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UNIVERSITY OF CENTRAL LANCASHIRE
Programme Specification
This Programme 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
he/she takes full advantage of the learning opportunities that are provided.
Sources of information on the programme can be found in Section 17
1. Awarding Institution/Body
University of Central Lancashire
2. Teaching Institution and Location of
Delivery
Runshaw College
Burnley College
3. University School/Centre
School of Humanities and the Social Sciences
4. External Accreditation
N/A
5. Title of Final Award
FdA Public Services
6. Modes of Attendance offered
Full Time & Part Time
7. UCAS Code
L430R (Runshaw College)
L430B (Burnley College)
8. Relevant Subject Benchmarking Group(s)
Foundation Degree Benchmark Statement
Politics and International Relations Benchmark
Statement
9. Other external influences
10. Date of production/revision of this form
February 2013
11. Aims of the Programme
The Foundation Degree in Public Services has been designed to ensure students develop the skills, knowledge,
understanding and professionalism required for moving into the real world of work within the modern Public Services.
The programme has been designed to equip students with a good understanding of Public Services at a local, national
and global level and to enable them to develop and demonstrate the skills required for graduate level employment in
the services or related areas of professional environments and practice. The programme interconnects theory, policy
and applied practice and specifically aims to develop students’ intellectual identity, personal identity, and critical
awareness and enhance the skills needed for employment. Whilst studying on this innovative programme, students
will gain an understanding of contemporary issues relating to social justice, social issues, political issues, economic
issues, and community engagement.
This course seeks to provide a supportive and inclusive environment which benefits students and encourages a
culture of supportive and inclusive practice, teamwork, motivation, confidence and respect of each other’s identity,
essentially promoting a positive student experience and learning environment.
12. Learning Outcomes, Teaching, Learning and Assessment Methods
Knowledge and Understanding
A1.
A2.
A3.
A4.
A5.
A6.
Demonstrate a knowledge and understanding of public services, governmental policy and the context of policy
Demonstrate a critical, analytical and reflective understanding of contemporary issues within the public services
Debate global issues relating to international relationships within the Public Services
Discuss the issues and debates relating to social justice, social issues, political issues, economic issues, and
community engagement.
Appreciate the key issues, paradigms and ethics surrounding social research, social research practice and
practitioner based enquiry
Be able to articulate, evaluate and have an awareness of policy, practice and interpretation of policy and be able
to apply within a social and community context within the work place environment
Teaching and Learning Methods
1.
2.
3.
4.
5.
6.
7.
8.
Lectures, seminars, tutorials and workshops
Whole groups, small group and individual teaching
Fictional public services scenarios and related role plays
Audio–visual teaching, podcasts, E-learning and subject related blogs
Seminars / tutorials – requiring students to read and prepare in advance
Presentations by occasional guest lecturers / professionals with specialist expertise / knowledge
Communication – by liaison and learning from others including seminar presentations
Participating in debate – engaging in questions and responses with student group and course staff
Assessment methods
1.
2.
3.
4.
5.
6.
7.
8.
Essays, other written work, reports and research presentations
Research, case studies and reflective logs
Presentations and case–based scenarios
Class debate
Seen timed essay and exam
Project
Literature review
Investigations
B. Subject-specific skills
B1.
B2.
B3.
B4.
B5.
B6.
Gather, organise and deploy evidence and information from a variety of sources
Construct reasoned argument, synthesise relevant information, and critically analyse subject material
Recognise the importance of explicit referencing and the ethical requirements of study
Identify, investigate, analyse, formulate and advocate solutions to problems
Reflect on their own learning and seek and make use of constructive feedback
Manage their own learning self-critically
Teaching and Learning Methods
1.
2.
3.
4.
5.
6.
7.
8.
Lectures, seminars, tutorials and workshops
Whole groups, small group and individual teaching
Fictional public services scenarios and related role plays
Audio–visual teaching, podcasts, E-learning and subject related blogs
Seminars / tutorials – requiring students to read and prepare in advance
Presentations by occasional guest lecturers / professionals with specialist expertise / knowledge
Communication – by liaison and learning from others including seminar presentations
Participating in debate – engaging in questions and responses with student group and course staff
Assessment methods
1.
2.
3.
4.
5.
6.
7.
8.
Essays, other written work, reports and research presentations
Research, case studies and reflective logs
Presentations and case–based scenarios
Class debate
Seen timed essay and exam
Project
Literature review
Investigations
C. Thinking Skills
C1. Describe, evaluate and apply different approaches involved in collecting, analysing and presenting information,
including how to identify issues for public services enquiry; assess their ethical implications; and gather, organise
and deploy evidence, data and information from a variety of sources
C2. Identify, investigate, analyse and advocate solutions to problems
C3. Develop a reasoned argument, synthesise relevant information and exercise critical judgement
C4. Reflect on their own learning and seek to make use of constructive feedback
C5. Manage their learning self-critically.
C6. Integrate theory and practice in relation to the public services within contemporary society at a local, national and
global level
Teaching and Learning Methods
1.
2.
3.
4.
5.
6.
7.
8.
Lectures, seminars, tutorials and workshops
Whole groups, small group and individual teaching
Fictional public services scenarios and related role plays
Audio–visual teaching, podcasts, E-learning and subject related blogs
Seminars / tutorials – requiring students to read and prepare in advance
Presentations by occasional guest lecturers / professionals with specialist expertise / knowledge
Communication – by liaison and learning from others including seminar presentations
Participating in debate – engaging in questions and responses with student group and course staff
Assessment methods
1.
2.
3.
4.
5.
6.
7.
8.
Essays, other written work, reports and research presentations
Research, case studies and reflective logs
Presentations and case–based scenarios
Class debate
Seen timed essay and exam
Project
Literature review
Investigations
D. Other skills relevant to employability and personal development
D1. Communicate ideas effectively and fluently, both orally and in writing in relation to the wide context of the public
services environment
D2. Use communication and information technologies for the retrieval, analysis and presentation of information.
Presentational skills may include a focus upon delivery (in addition to content), time management, usage of audio
visual resources and an ability to stimulate debate
D3. Work independently, demonstrating confidence, self-organisation, time management and self-reflection
D4. Collaborate with others and contribute effectively to the achievement of common goals, recognising and
respecting different perspectives
D5. Develop a high degree of professionalism characterised by initiative, creativity, reflection and self-motivation
D6. Develop interpersonal skills relevant to successful progression into public service related careers such as
assertiveness, influencing skills, debating skills and negotiation skills
Teaching and Learning Methods
1.
2.
3.
4.
5.
6.
7.
8.
Lectures, seminars, tutorials and workshops
Whole groups, small group and individual teaching
Fictional public services scenarios and related role plays
Audio–visual teaching, podcasts, E-learning and subject related blogs
Seminars / tutorials – requiring students to read and prepare in advance
Presentations by occasional guest lecturers / professionals with specialist expertise / knowledge
Communication – by liaison and learning from others including seminar presentations
Participating in debate – engaging in questions and responses with student group and course staff
Assessment methods
1.
2.
3.
4.
5.
6.
7.
8.
Essays, other written work, reports and research presentations
Research, case studies and reflective logs
Presentations and case–based scenarios
Class debate
Seen timed essay and exam
Project
Literature review
Investigations
13. Programme Structures
Level
Level 5
Module
Code
CJ2003
Module Title
Media & Crime
Credit
rating
20 (c)
PL2001
Emerging Issues in the Public
Services
20 (c)
CJ2026
Policing Diversity and Policy Debates
On Policing Communities – UK
Debates and Dilemmas
20 (c)
Preparing for Work in the Public
Services
20 (o)
PL2004
Citizenship and Identity
20 (c)
SS2001
Doing Social Research
20 (c)
VO2003
Community Leadership
20 (o)
PL1001
‘Terrorism’ and the Public Services
20 (c)
PL1002
Policy in Context – Policy in Practice
Within Multidisciplinary Settings: A
UK Perspective
20 (c)
PL1003
The Public Sector: Public Services
Environment
20 (c)
PL1004
Debating Public Services
20 (c)
PL1307
Keeping Custody: The UK Prison
System
20 (c)
VO1001
Citizenship & Cohesive Communities
20 (o)
VO1009
Gang and Gun Culture
20 (o)
14. Awards and Credits*
FdA
Requires 240 credits including a minimum
of 120 at Level 5
PL2003
Level 4
Foundation Certificate
Requires 120 credits at Level 4
15. Personal Development Planning
Personal development planning (PDP) is present throughout the course both implicitly and explicitly. Each module
that contributes to the course has implicit elements of personal development, which has been addressed in the
construction of the module through content, structure and assessment to lead students to the required end point. PDP
will also be delivered separately to the programme utilising timetabled group and individual Personal Tutorial sessions.
To facilitate PDP students meet with their personal tutor for group sessions and 1:1s. 1:1 progress reviews are
undertaken a minimum of three times in each academic year. 1:1s address academic learning and development, skills
development and career management. This is evident in the recording of:

Self-reflection

Target setting

Action planning

Monitoring of action plans
The process enables students to:

Develop skills of reflection on their academic, vocational, personal and professional development (within clear and
safe boundaries)

Increase their own self-awareness of their skills, qualities, attitudes and capabilities

Improve their own learning and performance by taking responsibility for their learning and development and
developing the necessary skills for independent learning

Identify their own learning strengths, areas for development and needs and the direction for change

Set goals and plan action for developing, monitoring and reviewing their own progress

Plan realistically for their career progression and manage their career development and lifelong learning

Build confidence and capacity to support change
PDP is also embedded in the Preparing for Work in the Public Sector and Community Leadership modules at level 5.
Students will study one of these two optional modules to gain a better insight into their future career direction and the
skills required to be successful.
16. Admissions criteria
Programme Specifications include minimum entry requirements, including academic qualifications,
together with appropriate experience and skills required for entry to study. These criteria may be
expressed as a range rather than a specific grade. Amendments to entry requirements may have been
made after these documents were published and you should consult the University’s website for the most
up to date information.
Students will be informed of their personal minimum entry criteria in their offer letter.
The minimum entry requirements for FdA Public Services will be 160 - 200 UCAS points.
All students should have GCSE English at grade C or above or the equivalent.
Applications from individuals with non-standard qualifications, relevant work or life experience and who can
demonstrate the ability to cope with and benefit from FdA level studies are welcome. If you have not studied recently
you may be required to undertake an Access programme. For details of those offered by the University, please
contact Course Enquiries, tel (01772) 892400.
17. Key sources of information about the programme


www.runshaw.ac.uk
www.burnley.ac.uk
Module Code
Level
Core (C), Compulsory (COMP) or Option (O)
Programme Learning Outcomes
PL1001
LEVEL 4
PL1002
PL1003
PL1004
PL1307
VO1001
VO1009
CJ2003
LEVEL 5
PL2001
Module title
‘Terrorism’ and the Public
Services
Policy in Context – Policy in
Practice Within MultiDisciplinary Settings: A UK
Perspective
The Public Sector: Public
Services Environment
Debating Public Services
Keeping Custody: The UK
Prison System
Citizenship & Cohesive
Communities
Gang & Gun Culture
Media & Crime
Emerging Issues in the Public
Services
Core (c)
Compulsory
(COMP) or Option
Knowledge and understanding
(O)
A2
A3
A4
A5
A6
B1
B2
B3
B4
B5
B6
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COMP
COMP
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O
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COMP
C1
C2
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C5
C6
D1
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D3 D4
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COMP
COMP
COMP
O
O
COMP
COMP
COMP
Policing Diversity and Policy COMP
Debates On Policing
Communities – UK Debates
and Dilemmas
Preparing for Work in the
O
PL2003
Public Services
Note:
Thinking Skills√
A1
CJ
2026
PL2004 Citizenship and Identity
SS2001 Doing Social Research
VO2003 Community Leadership
Subject-specific Skills
√
Other skills relevant
to employability and
personal
development
√
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Mapping to other external frameworks, e.g. professional/statutory bodies, will be included within Student Course
Handbooks