¾ÞÈéÎÞÂë

Teaching

Most teaching sessions are face to face on campus. A blended learning approach will be taken. Lectures or lecture workshops for some modules will be delivered online either ‘live’ or pre-recorded. Individual and small group tutorials will be arranged online or face to face. Your Dissertation, will be taught online as per recent changes to the module specification.

The principles of inclusive, Universal Design for Learning (UDL) underpin our commitment to offer flexible ways of learning. This includes innovative teaching methods; flexible study resources, electronic teaching materials so you can modify the font and background colour; and flexible ways of assessing learning. 

Examples of learning, teaching and assessment methods used:

• A programme of structured lectures, interactive seminars, group work sessions, individual tutorials and Virtual Learning Environment (VLE) support
• The planning, researching and writing of assignments and subsequent oral and written feedback is fully supported by the use of formative [preparatory] assessment
• Work-based scenarios and case studies from CAMHS and universal settings.
• Practical, experiential assignments – e.g., Video and practice of communication and interpersonal skills and group work, intervention plans, case studies, health promotion posters
• Use of VLE to encourage discussion, shared learning and development and assessment of attitudes and values
• A variety of assessment strategies including essays, oral presentations, reports, group work, critiques, evidencing practice and research-related tasks
• The dissertation requires students to select, research and relate theory to a CAMH-based topic or issue
• All modules encourage learners to engage in discussion and application of key concepts to a work-based context
• Higher order independent learning and critical skills at level 6 (with additional tutor support inline with UW’s Intended Learning Outcomes policy).
• Reflection and case study work offers students the opportunity to engage in problem solving and decision making and demonstrate awareness of own strengths, limitations, responsibility and accountability
• Evidence-based research informed knowledge, understanding and critical appreciation is assessed throughout modules
• Practical, experiential, role play and group work sessions to develop assessment, communication and interpersonal skills
• Use of case studies
• Reflective papers and summaries on self-development of knowledge, skills and attributes.
• Subject librarian contributes to study skills sessions on accessing and searching for information sources, using databases and Web-based sources
• All modules are focussed on learning for professional practice and include opportunities for group discussions and sharing experiences. Some modules include group assessments.
• Development of skills for critical reflection throughout the course and additionally through assignments in a number of modules• Opportunities in modules and additional support sessions to develop skills in using PowerPoint, word processing, e-mailing, Excel
• Completion of a range of different assessment items throughout the course to develop written, oral and other communication skills.

In addition, meetings with Personal Academic Tutors are scheduled on at least three occasions within the year.

Contact time

In a typical week students will have around 9-10 contact hours of teaching. The precise contact hours will depend on the optional modules selected and in the final year there is normally slightly less contact time in order to do more independent study. 

Typically class contact time will be structured around:

• Lectures
• Tutorials
• Assessment workshops

Independent self-study

In addition to the contact time, you are expected to undertake around 22 hours of personal self-study per week. Typically, this will involve preparation study required for lectures, reading and post lecture work requested by lecturers, reading, and preparing for assessments and dissertations, progressing study skills to improve grades/engagement with learning and the course. 

Independent learning is supported by a range of excellent learning facilities, including the Hive and library resources, the virtual learning environment, and extensive electronic learning resources.

Assessment

The course provides opportunities to test understanding and learning informally through the completion of practice or ‘formative’ assignments. Each module has one or more formal or ‘summative’ assessment which are graded and counts towards the overall module grade.

Assessment methods include essays, presentations, dissertation, case study analysis, child/young person observations, viva voce.

The precise assessment requirements for an individual student in an academic year will vary according to the mandatory and optional modules taken, but a typical formal summative assessment pattern for each year of the course is:

Year 1 – assessment methods as detailed above are spread throughout the year, specific information about exact assessment and submission date are detailed within Course handbook and module outlines.

Feedback

You will receive feedback on practice assessments and on formal assessments undertaken by coursework. Feedback is intended to support learning and you are encouraged to discuss it with personal academic tutors and module tutors as appropriate.

We aim to provide you with feedback on formal course work assessments within 20 working days of hand-in.

Programme specification

For comprehensive details on the aims and intended learning outcomes of the course, and the means by which these are achieved through learning, teaching and assessment, please