Programme Quality Handbook for - Truro and Penwith College · Programme Specification..... 4 3. Module Records..... 32 . Truro and Penwith College, FdSc Public Services, Programme

Truro and Penwith College, FdSc Public Services, Programme Quality Handbook 2018-19 Page 1 of 87

University of Plymouth Academic Partnerships

Truro & Penwith College

Programme Quality Handbook for FdSc Public Services

2018-19


Contents

1. Welcome and Introduction to FdSc Public Services ................................................................. 3

2. Programme Specification .......................................................................................................... 4

3. Module Records ...................................................................................................................... 32


1. Welcome and Introduction to FdSc Public Services

Welcome to the FdSc in Public Services at Truro and Penwith College. We are delighted you have chosen to study with us and look forward to helping you achieve your FdSc in Public Services. This programme is an exciting opportunity for you to study Foundation Degree in Public Services has many distinctive features such as a mixture of physical and academic studies, in the first year of the programme. The programme has been running now for eight years and was designed to meet local employer need and student interest. The programme is validated by University of Plymouth and underpinned by the QAA Quality Code. This programme has been designed to equip you with the skills and knowledge base required to work in your chosen specialism or other graduate opportunities. It is also a platform from which you can undertake additional vocational and academic qualifications.

This Programme Quality handbook contains important information including:

The approved programme specification

Module records Note: the information in this handbook should be read in conjunction with the current edition of the Truro and Penwith Student handbook available on Digital Campus which contains student support based information on issues such as finance and studying at HE along with the University’s Student Handbook https://www.plymouth.ac.uk/your-university/governance/student-handbook and your Teaching, Learning and Assessment Handbook available on your programme virtual learning environment (Moodle).

https://www.plymouth.ac.uk/your-university/governance/student-handbook

https://www.plymouth.ac.uk/your-university/governance/student-handbook


2. Programme Specification

Awarding Institution: University of Plymouth Teaching Institution: Truro and Penwith College Accrediting Body: University of Plymouth Final Award: FdSc Intermediate Awards: Certificate of Higher Education (Cert HE) Programme Title: FdSc Public Services UCAS Code: L490 QAA Benchmarks: a) Foundation degree benchmark

b) General Business Management, Social Policy and Administration, Politics.

Date Produced: 2016(Originally 2005) Comments Candidates must have: Date of Approval: April 2016 Admissions Criteria:

Qualification(s) Required for Entry to this Programme:

Details:

Level 2:

- Key Skills requirement / Higher Level Diploma:

Key Skills level 2 or Functional Skills in Maths or English may be considered as an alternative to GCSE English and Maths Grade C or above English or similar subject

and/or

- GCSEs required at Grade C or above:

Level 3: at least one of the following:

- A Level.

Equivalent of at least A2 60 points

- Advanced Level Diploma:

BTEC National Award/Cert/ Extended or Diploma Considered on an individual basis

- BTEC National Certificate/Diploma: Equivalent to 60 points or 120 points


- VDA: AGNVQ, AVCE, AVS: Considered on an individual basis

- Access to HE or Year 0 provision:

Considered on an individual basis Equivalent to 60 points or 120 points

- International Baccalaureate:

- Irish / Scottish Highers / Advanced Highers:

Equivalent to 60 points or 120 points

Considered on an individual basis Considered on an individual basis

Other HE qualifications/non-standard awards or experiences:

Considered on an individual basis

APEL / APCL1 possibilities: PU Regulations apply

Interview / Portfolio requirements: All candidates will be interviewed

Independent Safeguarding Agency (ISA) / Criminal Record Bureau (DBS) clearance required:

Any student undertaking a voluntary placement will be responsible for their own DBS

1 Accredited Prior Experiential Learning and Accredited Prior Certificated Learning


Aims of the Programme:

1. The programme is intended to produce students equipped with a range of intellectual, imaginative and investigative skills necessary to deal with the challenges and changes within a wide and diverse range of public service environments.

2. The programme is intended to develop the knowledge, understanding and skills

necessary to undertake a piece of research (at Foundation degree level).

3. The programme is intended to develop transferable knowledge and skills required to continue in higher education and/or work in a broad range of public/private or third sectors.

4. The programme is intended to produce students who can demonstrate their

recognition, sensitivity and appreciation of ethical, social and professional issues in the public/private services or sectors.

5. The programme is intended to develop people who can work as both individuals and team members, assuming responsibilities and delegating duties.

6. The programme is intended to develop and use presentation, evaluation and

reflective skills, supporting a lifelong learning ethos.

Programme Intended Learning Outcomes (LO): By the end of this programme the student will be able to:

ILO1: Demonstrate a systematic understanding of the key concepts, theoretical approaches and applications that have been developed and are developing within the public services. ILO2: Time manage, manage their own learning and make use of scholarly reviews and primary sources relevant to the public services. ILO3: Demonstrate the qualities and transferable skills necessary for employment in the broader context of the public service. ILO4: Apply the methods and techniques that they have learnt to review, consolidate, extend and apply their knowledge and understanding of the broader public service arena. ILO5: Contextualise public service teamwork, leadership and management skills. ILO6: Demonstrate the ability to communicate with a variety of audiences using the written word, spoken word and a range of modern technologies.


Brief Description of the Programme This programme aims to address the diverse needs of a range of professional jobs in the public sector, both uniformed and non-uniformed. Cornwall’s main industries are in the public sector and as such the programme will support the development of a higher level skills workforce for local industry. This exciting and innovative Foundation degree provides a broad range of contemporary topics that are relevant to the public sector. Threaded throughout the programme are a wide range of professional practice opportunities for students to develop higher level skills relevant to many professional jobs in the public services sector. This course has been designed to support the continuing development needs and ever-changing landscape of the public, voluntary and private services/sectors. There is always a need for a well-trained and highly educated workforce in these sectors with the relevant knowledge and skill set. Learners will develop academic and employment skills that support a range of professional jobs in the public sector. The course therefore prepares students for employment in the uniformed sector and the non-uniformed services such as the probation service, youth offending, and local government. This course has been designed to reflect the breadth of knowledge and skills required in the public services and associated multi-agency partnerships in the 21st century. The module ALOs and associated assignment tasks have been carefully designed to ensure that students can take learning from their academic environment and apply it in an authentic workplace context. This is achieved through the use of real live case studies, employer designed assignments, guest speakers, voluntary and/or paid placements (optional) and through a range of trips and visits to relevant industries and local employers. Alongside the vocational and applied learning, this foundation degree provides the opportunity to study criminology, psychology, sociology and human rights. The programme has been designed to ensure that contemporary issues in the public sector remain firmly at the centre of learning on this FdSc. Level 4 Level 4 (Year 1 or Stage 1) will develop practical skills and theoretical understanding through units such as Physical Preparation, Health and Lifestyle; Criminology and Crime Problems; Police Studies and the Public Sector; Security, War and Global Conflict; Political Ideologies and Social Controversies in Contemporary Society; and International Human Rights. Students will develop their knowledge and understanding of public, voluntary and private services/sectors in terms of the factors affecting performance and learning. Student confidence will also be developed in the researching and formulation of the information. Level 5 At this level (Year 2 or Stage 2), the emphasis is on the application of theory into practice. This will be undertaken through studying modules such as Managing Teams and Individuals; Cyber Threats and Resolutions; Homicide, Violence and Contemporary Society; Ethics, Penology and Public Affairs; and Psychology, Organisations and Human Behaviour. All students will participate in the Professional Practice module where they will


be able to reflect on the skills they have observed through various means found in the sector. A small research project in this module will be encouraged to adopt the standards and approaches learnt during the programme with reference to academic resources in readiness for progression onto level six for those students who may wish to enhance their learning further. A range of sectors, including public, voluntary, social enterprises or private services/sectors, will have a role in the FdSc Public Services in relation to delivery as they all now play a key role in the delivery of services. The government’s policy regarding the ‘Big Society’ states ‘We will support the creation and expansion of mutuals, co-operatives, charities and social enterprises, and support these groups to have much greater involvement in the running of public services’. Commercial Secretary to the Treasury, Lord Deighton, stated:

‘The voluntary code of conduct (for the Private and Public Sector) sets out how the public and private sector can work in real partnership towards managing our infrastructure more efficiently and at better value to the public purse.’ .


Programme Structure and Pathways College: Truro and Penwith College Year: 1 & 2 Course Code: 2963 (full-time), 5037 (part-time) Full Time: Two Years Programme Structure for FdSc Public Services

FHEQ Level: 4 For: FdSc Public Services Full Time

F/T Route Year

When in Year? (i.e.

autumn, spring

etc)

Structure as Agreed at Programme Approval Revised Structure (when required)

Core or Option Module

Credits Module Core or Option Module

Credits Module

Year 1 All year Core 20 TCPS119

Criminology and Crime Problems

Year 1 All year Core 20

TCPS120

Physical Preparation, Health and Lifestyle


TCPS121

Police Studies and the Public Sector


TCPS122

Security, War and Global Conflicts



Political Ideologies and Social

Controversies In Contemporary Society


International Human Rights


FHEQ Level: 5 For: FdSc Public Services Full Time

F/T Route Year

When in Year? (i.e.

autumn, spring

etc)




Credits Module


TCPS224

Managing Teams and Individuals


TCPS225

Professional Practice


Cyber Threats and Resolutions


TCPS227

Homicide, Violence and Contemporary Society


TCPS228

Ethics, Penology and Public Affairs


TCPS229

Psychology, Organisations and Human Behaviour


FHEQ Level: 4 For: FdSc Public Services Indicative Part Time

P/T Route Year

When in Year? (i.e.

autumn, spring

etc)




Credits Module




TCPS120



Sector TCPS121



TCPS122



TCPS123

Political Ideologies and Social Controversies In Contemporary

Society




FHEQ Level: 5 For: FdSc Public Services Indicative Part Time

P/T Route Year

When in Year? (i.e.

autumn, spring

etc)




Credits Module




TCPS225





TCPS227



TCPS228

Ethics, Penology and Public Affairs


TCPS229



Progression Route(s) Approved ‘progression route(s)’ are those where successful achievement on a programme enables a student to progress onto a stage of another University of Plymouth programme. There may, however, be factors that limit the availability of a place on a progression route in any one year. If a progression route place is not available in the first year in which a student wishes to progress to University of Plymouth, a place is guaranteed within three years. Should a University of Plymouth progression route be withdrawn, the timing of the programme closure will either be timed so as to allow progression for existing students who wish to progress immediately onto a University of Plymouth programme (excluding periods of interruption or repeat years of study) or appropriate alternative solutions will be found. Progression opportunities with institutions other than University of Plymouth carry an increased element of risk. It is necessary for the delivering partner institution to obtain formal agreement from that institution to guarantee progression for existing students on the programme. For those students who successfully complete the FdSc Public Services the guaranteed progression routes are the level six BSc (Hons) Applied Social Science at Truro and Penwith College or the level six BSc (Hons) Public Services (Policing) at Plymouth. The programme leader has the support of an Academic Liaison Person (ALP) with questions regarding progression to programmes at University of Plymouth. Please note there is a deadline for progression applications (circa mid-January with the actual date determined annually) and places maybe subject to availability. If learners progress to the final stage of a University of Plymouth programme, then their stage one aggregate mark (from your level 4 modules) will account for 10% and their stage two aggregate mark (from your level 5 modules) will account for 30% and their progression stage (level 6 modules) aggregate mark will account for 60% of their final degree classification. Progression routes are correct at the time of publication but they may be subsequently amended. The contribution of marks from prior levels of study to the progression award is governed by University of Plymouth regulations. Any Exceptions to University of Plymouth Regulations Not Applicable.


Work placement and Work based learning Higher education programmes continually develop learning, teaching and assessment strategies that promote activities relevant to student career aspirations and employment opportunities. The embedding of employability ensures that students leave their programmes ready to take on the challenges of employment in the twenty first century with the professional, personal and practical skills outlined in our Employability Statement. Work-based learning enables learners to take on appropriate role(s) within a work related context, giving them the opportunity to learn and apply skills and knowledge they have acquired through their programme. Work-based learning can be achieved through many forms, including full-time or part-time work, integrated work placements, real work environments and real life scenarios. Work-placement is a period of time working with an employer in a commercial/voluntary sector that is assessed as part of your programme. Every Foundation Degree programme will contain some form of assessment that is linked to a period of work-placement or work-based learning. Some courses will contain the assessed work in year 1, some in year 2 and some will be assessed in year 2 following a placement period during year 1 (or in the summer break between year 1 and year 2). You should confirm with your tutor when the placement period will be for your student group so that you can find a relevant placement. Normally we recommend that 20 days will provide the best opportunity to engage with the employer, understand working practice and demonstrate your value in a way that will generate a positive reference for the future. Assessments normally require a minimum period of 10 days. This may be a 2-week block, a weekly one-day placement or a mixture of opportunities negotiated between your tutor and the employer. Placements must be agreed with your tutor along with the relevant information regarding insurance, a mentor and all the relevant paperwork before you can attend. For a variety of reasons, some sectors don’t conform to normal working practice and in these cases, your course manager may choose to develop simulated work-placements within the college, work shadowing or exercises that link directly to self-employment. Any student who works in an environment where they engage with children or vulnerable adults is required to provide an enhanced Disclosure and Barring Service (DBS) record with no entries (formally Criminal Records Bureau [CRB]). Students are expected to cover the cost of this process and should have provided evidence at interview or enrolment. Foundation Degree students who are unable to provide an enhanced DBS record free from convictions or cautions could be at risk of being unable to complete the assessment on their programme which could mean withdrawal from or interruption of their studies. If a student is aware that they will have entries on their DBS record they should raise this immediately with their tutor so that appropriate advice can be provided. All sport and health, education and social science students will need to provide a DBS record before they can take part in some components of their programme. Students on other courses will be advised by their module leader based on their choice of placement. Students must also be aware that should any material information or circumstances change that could influence their DBS status following the offer of a place, or at any time once enrolled on a programme, it is their responsibility to make their Programme Lead aware of any change. Changes to circumstances will be considered in confidence and Programme Leads will work with students to minimise the impact on their studies.


Teaching Methods and Assessments Developing graduate attributes and skills, at any level of HE, is dependent on the clarity of strategies and methods for identifying the attributes and skills relevant to the programme and the where and how these are operationalized. The interrelated factors of Teaching, Learning and Assessment and how these are inclusive in nature are fundamentally significant to these strategies and methods, as are where and how these are specifically distributed within the programme. Ordered by graduate attributes and skills, the following table provides a map of the above plus an exposition to describe and explain the ideas and strategy of each. Therefore, subsequent to the initial completion for approval, maintenance of this table as and when programme structure changes occur is also important:

FHEQ level: 4

Definitions of Graduate Attributes and Skills Relevant to this

Programme

Teaching and Learning Strategy / Methods

Prog Aims

Prog intended Learning

Outcomes

Range of Assessments

Related Core

Modules

Knowledge / Understanding: QAA: Subject Benchmark Statements; Business Management (Feb 2015) Criminology (2014), Politics and International Relations (Feb – 2015); Foundation Degree Characteristics Statement (Sept 2015) and Framework for Higher Education Qualifications. ----------------------------------------------------- By the end of this level the students will be able to demonstrate a knowledge and understanding of: - alternative theoretical

approaches with criminology, contemporary debates about the content and scope of criminology

- how to make ethically sound judgements in relation to research

Primary:

Lectures, Seminar, Supervision, Academic Tutorials Secondary/Supplementary: Independent Study Guided Reading Guided Academic Activity


carried out by others or oneself - understand the nature and

significance of politics as a human activity

- apply concepts, theories and methods used in the study of politics to the analysis of political ideas, institutions and practices, relative to the historical and contemporary context

- comprehend how politics is mediated to understand and evaluate different interpretations of political issues and events

- demonstrate a knowledge and understanding of different political systems: the nature and distribution of power in them: the social, economic, historical and cultural contexts within which they operate; and the relationship between them

- be knowledgeable about a number of specified areas and/or applications

A1 A2

ILO1

Essay, Professional Report, Reflective Professional Portfolio

TCPS119 TCPS120 TCPS122 TCPS123 TCPS124

An explanation for embedding Knowledge and Understanding through Teaching & Learning and Assessment at this level of the programme: Teaching, learning and assessment are aligned to clearly embed knowledge and understanding within this programme. Students are provided with opportunities to engage with, explore and critically evaluate theories and application of social science in a range of contexts.


Cognitive and Intellectual Skills: QAA: Subject Benchmark Statements; Business Management (Feb 2015) Criminology (2014), Politics and International Relations (Feb – 2015); Foundation Degree Characteristics Statement (Sept 2015) and Framework for Higher Education Qualifications. ----------------------------------------------------- By the end of this level of this programme the students will be able to demonstrate: - assess a range of

perspectives and discuss the strengths of each for the understanding of crime and victimisation

- assess the values and practices of the key agencies which administer responses to crime and deviance

- draw on materials from a range of sources and synthesise them

- draw on relevant evidence to evaluate competing explanations - draw on evidence to evaluate

competing explanations - evaluate competing explanations

and to draw reasoned conclusions.

Primary: Lectures, Seminar, Supervision, Academic Tutorials Secondary/Supplementary: Independent Study Guided Reading Guided Academic Activity

A4

ILO4

Essay, Professional Report, Reflective Portfolio



An explanation for embedding Cognitive and Intellectual Skills through Teaching & Learning and Assessment at this level of the programme: Teaching, learning and assessment are aligned to clearly embed knowledge and understanding within this programme. Students are provided with opportunities to engage with, explore and critically evaluate theories and application of social science in a range of contexts.

Key Transferable Skills: QAA: Subject Benchmark Statements; Politics and International Relations (Feb – 2015); Foundation Degree Characteristics Statement (Sept 2015) and Framework for Higher Education Qualifications. ----------------------------------------------------- By the end of this programme students will be able to: - reflect on their own learning and

seek and make use of constructive feedback

- manage their own learning self-critically

- communicate effectively and fluently in speech and writing. Employers require politics and international relations graduates to be able to communicate ideas effectively to a varied audience: this ability to translate complex ideas to a wide audience is a particularly valued skill

- progress through the degree programme to become mature,


A3 A5

ILO2 ILO3 IL05

Essay, Presentation, Professional Report, Reflective Portfolio, on-line assessment Case Study

TCPS119 TCPS120 TCPS121 TCPS122 TCPS123 TCPS124


independent learners who can demonstrate initiative, self-organisation and time management attributes. The ability to identify opportunities for continuous learning and development, leading to future continuous professional development, is particularly valued by employers

- collaborate with others to achieve common goals through, for example, group work, group projects, and group presentations. Employers regard collaboration and the identification of common goals highly. This is especially so in the public sector

An explanation for embedding Key Transferable Skills through Teaching & Learning and Assessment at this level of the programme: Teaching, learning and assessment are aligned to clearly embed knowledge and understanding within this programme. Students are provided with opportunities to engage with, explore and critically evaluate theories and application of social science in a range of contexts.

Employment Related Skills: QAA: Subject Benchmark Statements; Business Management (Feb 2015) Criminology (2014), Politics and International Relations (Feb – 2015); Foundation Degree Characteristics Statement (Sept 2015) and Framework


for Higher Education Qualifications.

By the end of this programme students will be able to: - recognise the importance of explicit

referencing and the ethical

requirements of study which requires

critical and reflective use of

information and communications

technology in the learning process

- communicate effectively and fluently

in speech and writing. Employers

require politics and international

relations graduates to be able to

communicate ideas effectively to a

varied audience: this ability to

translate complex ideas to a wide

audience is a particularly valued skill

- apply employability skills

- utilise inter-cultural skills/global

awareness, particularly in relation to

employability


A1 A3 A4 A5

ILO3 ILO6

Practical Simulation: Presentations, Essay Professional Report

TCPS 120 TCPS 121 TCPS 122 TCPS 124

.


An explanation for embedding Employment Related Skills through Teaching & Learning and Assessment at this level of the programme: Teaching, learning and assessment are aligned to clearly embed knowledge and understanding within this programme. Students are provided with opportunities to engage with, explore and critically evaluate theories and application of social science in a range of contexts.

Practical Skills: QAA: Subject Benchmark Statement: Hospitality, Leisure, Sport and Tourism 2008; Foundation Degree Characteristics Statement (Sept 2015) and Framework for Higher Education Qualifications.

By the end of this level of this programme the students will be able to demonstrate: - collaborate with others to

achieve common goals through, for example, group work, group projects, and group presentations. Employers regard collaboration and the identification of common goals highly. This is especially so in the public sector

- appraising and evaluating the effects of sport and exercise intervention on the participant

- showing evidence of the skills required to monitor and evaluate human responses to sport and/or exercise


A1 A3 A5 A6

ILO1 ILO3 ILO4

Paired Presentations, Online set Assessment Case studies

TCPS121 TCPS123 TCPS124


An explanation for embedding Practical Skills through Teaching & Learning and Assessment at this level of the programme: Teaching, learning and assessment are aligned to clearly embed knowledge and understanding within this programme. Students are provided with opportunities to engage with, explore and critically evaluate theories and application of social science in a range of contexts.

FHEQ level: 5

Definitions of Graduate Attributes and Skills Relevant to this

Programme

Teaching and Learning Strategy / Methods

Prog Aims

Prog intended Learning

Outcomes

Range of Assessments

Related Core

Modules

Knowledge / Understanding: QAA: Subject Benchmark Statements; Business Management (Feb 2015) Criminology (2014), Psychology (2010); Foundation Degree Characteristics Statement (Sept 2015) and Framework for Higher Education Qualifications. ---------------------------------------------------------- By the end of this level of this programme the students will be able to demonstrate: - Be knowledgeable about a

number of specified areas and/or applications

- approach problem solving in a systematic way

- be aware of contextual and interpersonal factors in groups and teams

- undertake self-directed study and project management in a

Primary:

Lectures, Seminar, Supervision, Academic Tutorials Secondary/Supplementary: Independent Study Guided Reading Guided Academic Activity

A1 A2 A3

ILO1 ILO2

Presentations, Essay, Professional Report



supportive environment - recognise the need to assess

their own skills and to harness them for future learning

An explanation for embedding Knowledge and Understanding through Teaching & Learning and Assessment at this level of the programme: Teaching, learning and assessment are aligned to clearly embed knowledge and understanding within this programme. Students are provided with opportunities to engage with, explore and critically evaluate theories and application of social science in a range of contexts.

Cognitive and Intellectual Skills: QAA: Subject Benchmark Statements; Business Management (Feb 2015) Criminology (2014), Politics and International Relations (Feb – 2015); Foundation Degree Characteristics Statement (Sept 2015) and Framework for Higher Education Qualifications. By the end of this level of this programme the students will be able to demonstrate: - design and use appropriate

research strategies for data collection using quantitative and qualitative methods

- apply statistical techniques and methods

- assess the merits of competing


A4

ILO2

Practical: Presentations, Essay Practical: Simulation Professional Report

TCPS 224 TCPS 225 TCPS 228


explanations of human behaviour, social situations and events

- draw on evidence from a range of sources and demonstrate an ability to synthesise them

- the capability to identify assumptions, evaluate statements in terms of evidence, to detect false logic or reasoning, to identify implicit values, to define terms adequately and to generalise appropriately

An explanation for embedding Cognitive and Intellectual Skills through Teaching & Learning and Assessment at this level of the programme: Teaching, learning and assessment are aligned to clearly embed knowledge and understanding within this programme. Students are provided with opportunities to engage with, explore and critically evaluate theories and application of social science in a range of contexts.

Key Transferable Skills: QAA: Subject Benchmark Statements; Business Management (Feb 2015) Criminology (2014), Politics and International Relations (Feb – 2015); Foundation Degree Characteristics Statement (Sept 2015) and Framework for Higher Education Qualifications.

By the end of this programme students will be able to demonstrate: - use communication and information

technology, including audiovisual


technology, for the retrieval and presentation of information and where appropriate, statistical or numerical information

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

- interpersonal skills of effective listening, negotiating, persuasion and presentation

- self-reflection and criticality including self-awareness, openness and sensitivity to diversity in terms of people, cultures, business and management issues. Also, the skills of learning to learn and developing a continuing appetite for learning; reflective, adaptive and collaborative learning

- critically analyse and disseminate information

Primary: Lectures, Seminar, Supervision, Academic Tutorials

Secondary/Supplementary: Independent Study Guided Reading Guided Academic Activity

A5 A6

IL05 ILO6

Essay, Case Study, Presentation, Professional Report


- recognise the importance of explicit referencing and the ethical requirements of study which requires critical and reflective use of information and communications technology in the learning process

-


An explanation for embedding Key Transferable Skills through Teaching & Learning and Assessment at this level of the programme: Teaching, learning and assessment are aligned to clearly embed knowledge and understanding within this programme. Students are provided with opportunities to engage with, explore and critically evaluate theories and application of social science in a range of contexts.

Employment Related Skills: QAA: Subject Benchmark Statements; Business Management (Feb 2015) Criminology (2014), Politics and International Relations (Feb – 2015); Foundation Degree Characteristics Statement (Sept 2015) and Framework for Higher Education Qualifications.

By the end of this programme students will be able to demonstrate: - Progression through the degree

programme to become mature,

independent learners who can

demonstrate initiative, self-

organisation and time management

attributes. The ability to identify

opportunities for continuous learning

and development, leading to future

continuous professional

development, is particularly valued

by employers


A3

ILO3

Practical, Presentations, Essay Case Studies, Professional Report



.

An explanation for embedding Employment Related Skills through Teaching & Learning and Assessment at this level of the programme: Teaching, learning and assessment are aligned to clearly embed knowledge and understanding within this programme. Students are provided with opportunities to engage with, explore and critically evaluate theories and application of social science in a range of contexts.

Practical Skills: QAA: Subject Benchmark Statements; Business Management (Feb 2015) Criminology (2014), Politics and International Relations (Feb – 2015); Foundation Degree Characteristics Statement (Sept 2015) and Framework for Higher Education Qualifications. By the end of this level of this programme the students will be able to demonstrate: - problem-solving skills: a strong

ability to propose and critically evaluate alternative solutions to social problems

- an ability to retrieve, synthesise and analyse information independently from varied sources

- ability to critically assess and summarise arguments, reports, documents and other written and verbal data

- an enhanced ability to identify and


A1 A2 A4

ILO1 ILO2 ILO4

Essay, Case Studies, Professional Report, Presentation,

TCPS 224 TCPS 225 TCPS 226 TCPS 228 TCPS 229


understand the different normative and moral positions in order to appreciate how human needs are felt and met - and to incorporate this understanding into social policy analysis

- an ability to develop a strong line of argument both verbally and in writing; an ability to prepare and deliver a well-focussed presentation using appropriate technical aids as necessary

- an ability to employ well-developed self-directed study and learning skills, and to organise learning in terms of employing time management skills, and a capacity to work to deadlines

- an ability to contribute effectively to successful group work and collective projects

- an ability to demonstrate knowledge and application of a wide range of information and communications technology skills

An explanation for embedding Practical Skills through Teaching & Learning and Assessment at this level of the programme: Teaching, learning and assessment are aligned to clearly embed knowledge and understanding within this programme. Students are provided with opportunities to engage with, explore and critically evaluate theories and application of social science in a range of contexts.


Mapping of ALOs to Graduate Attributes and Skills Module Knowledge &

Understanding Cognitive & Intellectual Skills

Key Transferable skills

Employment Related skills

Practical skills

TCPS119 LO1, 2, 3 LO1,2,3 LO3

TCPS120 LO1, 3 LO4 LO2, 4

TCPS121 LO1, 2 LO3 LO3, 4 LO4

TCPS122 LO1, 2 LO3 LO2 LO2, 3

TCPS123 LO1 LO1, 3 LO2, 3 LO2

TCPS124 LO1,2 LO1 LO2 LO3 LO2,3

TCPS224 LO1,2, 3 LO1,2,3 LO4 LO4 LO4

TCPS225 LO1,3 LO1, 3 LO2 LO2

TCPS226 LO1,2 LO1, 3 LO2,3 LO2

TCPS227 LO1 LO2, 3 LO2, 3

TCPS228 LO1 LO1, 2 LO3 LO2, 3 LO2

TCPS229 LO1 LO3 LO2 LO3


Distinctive Features of the Foundation Degree

The following provides a definitive and approved list of elements that may be used to both conceptualise and promote the market position of this programme:

A balanced programme between academic, vocational and practical content,

therefore allowing students to progress onto the level six BSc (Hons) Applied

Social Science or other options, including level six BSc (Hons) Public Services

(Policing), or employment within a range of public, private and third sector

services locally, regionally and nationally.

Development of a level of academic and vocational skills that would enable the

students to confidently meet potential employers or academic needs.

The programme has a dynamic team of public services lectures with a broad

range of academic, practical and vocational experience. This blend of

knowledge and skills will be utilised to enhance the student experience.

Truro and Penwith College is a local tertiary college ideally situated to support

local students in their higher education and provide level 4 and 5 provision in

Cornwall.

A dedicated and custom-built facility aimed predominantly at the delivery of

higher education in a local context. Modern building with dedicated Learning

Resource Centre for higher education students.

Stunning outdoor environment with beaches, moorland and a small city only 15

minutes away. This combination of rural and urban promotes an opportunity for

an eclectic lifestyle, suitable for young people or for mature students with

families.

Positive staff, who are approachable, supportive and have the student at the

heart of their work.


Through networking make useful potential employer links, especially through the

Public Services Forum held at the College. This forum is made up of local

employers both from the public sector and voluntary and third sector. The

intention of the forum is to inform the teaching team of changes within the sector

and provide opportunities for learners to have first-hand experiences of these

sectors.

Strong student support mechanisms in terms of study skills support and support

with disability.

Access to an extensive range of online academic journals from University of

Plymouth as well as access to the library catalogue.

Higher Education at the College is delivered in a peaceful academic

environment which supports effective studying at a higher level.

A diverse equal opportunity college that supports all students to achieve their

best academically and personally.


3. Module Records

SECTION A: DEFINITIVE MODULE RECORD. Proposed changes must be submitted via Faculty Quality Procedures for approval and issue of new module code.

MODULE CODE:

TCPS119 MODULE TITLE:


CREDITS: 20 FHEQ Level: 4 JACS CODE: L611

PRE-REQUISITES: ‘None

CO-REQUISITES: None COMPENSATABLE: Yes

SHORT MODULE DESCRIPTOR: (max 425 characters) Students will develop an in-depth understanding of criminological theories of offending and the extent to which crime happens. A range of theories, frameworks and paradigms will be explored and analysed to develop an understanding of the application of criminological principles to law enforcement and criminal justice agencies.

ELEMENTS OF ASSESSMENT Use HESA KIS definitions]

WRITTEN EXAMINATION COURSEWORK PRACTICAL

E1 (Examination)

XX C1 (Coursework)

100% P1 (Practical)

XX

E2 (Clinical Examination)

XX A1 (Generic Assessment)

XX

T1 (Test) XX

SUBJECT ASSESSMENT PANEL Group to which module should be linked: FdSc Public Services

Professional body minimum pass mark requirement: ‘N/A’

MODULE AIMS:

The aim of the module is to introduce students to criminological theory, and in turn allow them to understand the nature of crime and deviance by reference to different criminological perspectives.

ASSESSED LEARNING OUTCOMES: (additional guidance below) At the end of the module the learner will be expected to be able to: 1. Identify, explain and analyse models of crime and criminal behaviour. 2. Discuss classical and positivist theories of criminology. 3. Explain different types of crime and methods of measuring and controlling crime.

UNIVERSITY OF PLYMOUTH MODULE RECORD


DATE OF APPROVAL: 03/2016 FACULTY/OFFICE: Academic

Partnerships

DATE OF IMPLEMENTATION:

09/2016 SCHOOL/PARTNER: Truro & Penwith

College

DATE(S) OF APPROVED CHANGE:

TERM/SEMESTER: All year

Additional notes (for office use only): For delivering institution’s HE Operations or Academic Partnerships use if required



SECTION B: DETAILS OF TEACHING, LEARNING AND ASSESSMENT Items in this section must be considered annually and amended as appropriate, in conjunction with the Module Review Process. Some parts of this page may be used in the KIS return and published on the extranet as a guide for prospective students. Further details for current students should be provided in module guidance notes.

ACADEMIC YEAR: 2018-19 NATIONAL COST CENTRE: 130

MODULE LEADER: Cathy Rhodes OTHER MODULE STAFF: None

SUMMARY of MODULE CONTENT Introduction to criminology; biological, sociological, psychological and environmental explanations of crime; the scope of crime and patterns of crime; labelling criminals; historical perspectives.

SUMMARY OF TEACHING AND LEARNING [Use HESA KIS definitions]

Scheduled Activities Hours Comments/Additional Information

Lecture 45

Small group teaching allows for seminars and lectures to be combined and interactive. Students will be involved in formative presentations to support the development of essays.

Seminar

Tutorial

Project Supervision

Demonstration

Practical Classes & Workshops

Supervised Time in Studio/Workshop

Fieldwork

External Visits

Work Based Learning

Guided Independent Study 155 Students will be directed to a range of self-study resources on the College intranet and through the University of Plymouth portal.

Total 200 (NB: 1 credit = 10 hours or learning; 10 credits = 100 hours, etc)



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E_ %

T_ %

Coursework C1

Essay 1

Essay 2

50%

50%

Total = 100%

LO1 Identify, explain and analyse models of crime and criminal behaviour. LO2 Discuss classical and positivist theories of criminology. LO3 Explain different types of crime and methods of measuring and controlling crime.

Practical P

Updated by: Cathy Rhodes

Date: July 2018

Approved by: Tim Staynings

Date: July 2018

Module reading Lists Recommended Texts and Sources Essential Text: students are expected to purchase this

Newburn, T., (2012) Criminology, 2nd Edition, Abingdon: Routlegde Further Reading

Carrabine, E., et al, (Eds) (2014) Criminology: A Sociological Introduction, 3rd Edition, Abingdon: Routledge

Hale, C. et al., (Eds) (2013) Criminology, 3rd Edition, Oxford: Oxford University Press

Jones, S., (2013) Criminology, 5th Edition, Oxford: Oxford University Press

Maguire, M. et al., (Eds) (2012) The Oxford Handbook of Criminology, 5th Edition, Oxford: Oxford University Press

Newburn, T., (Ed) (2009) Key Readings in Criminology, Cullompton: Willan Publishing

Tierney, J. & O’Neill, M., (2009) Criminology: Theory and Context, 3rd Edition, Abingdon: Routledge

Treadwell, J., (2012) Criminology: The Essentials, 2nd Edition, London: Sage Publications Ltd

White, R., et al., (2012) Crime and Criminology, 5th Edition, Oxford: Oxford University Press



Williams, K, (2012) Textbook on Criminology, 7th Edition, Oxford: Oxford University Press

Students should also ensure that their knowledge of criminological developments is kept up-to-date by:

o regularly reading a ‘quality’ newspaper, e.g. The Times, The Guardian, The Daily Telegraph, The Independent

o regularly visiting ‘quality’ online news sites, e.g. BBC News o regularly reading relevant criminology journals via the Fal or Percuil Learning

Resources Centres, e.g. Criminal Justice Matters o researching recent developments via the resources available through the University

of Plymouth Portal, e.g. Westlaw, Lexis




MODULE CODE:



CREDITS: 20 credits FHEQ Level: 4 JACS CODE: C600

PRE-REQUISITES: None


SHORT MODULE DESCRIPTOR: (max 425 characters) This module provides the learner with the knowledge, understanding, skills and practical experience of health, fitness and lifestyle issues within the Public Services and society. Underlying aspects will relate to lifestyle changes and training principles, including an introduction to basic anatomy and physiology. The module will also develop a knowledge base with an emphasis on mental and physical stress related situations and their nature and analysis of lifestyle factors and exercise.



E1 (Examination)

C1 (Coursework)

100% P1 (Practical)

%


A1 (Written Assessment)

T1 (Test) Online test


Professional body minimum pass mark requirement: N/A

MODULE AIMS:

To introduce an understanding of basic anatomy and physiology relating to mental and physical health and lifestyle.

To understand the components of fitness and principles of training linked to a planning strategy to improve fitness levels.

Understand the benefits of a health-related physical activity programme.

To develop and apply an understanding of lifestyle improvement strategies.

ASSESSED LEARNING OUTCOMES: (additional guidance below) At the end of a module the learner will be expected to be able to: 1. Demonstrate basic knowledge of anatomy and physiology, health screening and

testing. 2. Evaluate the appropriateness of solving complex health-related issues in the public

services sector. 3. Demonstrate factual and/or conceptual knowledge of an appropriate recovery

programme. 4. Plan and evaluate a range of strategies that improve lifestyle.




Partnerships


09/2016 SCHOOL/PARTNER: Truro and Penwith College








MODULE LEADER: John Presswell OTHER MODULE STAFF: None

SUMMARY of MODULE CONTENT This module provides the learner with the knowledge, understanding, skills and practical experience of health, fitness and lifestyle issues within the Public Services and society. Underlying aspects will relate to lifestyle changes and training principles, including an introduction to basic anatomy and physiology. Mental and physical stress related situations and their nature and analysis of lifestyle factors and exercise will also be examined.



Lecture 45

Small group teaching allows for seminars and lectures to be combined and interactive. The lectures will also include practical sessions for fitness testing.

Seminar

Tutorial

Project Supervision

Demonstration



Fieldwork

External Visits

Work Based Learning

Guided Independent Study 155

Students will be directed to a range of self-study resources on the College intranet and through the University of Plymouth portal. They will be directed to a range of fitness software to trial.




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Written exam

E_

T_

Coursework C1

Assessment 1 – online set exercise

Assessment 2 – case study

20% 80%

Total = 100%

LO1 Demonstrate basic knowledge of anatomy and physiology, health screening and testing. LO2 Evaluate the appropriateness of solving complex health-related issues in the public services sector. LO3 Demonstrate factual and/or conceptual knowledge of an appropriate recovery programme. LO4 Plan and evaluate a range of strategies that improve lifestyle.

Practical P_

Updated by: John Presswell

Date: July 2018


Date: July 2018

Recommended Texts and Sources: Coulson, M. (2013). The Fitness Instructor’s Handbook, A Complete Guide to Health and Fitness – Fitness Professionals (2nd Ed). Suffolk: A&C Black. Floyd, P. Mimms, S. Yelding, C. (2015). Personal Health: Perspectives and Lifestyles (4th ed.) Foa, E. Keane, T. Friedman, M. Cohen, J. (2008) Effective Treatments for PTSD: Practice Guidelines from the International Society for Traumatic Stress Studies. (2nd Ed) London: Saga. Howley, E.T. and Franks, B.D. (2012) Fitness professional's handbook. (6th Ed). Champaign, IL: Human Kinetics. Schiraldi, G.R. (2009) The post-traumatic stress disorder sourcebook: A guide to healing,

http://www.amazon.com/Patricia-A.-Floyd/e/B001IXNQNG/ref=sr_ntt_srch_lnk_1?qid=1315467611&sr=1-1

http://www.amazon.com/Personal-Health-Perspectives-Lifestyles-CengageNOW/dp/0495111570/ref=sr_1_1?s=books&ie=UTF8&qid=1315467611&sr=1-1

http://www.amazon.com/Edna-B.-Foa/e/B001I9QH9K/ref=ntt_athr_dp_pel_1

http://www.amazon.com/s/ref=ntt_athr_dp_sr_2?_encoding=UTF8&sort=relevancerank&search-alias=books&field-author=Terence%20M.%20Keane

http://www.amazon.com/s/ref=ntt_athr_dp_sr_3?_encoding=UTF8&sort=relevancerank&search-alias=books&field-author=Matthew%20J.%20Friedman

http://www.amazon.com/s/ref=ntt_athr_dp_sr_4?_encoding=UTF8&sort=relevancerank&search-alias=books&field-author=Judith%20A.%20Cohen



recovery, and growth (2nd Ed). Dubuque, Iowa: McGraw-Hill. Swain, D.P. & Leutholtz, B.C. (2007) Exercise prescription: a case study approach to the ACSM guidelines (2nd Ed). Champaign, IL: Human Kinetics. Journals British Medical Journal Jane’s Police review Journal of Sports Medicine and Physical Fitness Journal of Physical Activity and Health Peak Performance

Magazines: Health and Fitness Runners World

Websites Ambulance 999 www.ambulance999.co.uk Army jobs www.armyjobs.mod.uk HM Prison Service www.hmprisonservice.gov.uk Police Service information www.policecouldyou.co.uk Royal Air Force www.raf.mod.uk Royal Navy www.royal-navy.mod.uk

http://www.policecouldyou.co.uk/

http://www.royal-navy.mod.uk/




MODULE CODE:






SHORT MODULE DESCRIPTOR: (max 425 characters) Students will examine the structure and organisation of the police service including different specialisations within the institution. It will include an evaluation of different roles and general police duties. Students will also evaluate contemporary issues found within the police service, notably adopting a multi-agency approach.



E1 (Examination)

% C1 (Coursework)

50% P1 (Practical)

50%


% A1 (Generic Assessment)

%

T1 (Test) %

SUBJECT ASSESSMENT PANEL Group to which module should be linked: Public Services


MODULE AIMS:

To develop understanding of the role and organisation of the police service.

To develop an understanding of the principles of police practice including multi-agency partnerships.

To analyse the responsibilities and duties of the contemporary police service.

To evaluate the qualities and attributes needed for a variety of roles within the service.

To evaluate issues facing the contemporary police service.

ASSESSED LEARNING OUTCOMES: (additional guidance below) At the end of the module the learner will be expected to be able to:

1. Undertake an analysis of the current structure and organisation of the police service in contemporary Britain.

2. Analyse the effectiveness of a multi-agency approach from the perspective of a specific role within the police force.

3. Identify the professional qualities and transferable skills required of a police officer. 4. Evaluate a key issue and identify a solution to contemporary policing problem.




Partnerships


09/2016 SCHOOL/PARTNER: Truro and Penwith

College


TERM/SEMESTER: All Year






MODULE LEADER: Tim Staynings OTHER MODULE STAFF: None

SUMMARY of MODULE CONTENT Students will examine the structure and organisation of the police service including different specialisation within the institution. These will include, for example, Basic Command Units, Equality and Diversity and Crime and Disorder Reduction Partnerships. It will include an evaluation of different roles such as roads policing, forensic and scientific support as well as general police duties such as powers of arrest and search.



Lecture 45

Small group teaching allows for seminars and lectures to be combined and interactive. There will be local guest speakers from the Devon and Cornwall Constabulary. The posters will be presented and talked to by students in their seminars.

Seminar

Tutorial

Project Supervision

Demonstration



Fieldwork

External Visits

Work Based Learning





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Written exam

E_

T_

Coursework C1 Professional Report

100%

Total = 100%

LO1. Undertake an analysis of the current structure and organisation of the police service in contemporary Britain. LO2. Analyse the effectiveness of a multi-agency approach from the perspective of a specific role within the police force. LO3. Identify the professional qualities and transferable skills required of a police officer. LO4. Evaluate a key issue and identify a solution to contemporary policing problem.

Practical P1

Poster presentation

100%

Total = 100%

LO3. Identify the professional qualities and transferable skills required of a police officer. LO4. Evaluate a key issue and identify a solution to contemporary policing problem.

Updated by: Tim Staynings

Date: July 2018


Date: July 2018

Recommended Texts and Sources: Graca, S, Lawton-Barrett, K & O’Neill, M. (2015) Blackstone's Handbook for Policing Students. (9th Ed.) Oxford University Press. Oxford. Police National Legal Database (2015) Blackstone's Police Operational Handbook. (9th Ed.) Oxford University Press. Oxford Rowe, M. (2013) Introduction to Policing. (2nd Ed) Sage Publications. London Rogers, C. & Lewis, R. (2007) Introduction to Police Work. Willan Publishing, Cullompton, Devon Wilson,G (2010) The Beat Officer’s Companion. (16th Ed). Jane’s Information Group. Surrey Additional reading:



Bayley, D., & Shearing, C. (1996) Policing for the Future. Law and Society Review, 3, 586-606. Cockcroft, T. (2012) Police Culture: Themes and Concepts. Routledge, Abingdon, Oxford Goldsmith, A., & Lewis, C. (Eds.). (2000) Civilian Oversight of Policing: Governance, democracy and human rights. Hart Publishing. Oxford. Henry, A. & Smith, D. (2007) Transformations of Policing. Ashgate Publishing Limited. Farnham, Surrey Joyce, P. (2010) Policing: Development and Contemporary Practice. Sage Publications. London Kappeler, V. & Gaines, L. (2015) Community Policing: A Contemporary Perspective. (7th Ed.) Routledge, Abingdon, Oxford MacVean, A. & Spindler, P. (2014) Handbook of Policing, Ethics and Professional Standards. Routledge, Abingdon, Oxford Neal, S. (2003) The Scarman Report, the Macpherson Report and the Media: how newspapers respond to race-centred social policy interventions. Journal of Social Policy, 32 (1). pp. 55-74. Trolley,H., Hodge,B and Trolley,C. (2010) How to pass the new police selection system? (3rd Ed.). Kogan Page Ltd. London




MODULE CODE:



CREDITS: 20 Credits FHEQ Level: 4 JACS CODE: L252



SHORT MODULE DESCRIPTOR: (max 425 characters) This module introduces the concepts of War and Conflict within a global theatre. It will cover the causes, types and methods of conflict and provide an understanding of contemporary issues relating to UK Public Services. It will also examine concepts relating to terrorism and counter-terrorism and provide an overall evaluation of the perceived threat to our way of life



E1 (Examination)

%

C1 (Coursework)

100% P1 (Practical)

% or Pass/Fail (delete as appropriate)



%

T1 (Test) %



MODULE AIMS:

To develop understanding of the causes of war and conflict.

To develop an understanding how public services, respond to global conflicts.

To understand the current theoretic principles behind terrorism.

To understand the role of Public Services when dealing the threats from terrorism, notably multi-agency partnerships.

To evaluate threat facing UK Public Services from terrorism.


1. Demonstrate an understanding of the causes of war globally and its impact on UK Public Services. 2. Identify a range of current issues linked to terrorism and evaluate the impact of one of these issues on a professional role found within the public sector. 3. Evaluate how terrorism threats and the counter-terrorism methods employed nationally impact on the professional identity and employability skills of a professional in the Public Sector.




Partnerships



College









SUMMARY of MODULE CONTENT This module seeks to examine the causes of war and conflict including religious, economic, and political approaches. It also seeks to examine the role of public services in both front line and ancillary roles. The second half of the module builds on the first and looks at the historical causes of terrorism including the French Revolution, Clarkenwell and Rapoport Four Waves of modern terrorism theory. The module then proceeds to examine the role of public services in providing countermeasures for terrorism within the UK. It concludes with an evaluation of the current perceived threat levels.



Lecture 45

Small group teaching allows for seminars and lectures to be combined and interactive. Students will do formative presentations to the group to support their professional report.

Seminar

Tutorial

Project Supervision

Demonstration



Fieldwork

External Visits

Work Based Learning


Students will be directed to a range of self-study resources on the College intranet and through the University of Plymouth portal. They will also be directed on this module to a range of Government websites.




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Written exam

E_

T_

Coursework C1

Professional Report

Essay

60%

40%

Total = 100%

LO3 Evaluate how terrorism threats and the counter-terrorism methods employed nationally impact on the professional identity and employability skills of a professional in the Public Sector. LO1 Demonstrate an understanding of the causes of war globally and its impact on UK Public Services. LO2 Identify a range of current issues linked to terrorism and evaluate the impact of one of these issues on a professional role found within the public sector.

Practical P_


Date: July 2018


Date: July 2018

Recommended Texts and Sources: Hewitt, S. (2007) The British War on Terror: Terrorism and Counter-Terrorism on the Home Front Since 9/11. Bloomsbury. London

Jackson, R & Sinclair, S. (2012) Contemporary Debates on Terrorism. Routledge. Abingdon, Oxford

Jackson, R, Byreen-Smyth, M & Gunning, J (2011) Terrorism: A Critical Introduction. Palgrave McMillan. London Levy,

J. Levy & Thompson, W. (2010) Causes of War. Wiley-Blackwell. Chichester, West Sussex




MODULE CODE:


Political Ideologies and Social Controversies in Contemporary Society

CREDITS: 20 Credits FHEQ Level: 4 JACS CODE: L210



SHORT MODULE DESCRIPTOR: (max 425 characters) The module will introduce students to political ideologies and concepts. This knowledge will enable the students to understand the political environment in which they will work and serve in the future within the context of the public, private or third sector. In addition, the policy process, including legislation, will be examined thus identifying the impact of this on communities students will serve in the future.



E1 (Examination)

%

C1 (Coursework)

100% P1 (Practical)

% or Pass/Fail (delete as appropriate)



%

T1 (Test) %



MODULE AIMS:

The aim of the module is to encourage learners to develop a grounding in political ideologies and concepts, applying these to the impact they may have on government policies and the implications these could have on the practices the learners may undertake in their future careers.

ASSESSED LEARNING OUTCOMES: (additional guidance below) 1. Examine political ideologies and concepts. 2. Evaluate the effectiveness of government structures with reference to a policy and

its implications for practice. 3. Examine a range of current political and social issues linked to the public services

and develop a plan of action to bring about a political or social change.




Partnerships



College







ACADEMIC YEAR: 2018-19 NATIONAL COST CENTRE: L128

MODULE LEADER: Louise Coley OTHER MODULE STAFF: None

SUMMARY of MODULE CONTENT Students will examine political ideologies such as Anarchism, Absolutism, Liberalism, Conservatism, Socialism and concepts such as order, power, justice, nations and the state. These ideologies and concepts will be examined in the context of contemporary policies and legislation and students will reflect on how these may impact on the public services.



Lecture 45

Small group teaching allows for seminars and lectures to be combined and interactive. This module will have a number of individual tutorials to support Portfolio development.

Seminar

Tutorial

Project Supervision

Demonstration



Fieldwork

External Visits

Work Based Learning





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Written exam

E_

T_

Coursework C1

Essay Assessment 1

Reflective Portfolio

Assessment 2

40%

60%

Total =

100%

LO1 Examine political ideologies and concepts.

LO2 Evaluate the effectiveness of government structures with reference to a policy and its implications for practice.

LO3 Examine a range of current political and social issues linked to the public services and develop a plan of action to bring about a political or social change.

Practical P_

Updated by: Louise Coley

Date: July 2018


Date: July 2018



Recommended Texts and Sources: Alcock, P (2012) Social Policy in Britain.(4th Ed). Basingstoke : Palgrave Macmillian.

Alcock, P., May, M and Wright, S. (eds) (2012) The Student’s Companion to Social Policy. (4th edn). Chichester: Wiley-Blackwell Leach, R., Coxall, B. and Robins, L. (2011) British Politics. (2nd edn). Basingstoke: Palgrave Macmillan Heffernan, R., Cowley, P and Hay, C. (eds) (2011) Developments in British Politics. (9th edn). Basingstoke: Palgrave Macmillan Hill, M. (2012) The Public Policy Process. (6th edn). Harlow: Pearson. Lynch, P. and Fairclough, P. (2013) UK Government and Politics.(4th edn). Oxford: Philip Allan. McCormick , J.(2012) Politics UK. (3rd ed). Basingstoke: Palgrave Macmillan.

On Line References:

COI (2010) Central Office of Information Available: www.coi.gov.uk/coi/

Regional/Europe/United Kingdom/Government(2001) Available : http://directory.google.com/Top/Regional/Europe/United_Kingdom/Government/

Direct Gov’ (2010) Public Services Available : www.direct gov.uk Availablet:www.info4local.gov.uk/index.asp Available:www.parliament.uk/

House of Commons Daily Debates (2012) Availablet:www.parliament.the-stationery-office.co.uk/pa/cm/cmhansrd.htm - Hansard

House of Lords Debates (2012) Available:www.parliament.the-stationery-office.co.uk/pa/Id/Idhansrd.htm - Hansard

House of Commons and the House of Lords (2012) Available:www.parliament.uk/

http://www.amazon.co.uk/Social-Policy-Britain-Professor-Alcock/dp/0230551580/ref=sr_1_1?ie=UTF8&s=books&qid=1279190202&sr=1-1




MODULE CODE:






SHORT MODULE DESCRIPTOR: (max 425 characters) This module develops an understanding of the current Human Rights in a Public Services context. It will look at fundamental citizens’ rights and the positive obligation placed upon public authorities to protect these rights. It will also examine topical breaches and the subsequent consequences of these breaches. The module will be concluded with an overall evaluation of rights and an examination of future developments.



E1 (Examination)

% C1 (Coursework)

40% P1 (Practical)

60%



%

T1 (Test) %



MODULE AIMS:

To develop an understanding of the structure, principles and constitution of Human Rights at different levels, including: the principles of the European Convention on Human Rights and Fundamental Freedoms, the UN Declaration of Human Rights and the Geneva Convention.

To understand the responsibilities of public authorities with regard to their obligations to comply with Human Rights and the remedial action and consequences for breaches of Human Rights, both domestically and internationally.

To evaluate issues facing future development of Human Rights.


1. Explain the development and the implications of the notion of Human Rights. 2. Demonstrate a knowledge of the Articles of the European Convention of Human

Rights and evaluate the application in practice through a case study from within a specific public service.

3. Evaluate and consider the obligations placed upon a specific public service to comply with Human Rights within a practical context.




Partnerships



College









SUMMARY of MODULE CONTENT Learners will examine current Human Rights provisions within the UK. They will analyse various Convention Articles, including Right to Life, Prohibition of Torture, Right to a Fair Trial, Right to Liberty and Security, Freedom of Expression, Freedom of Assembly, and Right to a Remedy. They will also examine contemporary breaches and the subsequent consequences of these breaches.



Lecture 45

Small group teaching allows for seminars and lectures to be combined and interactive. Students will support each other in providing feedback on their presentations and posters. Students present their posters in pairs through the seminar process.

Seminar

Tutorial

Project Supervision

Demonstration



Fieldwork

External Visits

Work Based Learning


Students will be directed to a range of self-study resources on the College intranet and through the University of Plymouth portal. European websites.




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Written exam

E_

T_

Coursework C1 Essay

100%

Total = 100%

LO1 Explain the development and the implications of the notion of Human Rights.

Practical P1 Paired Presentation & Poster

100%

Total = 100%

LO2 Demonstrate a knowledge of the Articles of the European Convention of Human Rights and evaluate the application in practice through a case study from within a specific public service. LO 3 Evaluate and consider the obligations placed upon a specific public service to comply with Human Rights within a practical context.


Date: July 2018


Date: July 2018

Recommended Texts and Sources:

Rainey, B. Wicks, E & Ovey, C. (2014) Jacobs, White & Ovey: The European Convention on Human Rights, Oxford University Press, Oxford

Mowbray, A (2012) Cases, Materials, and Commentary on the European Convention on Human Rights. Oxford University Press, Oxford




MODULE CODE:



CREDITS: 20 FHEQ Level: 5 JACS Code : L300



SHORT MODULE DESCRIPTOR: (max 425 characters) This module aims to enable students to understand the concepts of managing teams and individuals within the context of the Public Sector. Students will have the opportunity to examine historic and contemporary practices and evaluate their effectiveness.



E1 (Examination)

% C1 (Coursework)

70% P1 (Practical)

30%



%

T1 (Test) %



MODULE AIMS:

To enable students to understand the importance of managing teams, individuals and leadership theoretically.

Justify the advantages to a Public Sector organisation of promoting positive teamwork and leadership.

To identify examples of leadership and management within Public Sector organisations and appraise them.

Apply learnt theories to practical situations.


1. Critically analyse and evaluate the theories of teamwork and leadership management within a Public Sector context.

2. Evaluate the impact of positive teamwork and leadership for Public Sector employees to improve service delivery.

3. Critically evaluate examples of leadership and management. 4. Apply learnt skills and theoretical explanations linked to managing teams and

individuals in a public sector context.




Partnerships



College



Additional notes (for office use only):




ACADEMIC YEAR: 2018-19 NATIONAL COST CENTRE 132

MODULE LEADER: Matt Kennedy-Smith OTHER MODULE STAFF: None

SUMMARY of MODULE CONTENT This module will enable students to develop teamwork and leadership management skills. It will allow the students to understand the theories relevant to leadership and management and apply these to situations found within a diverse Public Sector.



Lectures/Seminars 45

Small group teaching allows for seminars and lectures to be combined and interactive. Students carry out seminars on a range of different case studies to support their assignments.

Seminar

Tutorial

Project Supervision

Demonstration



Fieldwork

External Visits

Work Based Learning

Guided independent study 155 Reading, watching videos, preparing coursework.




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Written exam

E_ %

T_ %

Coursework C1

Essay 1

Case Studies 2

60%

40%

Total = 100%

LO1 Critically analyse and evaluate the theories of teamwork and leadership management within a Public Sector context. LO2 Evaluate the impact of positive teamwork and leadership for Public Sector employees to improve service delivery. LO3 Critically evaluate examples of leadership and management.

Practical P1

Practical & Reflection

100%

Total = 100%

LO4 Show an ability to apply learnt skills and theoretical explanations linked to managing teams and individuals in a public sector context.

Updated by: Matt Kennedy-Smith

Date: July 2018


Date: July 2018



Recommended Texts and Sources: Adair, J. (2013) Decision Making and Problem Solving Strategies. Reading: Kogan Page Ltd. Adair, J. and Thomas, N. (2012) The Best of Adair on Leadership and Management. London: Thorogood Publishers. Belbin, R. M (2003) Management Teams: Why They Succeed or Fail. Oxford: Butterworth-Heinemann. Langmuir E (2013) Mountain Craft and Leadership. MLTB. Glasgow: Scottish Sports Council. Northouse, P. G. (2015) Leadership, Theory and Practice. (7th ed). London: Sage Publishers. NHS Leadership Centre (2011) The NHS Leadership Qualities Framework. Available: www.NHSLeadershipQualities.nhs.uk (Date Accessed: 24th June 2015). NHS Leadership Centre (2011) Available: www.NHSLeadershipQualities.nhs.uk (Date Accessed: 24th June 2015). ebooks: Hayes, J. (2002) Interpersonal skills at work. London: Taylor & Francis. MyiLibrary [e-book]. Available: http://www.myilibrary.com?id=3182 Thompson, N. (2002) People Skills. Basingstoke: Palgrave Macmillan. MyiLibrary [e-book]. Available: http://www.myilibrary.com?id=81847




MODULE CODE:



CREDITS: 20 FHEQ Level: 5 JACS CODE: X210



SHORT MODULE DESCRIPTOR: (max 425 characters) The module looks at sources of data available to the Public Services, different strategies for collecting data and presenting it to a wider audience. In addition, ethical considerations will be examined as an influence on the undertaking of research. Throughout the year learners will have the opportunity to observe working practices found in the public sector and reflect on these through either visits to the public services or visits to the college by the public services and/or the learners’ own experiences.



E1 (Examination)

XX C1 (Coursework)

60% P1 (Practical)

40%



XX

T1 (Test) XX



MODULE AIMS:

The aim of the module is to encourage learners to develop academic skills in collecting and presenting primary and secondary data whilst also understanding the ethical implications of collecting data. In addition, this work should reflect good examples of professional study skills.

This module will enhance the learners’ understanding of working practices found within the Public Sector and enable students to reflect on the practices both verbally and in an appropriate written format for this level of study.


Discuss critically the professional application of primary and secondary sources of information when used alongside different research approaches.

Apply, and reflect on, ethical principles relating to your professional project. Evaluate working practices found within the Public Sector and reflect on these

through both verbal and written means of assessment.




Partnerships



College









SUMMARY of MODULE CONTENT The professional practice module will look at where information can be located, and how it is used within different sectors. Learners will have the opportunity to investigate different methods of collecting data and the ethical considerations required during the collection process. In addition, learners will have the opportunity to observe practices within different sectors found within the Public Services thus enabling them to monitor and evaluate performances.



Lecture 45

Small group teaching allows for seminars and lectures to be combined and interactive. Individual tutorials to support portfolio development.

Seminar

Tutorial

Project Supervision

Demonstration



Fieldwork

External Visits

Work Based Learning





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Written exam

E_ %

T_ %

Coursework C1 Professional Portfolio

100%

Total = 100%

LO1. Discuss critically the professional application of primary and secondary sources of information when used alongside different research approaches. LO2. Apply, and reflect on, ethical principles relating to your professional project. LO3. Evaluate working practices found within the Public Sector and reflect on these through both verbal and written means of assessment.

Practical P1 Presentation

100%

Total =

100%

LO3. Evaluate working practices found within the Public Sector and reflect on these through both verbal and written means of assessment.


Date: July 2018


Date: July 2018

Module reading Lists Blaxter, L., Hughes, C., and Tight, M. (2010) How to Research, (4th Edn.) Maidenhead: Open University Press. Brymen, A. (2012) Social Research Methods, (4th Edn.) Oxford University Press. Buzan, T. (2011) Study Skills. Harlow: BBC Active. Cohen, L., Manion, L., and Morrison, K. (2011) Research Methods in Education, (7th Edn.). Abingdon: Routledge. Cottrell, S. (2011) Critical Thinking Skills (2nd ed.). Basingstoke: Palgrave MacMillan de Vaus, D.A. (2014) Surveys in Social Research (6th Edn.), Abingdon, Oxon,: Routledge. Denscombe, M (2014) The Good Research Guide: For Small Scale Research Projects, (5th Edn), Maidenhead: Open University Press. Denscombe, M. (2010) Ground Rules for Social Research: Guidelines for Good Practice (2nd Edn.) Maidenhead: OUP



Godfrey, J. (2010) Reading and Making Notes. Basingstoke: Palgrave MacMillan. Godfrey, J. (2011) Writing for University. Basingstoke: Palgrave MacMillan Institute of Customer Service (2010) Private Sector/Public Sector /Voluntary Sector and Non profit making sector. Available: http://www.instituteofcustomerservice.com/1848-4144/Private-SectorPublic-Sector-Voluntary-Sector-and-Non-profit-making-sector.html (Date accessed 28th June 2013). Fink, A. (2014) Conducting Literature Research Reviews: From the Internet to Paper, (4th Edn.) London: Sage. Hart, C. (2009) Doing a Literature Review, (2nd Edn.) London: Sage. McKay, S. (2011) “Response 1: “Scientific Method in Social Policy Research is not a Lost Cause.” Journal of Social Policy, 40, 1, 21-29. McNiff, J. (2013) Action Research: Principles and Practice, (3rd Edn.) London: Routledge. Moon, J. (2007) Critical Thinking: an exploration of theory and practice. London: Routledge. Ridley, D. (2012) The Literature Review: A Step-by-Step Guide for Students, London: Sage. Silverman, D. (2010) Doing Qualitative Research (4th Edn.) London: Sage. Stevens, A. (2011) “Telling Policy Stories: An Ethnographic Study of the use of Evidence in Policy-making in the UK.” Journal of Social Policy, 40, 2, 237-255.




MODULE CODE:






SHORT MODULE DESCRIPTOR: (max 425 characters) This module develops an understanding of the current issues surrounding Information Technology and Public Services. It examines breaches in the law and the methods used by the military and law enforcement agencies to combat cybercrime and terrorism.



E1 (Examination)

% C1 (Coursework)

100%

P1 (Practical)

%



%

T1 (Test) %



MODULE AIMS:

To develop a critical understanding of the current issues affecting the Public Services with regard to Information Technology.

To develop a critical understanding of cyber offences including hacking and misuse of computers.

To analyse the threat from Cyber Terrorism to the UK.

To evaluate the need for, and effectiveness of, methods employed to counter cybercrime.


1. Use a range of established techniques to initiate and undertake a critical analysis of the current issues affecting Public Services in the field of Information Technology.

2. Apply knowledge and critical understanding of a number of common offences committed in cyber space and identify practical solutions to solve a specific offence.

3. Evaluate and discuss methods employed to combat these offences and identify how effective these methods are in practice.




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College








MODULE LEADER: Rob Cherry OTHER MODULE STAFF: None

SUMMARY of MODULE CONTENT Learners will examine current issues with regard to the protection from Cyber Crime and Terrorism. They will critically analyse the issues and evaluate the effectiveness in addressing the current threats and methods used by criminals and terrorists for a multitude of offences. They will also examine contemporary methods used to combat these threats both domestically and in an international setting as is the global nature of cybercrime.



Lecture 45

Small group teaching allows for seminars and lectures to be combined and interactive. Student led seminars on areas related to their reports.

Seminar

Tutorial

Project Supervision

Demonstration



Fieldwork

External Visits

Work Based Learning


Students will be directed to a range of self-study resources on the College intranet and through the University of Plymouth portal. Use the web extensively to find out information about current issues around cybercrime.




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Written exam

E_

T_

Coursework C1

Essay

Report

40%

60%

Total = 100%

LO1 Use a range of established techniques to initiative and undertake a critical analysis of the current issues affecting Public Services in the field of Information Technology. LO2 Apply knowledge and critical understanding of a number of common offences committed in cyber space and identify practical solutions to solve a specific offence. LO3 Evaluate and discuss methods employed to combat these offences and identify how effective these methods are in practice.

Practical P_

Updated by: Rob Cherry

Date: July 2018


Date: July 2018

Recommended Texts and Sources: Akhgar, B. (2014) Cyber Crime and Cyber Terrorism. Syngress, Waltham, Massachusetts, USA Sheldon, B & Wright, P (2010) Policing and Technology. Learning Matters Ltd, Exeter




MODULE CODE:






SHORT MODULE DESCRIPTOR: (max 425 characters) This module develops an understanding of the crimes of homicide and violence in the UK. It will provide an in-depth examination of the current law and its application. It will also encompass an analysis of a contemporary issue in this field and require students to research an area of interest.



E1 (Examination)

% C1 (Coursework)

60% P1 (Practical)

40%



%

T1 (Test) %



MODULE AIMS:

To develop understanding of the current legislation in relation to homicide.

To develop understanding of the current legislation in relation to violence.

Examine and apply various appropriate defences.

To evaluate contemporary issues in the field of homicide and violence facing Public Services.


1. Analyse legal and procedural processes with regard to homicide and violent offences. 2. Effectively communicate an argument from a specialist perspective linked to evaluating the appropriate defence to a recognised violent crime. 3. Analyse the key transferable skills necessary for a professional worker in this sector.




Partnerships



College



Additional notes (for office use only):





MODULE LEADER: Tim Staynings OTHER MODULE STAFF:

SUMMARY of MODULE CONTENT Students will study contemporary issues with regard to homicide and violence offences. They will examine murder, manslaughter and partial legal defences and their application. They will also examine general offences against the person and relevant legal defences. The module concludes with a study of contemporary issues facing public services such as honour crimes, domestic violence, euthanasia and assisted suicide and how multi-agency partnerships are created to deal with these crimes.



Lecture 45

Small group teaching allows for seminars and lectures to be combined and interactive. Formative feedback on student led seminars relating to presentations.

Seminar

Tutorial

Project Supervision

Demonstration



Fieldwork

External Visits

Work Based Learning





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Written exam

E_

T_

Coursework C1 Essay

100%

Total = 100%

LO1 Analyse legal and procedural processes with regard to homicide and violent offences.

Practical P1 Presentation

100%

Total = 100%

LO2 Effectively communicate an argument from a specialist perspective linked to evaluating the appropriate defence to a recognised violent crime LO3 Identify the key transferable skills necessary for a professional worker in this sector.


Date: July 2018


Date: July 2018

Recommended Texts and Sources: Acred, C. (2015) Assisted Suicide. Cambridge: Independence Allen, M.J. (2015) Textbook on Criminal law. 13th ed. Oxford: Oxford University Press Bryant.R, (2010) Blackstone's Student Police Officer Handbook. Oxford: Oxford University Press. Chan, J. B. L. (1997) Changing police culture: Policing in a multicultural society. Cambridge: Cambridge University Press Firth, L. (2011) Euthanasia and Assisted Suicide. Cambridge: Independence Gill, A (2014) 'Honour' Killing and Violence. Palgrave Macmillan. New York Jahfi, A (2008) Honour Killing: Dilemma, Ritual, Understanding. Oxford University Press, Oxford Jefferson, M. (2015) Criminal law. 12th edn. Harlow: Pearson Education Limited




MODULE CODE:


Ethics, Penology & Public Affairs


PRE-REQUISITES: None CO-REQUISITES: None COMPENSATABLE: Yes

SHORT MODULE DESCRIPTOR: (max 425 characters) The module aims are to introduce students to a number of themes in contemporary ethical and political philosophy relevant for an understanding of current issues, particularly those pertaining to the provision of public services. In doing so students will also develop a wider appreciation of the ethical and political implications of their role as a public servant and be able to critically assess and evaluate their own position as such.



E1 (Examination)

% C1 (Coursework)

60% P1 (Practical)

40%



%

T1 (Test) %



MODULE AIMS:

To develop a critical understanding of a number of themes in contemporary ethics and political philosophy.

To critically analyse and apply the above in relation to contemporary issues, especially those relating to the provision of public services in so doing develop key critical thinking skills.


1. Demonstrate conceptual knowledge of key themes in contemporary ethics and political philosophy.

2. Critically evaluate ethical and political explanations within the context of contemporary social, political and ethical issues linked to a specific job within the public sector.

3. Evaluate ethical considerations in relation to penology and limits found within a related public sector organisation.




Partnerships



College


. TERM/SEMESTER: ‘All Year’







SUMMARY of MODULE CONTENT

The ideas of moral realism and subjectivism and virtue ethics.

The concept of rights and democracy, Utilitarianism and public welfare and Liberalism.

The concept of society: morality, race, religion, nation, discrimination and anti-discrimination.

Penology, criminal responsibility and punishment.

Application of the above to contemporary issues, especially those relating to the provision of Public Services.



Lecture 45 Small group teaching allows for seminars and lectures to be combined and interactive.

Seminar

Tutorial

Project Supervision

Demonstration



Fieldwork

External Visits

Work Based Learning


Students will be directed to a range of self-study resources on the College intranet and through the University of Plymouth portal.




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Written exam

E_ %

T_ %

Coursework C1

Assessment 1 Report

100%

Total = 100%

LO1 Demonstrate conceptual knowledge of key themes in contemporary ethics and political philosophy.

LO2 Critically evaluate ethical and political explanations within the context of contemporary social, political and ethical issues linked to a specific job within the public sector.

Practical P1

Assessment 2

Presentation

100%

Total = 100%

LO3 Evaluate ethical considerations in relation to penology and limits found within a related public sector organisation.

Updated by: Becci Robinson

Date: July 2018


Date: July 2018

Recommended Texts and Sources: Goodin, R.E. and Pettit, P. (ed) (1993) A companion to contemporary political philosophy. Oxford : Blackwell Reference Laski, H. J. (1973) Political thought in England from Locke to Bentham. Westport, Conn : Greenwood Press Waldron, J.(ed) (1984) Theories of Rights. Oxford: Oxford University Press. Walker, R. (2005) Social security and welfare: concepts and comparisons. Open University Press Esping-Andersen, G. (1990) The three worlds of welfare capitalism. Cambridge: Polity PressFitzpatrick, T. (2001) Welfare Theory an introduction, Basingstoke: Palgrave George V and Wilding P (1994) Welfare and Ideology, London: Harvester Wheatsheaf. Goodin, R.E, Headey. B., Muffels. R., and Dirven, HJ. (1999) The real worlds of welfare capitalism. Cambridge : Cambridge University Press Guyer, P. (ed) (2006) The Cambridge companion to Kant. Cambridge: Cambridge University Press Hill, T.(2012) Virtue, rules, and justice Kantian aspirations. Oxford: Oxford University Press Lyons, D. (1984) Utility and Rights in Waldron, J.(ed) (1984) Theories of Rights. Oxford:



Oxford University Press. Schott, R.M. (1997) Feminist interpretations of Immanuel Kant. University Park: Pennsylvania State University Press Mill, J.S. (2007) Utilitarianism. Mineola, N.Y.: Dover Publications Mill, J.S. (2010) On liberty and other writing Cambridge: Cambridge University Press Knight, K. (2007) Aristotelian philosophy ethics and politics from Aristotle to MacIntyre. Cambridge : Polity Doyal, L. and Gough I. (1991) A theory of human need. London: Macmillan Kukathas, C. and Pettit, P. (1990) Rawls : a theory of justice and its critics. Polity Press Miller, M.(1976) Social justice. Oxford : Clarendon Press Rawls, J. (1972) A theory of justice. London : Oxford University Press Wright, T. and Ngan, P. (2004) A new social contract: from targets to rights in public services. London : Fabian Society Stanford Encyclopedia of Philosophy: http://plato.stanford.edu Griffin, J. (2008) On Human Rights Oxford: Oxford University Press Oakley, F. (2005) Natural Law, Laws of Nature, Natural Rights London: Continuum Freeman, M. (2002) Human Right Cambridge: Polity Press Hayden, P. (2001) The Philosophy of Human Rights St. Paul: Paragon House

http://plato.stanford.edu/




MODULE CODE:



CREDITS: 20 FHEQ Level: 5 JACS CODE: C800



SHORT MODULE DESCRIPTOR: (max 425 characters) This module introduces and synthesises the study of human behaviour with concepts and practices found within the public sector. In addition, it includes links to individuals, group situations and multi-agency responses adopted by organisations to address issues found within communities and the wider environment in which public sector employees serve.



E1 (Examination)

XX C1 (Coursework)

100% P1 (Practical)

XX



XX

T1 (Test) XX



MODULE AIMS:

To develop critical, analytical and evaluative awareness of psychological theories and how these may be explained within a range of public sector practices.

To provide students with a critical awareness of the relationships found between individuals and organisations within a range public sector establishments, including the third and the private sector.

To evaluate psychological approaches and how they may be used effectively in a variety of public sector organisations.

ASSESSED LEARNING OUTCOMES: (additional guidance below) 1. Critically analyse different psychological approaches that are used within public

sector organisations. 2. Demonstrate a professional approach to dealing with social, emotional and

individual factors that may affect individuals’ and organisational behaviour within public and other sector environments including third and private sectors.

3. Apply and critically evaluate a psychological approach that could be used to benefit individuals and organisations within public, private and third sector establishments.




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College









SUMMARY of MODULE CONTENT This unit will cover psychological theories such as Behaviourism, Psychodynamic, Humanism, Cognitive and Social explanations. Personality, the self-concept, individualism, motivation, obedience, conformity, aggression, arousal, stress, anxiety and attitudes will be examined in the context of relationships found within public sector organisations such as interviewing techniques, crime victims, decision making, organisation structures, power and culture.



Lecture 45 Small group teaching allows for seminars and lectures to be combined and interactive.

Seminar

Tutorial

Project Supervision

Demonstration



Fieldwork

External Visits

Work Based Learning





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Written exam

E_

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Coursework C1

Essay 2

Report 1

30% 70%

Total = 100%

LO1 Critically analyse different psychological approaches that are used within public sector organisations. LO2 Demonstrate a professional approach to dealing with social, emotional and individual factors that may affect individuals’ and organisational behaviour within public and other sector environments including third and private sectors. LO3 Apply and critically evaluate a psychological approach that could be used to benefit individuals and organisations within public, private and third sector establishments.

Practical P_

Updated by: Louise Coley

Date: July 2018


Date: July 2018

Module reading Lists Gross, R. (2010) The Science of Mind and Behaviour, (6th ed.), London: Hodder and Stoughton. Hayes, N. (2000) Foundations of Psychology: An Introduction, (3rd ed.), London: Thompson Learning. Milne, R; Bull, R; (2007) Investigating Interviewing: Psychology and Practice Wiley-Blackwell Newburn, T., (2012) Criminology, 2nd Edition, Abingdon: Routledge Maguire, M, et al., (Eds) (2012) The Oxford Handbook of Criminology, 5th Ed, Oxford: Oxford University Press

Documents

Programme Quality Handbook for - Truro and Penwith College · Programme Specification..... 4 3. Module Records..... 32 . Truro and Penwith College, FdSc Public Services, Programme