HE Prospectus 2011-12_Web by Accrington & Rossendale College

Higher Education ‘University education on your doorstep!’

Welcome to accross college Welcome to Accrington and Rossendale College’s Higher Education prospectus. This prospectus provides you with all of the information you need to help you choose the right course for you. Since 1992, Accrington and Rossendale College (accross) has offered higher education courses, validated by some of the North West’s most prestigious universities.

Our courses range from Access to Higher Education, through to foundation and honours degrees. The College’s programmes are strongly vocationally-orientated and are designed to help our students make the best progression into their working lives. All of our courses are regularly reviewed to make sure they are delivered to the highest standard and our reputation has grown to the point where many local people choose to study with us, rather than go away to university. Our tutors are widely experienced, have taught at this level for many years and are regularly singled out for praise in academic reviews. Our multi-million pound campus also provides a fantastic environment in which to learn, with state-of-the-art facilities and a whole host of amenities that you can utilise at your leisure. Whatever your age, background or qualifications, we can help you to realise your potential and will support you in achieving your aspirations.

College

contacts Principal: Stephen Carlisle Deputy Principal: Lynda Mason

Higher Education Office

UCAS Admissions Officer

T_01254 354117

Main Reception

T_01254 389933 F_01254 354001

Information+ Centre

T_01254 354354 E_info@accross.ac.uk

Learning Support Team

T_01254 354050 E_lsupport@accross.ac.uk

Counselling Team

T_01254 354038

Apprenticeships

Stephen Carlisle, Principal of Accrington and Rossendale College.

T_01254 354047

T_01254 354354 E_info@accross.ac.uk

Accrington and Rossendale College (accross) exists to provide high quality education and training to the widest range of local people. The details in this prospectus were correct at the time of print. The College however, reserves the right to alter the information contained in this publication at any time. Classes will run subject to sufficient student numbers, please check with our staff if you want to be sure that a programme is running or a specific facility is in operation. Designed and written by the accross Marketing Team.

Contents 04 Our Higher Education offer 06 Worried about money? 06 Routes into Higher Education 07 accross application methods 07 Credit accumulation 10

Computing and Information Technology

• FdSc Computing (Software Engineering)

33 Management Level 5 Diploma in Management and Leadership

•

Teaching and Education

• BA (Hons) Education and Professional Development

• FdA Learning Support

• Certificate/Professional Graduate Certificate in Education (Lifelong Learning)

Creative Industries

• BA (Hons) Film and Digital Media

• FdA Music Production

• FdA Theatre and Performance

• Level 4 Certificate in Teaching in the Lifelong Learning Sector

Health and Social Care

• Level 5 Diploma in Teaching (Literacy) and (Numeracy) in the Lifelong Learning Sector

• BA (Hons) Early Years (Childhood Studies)*

• BA (Hons) Health and Applied Social Studies

• Level 4 Award in Preparing to Teach in the Lifelong Learning Sector (PTLLS)

Access to Higher Education

• Access to Higher Education Diploma in…

• FdA Alcohol and Substance Misuse Work

• FdA Early Years (Childhood Studies)

…Education Professions

• FdA Health and Social Care

…Health and Social Care Professions

• FdA Mental Health Work

…Social Science

…Engineering and Technology

23 Sport

• FdA Sports Coaching

• FdSc Sport and Exercise Science

Accounting, Business and Administration

• Level 4 Diploma in Accounting

• Level 4 Certificate/Diploma in Business and Administration

Construction and Technology

• HNC in Construction

• HND in Construction

• HNC in Automotive Engineering

48 49 51

Stay local, go far Application form How to contact us / accross college policies

Key to validating universities and awarding bodies:

University of Bolton

University of Central Lancashire

University of Huddersfield Liverpool John Moores University AAT

Ascentis

Edexcel

OCR

CMI

* One year top-up from Foundation Degree

Our Higher Education offer The foundation degree and honours degree programmes allow you to develop high level skills with which to pursue your chosen career or gain promotion in your present one. The Access to Higher Education Diploma is available if you need to improve your qualifications before joining an Higher Education programme.

Our higher education courses are validated by highly respected universities: • • • •

Liverpool John Moores University The University of Bolton The University of Central Lancashire The University of Huddersfield

All of our programmes are designed for life, giving you the flexibility to study and still make time for your family and other commitments. They allow you to study locally and avoid running up huge debts through accommodation and living costs. In 2007, accross College completed phase two of its £16 million re-development project, meaning that it now boasts some of the most up-to-date facilities and equipment in the area.

Teaching facilities now include: • • • • • • • • •

State-of-the-art library facilities with finger print access technology. Theatre and dance studios. TV and radio studios. Editing facilities for video and radio. Desktop publishing suite. Music recording and rehearsal studios. Computer suites. Electronic and computer aided design laboratories. Dedicated areas for higher education study, including a lecture theatre.

If you choose one of our Higher Education programmes you will benefit from: • Small classes and individual attention. • Teaching staff who are well qualified, with considerable academic and industrial experience. • Personal tutors used to working with adults of all ages. • Varied teaching and assessment methods with extra study support when needed. • The friendship and support of like-minded students in similar circumstances to yourself. • Help and guidance in progressing from foundation degree to honours or from your honours degree to post graduate study or employment. Our courses are designed to progress you through each stage of the learning process. You will receive a thorough induction, enabling you to familiarise yourself with your learning environment and to get to know your tutors and fellow students. Our teaching and learning strategies will enable you to improve your confidence through involvement in a range of activities. These include working together in small groups, discussions, case studies, work based/work related learning and practical sessions. This is in contrast to the formal lectures which often form the basis of teaching at universities. Assessment methods include practical assessments, reports, work based, work related projects, presentations and examinations. With more support from the tutor, you are able to interact and participate in your own learning. You are also encouraged to share your own experiences and knowledge with your peers through discussions, thus gaining respect for each others values and beliefs. You are encouraged to take ownership of your own learning, reflect on your own learning experiences and be self-motivated. You will also be assigned a personal tutor who is responsible for providing guidance and support

for academic and personal issues. We offer a dedicated help and advice centre to support you with career and welfare issues. Our friendly and supportive team are available if you want to drop-in or you can book an appointment with one of our officers, all of whom hold a professional guidance qualification. The College meets the MATRIX quality standard for information and guidance services. We also provide support to students with disabilities. This may include one-to-one support, small group support, adapted materials (for example large print or taped notes), learning support workers, assistive technology (such as large keyboards) and assistance with mobility.

Why would you choose to study a Higher Education course at a further education college? Apart from the fact that it takes place ‘on your doorstep’ there are many reasons why this choice could be the right one for you and you don’t have to take our word for it. Read the following extracts from: ‘Learning from academic review of higher education in further education colleges in England 2005-07’ [The Quality Assurance Agency for Higher Education 2008]. Higher education in the colleges reviewed has many strengths…teaching and learning • A wide range of approaches to teaching and learning underpinned by staff subject expertise and their industrial or professional experience which is used to great effect. • Systems to enable colleges to enhance the quality of the teaching and learning provided to higher education students. …student progression • The admission and induction processes which are user-friendly, effective and focused on the needs of the student intake. • Students’ good progression rates which are supported by clear admissions and student support policies and careful monitoring of student progress. • Friendly and accessible staff who work within a tutorial system and help create a supportive but empowering learning locale. • Comprehensive college-wide networks of

pastoral care which supplement the subject tutorial system. The following quotation summarises the situation in most of the colleges reviewed: ‘Tutorial support on all programmes is readily available and helpfully delivered, often on a one-to-one basis, with clear explanations and precise guidance. Students commented on the enthusiasm of staff and their willingness to operate an open-door policy’ [Accrington and Rossendale College: Music, Review SR23/2005]. …learning resources • Well qualified full-time staff, supported by part-time and visiting lecturers who ensure that teaching is directly connected to the world of work. • Staff development programmes, linked to a clear time allowance, which support the development both of subject and of broader pedagogical skills. • Learning resource centres which offer a welcoming and supportive learning environment. • Information and communication technology hardware and software that is up-to-date, readily accessible and has adequate technical support. • Industry-standard specialist equipment which makes a major contribution to the learning environment. …maintenance and enhancement of standards and quality • Well established and effective quality processes which underpin the integrity of academic standards and the quality of learning opportunities. • Quality assurance processes that are suited to Higher Education. • Close cooperation with a higher education institution which helps colleges with the design and implementation of quality assurance processes. • Rapid and positive response to the reports of external examiners. • The collection and analysis of student statistical data which are thorough, comprehensive and presented in a form that readily informs academic decision-making. • Responsiveness to student views.

Worried about money? Tuition fees. Everyone will be charged the fee, but it does not need to be paid up front by you, as it can normally be paid by the Student Loans Company in the form of a tuition fee loan. Student Maintenance Loans for living costs are still available, as previously. The total debt to the Student Loans Company could therefore be a combination of tuition fee loan and maintenance loan, to be repaid when you have graduated. If your household income is between £25,000 and £42,600 you would be entitled to a grant of between £50 and £3,250 which you won’t have to pay back. If you have real financial difficulties there may be other sources of help such as the College’s Higher Education Access to Learning Fund. For further information on grants and loans see www.direct.gov.uk/ studentfinance

Routes into higher education There are several routes into higher education and your choice depends largely on previous experience or qualifications. You will be advised at your interview which of the following will be required:

•

Successful completion of an Access to Higher Education Diploma course.

•

A and/or AS levels, a BTEC National Diploma, Advanced GNVQ or an AVCE.

•

Accreditation of Prior Learning (APL) - this allows your previous skills and experience, gained through work, home or other duties, to count towards higher education entry.

accross application methods You will need to apply for most full-time courses through UCAS. Simply log on to www.ucas.com and click on the apply button. The application form is easy to complete, but if you have any questions about it, please contact the college UCAS Admissions Officer, Claire Edmundson on 01254 354117 or email cedmundson@accross.ac.uk for all other full time and part time courses. All part time courses listed you can apply online by visiting www. accross.ac.uk and clicking on the higher education section. Alternatively, fill in the form at the back of this prospectus and send it to: Information+, Broad Oak Road, Accrington, BB5 2AW. Once we have your application, you will be invited to an interview so that we can discuss your academic and career plans and help you choose the most appropriate course for you. We guarantee to interview everyone who applies for a higher education course.

Credit accumulation This is a national scheme which allows higher education students to build up credits, year by year, towards the awards they want. It is particularly valuable for students who want to spread their study over several years or those who find their circumstances change part way through a course and want to take a break without losing credit for the work they have completed. Each section of a CATS programme is worth a certain number of credits which count towards an award. For example, 120 credits add up to a Certificate of Higher Education, 240 credits is a Diploma of Higher Education and 360 credits is an Honours Degree. Under CATS it is possible to halt a programme of study, retain the credits accumulated, then pick the course up again in later years. It is also possible to â&#x20AC;&#x153;cash inâ&#x20AC;? credits accumulated at one university and complete the course at another university within CATS.

Employability Statement Accrington and Rossendale College is a vocational college with a substantial specialist offer of Higher Education which seeks to meet the needs of employers and the wider population of the area. Many of our learners wish or need to work and study at the same time. Therefore our preferred delivery model reflects this and at the same time provides a more realistic understanding of working in a profession. For example many of our foundation degrees require 16 hours employment a week in an appropriate setting depending on the degree undertaken. Our foundation degrees are matched to occupational standards and you are assessed on competencies in the workplace. On some programmes you will be allocated a practice trainer who is a member of staff from college with a relevant vocational background. They will visit you in your workplace to assess development in practice. You also select a practice mentor who can act as a ‘critical friend’. In general, this leads to graduates who are very capable and successful in gaining promotion or finding employment at a higher level once they have completed their studies. If you are not already in employment, college procedures for approving and/ or allocating work based or placement learning are used to ensure that an appropriate and safe learning opportunity can be provided. All our BA Honours programmes have a compulsory work based module. This helps you to test and build upon your skills and knowledge and at the same time provides essential career guidance. Many students in the past have found a route to permanent employment following this module. Employers are actively involved in the design and delivery across the provision. We have specialist vocational conferences in some curriculum areas (i.e. Mental Health, Alcohol & Substance Misuse & Early Years) and in others events which draws upon vocational experts i.e. our annual film festival. Likewise guest lectures from the professions frequently contributes to all our programmes. Career guidance and personal development planning forms a significant part of the higher education tutorial system as well as being an essential part in modules such as ‘Approaches to Learning’ and ‘Work Related Learning’ which runs across the majority of our higher education programmes. Throughout the course you will be encouraged to reflect on the development of your academic and professional skills and to make action plans to facilitate change. If you would like to know more - find out about us here www.accross.ac.uk

Higher Education Awards For 20 years Accrington and Rossendale College has been offering Higher Education to local residents and every year graduates, friends and family gather together to celebrate their achievements at the Higher Education Awards Evening, held annually at Accrington Town Hall. The event is run separately to those of validating universities and graduates are free to attend either or both and graduate wear the cap and gown of their validating university Degrees, diplomas and certificates are presented by a guest of honour, in front of a packed out hall of hundreds of supporters. Dean of Higher Education, Charlotte Scheffmann explains,

â&#x20AC;&#x153;Every graduate has worked extremely hard throughout their time with us and have achieved something remarkable. Our Higher Education Awards Evening is an opportunity to celebrate that work and achievement with friends, family and their fellow classmates.â&#x20AC;?

Computing and Information Technology Courses... 11 FdSc Computing (Software Engineering)

FdSc in Computing (Software Engineering) Validated by UCLan

Overview

Entry requirements

Software engineering is the term we use to describe the operation of creating software to fulfil a user need; this could be a product website, a robot control program, graphics software or a game for a mobile phone. This course provides the student with the skills required by industry to produce software applications, websites and computer games.

We welcome and encourage applications from a wide spectrum of potential students who may offer a combination of awards and experience. All applications are considered on an individual basis. We will take into account your motivation, ability, industrial experience and educational background.

A software engineer needs expertise across the development lifecycle: understanding requirements, designing and implementing with various languages, testing for robustness and usability. He/she understands project management, quality assurance, and relevant legal and ethical issues. This course covers a diverse range of technology from mobile phones to enterprise applications. Based on a sound theoretical foundation, it teaches practical software development skills by “doing” not just “talking about”. The tutors use case studies based on their experience of working in the industry and academia. During the course, students will learn how to analyse requirements and develop solutions for the internet, business and gaming industry. Students will become adept at using software tools and techniques for designing, producing and apply software in a wide range of application areas and also in managing the complexity of projects which do this. Lectures, workshops and workshop sessions, as well as extensive use of the internet and our elearning support environment are all used to allow a flexible approach to the completion of the course objectives. The course will introduce the student to a wide variety of software tools including, Visual Basic, C++, Java, Python, Flash, XHTML, HTML 5, CSS, JavaScript and SQL. These tools will be used to give the students the fundamental knowledge to produce software solutions which will range from simple web pages to business critical enterprise constructs.

Examples of appropriate entry qualifications are:•

BTEC ND in an appropriate area or AVCE/ GNVQ in an appropriate vocational area.

•

A GCE A-level profile which demonstrates strong performance in a relevant subject or an adequate performance in more than one GCE subject.

•

This profile is likely to be supported by GCSE grades at level A-C.

• Advanced or Progression Diplomas (from 2010) where they demonstrate relevance to the HE programme. (UCAS tariff to be decided). •

Access to Higher Education Diploma - 60 credits, of which at least of which at least 45 must be achieved at level 3 (from 2010, with merit) and with an appropriate combination of modules.

•

Access to Higher Education Diploma – modular achievement with 24 credits at level 3 (from 2010, with merit)

•

Open College level 3 qualifications (obtained in or before 2008) at 50% or above NVQ level 3 in relevant vocational areas. Relevant work experience professional qualifications.

This list is not exhaustive.

Module titles Year 1 • • • • • • •

Introduction to software development Computer technology Computing skills Systems analysis and design Entertainment computing Practitioner skills Program design and development

Year 2 • • • • • •

Rapid application development Human-computer interaction Placement project Database systems Software applications Advanced visual basic

How much work is involved? Foundation degree students attend College for one day per week but should be aware that the course will also involve significant work based and home study.

What can I do with a foundation degree in Computing (Software Engineering)? The programme is ideally suited to individuals seeking employment in a wide range of specialist careers in business, industry, systems administration and the rapidly developing new fields which computers are taking over. Job opportunities for skilled graduates exist in ‘traditional’ areas of analysis, software development and databases but new, exciting opportunities are emerging in internet, entertainment, communications and educational application. Students are eligible to progress directly into the second year of the BSc (Hons) Software Engineering or with the completion of an extra module, BSc (Hons) Computer Games Development at UCLan. The course also allows progression on to a wide range of one year courses that will lead to an honours degree in computing.

Creative Industries Courses... â&#x20AC;ŚMedia and Communications 13 BA (Hons) Film and Digital Media â&#x20AC;ŚMusic and Performance Arts 14 FdA in Music Production 15 FdA in Theatre and Performance

BA (Hons) in Film and Digital Media Validated by Liverpool John Moores University

Overview This programme is centred on its unique integration of theory and practice. The course is designed to provide students with a distinctive experience, studying both the theoretical and practical aspects of the media. This is a considerable strength and will remain a key component of the course. The media industries are undergoing profound changes. Technological developments, as well as social and cultural changes, mean that the industry needs professionals with an understanding of both the theory and practice of television and radio. With this in mind, the programme offers students an opportunity to engage with both critical contexts and practical application. The programme consists of lecture-based theoretical modules, which cover historical and cultural approaches to the analysis of the media and cultural industries and production work which provides students with a grounding in television production, radio production, film, web design and desktop publishing. The facilities available allow students easy and readily available access to up-to-date technical equipment.

At least 160 UCAS tariff points (60 points from AS alone; at least 100 points should be obtained from A2s, AVCE, GNVQ Advanced or Scottish Highers)

• At least 12 A-level points if taken before 2002. • Advanced or Progression Diplomas (from 2010) where they demonstrate relevance to the HE programme (UCAS Tariff to be decided). • BTEC ND at merit or distinction • Access to Higher Education Diploma - 60 credits, of which at least 45 must be achieved at level 3 (from 2010, with merit or distinction) and with an appropriate combination of modules. • Open College level 3 qualifications (obtained in or before 2008) at 60% or above - with consideration of marks above 50%. • NVQ level 3 in relevant vocational areas • Relevant work experience/ professional qualifications.

How much work is involved?

This list is not exhaustive.

A degree in film and digital media will open up a wide variety of career paths in preproduction, production and post-production in television, design, advertising or radio. Graduates will also be ready to go on to postgraduate study.

Module titles Year 1 • • • • •

Study skills and professional practice Culture, identity and discourse Mass communication Film theory Film production

Year 2 • • • • •

Television studies: Fictional theory Television studies: Fictional production Work related / Work based learning Radio production Advertising, marketing and publicity

The course lasts three years, with classes running for 30 weeks each year with breaks corresponding to the school holidays. You will cover a wide variety of subjects; five modules in the first year, six modules in the second year and four modules in the third year. The course has exit points at the end of the first year (Certificate in Higher Education) and the end of the second year (Diploma in Higher Education).

What can I do with a BA (Hons) in Film and Digital Media?

Many graduates have found employment in the media industry, such as the Breakfast programme for ITV, an international production company that regularly screens dramas on television and national and independent radio work. Several have gone directly into self employment and now run successful film production or corporate filming companies.

Year 3

• Documentary production • Documentary theory • World cinema and culture • Dissertation • Final production All modules are subject to change.

FdA in Music Production

Validated by UCLan, in association with the School of Sound Recording (SSR) Manchester In order to provide students on this programme with unrivalled tuition and access to resources, the College is collaborating with the School of Sound Recording (SSR) in Manchester for the delivery of this programme. SSR facilities include: • • • • •

Nine recording studios A (200 capacity) live sound venue Two computer music suites (40 stations) Four individual DJ booths Lecture room

Overview The Foundation Degree in Music Production provides an in-depth preparation for a diverse range of careers in the recording industry. Content will cover studio production in professional studios, computer music production using industry standard software and compositional work, live music production options and audio visual production. Mediabased modules will explore web based applications and formats and studio and music management through both academic study and practical application.

• Advanced or Progression Diplomas (from 2010) where they demonstrate relevance to the HE programme (UCAS Tariff to be decided). • Access to Higher Education Diploma - 60 credits, of which at least 45 must be achieved at level 3 (from 2010, with merit) and with an appropriate combination of modules. • Access to Higher Education Diploma – modular achievement with 24 credits at level 3 (from 2010, the majority of which to be assessed at merit or distinction). • Open College level 3 qualifications (obtained in or before 2008) at 50% or above / Access to HE Diploma. • NVQ level 3 in relevant vocational areas • Relevant work experience/ professional qualifications. • Demonstration of ability by audition where appropriate.

The majority of the practical units will be delivered in professional studios at SSR and a range of professional external venues, with other modules delivered at Accrington and Rossendale College’s new arts and media centre in Accrington, only 45 minutes from Manchester City Centre.

This list is not exhaustive.

The foundation degree provides a route to BA (Hons) Degree in Music Production, based at UCLan in Preston, (year three top-up), also a wide range of BA (Hons) degrees nationally, and other professional qualifications.

Module titles Year 1

• Music in context • Production skills • Creative industry practice • Music for media • Creative music technology (double module)

Year 2 • • • • •

Music in context Production skills (double module) Creative industry practice Music for media Major project

How much work is involved? The course is a two year full-time course run over 30 weeks per year. Attendance is sixteen hours per week, generally arranged over two days (full–time).

All training takes place with a combination of taught lectures, workshops, work based activities and practical sessions.

What can I do with a Foundation Degree in Music Production? The qualification is nationally recognised and widely sought after by all sectors of the music industry, which wish to employ people with practical skills and the ability to apply them in the recording environment.

FdA in Theatre and Performance Validated by UCLan

Overview The Foundation Degree in Theatre and Performance is a practical course that has been created to provide students with: • Skills • Theoretical knowledge • Critical thinking • Practical experience These are all necessary in order to seek a range of possible employment opportunities in the area of contemporary theatre and performance. It is a vocational programme, which looks to progress knowledge, increase student skills and allow students to further realise their creative potential. An important focus of the programme is the development of interpersonal and group working skills through practical, collaborative projects which reflect professional practice within the industry. Throughout, students are required to be multi-skilled and will gain practical, hands-on experience of many different roles within the industry. A prime aim of the programme is to instil a desire to create work which forces students and their audiences to question preconceptions of theatre. This is as true when creating projects for an educational purpose, as it is when creating cutting-edge mixed media performances.

Examples of appropriate entry qualifications are:• BTEC ND in an appropriate area or AVCE/ GNVQ in an appropriate vocational area. • A GCE A-level profile which demonstrates strong performance in a relevant subject or an adequate performance in more than one GCE subject. This profile is likely to be supported by GCSE grades at level A-C. • Advanced or Progression Diplomas (from 2010) where they demonstrate relevance to the HE programme (UCAS Tariff to be decided). • Access to Higher Education Diploma - 60 credits, of which at least 45 must be achieved at level 3 (from 2010, with merit) and with an appropriate combination of modules. • Access to Higher Education Diploma – modular achievement with 24 credits at level 3 (from 2010, the majority of which to be assessed at merit or distinction). • Open College level 3 qualifications (obtained in or before 2008) at 50% or above / Access to HE Diploma. • NVQ level 3 in relevant vocational areas. • Relevant work experience/ professional qualifications. • Demonstration of ability by audition where appropriate.

How much work is involved? The course is a two year full-time course run over 30 weeks per year. Attendance is 16 hours per week generally arranged over two days (full–time).

What can I do with a Foundation Degree in Theatre and Performance? The programme is ideally suited to individuals seeking employment in theatre in education and community arts. On successful completion of the foundation degree, students will have the opportunity to top-up to a BA Honours Film and Digital Media course (pg13), also a wide range of BA (Hons) degrees nationally, and other professional qualifications.

This list is not exhaustive.

Module titles Year 1 • • • • •

Devising and performing Performance techniques Directing for theatre Contextual studies Personal and professional development

Year 2 • • • •

Environments for performance Contemporary theatre studies Multi-disciplinary performance Final performance project.

Health and Social Care Courses... 17 18 19 20 21 22

BA (Hons) in Early Years (Childhood Studies) BA (Hons) in Health and Applied Social Studies FdA in Alcohol and Substance Misuse Work FdA in Early Years (Childhood Studies) FdA in Health and Social Care FdA in Mental Health Work

BA (Hons) in Early Years (Childhood Studies) Validated by the University of Bolton (one year top-up from Foundation Degree)

Overview This qualification builds upon the Foundation Degree in Early Years (Childhood Studies) so you will most likely already be employed in the early years sector. Successful completion of this honours degree course will give you more career options. After graduation, you can look for further challenges in your existing work, such as seeking a more senior position or beginning to plan a professional career in teaching.

Module titles Four Core Modules

• Ecology of Teaching and Learning • Developing Health and Well Being • Children in the Community • Dissertation

One Option Module

• International Perspectives of Childhood • Managing Children’s Learning in the Outdoor Environment (subject to validation) • Children and their books

How much work is involved? Students attend College but should be aware that the course will also involve significant work based and home study. Students will take the three core modules, one option module and a dissertation. it’s proposed to incorporate distance learning into most modules using the College VLE. The portfolio commenced on the foundation degree will continue to provide the basis for documenting links between the theoretical and practical elements of the course.

What can I do with a BA (Hons) Early Years (Childhood Studies)? There is an increasing demand and range of opportunities to work in an early years setting. In terms of employment the sector is growing massively. • This course provides both vocationally relevant knowledge and understanding, as well as academically relevant knowledge, so as to achieve a balanced view of childhood. • It enhances what you can offer in working with early years children and provides a progression route towards early years practitioner status. • It also provides a progression route to possible entry into professional training in teaching, social work and care professions. • It provides an opportunity to develop your academic knowledge base in childhood studies to put alongside your vocational knowledge base achieved in the Foundation Degree. • The course also allows a more specialist study of childhood.

BA (Hons) in Health and Applied Social Studies Validated by Liverpool John Moores University

Overview This course offers undergraduates a programme of learning designed to explore a range of multi-disciplinary themes, issues, applications and policies of interest to both social scientists and health specialists. You will have the opportunity to explore an extensive range of topics and examine a number of contemporary issues and debates drawn from a variety of health and social science disciplines such as sociology, psychology, criminology, health studies, social policy, ethics and education studies. The programme also provides you with a number of opportunities to undertake selfdirected research into relevant topic areas of your choice to reflect your own academic and vocational interests.

• Access to Higher Education Diploma - 60 credits, of which at least 45 must be achieved at level 3 (from 2010, the majority of which to be assessed at merit or distinction) and with an appropriate combination of modules. • Open College level 3 qualifications (obtained in or before 2008) at 60% or above - with consideration of marks above 50%. • NVQ level 3 in relevant vocational areas. • Relevant work experience/professional qualifications. This list is not exhaustive.

Module titles Year 1

(All modules are compulsory). • Approaches to learning • Research methods • Theories of everyday life • Social structure and social change • Contemporary issues in health • Social and developmental psychology

Year 2

(Students take three compulsory modules and three others). • Work-based/related learning (compulsory). • British social and welfare policy (compulsory) • Crime and deviance in society • Gender, sexuality and society • Advanced research methods (compulsory) • Biology of health • Health psychology

Year 3

(Students must complete a dissertation and choose four other modules). • Dissertation (compulsory) • Criminal justice and penal policy • Social divisions • Education policy • Approaches to mental health and illness

• • •

Geography of health Ethical issues in health and social care Organisational behaviour in health and social services

NB: Whilst students may make module choices at year two and three, modules will only run as long as there are sufficient student numbers to make them viable.

How much work is involved? The course lasts three years, with classes running for 30 weeks each year with breaks corresponding to the school holidays. Typically, students attend for around one and a half days per week, alhough you should be aware the course will also involve significant home study. The structure is such that there are exit points at the end of the first year (Certificate in Higher Education) and at the end of the second year (Diploma in Higher Education).

What can I do with a BA (Hons) in Health and Applied Social Studies? The programme is ideally suited to graduates seeking employment in social work, welfare work, community, public and private healthcare sectors, social and health related administration and management, probation, teaching in FE and relevant careers within local Government. Some of these occupations however require further study at postgraduate level.

FdA in Alcohol and Substance Misuse Work Validated by Liverpool John Moores University

Overview The programme offers students the opportunity to expand their knowledge and skills across a range of frameworks, contexts and practices relating to substance misuse work. Central to the degree is an exploration of a variety of social, welfare, health and legal policy responses to an array of substance misuse issues and problems. Students will study many of the competing explanations used within the social sciences to account for the behaviour of individuals, human service organisations, communities and society as a whole.

Entry requirements We welcome and encourage applications from a wide spectrum of potential students who may offer a combination of awards and experience. All applications are considered on an individual basis. We will take into account your motivation, ability, industrial experience and educational background. Examples of appropriate entry qualifications are:• BTEC ND in an appropriate area or AVCE/ GNVQ in an appropriate vocational area. • A GCE A-level profile which demonstrates strong performance in a relevant subject or an adequate performance in more than one GCE subject. This profile is likely to be supported by GCSE grades at level A-C. • Advanced or Progression Diplomas (from 2010) where they demonstrate relevance to the HE programme. (UCAS Tariff to be decided). • Access to Higher Education Diploma - 60 credits, of which at least 45 must be achieved at level 3 (from 2010, the majority of which to be assessed at merit or distinction) and with an appropriate combination of modules.

• Access to Higher Education Diploma – modular achievement with 24 credits at level 3 (from 2010, the majority of which to be assessed at merit or distinction). • Open College level 3 qualifications (obtained in or before 2008) at 50% or above / Access to HE Diploma. • NVQ level 3 in relevant vocational areas. • Relevant work experience/professional qualifications. • Students are required to be working either in a voluntary or employed capacity within an appropriate setting. This list is not exhaustive.

What can I do with a Foundation Degree in Alcohol and Substance Misuse Work? When you graduate, you will have improved your employment/promotion prospects in the areas of substance misuse work, such as drug rehabilitation, detoxification and care. The foundation degree can be topped-up to the BA (Hons) Health and Applied Social studies programme.

Module titles Year 1 • • • • •

Study skills and professional practice Theories of everyday life Care, assessment and planning Concepts and models in alcohol and substance misuse Social policy

Year 2 • • • • •

Research methods Harm reduction Community involvement and engagement Work-based learning Alcohol, substance use and mental health

How much work is involved? Foundation degree students attend College for one day per week, usually afternoon and evening but should be aware that the course will also involve significant work-based and home study.

FdA in Early Years (Childhood Studies) Validated by the University of Bolton

Overview Work in the early years, care and education sector today is challenging and continually evolving. The need to have a ‘joined-up’ and holistic service is an important agenda so it is essential that workers have greater breadth and depth of knowledge and are equipped with transferable skills. To this end, the training and education you receive on the Foundation Degree in Early Years will allow you to see your own job role and organisation within the wider early years care and education context. Issues around service delivery are always topical, and informed understanding of these issues is important for both students of the subject and workers employed in the early years sector.

Entry requirements We welcome and encourage applications from a wide spectrum of potential students who may offer a combination of awards and experience. All applications are considered on an individual basis. We will take into account your motivation, ability, industrial experience and educational background. Examples of appropriate entry qualifications are:• BTEC National Diploma In Early Years. • Cache Diploma in Childcare and Education (NNEB). • NVQ level 3 in relevant vocational areas. • BTEC ND in an appropriate area or AVCE/ GNVQ in an appropriate vocational area. • A GCE A-level profile which demonstrates strong performance in a relevant subject or an adequate performance in more than one GCE subject. This profile is likely to be supported by GCSE grades at level A-C. • Advanced or Progression Diplomas (from 2010) where they demonstrate relevance to the HE programme (UCAS Tariff to be decided).

• Access to Higher Education Diploma - 60 credits, of which at least 45 must be achieved at level 3 (from 2010, the majority of which to be assessed at merit or distinction) and with an appropriate combination of modules. • Access to Higher Education Diploma – modular achievement with 24 credits at level 3 (from 2010, with merit). • Open College level 3 qualifications (obtained in or before 2008) at 50% or above / Access to HE Diploma. • Relevant work experience/ professional qualifications. • Advanced Modern Apprenticeship in Early Years or other applicable subject. • Students are required to be employed in a relevant setting for a minimum of 16 hours per week. • Voluntary placement may be considered. This list is not exhaustive.

Module titles Year 1

• The developing child • ICT to support children’s learning and development • Facilitating children’s learning • Inclusive practice • Introduction to social policy • The developing role of the early years professional (EYP).

Year 2 • • • • •

Safeguarding children Research methods in early years Managing sessions Developing self practice Route specific (double module)

How much work is involved? Foundation degree students will attend College one afternoon/evening per week, but should also be aware that the course will also involve significant home study.

What can I do with a Foundation Degree in Early Years? The foundation degree is widely recognised by employers and upon graduating you will be able to perform to the level of senior practitioner. You will also be able to continue your studies elsewhere to gain full Early Years Professional (EYP) status. The foundation degree is a two year programme which can be converted to an honours degree with further study for example the BA (Hons) Early Years Childhood Studies.

FdA in Health and Social Care Validated by the University of Bolton

Overview This programme offers a unique opportunity to undergo a course of study, which complements the development of skills and competencies in the workplace. The programme has been designed as a partnership between employers and education providers and so provides a vocationally relevant higher education qualification. The foundation degree programme has the advantage of offering ongoing support in the workplace in conjunction with academic support from the college. The academic staff teaching on the programme have vocational experience in the field of health and social care as well as proven academic integrity. As such, they are ideally placed to help you bridge the gap between theory and practice in your area of work practice. Work in the care sector today is challenging and continually evolving. The need to have ‘joined-up’ services between health and social care is an important agenda so it is essential that workers have greater breadth and depth of knowledge and are equipped with transferable skills. To this end, the training and education you receive will allow you to see your own job role and organisation within the wider care context. Issues around care delivery are always topical, and informed understanding of these issues is important for both students of the subject and workers employed in the care sector.

Examples of appropriate entry qualifications are:• BTEC ND in an appropriate area or AVCE/ GNVQ in an appropriate vocational area. • A GCE A-level profile which demonstrates strong performance in a relevant subject or an adequate performance in more than one GCE subject. This profile is likely to be supported by GCSE grades at level A-C. • Advanced or Progression Diplomas (from 2010) where they demonstrate relevance to the HE programme (UCAS Tariff to be decided). • Access to Higher Education Diploma - 60 credits, of which at least 45 must be achieved at level 3 (from 2010, with merit) and with an appropriate combination of modules. • Access to Higher Education Diploma – modular achievement with 24 credits at level 3 (from 2010, the majority of which to be assessed at merit or distinction). • Open College level 3 qualifications (obtained in or before 2008) at 50% or above / Access to HE Diploma. • NVQ level 3 in relevant vocational areas. • Relevant work experience/professional qualifications. • Students are required to be undertaking a minimum of 16 hours per week either in a voluntary or employed capacity within an appropriate setting.

Year 2 • • • • • • • • • • •

Group dynamics and working in teams Collaborative health and social care Specialist modules Introduction to mental health Introduction to psychology Planning care delivery Health promotion Health, illness and society Working with children Working with young people Working with older people

How much work is involved? Foundation degree students will attend College one day per week, but should also be aware that the course will also involve significant home study.

What can I do with a Foundation Degree in Health and Social Care? The foundation degree is widely recognised by employers and upon graduating you will be able to perform to the level of senior practitioner. The foundation degree is a two year programme which can be converted to an honours degree with further study. for example the BA (Hons) Health and Applied Social studies programme.

This list is not exhaustive.

Module titles Year 1 • • • • • •

Communication and ICT Health, safety and emergency care Legal and ethical issues Principles of car Using evidence Introduction to social policy

FdA in Mental Health Work Validated by Liverpool John Moores University

Overview The area of mental health work is expanding and new roles have been developing at a fast pace. This qualification aims to assist individuals working in a mental health setting to gain the skills and knowledge needed to respond to these developments. It is also aimed at volunteers with a keen interest in the area of mental health work. The foundation degree is a two year full-time vocational degree programme where practice is assessed alongside academic ability. Employers have been supportive both in the development and delivery of the degree ensuring students gain exactly the skills needed in the workplace.

Entry requirements We welcome and encourage applications from a wide spectrum of potential students who may offer a combination of awards and experience. All applications are considered on an individual basis. We will take into account your motivation, ability, industrial experience and educational background. Examples of appropriate entry qualifications are:• BTEC ND in an appropriate area or AVCE/ GNVQ in an appropriate vocational area. • A GCE A-level profile which demonstrates strong performance in a relevant subject or an adequate performance in more than one GCE subject. This profile is likely to be supported by GCSE grades at level A-C. • Advanced or Progression Diplomas (from 2010) where they demonstrate relevance to the HE programme (UCAS Tariff to be decided). • Access to Higher Education Diploma - 60 credits, of which at least 45 must be achieved at level 3 (from 2010, with merit) and with an appropriatecombination of modules.

• Access to Higher Education Diploma – modular achievement with 24 credits at level 3 (from 2010, the majority of which to be assessed at merit or distinction). • Open College level 3 qualifications (obtained in or before 2008) at 50% or above / Access to HE Diploma. • NVQ level 3 in relevant vocational areas. • Relevant work experience/professional qualifications. • Students are required to be undertaking a minimum of 16 hours per week either in a voluntary or employed capacity within an appropriate setting. This list is not exhaustive.

Module titles Year 1 • • • • •

Study skills and professional practice Theories of everyday life Mental health and illness Ethical issues in mental health Social policy

Year 2 • • • •

Alcohol, substance use and mental health Research methods Promoting mental well being Work based learning

You will also have an optional module, such as; • •

Child and adolescent mental health Dementia and dementia care

NB: Whilst students may make module choices at year two, modules will only run as long as there are sufficient student numbers to make them viable.

How much work is involved? Foundation degree students will be attending College one day a week usually afternoon and evening, but should be aware that the course will also involve significant home study.

What can I do with a Foundation Degree in Mental Health Work? When you graduate you will have improved employment promotion prospects in the area of mental health work. The foundation degree can be converted to an honours degree with further study.

Sport Courses... 24 FdA in Sports Coaching 25 FdSc in Sport and Exercise Science

FdSc in Sport and Exercise Science Validated by UCLan

Overview This course is aimed at students who wish to work in the sport and exercise industry as psychologists, physiologists and performance analysts. It is also appropriate for those who wish to progress to a career in research or lecturing. PE teaching and sport development are also possible careers.

Entry requirements We welcome and encourage applications from a wide spectrum of potential students who may offer a combination of awards and experience. All applications are considered on an individual basis. We will take into account your motivation, ability, industrial experience and educational background. Examples of appropriate entry qualifications are:• BTEC ND in an appropriate area or AVCE/ GNVQ in an appropriate vocational area. • A GCE A-level profile which demonstrates strong performance in a relevant subject or an adequate performance in more than one GCE subject. This profile is likely to be supported by GCSE grades at level A-C. • Advanced or Progression Diplomas (from 2010) where they demonstrate relevance to the HE programme (UCAS Tariff to be decided). • Access to Higher Education Diploma - 60 credits, of which at least 45 must be achieved at level 3 (from 2010, the majority of which to be assessed at merit or distinction) and with an appropriate combination of modules. • Access to Higher Education Diploma – modular achievement with 24 credits at level 3 (from 2010, with merit).

• Open College level 3 qualifications (obtained in or before 2008) at 50% or above / Access to HE Diploma. • NVQ level 3 in relevant vocational areas. • Relevant work experience/ professional qualifications.

What can I do with a Foundation Degree in Sport and Exercise Science?

Year 1

There is an increasing demand and range of opportunities to work in physical activity and sport settings. In terms of employment the sport, health and physical recreation sector is growing massively. Graduates could look forward to employment in jobs such as:

• Introduction to sport and exercise physiology • Introduction to sports psychology • Introduction to sports biomechanics • Fitness testing and exercise prescription • Health and safety in sports science • Essentials of training and conditioning • Personal and vocational development in sport

• • • • • • • • •

Year 2

On successful completion of the foundation degree, students will have the opportunity to progress onto a relevant top-up honours degree programme.

This list is not exhaustive.

Module titles

• Research methods for sports science • Measurement of performance physiology • Sports nutrition • Coaching and performance analysis • Sports and exercise physiology • Sports science support: issues and practice

How much work is involved? Foundation degree students attend College for an average of 12 hours per week over two and a half days. There is likely to be one evening class per week, students should be aware that the course will also involve significant work based and home study. The course will have both theory and practical elements where candidates will be assessed undertaking roles within sport and physical activity.

Sports scientist Exercise physiologist Sports psychologist Nutritionist Performance analyst Researcher Other educational work Work in the health sector Work in the fitness industry

Honours Degree graduates could look forward to careers in teacing eg: • PE Teacher • Lecturer

FdA in Sports Coaching Validated by UCLan

Overview The Foundation Degree in Sports Coaching will develop knowledge and understanding of the coaching process and will provide skills and abilities, both in practical coaching modules and through relevant work experience. The course looks to provide students with the confidence and expertise to be able to work with different groups of varying ages and motivations.

Entry requirements We welcome and encourage applications from a wide spectrum of potential students who may offer a combination of awards and experience. All applications are considered on an individual basis. We will take into account your motivation, ability, industrial experience and educational background. Examples of appropriate entry qualifications are:• BTEC National Diploma in or AVCE/GNVQ in an appropriate vocational area. • A GCE A-level profile which demonstrates strong performance in a relevant subject or an adequate performance in more than one GCE subject. This profile is likely to be supported by GCSE grades at level A-C. • Advanced or Progression Diplomas (from 2010) where they demonstrate relevance to the Higher Education programme (UCAS Tariff to be decided). • Access to Higher Education Diploma - 60 credits, of which at least 45 must be achieved at level 3 (from 2010, the majority of which to be assessed at merit or distinction) and with an appropriate combination of modules. • Access to Higher Education Diploma modular achievement with 24 credits at level 3 (from 2010, with merit).

• Open College level 3 qualifications (obtained in or before 2008) at 50% or above / Access to Higher Education Diploma. • NVQ level 3 in relevant vocational areas. • Relevant work experience/ professional qualifications. This list is not exhaustive.

Module titles Year 1 • Understanding coaching practice • The coaching process • The delivery of sport and physical activity • Volunteer and leadership development • Club and community development • Personal and vocational development in sport

Year 2 • • • • • •

Analysing and improving performance Coaching multi-sports Research project Work placement Sports events Issues in sports development

What can I do with a Foundation Degree in Sports Coaching?? There is an increasing demand and range of opportunities to work in physical activity and sport settings. In terms of employment the sport, health and physical recreation sector is growing massively. Graduates could look forward to employment in jobs such as: • Sports coach • Sports development officer • Performance analyst • PE teacher • Lecturer • Researcher • Psychologist • Other educational work On successful completion of the foundation degree, students will have the opportunity to progress onto a relevant top-up honours degree programme.

Accounting, Business and Administration Courses... 27 Level 4 Diploma in Accounting 28 Level 4 Certificate/Diploma in Business and Administration

Level 4 Diploma in Accounting AAT (Association, Accounting Technician) Technician Stage. This programme is open to private, public or voluntary sectors.

Entry Requirements A Level 3 Diploma in Accounting or other relevant previous experience or qualifications that can be taken into consideration for entry to this course. Please note however, that a short informal interview is a necessary requirement to ensure the suitability of the course for each learner.

Course Detail This is a part time course which runs for six hours per week, one afternoon through to evening per week or two evenings per week over one year. The aims of the compulsory units of this course are: •

To develop the knowledge and skills required to understand and apply international financial reporting standards and relevant legislation in the drafting of financial statements of limited companies and consolidated financial statements

• To develop the knowledge and skills required to be able to analyse and interpret financial statements using ratio analysis •

To develop the knowledge and skills required to understand how and why budgets are prepared, to be able to prepare budgets, analyse variances and make recommendations for improving organisational performance

•

To develop the knowledge and skills necessary to be able to use a range of techniques to collect and analyse information on expenditure, monitor performance, present reports and make judgements to support decision making, planning and control by managers

•

To develop the knowledge and skills necessary to understand the role of accounting in the workplace, evaluate and recognise weaknesses in an

accounting system where errors or fraud may occur and communicate both orally and in writing, at Level 4 standard, in a manner appropriate to the workplace, recommendations for improvement The aims of the optional units of this course are: •

To develop the knowledge and skills necessary to give advice on the management of debts and on methods which will minimise risk to the organisation and the granting of credit and the collection of monies owed in compliance with relevant legislation, good practice and organisational policy

•

To develop the knowledge and skills necessary to understand the impact and significance of taxation on individuals and calculate an individuals tax liability

•

To develop the knowledge and skills necessary to understand the impact and significance of taxation law on both incorporated and unincorporated businesses, to understand how to treat capital assets and prepare and complete the relevant pages of a tax return for incorporated businesses

• To develop the knowledge and skills necessary to understand the essence and objectives of the audit process and to understand the implications of the regulatory requirements and pronouncements of the professional bodies •

To develop the knowledge and skills necessary to contribute to the conduct of an audit including planning, gathering evidence, concluding and reporting findings in accordance with international standards on auditing

Modules Modules are split into the following compulsory and optional units:

Compulsory units comprise of: • Principles of drafting financial statements • Drafting financial statements • Principles of budgeting • Drafting budgets • Principles of managing financial performance • Measuring financial performance • Principles of internal control • Evaluating accounting systems Optional Units - two pairs from four comprising: • • • •

Principles of credit management and control of debt and credit Principles of personal tax and calculating personal tax Principles of business tax and calculating business tax Principles of external audit and auditing financial statements

Assessment: The above units will be assessed using a mixture of both computer based exams and internal assessments. Internal control and accounting systems and credit management and control will only be subject to internal assessment.

Progression Successful completion of the Level 4 Diploma in Accounting provides exemptions by the chartered accounting bodies. The qualification is highly recognised in the area of accounting across both the private and public sectors.

Additional Information Additional fees to those payable to Accrington and Rossendale College will need to be paid - namely AAT membership, joining and exam fees. Please see the AAT website (www.aat. co.uk) for full information on fees payable.

Level 4 Certificate/Diploma in Business and Administration Validated by OCR

Overview Administration spans all occupations and sectors of employment. Qualifications in administration are designed to provide office workers/administrators with a qualification that recognises what they already do at work. They also provide essential training for development of the job role, which facilitates promotion. This course is suitable for administrators working at a senior level with considerable responsibility for the management of systems and resources, working with an extensive degree of autonomy.

Entry requirements No formal qualifications are necessary. However a good standard of English, appropriate IT skills and a competence based qualification in business and administration would be an advantage. You should be working in an administrative role at a senior level, as detailed above. All potential students will be individually interviewed and an occupational skill scan conducted.

Unit titles To achieve a level 4 qualification you must complete minimum credits of: • •

30 for the Certificate 39 for the Diploma

Including six mandatory units of: • •

Manage and be accountable for own performance in a business environment. Evaluate and improve own performance in a business environment.

• Support the purpose and values of an organisation • Support sustainability in a business environment • Assess, manage and monitor risk in a business environment • Communicate in a business environment Optional units - choose from: • •

44 for the Certificate 44 for the Diploma

How much work is involved? This course can be studied completely in the workplace only, the total number of hours is determined via negotiation with each individual learner.

What can I do with the NVQ level 4 Administration? The Certificate/Diploma at level 4 is a nationally recognised qualification which is highly regarded by employers and will greatly improve your chances of promotion.

Construction and Technology Courses... 30 HNC Construction 31 HND Construction 32 HNC Automotive Engineering

Higher National Certificate in Construction Validated by Edexcel

Overview

Module titles

The HNC in Construction offers a thorough grounding in 10 unit areas of professional construction. The course is assessed by written assignment, practical work and group project work.

You will study vocational and professional modules from a range which may include:

Entry requirements We welcome and encourage applications from a wide spectrum of potential students who may offer a combination of awards and experience. All applications are considered on an individual basis. We will take into account your motivation, ability, industrial experience and educational background. Examples of appropriate entry qualifications are:• At least 160 UCAS tariff points (60 points from AS alone; at least 100 points should be obtained from A2s, AVCE, GNVQ Advanced or Scottish Highers). • At least 12 A-level points if taken before 2002. • Advanced or Progression Diplomas (from 2010) where they demonstrate relevance to the HE programme (UCAS Tariff to be decided). • BTEC ND at merit or distinction. • Access to Higher Education Diploma - 60 credits, of which at least 45 must be achieved at level 3 (from 2010, with merit or distinction) and with an appropriate combination of modules. • Open College level 3 qualifications (obtained in or before 2008) at 60% or above - with consideration of marks above 50%. • NVQ level 3 in relevant vocational areas. • Relevant work experience/professional qualifications. This list is not exhaustive.

• Construction technology • Surveying in construction (land surveying) • Science and materials • Analytical methods • Computer Aided Design (CAD) • Refurbishment and adaptation • Measurement A (quantity surveying) • Building surveying • Management principles and application • Group project This list is not exhaustive.

How much work is involved? HNC students attend College for either one day or two evenings per week but should be aware that the course will also involve significant work based and home study.

What can I do with an HNC in Construction? For students currently in employment this will enhance promotion prospects by allowing demonstration of high level skills and knowledge. Successful completion of the HNC will allow progression onto an honours degree programme.

Higher National Diploma in Construction Validated by Edexcel

Overview The course covers issues that are relevant for future sustainable construction methods together with environmental considerations that will play an increasingly vital role in the way we live. A strong focus on Construction Management is also embedded into the course.

How much work is involved? HND students attend College for two evenings per week but should be aware that the course will also involve significant work based and home study.

What can I do with an HNC in Construction? For students currently in employment this will enhance promotion prospects by allowing demonstration of high level (Level 5) skills and knowledge. Successful completion of the HND will allow progression onto Honours degree programmes such as Architecture, Project/ Construction Management, Surveying etc.

• HNC in Construction • Relevant work experience/ professional qualifications This list is not exhaustive.

Module titles You will study 6 vocational and professional modules from a range which may include: • Construction technology. • CAD. • Environmental construction. • Construction law. • Site surveying procedures. • Science and materials. • Analytical methods. • Refurbishment and adaptation. • Building services technology. (This list is not exclusive)

Higher National Certificate in Automotive Engineering Validated by Edexcel

Overview This programme has been developed through many consultations with local industry and reflects the need for a new Automotive Engineering higher education route. The Motor Engineering department includes staff who work in the industry and their expertise has also been used to ensure that the programme incorporates study of the latest automotive technology. The course has been devised to provide a programme which specialises in light vehicle engineering. However the programme also invites applications from Motorcycle and Heavy Vehicle Engineering if required by candidates from those sectors. The Motor Engineering department has maintained close relations with local industry who have taken part in many college-based, motor engineering events, such as 007 Licence to Skill, Transform 08, K9 and motor shows.

• Advanced or Progression Diplomas (from 2010) where they demonstrate relevance to the HE programme. (UCAS Tariff to be decided) • Access to Higher Education Diploma - 60 credits, of which at least of which at least 45 must be achieved at level 3 (from 2010, with merit) and with an appropriate combination of modules • Access to Higher Education Diploma – modular achievement with 24 credits at level 3 (from 2010, with merit) • Open College level 3 qualifications (obtained in or before 2008) at 50% or above • NVQ level 3 in relevant vocational areas • Relevant work experience/ professional qualifications This list is not exhaustive.

Module titles Year 1

• Vehicle Systems and Technology • Vehicle Fault Diagnosis • Engine and Vehicle Design and Performance • Engineering Science

Year 2

• Advanced Computer Aided Design Techniques • Analytical Skills For Engineers • Vehicle Electronics • Project

How much work is involved? HNC in Automotive Engineering students attend College for one day and two evenings per week but should be aware that the course will also involve significant work based and home study.

What can I do with a Higher National Certificate in Automotive Engineering? Successful students will be able to aim for higher levels of employment in the motor industry and associated pathways (i.e. motor cycle, heavy vehicle). There could be opportunities to move into management roles and gain professional recognition of achievement by joining the lead industry institutions. (I.M.I., I.R.T.E.,S.O.E. etc) On completion of the Higher National Certificate in Automotive Engineering students may wish to continue with higher levels of study. There will be pathways open to Higher National Diplomas in Automotive Engineering and even further to degree level. Information on institutions offering the higher levels of study will be available from the College Higher Education office.

Management

Courses...

34 Level 5 Diploma in Management and Leadership

Level 5 Diploma in Management and Leadership Validated by CMI (Chartered Management Institute)

Entry Requirements You must be at least 20 years of age. You will derive most benefit from this training programme if you have some prior experience of management usually at first line manager level, though this is not absolutely essential. However, you are likely to be accountable for the performance of those over whom you have control, directly or indirectly. Therefore you may also already be a practising middle manager or aspiring to that role. Whilst there are no formal educational requirements, you should have a background that will enable you to benefit from the programme. You may already hold an Introductory Diploma or Certificate in Management.

Course Detail The level 5 Diploma in Management and Leadership aims to develop your skills and knowledge across a range of management topics. The programme has three primary objectives: • To assist you in gaining the knowledge required by a middle manager • To develop your middle management skills • To enable you to aspire to senior management The course comprises one evening of tuition per week (Mondays, 6.00pm9.00pm) and the equivalent in your own time to complete ‘blended learning’ material. There is also a residential weekend.

Learning methods range from formal taught sessions, group work, activities and case studies and also include student centred and research based learning. Assessment is completed via work-based assignments and a management project.

Modules This training has been designed to enable you to become a stronger, more confident, empowering leader. You will explore and develop a range of skills through the completion of six core units and three optional units as indicated below: Core units comprise: • Personal development as a manager and leader • Performance management • Meeting stakeholder and quality needs • Information based decision making • Resource management • Conducting a management project Optional units can be selected from: • Financial control • Project development and control • Managing recruitment and selection • Marketing planning • Human resource development

Progression Next steps could include progression onto Level 5 NVQ in Management, or Level 7 Introductory Executive Diploma/ Executive Diploma in Management.

Teaching and Education Courses...

36 BA (Hons) Education and Professional Development 37 FdA in Learning Support 38 Certificate/Professional Graduate Certificate in Education (Lifelong Learning) 39 Level 4 Award in Preparing to Teach in the Lifelong Learning Sector Level 4 Certificate in Teaching in the Lifelong Learning Sector 40 Level 5 Diplomas in Teaching in the Lifelong Learning Sector (Literacy/Numeracy)

BA (Hons) in Education and Professional Development An Award of The University of Huddersfield

Overview

Module titles

The programme is designed to meet the needs of those wishing to broaden their knowledge and understanding of theoretical and policy issues (including research methods) in education, training and related areas and who are taking on greater responsibility in relation to their professional role and career development.

You will complete the following six modules during the first two years of the programme.

Our courses provides you with the opportunity to develop your own personal and professional confidence within your working practice, with a view to enhance your career. You explore and reflect upon research methods, theory and policy with a direct application to your role in education, training and professional context.

Target Audience

The course meets the personal and professional development needs of all staff working in all aspects of education, training and professional contexts including those who work in related areas such as health, careers, uniformed services and private training organisations. The course combines academic training with the development of key transferable skills to enhance intellectual independence, personal and professional effectiveness.

Entry requirements Certificate in Education. Applicants who do not possess the recognised entry qualification but who have substantial five years professional experience inlcuding management, staff development, curriculum design and development and project management liason with stakeholders will be considered.

• Personal and professional reflection and development • Introduction to research and academic writing • Current issues in education and training • Quality assurance • Mentoring and coaching in teaching and organisational contexts • Organisational project In the third year you will complete the following two modules: • •

Reflective study Empirical study

FdA in Learning Support An Award of The University of Huddersfield

Overview

Module titles

This course is a nationally recognised qualification, aimed if you have a learning support role within a school, college and other educational setting and wish to enhance your knowledge and skills for their present role, and/or wish to study further for a degree and/or teacher training in any educational sector.

Year 1

The course is work-based and so you need to be working in a learning support role. If you wish to enhance your knowledge and skills in your present role and wish to progress to study further for a full degree and/or teacher training in any educational sector, this is the course for you. If you would like to know more about Foundation degrees, then try the foundation degree forward website www.fdf.ac.uk/ or the government website www.direct.gov.uk and search for ‘foundation degrees’.

• Principles of Academic and Professional Study • Support for Special Educational Needs • Work Based Learning 1 • Information and Communication Technology in Support Learning

Year 2 - Core modules

• Literacy and Numeracy in Educational Environments • Introduction to Resource Development and Use • Work Based Learning 2 • Plus one option module

Endorsed by Foundation Degree Forward Foundation Degree Forward, on behalf of the Training Development Agency (TDA) has endorsed these courses for three years from April 2010. See www.tda.gov.uk/iqf about the integrated quality framework and www.fdf.ac.uk about the endorsement process.

Year 3 - Core modules • • • •

Enhancing Personal Skills Work Based Project Assessment for Learning Support Plus one option module

Entry requirements

Assessment

There are no formal academic entry requirements. We expect you to show good levels of personal literacy and numeracy skills and a commitment to the course. Since the course is work-based you will normally be in employment in a Learning Support role. During the course you should normally have a minimum of 250 hours employment per year.

Assessment takes place at the end of each module and takes the form of reports, essays, case studies and logs/ journals as appropriate. You must obtain 240 credits to complete the FdA.

Exceptionally applications will be considered if you do not have paid employment but meet the entry requirement through voluntary experience.In addition the requirement for 250 hours employment per year during the course can also, in exceptional circumstances, be composed partly of voluntary work. In addition you will be expected to provide a named mentor from your place of employment and provide evidence of criminal record screening.

Many students go on to study for the Education and Training BA/BA(Hons) to provide them with a top-up to a full undergraduate degree.

Career opportunities and further study The Foundation degree is designed to enhance your career progression. It gives you access to further study such as degrees available in Youth and Community Work and Childhood Studies and then onto PGCE qualifi cations in either the school or the lifelong learning sectors for suitably qualified applicants.

Certificate / Professional Graduate Certificate in Education (Lifelong Learning) An Award of The University of Huddersfield

Overview The Certificate/Professional Graduate Certificate in Education (PCET) are ideal courses for anyone who is already teaching or training for at least 75 hours per year. The course is separated into modules and aims to give you a thorough knowledge of the theoretical and practical skills you will need as a teacher. This course is equivalent to a level 5 Diploma in Teaching in the Lifelong Learning Sector (DTLLS) and incorporates the new “Threshold Licence to Teach” PTLLS awards.

Entry requirements For the Certificate in Education: • •

A qualification in the subject taught which is equivalent in level to NVQ level 3 Paid teaching/training for at least 75 hours per year

Graduate Certificate in Education: • •

A UK first degree or equivalent Paid teaching/training for at least 75 hours per year

Module titles • • • •

Teaching learning and assessment Personal and professional development Teaching a specialist subject Curriculum and professional issues

How much work is involved? This is a two year course, although it is possible to complete it in one year through accreditation of prior learning for suitable applicants. The course involves: • Three hours per week in College • Attendance at mentor meetings / tutorials • Teaching practice tutorials

What can I do with a Certificate/Professional Graduate Certificate In Education? (Lifelong Learning)? The awards are recognised by Lifelong Learning UK as a required qualification for teaching within the post-compulsory sector. The certificate counts as year one of an honours degree and allows progression to the Bachelor of Arts (Education and Training). These courses provide Qualified Teacher Learning and Skills (QTLS) status for those teaching in appropriate contexts. They do not lead to Qualified Teacher Status (QTS) for those intending to teach in schools.

Level 4 Award in Preparing to Teach in the Lifelong Learning Sector and Level 4 Certificate in Teaching in the Lifelong Learning Sector Accredited by Ascentis

PTLLS (Level 4 Award)

CTLLS (Level 4 Certificate)

Overview

This is an introductory course and aims to give teachers / trainers an understanding of the essential elements of delivering an effective session in a range of environments such as colleges, community centres, workplace / industry, hospitals etc…

This is a level 4 teaching qualification in the Lifelong Learning sector (education and training).

Who is it for?

All new teachers / trainers in the learning and skills sector must complete this initial award.

This qualification is designed for those who have an associate teacher role, which is a limited teaching role in the Lifelong Learning Sector, and are seeking to gain Associate Teacher Learning Skills (ATLS) status

Who is it for?

Entry Requirements

•

Anyone working in the Lifelong Learning sector of (paid or voluntary role)

•

PTLLS (level 3 or 4)

• Level 3 or above in subject specialism

• Aspiring Teachers in FE / Trainers in the workplace

• 30 hours of teaching practice (paid or voluntary, to take place during the course)

•

• A good level of English (level 2 equivalent)

People wanting to update skills and improve confidence of delivery

Entry Requirements

No formal qualifications are required, however, a good standard of English (equivalent to level 2) and competent IT skills, such as basic word-processing, are necessary to be able to cope with the demands of the course. A level 3 qualification in an area of specialism would also be desirable.

• Competent IT skills

Course Content The course has a value of 24 credits, six of which are obtained by prior completion of PTLLS, and comprises of four units including planning and enabling learning, principles and practice of assessment and managing behaviours.

Course Content

The course has a value of 12 credits and comprises of four units including, roles and responsibilities in lifelong long learning, understanding and using inclusive learning and principles of assessment. It will require attendance for three hours per week for 12 weeks. Courses run through the year.

Level 5 Diploma in Teaching in the Lifelong Learning Sector Accredited by Ascentis The Programme for Teacher Education in the Lifelong Learning Sector is a series of courses and qualifications developed to meet current national requirements.

Diploma in Teaching English / Literacy in the Lifelong Learning Sector

Diploma in Teaching Maths / Numeracy in the Lifelong Learning Sector

Who is the training for?

Are you an experienced literacy teacher with a full generic teaching qualification?

Are you an experienced numeracy or maths teacher with a full generic teaching qualification?

(Literacy CPD)

This course enables you to meet the new subject specifications requirements, which came into force in September 2007.

The course comprises: •

Literacy theories and frameworks (15 credits at level 5)

•

Literacy ESOL and the learners (15 credits at level 5)

•

Literacy teaching and learning (15 credits at level 5)

(If you already hold a subject specific specialism at a minimum of NQF level 4 since 2002, you are exempt, however the IfL still require you to undertake the required CPD to meet the governments requirements).

(Numeracy CPD)

This course enables you to meet the new subject specifications requirements, which came into force in September 2007.

The course comprises: •

Numeracy and the learners (15 credits at level 5)

•

Developing numeracy knowledge and understanding (15 credits at level 5)

•

Numeracy teaching and learning (15 credits at level 5)

(If you already hold a subject specific specialism at a minimum of NQF level 4 since 2002, you are exempt, however the IfL still require you to undertake appropriate CPD to meet government requirements).

Access to Higher Education diploma... 42 Access to Higher Education 43 Access to Higher Education pathways

Access to Higher Education Recognised by the Quality Assurance Agency (QAA) for Higher Education and accredited by Ascentis The Access to Higher Education (HE) diploma prepares students for study at HE level either at this college or at university. It is designed for people who would like to study in HE but who left school without the usual qualifications. Many Access to HE students go on to obtain foundation degrees, honours degrees and other qualifications. Many go on to change their lives and pursue new careers.

What does an Access to HE diploma course involve? To achieve an Access to HE diploma, you need to complete a programme that includes certain units of study in relevant subject areas. Also, you’ll be taught study skills, learning how to approach study and the different techniques that you’ll need to be a successful student and ensure that you’re equipped for studying a HE course here at the college or at another university. For each unit successfully completed, you’ll earn credits that gradually build towards the 60 credits that are required for the Access to HE diploma. Tutors are aware that many people are nervous when they start an Access to HE course and take it into account in their teaching. You won’t be ‘thrown in at the deep end’ or tested on things which you forgot years ago. Though you can expect the course to be challenging, the whole purpose of an Access to HE course is to help you to be successful.

How long will it take?

How do I apply?

The Access to HE diploma can be completed in a year or less. You will typically study for up to 16 hours a week in College as well as doing a certain amount of private study outside classes.

Complete the simple form at the end of this prospectus and return it to student administration at Accrington and Rossendale College. You will be invited for a group interview where you will learn more about the course. It is advisable to apply early to avoid disappointment.

Am I too old? No! Almost everyone considering an Access to HE course worries that they may have left it too late. Your life experience will be valuable on the course and you’ll find that other Access to HE students, and HE students in college and in universities, are of a wide age range.

What qualifications do I need? You don’t need to have any particular previous qualifications to start and it doesn’t matter how long it is since you last studied.

Is the Access to HE diploma recognised by universities? Access to HE courses have been around since the 1970s and have been designed and developed with the support of universities. Access to HE is therefore widely recognised by UK universities and colleges. You will receive advice about the different HE courses available, as well as advice about how to apply while you’re on the Access to HE course.

How much does it cost? The cost depends on the course and your circumstances. Many Access to HE students don’t have to pay fees and you may be able to get financial help towards other costs. You can also find financial information and advice from the adult learning areas within the education and learning pages at www.direct.gov.uk.

AHED Higher Optional credits at level 3 which will provide the little extra you might need to get your place in Higher Education particular in highly sought after subjects. To get further information please ask at the interview.

The following Access to Higher Education Diploma pathways are available: Pathways

Access to Education Professions

Access to Social Sciences

Access to Health and Care Professions

Access to Engineering & Technology

You need to do three level two units inc. mandatory ones Mandatory Level 2

Study Techniques

• Counselling • Human Growth and Development

• Sociology • Criminology • Law

• Sociology • Counselling • Psychology • Human Physiology

• Intro to Computing, Practical Skills, Database & Spreadsheets • Word Processing, Internet and e-mail

and Optional Level 2

You need to do three level three units inc. mandatory ones Mandatory Level 3 and Optional Level 3

Progression to Higher Education at accross

HE Toolkit

HE Toolkit and

HE Toolkit

• Education Studies • English Language and Literature

• Psychology and one from the options below • Policy Principle and Practice • Mental Health

• Biology • Policy, Principles and Practice

• Computing • Web Page Design

• FdA Early Years (Childhood Studies) • FdA Sports Coaching • FdSc Sport and Exercise Science

• BA (Hons) Health and Applied Social Studies • FdA Mental Health Work • FdA Alcohol and Substance Misuse Work • FdA Sports Coaching • FdSc Sport and Exercise Science

• BA (Hons) Health and Applied Social Studies • FdA Health and Social Care • FdA Mental Health Work • FdA Alcohol and Substance Misuse Work • FdA Sports Coaching • FdSc Sport and Exercise Science

• FdSC Computing (Software Engineering)

External Progression

Looking to progress in your career?

Want to upskill your employees? We can help….but why choose to study with us? • • • •

The professional qualifications at Accrington and Rossendale College are devised and built in conjunction with employers to ensure that we are giving our learners the best possible chance of progression in their working lives. The professional qualifications that we offer are designed for learners already established in their chosen occupations who want to progress and climb the career ladder. Our courses run in the evenings or in the workplace making them flexible for people to work and study to improve their life choices. As well as offering full foundation degree / HNC programmes we offer a vast amount of industry accredited short training courses to help you progress in your career.

What are you waiting for?

Change your life today! To find out more visit:

www.accrossbusinesssolutions.co.uk www.accrosshighereducation.co.uk

Your first choice college for a career focused education

Is an Apprentice the answer? Taking on an apprentice is a tried and tested way of boosting production, expanding your work force and there can be a significant amount of funding to help towards the costs for businesses who qualify. You apprentice will gain practical experience and knowledge on the job, while contributing to your business, and will also attend college where they will get the opportunity to learn the latest techniques and legislation as well as working with the very latest equipment. East Lancashire is filled with competent and confident people who want to prove their abilities and they need employers who are willing to give them a chance.

If youâ&#x20AC;&#x2122;d like to move your business forward by taking on an apprentice, or youâ&#x20AC;&#x2122;d like to know more about the funding available to businesses then call (01254) 354349

Stay local go far! Pennine Lancashire is the perfect place to study - affordable accommodation with down to earth prices, yet so close to major cities and attractions. Take time out in Manchester, Liverpool, Bradford and Leeds and experience the sophistication in some of the UK’s most popular cities. Whether it’s theatres, acclaimed museums, the Coronation Street set or serious shopping and a tremendous night-scene, you can’t go wrong and most are within easy reach on public transport. It’s hardly surprising that our students prefer to stay local and go far.

Higher education at accross All the courses described in this prospectus undergo rigorous quality assurance procedures, both within the College and externally. Validating universities regularly visit to ensure that the student experience is equivalent to that at other institutions and that assessment of student work is undertaken to the same standard as at any university. An external examiner is appointed for each course from a different university to ensure parity of assessment standards. Edexcel employs external verifiers who undertake the same role for HND/C. In addition, the College undergoes periodic Academic Review by the Quality Assurance Agency for Higher Education (QAA). In all reviews the QAA had confidence in the Academic Standards achieved by the programmes. In all cases the Quality of Learning Opportunities have been approved with 67% of all judgements being “commendable”. In 2011 the College went through a developmental engagement activity which will lead to a summative review. The outcome of the above will be published in a report due Summer 2012.

Please note:

The details in this course guide were correct at the time of print. The college however, reserves the right to alter the information contained in this publication at any time. Classes will run subject to sufficient student numbers, please check with our staff if you want to be sure that a programme is running or a specific facility is in operation. Please call the college’s main reception with any enquiries you may have on 01254 389933.

Higher education application form

How to apply! Return this completed form to Student Administration, Accrington and Rossendale College, Broad Oak Rd, Accrington, Lancashire BB5 2AW.

Male: Female: Date of Birth: /

Surname:................................................................................................................................................................................................... First Name(s):........................................................................................................................................................................................... Mr / Mrs / Miss / Ms / Dr (other):...............................................................................................................................................................

Address:.................................................................................................................................................................................................... .................................................................................................................................................................................................................. .................................................................................................................................................................................................................. .............................................................................................................................................Postcode:..................................................... Telephone (daytime):................................................................................ (evening):............................................................................... Have you been a resident of Britain or another European Community over the last three years?

Yes

This college promotes equal opportunities. Statistics are to be collected on students in order to survey the effectiveness of our equal opportunities policy. This part of the form is voluntary, this information will remain confidential and only be used for statistical purposes. I would describe my ethnic origin as: (please tick as appropriate)

01. British 05. Pakistani 09. Other

02. Other European 06. Bangladeshi 10. Do not wish to say

03. Afro/Caribbean 07. Chinese

04. Indian 08. British Asian

1. Which course are you interested in?.................................................................................................................................................... .................................................................................................................................................................................................................. .................................................................................................................................................................................................................. ..................................................................................................................................................................................................................

2. Please outline your experience to date since leaving full-time education. This can include paid employment, voluntary work, family responsibilities, hobbies etc. ................................................................................................................................................................................................................ ................................................................................................................................................................................................................ 3. What type of career are you interested in? ................................................................................................................................................................................................................ 4. Do you have any medical conditions of which the college should be aware? ................................................................................................................................................................................................................ 5. Do you have any educational needs with which the college may be able to help? ................................................................................................................................................................................................................ 6. If you have already obtained or are taking any qualifications please list them here:

Subject

Level

Date

Estimated grades or results

a b c d e f g h i j Signed:................................................................................................... Date:.............................................

For College use only. Date received:.....................................................................Date interviewed:............................................................................................ Interviewed by:....................................................................Interview recommendation:............................................................................

How to contact us Higher Education Office:

Dean of Higher Education: T_01254 354068

Higher Education Administrator: T_01254 354047

UCAS Admissions Officer: T_01254 354117

www.accrosshighereducation.co.uk

Address:

Broad Oak Campus, Broad Oak Road Accrington, Lancashire, BB5 2AW

T_01254 389933 W_www.accross.ac.uk

F_01254 354001 E_info@accross.ac.uk

Accrington and Rossendale College exists to provide high quality education and training to the widest range of local people. The details in this course guide were correct at the time of print. The college however, reserves the right to alter the information contained in this publication at any time. Classes will run subject to sufficient student numbers, please check with our staff if you want to be sure that a programme is running or a specific facility is in operation. Please call the college’s main reception with any enquiries you may have on 01254 389933.

Safeguarding and Protecting Young People Policy

Accrington and Rossendale College recognises that its staff and students have an important role to play in safeguarding the welfare of children and preventing their abuse. The College has written a comprehensive protection policy to ensure that the welfare of the child is always placed at the centre of its activities. Anyone who would like to see a copy of this policy should contact the Information+ Centre on 01254 354354.

Equal Opportunities and Cultural Diversity

Accrington and Rossendale College (accross) is committed to the active pursuit of an equality and diversity policy which addresses the need and right of everyone in College to be treated with respect and dignity, in an environment in which a diversity of backgrounds experience is valued. It aims to ensure that all staff and students whether existing or potential receive fair and equal treatment when applying to, or working as, members of the College, and to counter any attitudes and behaviour which deny opportunities to people simply or primarily because of their: • Age • Race • Sex

• Disability • Gender reassignment • Marriage and civil partnership • Pregnancy and maternity • Sexual Orientation • Religion or belief (inc. lack of belief)

Greening the College

Accrington and Rossendale College prides itself on being green organisation, which has undertaken a series of initiatives designed to reduce the size of our carbon footprint. We promote the use of sustainable resources and discourage wasteful or damaging environmental practices and continue to raise awareness and understanding of environmental issues among all staff and students.

Accrington and Rossendale College Broad Oak Campus, Broad Oak Road, Accrington, Lancashire, BB5 2AW T_01254 389933

F_01254 354001

W_www.accross.ac.uk