3/4
Level 5
Level 6
16.
TE326 Family Learning Fieldwork (L4)
TE169 Teaching and Learning (L4)
TE171 Curriculum Development (L4)
TE328 Community Learning (L4)
TE329 Developing Inclusive Practice (L4)
TE0469 Contextualising Parental Engagement (L4)
TE330 Community Learning Fieldwork
TE332 Professional and Academic Development
TE331 Child Development
TE333 Multi Agency Services within the Community
TE334 Multi Agency Fieldwork
TE335 Lifelong Learning
TE336 Parenting and the Family
TE605 Leadership and Management in Community Initiatives
TE340 Learning Beyond the School
TE338 Extended Focused Fieldwork
TE339 Advanced Study and Enquiry in Family and Community Learning
Progression point at level 4: 120 credits,
maximum 30 credits at level 3 & minimum of 90
credits at level 4.
Certificate of Higher Education awarded for 120
credits.
Progression point at level 5: 120 credits at level
5.
Diploma of Higher Education awarded for 240
credits.
Honours Degree awarded for total of 360
credits, including a minimum of 120 at level 5
and 120 at level 4/3.
Ordinary Degree awarded for total of 300
credits.
Lower Level Awards Credit Structure and Programme Learning Outcomes for Lower Level Awards.
Award
Credit Structure
Programme Learning Outcomes May be completed with reference to
section 13.
Certificate of Higher
Education
Version 1 – Posted July 2010
120 credits. Max 30 at level 3; min 90 at level 4.
In this programme it is 120 credits at level 4 and the outcomes across
section 13 in each aspect require the students to evaluate, interpret
data and develop arguments, commensurate with level 4 FHEQ
descriptors, related to the theory and practice in early years education,
family learning and community learning
a)
1-5
b)
1-4
c)
1-2
d)
1-7
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NORTHUMBRIA UNIVERSITY
UNDERGRADUATE PROGRAMME SPECIFICATION
Diploma of Higher
Education
240 credits. Max 30 at level 3; min 90, max 120 at
level 4; 120 at level 5.
In this programme it is 120 credits at level 5 and the outcomes across
section 13 in each aspect require the students to have developed a
level of critical analysis, commensurate with level 5 FHEQ descriptors,
related to the theory and practice in early years education, family
learning, community learning and multi agency working.
a)
1-5
b)
1-4
c)
1-3
d)
1-8
Honours Degree
360 credits. max 120 at level 4; 120 at level 5; 120 at
level 6.
In this programme it is 120 credits at level 6 and the outcomes across
section 13 in each aspect require the students to have developed a
level of critical analysis, commensurate with level 6 FHEQ descriptors,
related to the theory and practice in early years education, family
learning, community learning, multi agency working and learning
beyond the school setting.
a)
1-5
b)
1-5
c)
1-3
d)
1-10
d) 1-10
17.
Variation From Assessment Regulations Provide details of any approved variations from the Assessment Regulations for Northumbria Awards (ARNA).
N/A
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NORTHUMBRIA UNIVERSITY
UNDERGRADUATE PROGRAMME SPECIFICATION
18.
Mapping of Learning Outcomes
This section shows how the individual modules (with module learning outcomes as written in the module descriptor) together contribute to programme learning
outcomes. It should be presented as a matrix of programme learning outcomes (as identified numerically in section 13), against modules. Where a module contributes
to a programme learning outcome it should be flagged. Standard practice will be for a single symbol to indicate a learning outcome is addressed in the module. See
guidance notes for discussion of alternative practices.
The matrix below is for a programme structure with 6 learning outcomes in each of the categories of section 13, with 6 modules in each of levels 4 and 5, and 9
modules including some options in level 6. See guidance notes for a discussion of the treatment of optional modules. The matrix should be extended as required. The
matrix will show how some learning outcomes are developed at particular stages in the programme, while others may be developed through the three levels.
MODULE
Core/
option
a) Knowledge &
Understanding
b) Intellectual Skills
1
2
3
4
5
1
2
C
C
C
C
C
C
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
C
C
C
C
C
C
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
C
C
C
C
C
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
c) Practical
Skills
d) Transferable Key Skills
3
4
5
1
2
3
1
2
3
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
4
5
6
7
8
x
x
x
x
x
x
x
x
x
x
x
x
9
10
Level 4
TE326
TE0469
TE169
TE171
TE329
TE328
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
Level 5
TE330
TE332
TE331
TE333
TE334
TE335
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
Level 6
TE336
TE605
TE340
TE338
TE339
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x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
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NORTHUMBRIA UNIVERSITY
UNDERGRADUATE PROGRAMME SPECIFICATION
19.
Admission Requirements
The ability to benefit from Northumbria University programmes is assessed on a combination of academic and personal qualities which can be
demonstrated in a number of ways. Successful completion of a GCE or VCE Advanced level course of study (or some other equivalent qualification) is
just one way. Students who can in other ways demonstrate their ability to benefit from a Northumbria University programme, in particular mature
students without formal qualifications, will always be considered and are invited to contact the admissions tutor to discuss their application.
Applicants should use the personal statement on their application to illustrate their abilities, aptitudes, skills, qualifications and experiences which might
be taken into account as well as or instead of any of the formal qualifications listed below. It is University policy to recognise a wide variety of evidence,
and potential applicants may wish to discuss this aspect of their application with the admission tutor.
All candidates will have the following entry requirements:
B.A. (Hons) Learning in Families, Schools and Beyond
GCSE Five GCSE’s at grade C or above (or the equivalent) which must include Mathematics and English Language, plus one of the following:
GCE and VCE Advanced Level
220 UCAS tariff points, At least 160 from a one 12-module award or from two subjects at 6-module level. No
more than 20 points of this total to be derived from the Key Skills Modules. Points can be derived from General Studies AS and A2 level
Scottish Highers
BCCC
Irish Highers
CCCCC
HEFC Access
Three credits. These must include Mathematics, and English Language, if not already held at GCSE C
grade or above.
Other
BTEC National Diplomas- a majority of distinctions in the final year.
Non-Standard Entry- Applications are welcome from candidates with non-standard entry qualifications and these will be assessed on an individual basis
Interviews

All suitable applicants will be interviewed.

Applicants invited for an interview will always be told its purpose.
A successful CRB check and health check will be essential.
An appropriate level of spoken, written and comprehension of the English language has to be evident. If a person has English as an additional language
they will have to satisfy the admissions team that they are able to meet this rigorous standard.
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NORTHUMBRIA UNIVERSITY
UNDERGRADUATE PROGRAMME SPECIFICATION
20.
Application Procedure
Applications are completed on a standard university admissions form and are processed by the programme leader.
Students, for whom English is not their first language, are required to have a minimum IELTS score of 6.5
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