Programme Specification - Life in Practice Date of Publication to Students August 2014 NOTE: This specification provides a concise summary

of the main features of the course and the learning outcomes that a typical student might reasonably be expected to achieve and demonstrate if s/he takes advantage of the learning opportunities that are provided. More detail on the specific learning outcomes, indicative content and the teaching, learning and assessment methods of each module can be found (1) at [Faculty web site address tbc], (2) in the Module Specifications and (3) in the Student Handbook, http://chooselife2014.wordpress.com/ The accuracy of the information contained in this document is reviewed by the University and may be checked within independent review processes undertaken by the Quality Assurance Agency. Awarding Institution / Body: Teaching Institution: Interim Awards and Final Award: Programme Title: Main fields of Study: Birmingham City University Birmingham City University BA (Hons) Life in Practice, HE Diploma. Life in Practice Core Subjects are based on transferable skills such as academic and professional development, reflection, communication and leadership. Students then choose from a wide range of subject areas. Education, Law, Media, Health, Finance, Economics, Business, Technology. Part time and full time courses available. Work-based learning

Modes of Study: Language of Study: UCAS Code: JACS Code:

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Relevant subject benchmark statements and other external reference points used to inform programme outcomes: About the Course This guide outlines the modules which are available, teaching and learning activities and assessment tasks. If there is anything you need to discuss further, please contact Sarah Redfern, Course Leader on: chooselife2014@gmail.com This programme will cover a variety of skills important for your development as a graduate, in a way which helps you to bring together theory and practice. As a graduate you will reflect a knowledgeable and enterprising approach to dealing with your future development and you will adopt a critical, analytical and imaginative approach to your profession. Refer to the QAA Benchmark Statements for Life Programmes: http://www.qaa.ac.uk/AssuringStandardsAndQuality/subjectguidance/Pages/Subject-benchmark-statements.aspx Please refer to the section of the programme specification on Employer and Student Engagement (pages 8-10) for further details on external reference points used to develop the course. Programme Philosophy This course programme seeks to develop open-minded, adaptable and independent learners capable of working collaboratively and creatively to respond to a range of life challenges and opportunities, developing a self-awareness and confidence to benefit both the individual student and the wider world. This is achieved through innovative teaching methods with a strong emphasis on experiential learning, practical self-discovery and tutorial support. The aims of the programme are to: Facilitate the discovery of a range and depth of theoretical and practical knowledge pertinent to understanding self and the wider world. Foster confidence and self-belief in order to empower learners to find solutions to life challenges or to redesign themselves. Provide practical experiences and develop reflective learners who are
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able to communicate effectively and contribute in a diverse team setting. Provide an opportunity for learners to experiment with critical decision making skills, open-mindedness and creativity.

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Intended learning outcomes and the means by which they are achieved and demonstrated: Learning Outcomes1 At the end of this course learners will be able to: 1. Evaluate and apply life skills to achieve and extend personal potential to respond effectively to challenges in their world. 2. Demonstrate an understanding of and commitment to responsibilities, and to show an understanding of diverse cultures. 3. Critically reflect on professional expertise and decision-making skills used in the multicultural setting. 4. Critically evaluate strategies of leadership and communication and the influence of personal and professional values. 5. Critically reflect on the role of evaluating the future consequences of their present actions. These may be achieved through a variety of learning activities including: Formal learning - we promote a blended approach to learning; some core content will be delivered in the face to face traditional teaching style but this will be underpinned with supplementary reading and activities designed to challenge your knowledge and practice. Applying theory to practice we use a variety of approaches to enhance your ability to evaluate, articulate and apply evidence to inform practice. You will make use of a range of electronic resources to investigate the influence of wider global communities. Electronic resources for learning - using digital resources is a key attribute of a graduate. Workplace learning as you develop graduate skills during your course you will be able to apply your learning to your normal activities in the practice setting. You will reflect on personal and professional learning, the development of knowledge and skills and identify strategies to develop your career in the future.

Guidance on the specification of learning outcomes is available from the Centre for the Enhancement of Learning and Teaching.

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Learning teaching, and assessment methods Learners will engage with Life in Practice through a range of innovative teaching methods which have a strong emphasis on experiential learning, practical self-discovery and tutorial discussion. Learners will receive support in their learning journey through a combination of knowledge delivery types, which will be achieved through both face-to-face and online learning; including lectures, workshops, seminars, and tutorial based learning. Participation in structured social interactions is designed to involve learners in collaborative and challenging discussions and debates, which will foster the exploration of alternative perspectives and viewpoints. The variety of learning methods is designed to support and reflect the wide-ranging learning styles of a diverse student body. There will be rich and diverse assessment methods, which includes the opportunity for individual negotiated study to enable students to demonstrate their skills knowledge and experience. Learners are given the opportunity to produce creative project work, both individually and within a group. This will be supplemented by opportunities for placement learning throughout the programme, which will enable learners to engage in work based learning in a variety of different contexts. Throughout Life in Practice, the learning journey will be supported by opportunities for exploration and experimentation, which will enable learners to critically analyse their own learning journey, and reflect on their own unique personal and professional development. INDUCTION The focus of induction is to establish a learning community using peer support groups, project work, social media and social events. The induction programme will be inclusive and flexible in order to respond to the individual demands of different groups including international, parttime and distance learners and those with additional needs. The principle aims will be to initiate student and tutor expectations for the course and to familiarise them with the learning environment A pre-enrolment process will incorporate a taster day, which includes an introduction to the programme team, personal tutors and will include bite size sessions, which will give a flavour of the experiential learning and teaching strategy. Learners will be given an online Moodle enrolment key which will have e-learning activities to orientate them to the library, CICT and to introduce them to existing students and fellow new starters. At the pre-enrolment they will also meet alumni and current learners who
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will give the new recruits some tips on how to survive university, placement and also how to have fun. They will also have the opportunity to encounter potential employers who will share their career journey and current opportunities. Learners will be provided with a timetable and student options throughout the programme and encouraged to reflect so that they can begin to plan their own learning journey. This will include preparing for an audit of their skills in advance of the Preparation for Practice module. Induction is an extended process where the cohort will meet up at points throughout the programme when learners will be offered opportunities for a change in direction. Learners will be encouraged to establish their own social identity and orientate themselves to university life including extracurricular activities through Welcome Week, social events and social media. DESIGNING FOR WIDENING PARTICIPATION The programme aims to attract a diverse range of learners from a variety of backgrounds. This inclusive nature has the benefit of enriching the learning experiences of the entire cohort by bringing together alternative perspectives of life. To support this goal applicant recruitment will involve interactive workshops at local schools and colleges. These activities aim to encourage and inspire applicants from all walks of life to participate in the programme. To facilitate entry to the course the Student Services team will be able to offer guidance on the eligibility criteria for finance options. During the programme advice will be available on academic development and confidence building. In addition, to increase social and cultural awareness there will be opportunities for students to conduct their work placements with community groups and voluntary agencies. DESIGNING FOR INCLUSION We aim to enable learners who have additional needs to fully participate in all aspects of the programme. Prior to the commencement of the course learners individual needs may be assessed by the Faculty Student Services team to ensure any reasonable adjustments are in place for the start of term. This may involve the accessibility of facilities, amendment to assessment conditions and appropriate placement opportunities. The approaches to learning and teaching utilised by the programme team seek to maximise participation by meeting learners individual needs. For instance the provision of session materials in specific formats for

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students with dyslexia or sight impairment. Where appropriate the University Student Services team will also support learners to apply for Disabled Students Allowance funding. This may fund specialist IT software, note taking equipment or facilitators. The unique needs of each learner will be monitored and reviewed throughout the course by their assigned personal tutor. The programme is also available to learners who wish to study part time. This may facilitate those currently in employment or with other responsibilities. STUDENT ENGAGEMENT, RETENTION AND SUCCESS The Life in Practice programme encourages holistic and collaborative student engagement across institutional, departmental and individual levels to create a sense of belonging within our learning community. Actively encouraging students to take ownership of their own unique learning experience through the active selection of modular study which is designed to complement their individual life/professional goals, students also contribute to the development of that learning process. Acting as consultees to course design and development through a range of institutional engagement opportunities, our students become collaborative partners, working as a part of the fabric of the institution across a number of key roles. These roles might include activity as Student Representatives, roles within School Councils, Students Union participation, as well as paid employment as Student Academic Partners, Student Academic Mentors and Collaborative Project participants; all of which assist in furthering their personal development through a process of peer-mentoring and the rehearsal of their capacity for personal and professional reflection. Life in Practice has embedded at its core the principles of the 2012 HEA What Works? Student Retention and Success programme to create a sense of community engagement and belonging within the academic environment, whilst making use of the support of our central services. These findings are available in the HEA publication, Building Student Engagement and Belonging in Higher Education at a Time of Change: Final Report of the What Works? Student Retention and Success programme which is availble here: http://www.heacademy.ac.uk/whatworks-retention SUSTAINABILITY The programme aims to include Education for Sustainable Development (ESD) in the curriculum because it allows every human being to acquire
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the knowledge, skills, attitudes and values necessary to shape a sustainable future. The key sustainable development issues that will be incorporated into teaching and learning include climate change, disaster, risk reduction, poverty reduction, human right, gender equality cultural diversity and education for all. To achieve this aim, participatory method of teaching and learning will be incorporated in the programme which will motivate and empower learners to change their behaviour and take action for sustainable development. It will therefore promote the learners critical thinking, imagining future scenarios and making decisions in a collaborative way. Teaching about sustainability will therefore help achieve educational objectives, and help learners in critical and creative thinking, problem solving, decision making, analysis, co-operative learning, leadership, and communication skills. EMPLOYER ENGAGEMENT The Life in Practice course relies on employer engagement for the student experience to be meaningful and for the course to be a success. External employers are engaged in the following stages:

Conception of the course aspirations - Initial Action Curriculum Definition & Design - Design Initiation Event & Sign Off Validation - Programme Final Approval Stage Delivery

Conception of Course Aspirations At the earliest stage possible employers will be consulted on the aspiration of the course. They will be asked for their input and thoughts as to whether, in principle theyll support a course of this nature, which is highly experiential and based on real workplace learning supported by structured teaching and supported reflection. This consultation will take the form of small, manageable groups of employers taking part in collaborative meetings discussing their needs as employers and the proposed Life course as a response to their needs. The group size will be 4-8 to ensure the meeting isnt too long and each member can have his or her voice heard. Approximately 4-6 of these meetings will take place. The types of employers will be from the private, public and charity sectors. The aims of these meetings are twofold. Firstly theyll help inform the direction the course needs to take to respond to employers needs and secondly they act as placement recruiting meeting whereby the course team can get employers on their side and therefore more likely to offer
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placements when the course is running. Curriculum Definition & Design Design Initiation Event, & Sign Off External employer input at this stage is vital, without meaningful input from the employers which is acted upon by the course team at this stage the course which is developed will not meet the initial aspirations. External employers will be asked to input on; what our graduates are able to do and what our graduates know. They will also be asked to comment upon our course; values, aims, and philosophy. Given the large group of employers and the differing sectors the course team will be working with on the Life course sector specific sessions will be run with employers. All the private sector employers will be consulted as a group rather than mixing the sectors up. This will help keep the sessions focused. Once these the results of these sessions have been collated by the course team the employers will be asked to be involved in the sign off stage, this may go through a number of iterations. To assist in the sign off the course team will gather all groups of external employers together and present the feedback to them. Following this presentation the course team will facilitate a number of small discussion groups to get immediate feedback on the curriculum. Post event feedback will be encouraged and gathered through an online forum where private and public feedback can be given by employers. Validation Programme Final Approval Stage A representative from each sector, private, public and charity sector will be invited to attend the formal validation event as panel members. Delivery External employers will have become course partners throughout the curriculum development process and will be called upon to offer valuable placement opportunities to Life students. These employers will also be required to give formal feedback on the students performance whilst on place to the course delivery team. The external employers will also be involved in reviewing the course. An Academic Advisory Board will be established with key representatives from all sectors (private, public, charity) it is initially proposed this board will meet twice a year to monitor the delivery of the course. It is possible once the course has been running for three years the board may only need to meet once a year. The frequency of these meeting will be reviewed.

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Summary This approach to engaging with external employers will enable the course team to follow a holistic / distributed approach to curriculum design whilst forming key relationships vital to make the course delivery a success. Once the initial work has been completed to design and run the first year of the course the course team must maintain the relationships developed during the course design and set-up and seek out new external employers as partners. Note on placment hours YEAR ONE 1 day a week for 12 weeks YEAR TWO 2 days a week for 12 weeks YEAR THREE Full-time four week block INFORMATION LITERACY Information in life is everywhere and available in a multitude of different formats. It is therefore an essential life skill that students are able to know when there is a need for information and be able to identify, locate and evaluate the use of the information within their own personal and professional context. Through a collaborative approach, the programme will be designed to support students in developing effective information literacy at every level of their learning journey. In every module, students will be encouraged to explore and discover a wide variety of information. They will be supported to question the reliability, validity and usefulness of the information within their own settings. A diversity of online and paper information will be available for students to access. Support and guidance on the effective use of this information will be delivered in partnership by module co-ordinators, the library learning and teaching team, student academic mentors, peer activities, Life in Practice student mentors and personal tutors. This ensures a collaborative and holistic approach to information literacy. Induction activities, module activities and self-directed study will include information searches along with direction on how to evaluate what is found and how it can be applied to the students own situation. This will be achieved through workshops, research and critique activities, peer

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debate and presentations, workbooks and online resources. There will be an incremental approach to the students development of information literacy: 1. 2. 3. 4. 5. 6. 7. 8. 9. Recognising the need for information Locating and accessing information Organising and applying information Recognising gaps in information Communicating information Comparing and evaluating information Distinguishing ways in which information gaps can be addressed Synthesising and building upon existing information Contributing to new information

LEARNING TECHNOLOGY Learning Technology is not only a crucial element for supporting the development of information literacy, but it is also fundamental in ensuring innovation, creativity and diversity within the teaching and learning strategy. Technology is developing quickly and constantly in every aspect of life and therefore it is essential for students to be able to incorporate it into their own learning and professional practice. Students will have the ability to access learning anywhere at any time through Virtual Learning Environments (Moodle, Shareville and Mahara for example) and through the use of social media as a learning and communication channel. This will be especially important when students are on placement, to provide them with a sense of being "within" the University at all times. This online learning environment enables peer support and advice from staff whenever needed. It will increase student responsibility for managing their own learning journey and will include embedding their approach to continuous professional development. Learning technology will incorporate multimedia tools, virtual learning environments and learning communities with the development of interactive exciting technologies being supported by TELT. It is recognised that not all students will have the same access to or confidence in using technology resources and therefore there must be flexibility within all modules to ensure that students are not disadvantaged. Equipment, resources and support will be available on campus and students will be signposted to these resources

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Programme structure and requirements; levels, modules, credits and awards The structure of the course, the modules, levels and credit values, including ECTS credit values, and the awards which can be gained are shown in the diagram below. The structure of each year remains consistent however there is clear progression throughout. For example leadership: Year 1 starts with teamwork; Year 2 explores leadership and management and year 3 examines change management. Modules are linked both across the year and into the subsequent years. (See module descriptors to show how this is achieved). Year 1 Who are you? focuses on student self-discovery through skills audits, tutorials, reflection and workbased learning. Year 2: Where are you going? This year is about aiming to focus areas of interest and ensuring the student is setting clear goals, both/either personally or professionally Year 3: Where to now? Whether the student aspires to graduate straight into employment, undertake further learning or is satisfied to remain where they are, this year focuses students being able to identify their next steps and demonstrating what they have learnt in a real world context. General Structure points: Module 1 in each year provides core learning material which sets up the theme and focus of each year. Module 2 provides placements in 1 of three areas: public, private or voluntary sector. There is a graduated approach to placement. The student spends 1-2 days in the workplace at the start of the module with contact days in university relating to their placement and this is gradually increased to a block placement. The University works closely with employers to secure placement areas and work-based learning opportunities. Additionally, peer support from year 2 and 3 students will support year 1 students with identifying their area of interest and they will go on to act as mentors for subsequent year groups. Every module has the opportunity for negotiated study to provide flexibility and to enable the course to be individualised to the learners needs. This is achieved through work-based learning, reflective exercises, field specific workshops and tutorials, workbook activities, online resources and inter-professional teaching.
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LEVEL 4
Module One (30 Credits) DEVELOPING YOUR PROFESSIONALISM Orientation, Professional Values, beliefs, Personal Responsibility, Being able to Learn, How to Find a Placement. Personal Tutor: Strong Involvement to help students identify direction Self audit and reflection SOAR Module Two (30 Credits) DEVELOPING LIFE IN PRACTICE Placement & reflection Graduated Practicetesting the waters contact points in University throughout the year. Wider Society- Charity, public or private sector Placements Work-based learning activities Contextualisation of core modules Assessment: Critical reflection & Action plan for Year 2?
Module Three (15 Credits) WHO ARE YOU? Who are you? Where are you going, how are you going to get there? Skills audit, who you are, what are you good at? Coaching. Module Four (15 Credits) COMMUNICATING IN LIFE Personal and Professional Communication; Formal and informal Communication in different situations and scenario, oral, professional, informal, customer, client, colleague, social media, family Module Five (15 Credits) TEAM-WORKING- A LIFE SKILL Team Dynamics and social interaction Team working, conflict, timescales, leadership, time management Module Six (15 Credits) CULTURAL ASPECTS OF LIFE Culture, Religion, Science, Politics and You Personal and social values and belief systems

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LEVEL 5
Module One (30 Credits) REFLECTING ON PROFESSIONALSM Codes of professional practice, Industry Standards (if applicable to field) Critical Analysis, problem solving, communication in practice Professions in each sector (Voluntary, Private and Public) Module Three (15 Credits): LEADERSHIP IN LIFE Module Two (30 Credits) REFLECTING ON LIFE IN PRACTICE Critical and self reflection CV and Portfolio building Application pack: Selling yourself Internal Networking Assessment: Critical Refle tion & Presentation to Year 1- demonstrating their journey so far and highlighting top tips to support them in their life journey Student Union involvement Buddying & Mentoring: Year 1 students (SU Involvement) Leadership Styles & Leadership vs Management Self analysis- What kind of leader are you? MBTI Module Four (15 Credits) PROJECT MANAGEMENT Incorporates skills and knowledge from a variety of modules as applied to PM Risk analysis and management; Strategic & operational management Quality assurance & Time management & Prioritisation Module Five (15 Credits) NEGOTIATED FIELD SPECIFIC STUDY Module will examine field specific issues Self reflection of your engagement within the field Analysis of the development of the field Module Six (15 Credits) CIRCLE OF LIFE- GLOBALISATION AND SUSTAINABILITY c Global Context of life Environment, Politics

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LEVEL 6
Module One (30 Credits) EXPERIENCING PROFESSIONALISM
Identifying objectives/problems, communication, co-ordinating , leading and working in teams. Customer/stakeholder objectives and delivery. Financial planning, time management. Live project work or simulation.

Module Three (15 Credits) RESEARCH METHODS Module Two (30 Credits) EXPERIENCING LIFE IN PRACTICE Journal End of placement presentation/end of year show to stakeholders/ potential employers . Networking and pitching yourself. What is research and why carry it out? Data: what is it and how to collect it: Qualitative vs. quantitative : Ethics Module Four (15 Credits) ENTREPRENEURSHIP Entrepreneurship: wealth creation. Social Entrepreneurship: how to create a better world? Innovation and resourcefulness: Accountability and sustainability Module Five (15 Credits) NOW WHERE TO? Reflection upon skills audits: Employability review Values audit: what are your motivations? Module Six (15 Credits) MANAGING CHANGE The anatomy of change: transitions and how to negotiate them. Identifying and applying change management skills. Leading colleagues though change: negotiating personal change and development Organisational change ( field specific component)

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Support for Learning including Personal Development Planning (PDP) Students are encouraged to identify and, with guidance, to reflect on their own learning needs and are offered the following support as appropriate to meet those needs: Personal Development planning (PDP) begins during pre-enrolment and induction and forms a spine which runs right through the programme and beyond. Learners will be empowered to use PDP to plan their own learning journey starting with an audit of their skills and reflection on their personal goals. PDP will be the philosophy which drives the learners journey through the programme and will be embedded into all modules rather than being a standalone area of study. They will be encouraged to reflect and revise their plans, where necessary, at key points in the course. This is designed to help them prepare for modules, which include areas of negotiated study. Learners will be encouraged to recognise the value of extra curricular activities to their personal and professional development as well as their assessed studies. There will be opportunities for learners to have their individual PDPs reviewed by mentors such as current or past students or employers. While module tutors play a role in supporting PDP personal tutors will have special responsibility in helping learners to navigate their way through the programme. Personal Tutor A personal tutor will be assigned to each student and will meet him or her at the pre-enrolment session and during the Induction programme. The tutor is primarily responsible for providing welfare support to learners and will act as a first port of call for those with health, personal and financial issues. They will act in a signposting capacity to direct learners to appropriate expert services and also help learners to manage academic difficulties. The Personal Tutor will be the learners main guide through the programme and will support students in their PDP. Meetings between learners and their Personal Tutors will be built into the professional practice modules (LIP4001, LIP5001, LIP6001) and

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there will also be opportunities for informal social meetings over coffee. PROGRESSION AND RETENTION Before learners begin on the Life in Practice programme, and throughout their student experience, there are continual mechanisms for support to ensure successful completion of their studies. Our programme is built upon the findings of the HEA What Works? Student Retention and Success programme which advocates the creation of a sense of belonging and community which is embedded within the academic environment and which is facilitated through the support of existing central services. Prior to and during induction learners will have direct access to the programme team for support and their personal tutor as well as having the opportunity to interact with on-line forums and induction activities. The course places an emphasis on the use of group work and peer mentoring within modules to support learners through the challenges of the programme. There will be regular formative feedback in all modules designed to support learners in developing their knowledge and skills prior to the submission of assessed pieces of work. Bespoke feedback will be offered to learners in response to their assessed tasks, this aims to empower learners with the techniques to improve their performance. Individual tutorials to discuss assessment feedback are designed to enable learners to work towards greater achievement and deeper learning. For learners who have been unable to achieve the necessary standards one to one tutorial support can focus on individual learning needs. Tutors and learners will work in partnership to formulate action plans to enable learners to work towards assessments in a manageable and timely fashion. In addition continued tutorial support and guidance from Faculty support services aims to ensure all learners have the opportunity to manage their studies alongside their personal lives. The course team will conduct regular discussions to monitor the progress of each learner to enable individual needs to be identified and

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addressed. This process will be supported by an on-line record of each learners pathway through the Life in Practice programme. Criteria for admission Candidates must satisfy the general admissions requirements of the programme, which are as follows: A-level grades BBC Or For mature learners Level 3 qualifications will be considered with the submission of a written paper reflecting on significant LIFE experiences and their readiness to study at degree level. Plus 5 GCSE passes including Maths and English Methods for evaluation and enhancement of quality and standards including listening and responding to views of students

The course will be evaluated at the end of each module. There will be a module retrospective meeting conducted by the Course Director and core delivery staff on the module to assess how the module performed in meeting defined learning outcomes. This meeting will be supported by student module feedback. Student feedback will be captured in two ways. Firstly by a post module feedback questionnaire and secondly in a module post mortem meeting where students are given the opportunity to share their thoughts and air their views on the module. As additional to the process there will also be the mandatory courses board meetings arranged through Faculty administration function. Also refer to the Student Engagement statement on page 9 and the Employer Engagement statement on page 10.

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Online Student Handbook and Support In consultation with our student body and in light of the changing nature of our learners preferences and the student experience, we have reflected on these observations and have moved our Student Handbook into the online accordingly. The BA (Hons) Life in Practice Student Handbook is available online here: http://chooselife2014.wordpress.com/ An app for the Student Handbook is also available for download here: http://www.apple.com/ We like to stay engaged with our student body and communicate regularly on social media in line with our students preferences. You can also follow us on Twitter here: https://twitter.com/chooselife14

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