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Learning Partnerships, Unit Catalogue 2005/06 |
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Units for University of Bath Foundation Year |
AS00027: Biology 1 |
Credits: 12 |
Level: Foundation |
Semester: 1 |
Assessment: EX80PR20 |
Requisites: |
Aims: This unit aims to ensure
that students have a foundation of underpinning knowledge and skills in
Biology. The unit will draw upon core aspects of the 'A' level syllabus
and will achieve an equivalent depth and standard in these aspects. The
unit will offer opportunities for knowledge acquisition and practice of
theoretical problem-solving. Learning Outcomes: On successful completion of the unit, students should be able to: (i) demonstrate a knowledge of cell structure, plant and animal classification, ecology and evolution; (ii) describe key cellular processes and genetic principles; and (iii) demonstrate competence in basic laboratory techniques. Skills: Key transferable skills, laboratory skills and theoretical problem solving. Content: Cell structure: plant and animal cells. Eukaryotic cells. Prakaryotic cells. Ultrastructure: membranes and organelles. Transport: diffusion, osmosis, facilitated diffusion, active transport. Principles of the electron microscope and cell fractionation. Water relations and water potential. Mitosis. Principles of classification and the hierarchy of taxa. Survey of the main animal and plant groups. Insects as successful terrestrial animals. Ecology: environments, habitats, ecosystems, food chains and webs, productivity and efficiency. Biological chemistry of carbohydrates, proteins and lipids. Bonds. Secondary and tertiary structures and proteins. Characteristics of enzymes. Inhibitors. Cellular respiration: glycolysis, Krebs' cycle, phosphorylation, homeostatis and temperature control. Chemistry of photosynthesis: light reactions, Calvin cycle, C4 plants. Structure and function of DNA. Genetic engineering. Genetics: monhybrid and dihybrid crosses, F2 and test-cross ratios, Chi square tests, dominance, inheritance, population genetics. Application of Hardy-Weinberg expression. Evolution: theories of Lamarck and Darwin, Neo-darwinism, stabilising, directional, disruptive selection and isolation and speciation. |
AS00028: Biology 2 |
Credits: 12 |
Level: Foundation |
Semester: 2 |
Assessment: EX80PR20 |
Requisites: |
Before taking this unit you must take AS00027 |
Aims: This unit aims to bring
students up to a Year 1 entry standard of knowledge and skills in Biology.
The unit will draw upon more advanced aspects of the 'A' level syllabus
and will achieve an equivalent depth and standard in these aspects. The
unit will offer opportunities for knowledge acquisition, theoretical problem-solving
and the development of practical laboratory skills. Learning Outcomes: This unit aims to bring students up to a Year 1 entry standard of knowledge and skills in Biology. The unit will draw upon more advanced aspects of the 'A' level syllabus and will achieve an equivalent depth and standard in these aspects. The unit will offer opportunities for knowledge acquisition, theoretical problem-solving and the development of practical laboratory skills. Skills: Key transferable skills, laboratory skills and theoretical problem solving. Content: Animal Physiology. Nutrition: heterotrophic nutrition, structure of the human alimentary canal, Histology of the ileum. Digestion of carbohydrates, proteins and fats. Structure of villi. Absorption. Structure and main functions of the liver. Nervous and hormonal control of digestion. Transport: single and double circulations. Histology of the mammalian heart and blood vessels. Role of capillaries. Physiological characteristics of cardiac muscle. Initiation and control of heart beat. Histology of blood. Role of erythorcytes, polymorphs, monocytes, lymphocytes. The immune response. Gas exchange: invertebrate exemplars, insect tracheae, fish gills, human respiratory system. Control of breathing, carriage of oxygen and carbon dioxide in the blood. Haemoglobin and oxygen dissociation curve. Osmoregulation and excretion. Control and co-ordination: insect nervous systems, human nervous system, nerve impulses, synapses, functions of the human brain. Sensory system: characteristics of sensory cells. Endocrine system: characteristics of hormones, endocrine glands. Locomotion and support: invertebrate exemplars, human skeleton, histology of bone, cartilage and muscle, muscle contraction. Reproduction: asexual, sexual, meiosis, gametogenesis, hormonal control of ovarian cycle, photoperiodism and oestrus in mammals. Fertilisation. Early development of the embryo. Plant Physiology. Autotophic nutrition: photosynthesis, choloroplasts, environmental factors. Transport: vascular tissues, xylem and phloem, transpiration, mineral and water uptake by roots, cytoplasmic streaming and mass flow hypothesis. Co-ordination: tropisms, auxin, other growth regulators, photoperiodism. Reproduction: alternation of generations, angiosperm generations and life cycle, sporogenesis, pollination, fertilisation, development of seed and fruit. |
AS00029: Business 1 |
Credits: 12 |
Level: Foundation |
Semester: 1 |
Assessment: EX70CW30 |
Requisites: |
Aims: This unit aims to ensure
that students have a foundation of underpinning knowledge and skills in
Business. The unit will draw upon core aspects of the A Level syllabus and
will achieve an equivalent depth and standard in these aspects. The unit
will seek to ensure students develop and enhance other core competencies
like, research skills, problem solving skills and effective communication
skills/ICT. Learning Outcomes: On completion of the unit students should be able to: (i) Explain what a business is with reference to the sectors within the UK economy, thereby highlighting the key differences between businesses in the sectors; (ii) Rationalise the considerations necessary for a successful business enterprise. Skills: Key transferable skills. Content: The Nature of Business What do businesses do? * Economic sector and ownership (public/private) * The nature of business objectives (long/short-term) * The need for a strategy (SWOT, PESTLE etc) * Business structures/classification (Sole Trader etc.) * Stakeholders - who are they? Pressures they exert * Exploration of the NEEDS of business enterprise (resourcing) * Measures of success * Legislation * Moral and Ethical considerations (a theme throughout). |
AS00030: Business 2 |
Credits: 12 |
Level: Foundation |
Semester: 2 |
Assessment: EX70CW20OR10 |
Requisites: |
Before taking this unit you must take AS00029 |
Aims: This unit aims to ensure
that students are equipped with sufficient business knowledge/principles
to enable entry to their chosen business pathway either with Bath University
or similar provider. This unit will seek to further enhance the core competencies
of Business 1, namely research skills, problem solving, effective communication
skills and ICT. Learning Outcomes: On completion of the unit students should be able to: (i) Rationalise the term organisation with reference to the purposes served by the basic business functions. (ii) Coherently explain how each function serves/enables the business/enterprise to function effectively and realise its goals/objectives. (iii) Analyse and evaluate how businesses are regulated in the UK. (iv) Develop an understanding of the behaviour of people within organisations and the significance of organisational design and characteristics. Skills: Key transferable skills. Content: Marketing * What is it about? (The definition) * Understanding the marketing process, in terms of meeting the goals/objectives * Market research - why and how? * Segmentation - why and how? * The 'marketing mix' Finance * Sources of Finance * The nature of budgets * Cashflow forecasting * Basic investment appraisal (Pay Back and ARR) * Profit/Loss and Balance Sheet * Basic Ratio Analysis Human Resources * Human Resource Planning - why? * Motivation and Leadership * Quality Law * Sources of law in the UK; legislation, common law, EU; structure of Legal Systems; courts, ADR * Formation of contract; terms in a contract; express, implied, exclusion clauses; consumer protection; Sale of Goods Act 1979, Supply of Goods and Services Act 1982, samples of EU Directives and Regulations; Outline of liability in negligence, outline of data protection legislation. Organisations and Behaviour * Organisational structure and culture * Approaches to management and leadership and theories of organisation * Motivational theories * Working with others, teamwork, groups and group dynamics. |
AS00031: Chemistry 1 |
Credits: 12 |
Level: Foundation |
Semester: 1 |
Assessment: EX80PR20 |
Requisites: |
Aims: This unit aims to ensure
that students have a basic knowledge and skills in Chemistry. The unit will
draw upon core aspects of the AS level syllabus and will achieve an equivalent
depth and standard in these aspects. The unit will offer opportunities for
knowledge acquisition, theoretical problem-solving and the development of
practical laboratory skills. Learning Outcomes: On successful completion of the unit, students should be able to demonstrate 1) a knowledge of atomic structure and bonding. 2) understanding of the physical and chemical properties of major homologous series. 3) knowledge of the physical and chemical properties of Groups 2 and 7, periods 2 and 3 and the transition metals. Skills: Key transferable skills, laboratory skills and theoretical problem solving. Content: Physical chemistry Atomic structure, isotopes, mass spectroscopy, relative atomic and molecular masses. Using the periodic table. The mole concept, molecular and empirical formulae, stoichiometry. Ionisation energies and electronic configurations. Ionic, covalent and dative bonds. Shapes of simple covalent molecules. Bond polarisation. Intermolecular forces. Organic Introduction to carbon chemistry. IUPAC rules of nomenclature. Reactions and physical properties of alkanes. Free-radical substitution. Structural isomers. Crude oil as a source of fuels and chemical feedstock. Reactions of alkenes, including electrophilic addition mechanisms. Geometric isomers. Addition polymers. Reactions of halogenoalkanes, including SN1 and SN2 reaction mechanisms. Reactions of alcohols. Inorganic Periodicity of physical properties in periods 2 and 3. Properties and chemical reactions of Group 2. Properties and chemical reactions of Group 7. Introduction to physical and chemical properties of transition metals. |
AS00032: Chemistry 2 |
Credits: 12 |
Level: Foundation |
Semester: 2 |
Assessment: EX80PR20 |
Requisites: |
Before taking this unit you must take AS00031 |
Aims: This unit aims to bring
students up to a Year 1 entry standard of knowledge and skills in Chemistry.
The unit will draw upon aspects of year 2 of the A level syllabus and will
achieve an equivalent depth and standard in these aspects. The unit will
offer opportunities for knowledge acquisition, theoretical problem-solving
and the development of practical laboratory skills. Learning Outcomes: On successful completion of the unit, students should be able to: 1) carry out calculations in energetics, kinetics, equilibria and acid base equilibria. 2) describe and explain the chemical and physical properties of arenas, carbonyl compounds, carboxylic acids, esters and organo-nitrogen compounds. 3) carry out organic synthesis. 4) interpret simple spectra. 5) calculate and use electrode potentials. 6) describe the bonding, stochiometry and isomerism of transition metal complexes. 7) explain the significance of colour in transition metal complexes. 8) describe aspects of the chemistry of vanadium, chromium, cobalt and copper. Skills: Key transferable skills, laboratory skills and theoretical problem solving. Content: Physical chemistry * Standard enthalpy changes. * Hess Law * Bond energies * Calorimetry. * Born Haber cycles. * Reversible reactions and equilibrium. * Le Chatelier's Principle. * Kc and Kp. * Acid base equilibria. * Ka, Kb, Kw, pH * Buffers. * Reaction rate kinetics. * Rate equations. * Catalysis. * Boltzman Distribution. Organic * Reactions of arenas, as exemplified by benzene and phenol. * Reactions of carbonyl compounds. * Reactions of carboxylic acids and esters. * Reactions of organo-nitrogen compounds. * Sterio-isomerism and organic synthesis. * Condensation polymerisation. * Spectroscopy. Inorganic * Electrode potentials. * Ligands and complexes. * Colour in transition metal complexes. * Characteristic transition metal chemistry as illustrated by vanadium, chromium, cobalt and copper. |
AS00033: Microeconomics |
Credits: 12 |
Level: Foundation |
Semester: 1 |
Assessment: EX70CW20OR10 |
Requisites: |
Aims: * To provide students with a basic knowledge of micro economics and its applications. * To enable students to solve economic problems relating to the consumer and the firm. * To analyse how government policy can generate improvements in economic welfare through policies such as tax and regulations. Learning Outcomes: On successful completion of the unit, students should be able to: * Explain theoretical concepts relating to the consumer, the producer and the marker. * Apply theoretical concepts to micro economic problems. * Show an awareness of the micro economic environment and how policy makers tend to influence it through taxation policy and regulation. Skills: Economic problem solving (assessed through assessments) and key transferable skills. Content: Economics of Consumer Demand * Utility and choice * Indifference curve analysis * Derivation of demand curve (market and individuals) * Price income and cross price elasticity * Shifts and movements along the demand curve. Market Mechanisms * Derivation of supply curve * Price elasticity of supply * Equilibrium of the market to derive price and quality levels. Production and Costs * Distinction between fixed, variable and total costs * Defining marginal and average costs * Economics of scale and the difference between average costs in the short and long term * The role of costs in determining a firm's equilibrium output level. Market Structure * Be able to derive equilibrium price and quantity for industries that are perfectly competitive, monopoly, monopolistically competitive and oligopoly * Government regulation and its impact on market structure. Factor Markets * Labour demand and labour supply * Transfer earnings and rents * Wages and employment * Minimum wage. |
AS00034: Macroeconomics |
Credits: 12 |
Level: Foundation |
Semester: 2 |
Assessment: EX70CW20OR10 |
Requisites: |
Before taking this unit you must take AS00033 |
Aims: * To provide students with a basic knowledge of macroeconomics and its applications. * To enable students to solve economic problems relating to the national and international economy. * To understand how fiscal and monetary policy impact on variables such as inflation, unemployment, economic growth and the balance of payments. Learning Outcomes: On successful completion of this unit, students will be able to: * Understand economic linkages between households, firms and government and how these determine the national income. * Understand the determinants of Aggregate Demand. * Be able to explain the multiplier and discuss the significance for fiscal policy. * Analyse the possibility of an inverse relationship between inflation and unemployment and considering whether it exists in practice. * Be able to explain the various accounts of the Balance of Payments and discuss what factors influence the demand for exports and imports (e.g. the real exchange rate, foreign income, domestic income). Skills: Economic problem solving and mathematical equations (assessed through assessments) and key transferable skills. Content: * Circular flow of income. * Components of Aggregate Demand. * Keynesian - cross model of income determination. * Solving for the multiplier, implication for fiscal policy. * Definition of the money supply and tools and instruments of monetary policy. * A D/AS model and derivation of the equilibrium price and output model. * Introduction of the IS/LM model. * Unemployment: types of unemployment and flow model of unemployment inflation: determinants of cost push and demand pull inflation. - Open economy macro economics: exchange rates and the Balance of Payments. |
AS00035: English for specific purposes and communication skills for business and social science 1 |
Credits: 6 |
Level: Foundation |
Semester: 1 |
Assessment: EX50CW50 |
Requisites: |
Aims: This unit aims to ensure
that students have a foundation of academic English and study skills to
enable them to study business and social sciences at FE level 3 and to prepare
them for study at HE level 1. Learning Outcomes: On successful completion of the unit, students should be able to: * plan tasks * obtain and use information from a range of sources to meet the purpose of the activity * recognise which information is relevant * choose and justify appropriate methods for the research required * read relevant material and make judgements and comparisons about what they have read * listen and respond appropriately to what others say * organize relevant information clearly and coherently using specialist vocabulary when appropriate * produce clear and relevant written and oral assignments (such as summaries, reports, essays, oral presentations) appropriate to purpose and situation. Skills: The unit draws upon core aspects of key skills at level three and achieves an equivalent depth and standard in these aspects. The unit offers the development of writing, speaking, listening and reading skills in the academic context. Content: Planning assignments * Understanding what is required in an essay or assignment title Reading and listening * Listening to lectures, seminars and other spoken English texts * Obtaining written information from books, articles, newspapers, journals, internet and other sources * Recognising and selecting relevant information * Reading skills to enable faster reading and inferring meaning from context * Understanding and interpreting data and other non-text information Exploring ideas and making judgements * Making judgements and comparisons about what students have read or heard * Listening and responding appropriately to others in a seminar situation * Expressing arguments in an objective way Writing * Writing notes from written and spoken source texts * Writing summaries * Synthesising material from several sources * Referencing sources * Writing short discursive essays * Writing longer essays using source reading material * Writing reports * Writing bibliographies Speaking * Participating in seminars * Giving oral presentations * Interviewing people * Summarising information orally Language * Studying language systems * Learning specialist vocabulary of business and social science disciplines * Learning language appropriate to academic discourse Examination Skills * Preparing for exams * Interpreting the question in an exam * Planning and structuring answers in the exam * Using essay-writing skills to cope with writing under pressure. |
AS00036: English for specific purposes and communication skills for business and social science 2 |
Credits: 6 |
Level: Foundation |
Semester: 2 |
Assessment: EX50CW50 |
Requisites: |
Before taking this unit you must take AS00035 |
Aims: This unit aims to ensure
that students have a foundation of academic English and study skills to
enable them to study business and social sciences at FE level 3 and to prepare
them for study at HE level 1. Learning Outcomes: On successful completion of the unit, students should be able to: * plan tasks * obtain and use information from a range of sources to meet the purpose of the activity * recognise which information is relevant * choose and justify appropriate methods for the research required * read relevant material and make judgements and comparisons about what they have read * listen and respond appropriately to what others say * organize relevant information clearly and coherently using specialist vocabulary when appropriate * produce clear and relevant written and oral assignments (such as summaries, reports, essays, oral presentations) appropriate to purpose and situation. Skills: The unit draws upon core aspects of key skills at level three and achieves an equivalent depth and standard in these aspects. The unit offers the development of writing, speaking, listening and reading skills in the academic context. Content: Continuation from Semester 1 of the following: Planning assignments * Understanding what is required in an essay or assignment title Reading and listening * Listening to lectures, seminars and other spoken English texts * Obtaining written information from books, articles, newspapers, journals, internet and other sources * Recognising and selecting relevant information * Reading skills to enable faster reading and inferring meaning from context * Understanding and interpreting data and other non-text information Exploring ideas and making judgements * Making judgements and comparisons about what students have read or heard * Listening and responding appropriately to others in a seminar situation * Expressing arguments in an objective way Writing * Writing notes from written and spoken source texts * Writing summaries * Synthesising material from several sources * Referencing sources * Writing short discursive essays * Writing longer essays using source reading material * Writing reports * Writing bibliographies Speaking * Participating in seminars * Giving oral presentations * Interviewing people * Summarising information orally Language * Studying language systems * Learning specialist vocabulary of business and social science disciplines * Learning language appropriate to academic discourse Examination Skills * Preparing for exams * Interpreting the question in an exam * Planning and structuring answers in the exam * Using essay-writing skills to cope with writing under pressure. |
AS00037: English for specific purposes and communication skills for science 1 |
Credits: 6 |
Level: Foundation |
Semester: 1 |
Assessment: EX50CW50 |
Requisites: |
Aims: This unit aims to ensure
that students have a foundation of academic English and study skills to
enable them to study sciences at FE level 3 and to prepare them for study
at HE level 1. Learning Outcomes: On successful completion of the unit, students should be able to: * plan tasks * obtain and use information from a range of sources to meet the purpose of the activity * recognise which information is relevant * choose and justify appropriate methods for the research required * read relevant material and make judgements and comparisons about what they have read * listen and respond appropriately to what others say * organize relevant information clearly and coherently using specialist vocabulary when appropriate * produce clear and relevant written and oral assignments (such as summaries, reports, essays, oral presentations) appropriate to purpose and situation. Skills: The unit draws upon core aspects of key skills at level three and achieves an equivalent depth and standard in these aspects. The unit offers the development of writing, speaking, listening and reading skills in the academic context. Content: Planning assignments * Understanding what is required in an essay or assignment title Reading and listening * Listening to lectures, seminars and other spoken English texts * Obtaining written information from books, articles, newspapers, journals, internet and other sources * Recognising and selecting relevant information * Reading skills to enable faster reading and inferring meaning from context * Understanding and interpreting data and other non-text information Exploring ideas and making judgements * Making judgements and comparisons about what students have read or heard * Listening and responding appropriately to others in a seminar situation * Expressing arguments in an objective way Writing * Writing notes from written and spoken source texts * Writing summaries * Synthesising material from several sources * Referencing to sources * Writing short discursive essays * Writing longer essays using source reading material * Writing reports * Writing bibliographies Speaking * Participating in seminars * Giving oral presentations * Interviewing people * Summarising information orally Language * Studying language systems * Learning specialist vocabulary of business and social science disciplines * Learning language appropriate to academic discourse Examination Skills * Preparing for exams * Interpreting the question in an exam * Planning and structuring answers in the exam * Using essay-writing skills to cope with writing under pressure. |
AS00038: English for specific purposes and communication skills for science 2 |
Credits: 6 |
Level: Foundation |
Semester: 2 |
Assessment: EX50CW50 |
Requisites: |
Before taking this unit you must take AS00037 |
Aims: This unit aims to ensure
that students have a foundation of academic English and study skills to
enable them to study sciences at FE level 3 and to prepare them for study
at HE level 1. Learning Outcomes: On successful completion of the unit, students should be able to: * plan tasks * obtain and use information from a range of sources to meet the purpose of the activity * recognise which information is relevant * choose and justify appropriate methods for the research required * read relevant material and make judgements and comparisons about what they have read * listen and respond appropriately to what others say * organize relevant information clearly and coherently using specialist vocabulary when appropriate * produce clear and relevant written and oral assignments (such as summaries, reports, essays, oral presentations) appropriate to purpose and situation. Skills: The unit draws upon core aspects of key skills at level three and achieves an equivalent depth and standard in these aspects. The unit offers the development of writing, speaking, listening and reading skills in the academic context. Content: Continuation from Semester 1 of the following: Planning assignments * Understanding what is required in an essay or assignment title Reading and listening * Listening to lectures, seminars and other spoken English texts * Obtaining written information from books, articles, newspapers, journals, internet and other sources * Recognising and selecting relevant information * Reading skills to enable faster reading and inferring meaning from context * Understanding and interpreting data and other non-text information Exploring ideas and making judgements * Making judgements and comparisons about what students have read or heard * Listening and responding appropriately to others in a seminar situation * Expressing arguments in an objective way Writing * Writing notes from written and spoken source texts * Writing summaries * Synthesising material from several sources * Referencing to sources * Writing short discursive essays * Writing longer essays using source reading material * Writing reports * Writing bibliographies Speaking * Participating in seminars * Giving oral presentations * Interviewing people * Summarising information orally Language * Studying language systems * Learning specialist vocabulary of business and social science disciplines * Learning language appropriate to academic discourse Examination Skills * Preparing for exams * Interpreting the question in an exam * Planning and structuring answers in the exam * Using essay-writing skills to cope with writing under pressure. |
AS00039: Information technology |
Credits: 0 |
Level: Foundation |
Academic Year |
Assessment: CW55EX45 |
Requisites: |
Aims: Students will acquire the
necessary skills to pass the OCR CLAIT at level 1. Learning Outcomes: On the successful completion of this unit students will be able to: * word process assignments, incorporating relevant spreadsheets and graphics. * use databases. * give a Powerpoint presentation. Skills: IT skills. Content: * OCR core module in using a computer, and the optional modules in word processing, spreadsheets, database, graphical representation of data. * Powerpoint. |
AS00040: Mathematics 1 |
Credits: 12 |
Level: Foundation |
Semester: 1 |
Assessment: EX80CW20 |
Requisites: |
Aims: This unit aims to ensure
that students have a foundation of underpinning knowledge and skills in
Mathematics. The unit will draw upon core aspects of the 'A' level syllabus
and will achieve an equivalent depth and standard in these aspects. The
unit will offer opportunities for knowledge acquisition and practice of
theoretical problem-solving. Learning Outcomes: On successful completion of the unit, students should be able to: (i) use indices and surds, solve linear, simultaneous, and quadratic equations; (ii) demonstrate algebraic processing skills; and (iii) demonstrate competence in basic concepts of trigonometry, co-ordinate geometry, integration and differentiation. Skills: Key transferable skills and theoretical problem solving. Content: Laws of indices including negative and rational exponents. Using and manipulating surds. Algebra: Addition, subtraction, multiplication and factorisation of polynomials. Factor Theorem. Quadratic Functions. simultaneous equations in two unknowns (2 linear and 1 linear with 1 quadratic), quadratic equations (factorisation, completing the square and formula). Solutions of linear and quadratic inequalities in one variable. Simplifying simple algebraic expressions. Equations involving fractions. Trigonometry: Radians, area of sector, arc lengths. 3 trig ratios for angles greater than 90 degrees, simple trigonometric equations (using Pythagoras identities) within given range, graphs of sin, cos and tan, sine and cosine rule and applications. Coordinate Geometry: Rectangular cartesian coordinates in two dimensions including the equation of a straight line, gradient of a line joining two points and distance between two points. Parallel & perpendicular lines. Mid-points. Series: Arithmetic and Geometric series including infinite GP's. Exponents & logs. Functions. Laws of logs. Equations ax=b. Differentiation: Differentiation of xn, logs and exponentials, Increasing & decreasing functions. Second derivatives. Tangents and normals. Integration: Integration as the inverse of differentiation including xn, exponentials, logs. Definite integration, areas and volumes. |
AS00041: Mathematics 2 |
Credits: 12 |
Level: Foundation |
Semester: 2 |
Assessment: EX80CW20 |
Requisites: |
Before taking this unit you must take AS00040 |
Aims: This unit aims to bring
students up to a Year 1 entry standard of knowledge and skills in Mathematics.
The unit will draw upon more advanced aspects of the 'A' level syllabus
and will achieve an equivalent depth and standard in these aspects. The
unit will offer opportunities for knowledge acquisition and practice of
theoretical problem-solving. Learning Outcomes: On successful completion of the unit, students should be able to: (i) undertake more advanced algebraic processing including partial fractions. (ii) sketch curves. (iii) demonstrate competence in more advanced aspects of trigonometry, differentiation and integration and use vectors. Skills: Key transferable skills and theoretical problem solving. Content: Functions: concept of a function as a one-to-one or many-to one mapping. Domain and range. Composition of functions. Inverse functions. Graphical representation of a function and of its inverse to include quadratic functions. Modulus function. Equations of the form y=xn. Effect of simple transformations on the graph y=f(x) as represented by y = af(x), y=f(x)+a, y=f(x+a), y=f(ax). Sequences and series: recurrence relations, Binomial series and expressions. Algebraic Processing skills: Partial fractions. Remainder Theorem. Further Coordinate Geometry: The circle. Cartesian & parametric equations of curves. Further Trigonometry: Sec, cosec, cot. Trigonometric identities including compound angles, double angles. Further solution of trig equations including use of trig identities and equations of the form acosx + bsinx. Further Integration: Integration by substitution and parts. Integration using partial fractions. Volumes of revolution. Formation and solution of first order differential equations using integrating factors and separation of variables. Exponential growth and decay. Numerical methods: Solution of equations and numerical integration. Vectors: Definitions and operations of vectors (including components in two and three dimensions). Position vector. Scalar product. Methods of proof. Proof by induction, contradiction and counter example. |
AS00044: Physics 1 |
Credits: 12 |
Level: Foundation |
Semester: 1 |
Assessment: EX80PR20 |
Requisites: |
Aims: This unit aims to ensure
that students have a foundation of underpinning knowledge and skills in
Physics. The unit will draw upon core aspects of the 'A' level syllabus
and will achieve an equivalent depth and standard in these aspects. The
unit will offer opportunities for knowledge acquisition, theoretical problem-solving
and the development of practical laboratory skills. Learning Outcomes: On successful completion of this unit, students should be able to: (i) demonstrate a knowledge of DC electricity, structures, balanced forces, dynamics, vibrations and waves. (ii) perform basic applied mathematical calculations. (iii) demonstrate competence in basic laboratory techniques. Skills: Key transferable skills, laboratory skills and theoretical problem solving. Content: D.C. circuits with resistance, e.m.f. and p.d. Electrical conduction, I/V characteristics and temperature effects. Combinations of resistors, circuit analysis. Source resistance and Kirchhoff; power = I2R; potential-divider and null methods. Materials/structures; Hooke's law and elastic behaviour. Elasticity. Scalars, vectors, resolutions, moments, torque, couples, centre of mass, equilibrium. Linear motion, v/t and s/t graphs, projectiles. Linear dynamics, force mass, momentum, N's laws, impulse friction, collisions. Work, energy, power efficiency, energy changes, internal energy. Circular motion and rotational dynamics. Moments of inertia. Simple harmonic motion. Capacitors, charge, energy and exponentials. Oscillating systems: SHM. Free and forced vibrations, resonance and damping. Waves, superpositions, coherence, interference. Diffraction, diffraction grating to measure wavelength. Stationary waves and sound, transverse and longitudinal, refraction T.I.R. and optical fibres, electromagnetic spectrum. Radioactivity, particles emitted, absorption, safety. Exponential decay, decay constant and half-life. The nuclear atom, Rutherford scattering: structure and nucleus. Photon and quantum phenomena. |
AS00045: Physics 2 |
Credits: 12 |
Level: Foundation |
Semester: 2 |
Assessment: EX80PR20 |
Requisites: |
Before taking this unit you must take AS00044 |
Aims: This unit aims to bring
students up to a Year 1 entry standard of knowledge and skills in Physics.
The unit will draw upon more advanced aspects of the 'A' level syllabus
and will achieve an equivalent depth and standard in these aspects. The
unit will offer opportunities for knowledge acquisition, theoretical problem-solving
and the development of practical laboratory skills. Learning Outcomes: On successful completion of this unit, students should be able to: (i) demonstrate a knowledge of gravitation, electromagnetism and energy transfer. (ii) perform basic power and energy calculations. (iii) make accurate observations and records of experimental work. Skills: Key transferable skills, laboratory skills and theoretical problem solving. Content: Gravitation, force, field strength and potential. Electric fields, comparison with gravity. Magnetic field patterns, forces on charges and currents. Electromagnetic induction, inductance, transformer. Alternator, electric motor, rectification and smoothing. Alternating current theory (1): period, frequency, average and rms values. Power and energy calculations - mean power is 0.5 of peak power; power variation with time. Alternating current theory (II): capacitor and inductor in A.C. circuits; reactance and impedance. Current and voltage variation for C and L, R. LCR resonance (qualitative and practical). Use of CRO. Fluid flow, equation of continuity, Bernouilli, Poiseulle. Electrical and thermal conduction; convection and radiation. Ideal gases, kinetic theory and temperature scales. Laws of thermodynamics, systems and energy changes. |
AS00046: Social science 1 |
Credits: 12 |
Level: Foundation |
Semester: 1 |
Assessment: EX70CW30 |
Requisites: |
Aims: This unit aims to ensure
that students have a foundation of knowledge and skills in social science.
The unit will draw upon core aspects of the GCE AS syllabuses and will achieve
an equivalent depth and standard in these aspects. Learning Outcomes: On successful completion of the unit, students should be able to: (i) demonstrate a knowledge of aspects of social science; (ii) demonstrate an understanding of aspects of social science; and, (iii) demonstrate competences in basic research techniques. Skills: Key transferable skills; practical research skills. Content: Introduction to sociological theory. An overview of the theories, their origins and the key theorists. Education. The application of theory to the topic of education focussing on differential educational achievement by social class, gender and ethnicity Abnormality. An introduction to psychological theories including behaviourism, psychodynamic approaches, cognitive approaches and social learning theory. The theories will be applied to attempts to explain abnormal behaviour. Politics. In view of the number of overseas students this will concentrate initially on the British political system, its origins, its philosophy and the functions of the various institutions. Research Methods. An overview of the methodology of the social sciences and the applications of different methods. |
AS00047: Social science 2 |
Credits: 12 |
Level: Foundation |
Semester: 2 |
Assessment: EX70CW30 |
Requisites: |
Before taking this unit you must take AS00046 |
Aims: This unit aims to bring
the students to Year 1 entry standard of knowledge and skills in social
science. The unit will draw upon aspects of the GCE A2 syllabuses and will
achieve an equivalent depth and standard in these aspects. Learning Outcomes: On successful completion of the unit, students should be able to: (i) demonstrate a knowledge of more advanced aspects of social science, (ii) demonstrate an understanding of more advanced aspects of social science; and, (iii) demonstrate competences in more advanced research techniques. Skills: Key transferable skills and practical research skills. Content: Differentiation and Stratification. Utilising sociological theory from Semester 1 this will examine the divisions in modern society. Prejudice and Discrimination. This will look at the findings of research into prejudice and the forming of stereotypes. Politics. This will focus on a comparison of various political ideas and arguments. Research Methods. This will address the ethical and practical issues that arise in social science research. |
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Units for Certificate in Education (PCET) |
AS10001: Reflective portfolio of professional practice |
Credits: 10 |
Level: Certificate |
Academic Year |
Assessment: CW60OT40 |
Requisites: |
Aims & Learning Objectives: Aims: * To develop an understanding of the concepts of reflective practice; * To develop an understanding of the reaching and learning process; * To develop and awareness of the requirements for an effective learning environment. Objectives: Students will be able to: * Identify, through investigation, their strengths, weaknesses, opportunities and threats as part of a reflective process for professional development; * Complete an Action Plan identifying professional goals; * Identify and assess learners' potential; * Identify and assess the needs of learners; * Plan, deliver and evaluate teaching/training individuals/small group and whole group; * Communicate effectively with learners to facilitate their learning process; * Develop effective and appropriate teacher/learner relationships; * Apply pedagogical and other forms of knowledge to understand the intellectual and emotional needs of the learner. Content: Students will be introduced to the importance of the process of reflection within their professional teaching and training environment. This will be undertaken firstly by looking at some models of reflection which will facilitate the students appraisal of the development of their own teaching and learning, and secondly through the examination of a range of theories relating to learning styles. The planning, delivery and evaluation of their teaching/training will be developed individually through self diagnostic techniques and monitored by tutors through their reflective portfolio and a teaching observation feedback. Students will produce a personal action plan which will be reviewed and reflected upon throughout the course. |
AS10002: Teaching and learning theory and process |
Credits: 5 |
Level: Certificate |
Academic Year |
Assessment: ES100 |
Requisites: |
Aims & Learning Objectives: Aims: * To develop students' understanding of a range of psychological perspectives and their application in their professional context; * To develop students' understanding of how these psychological theories underpin learning strategies, teaching techniques and assessment in their own professional context; * To aid students' capacity to communicate effectively with learners; * To introduce students to and foster their awareness of models of social interaction and interpersonal communication. Objectives: Students will be able to: * Apply teaching and learning theory to their own professional context; * Use their understanding of learning theories to effectively plan and strucutre the learning activities in their work context. * Recognise and apply sound practice which cater for the needs of all learners; * Demonstrate awareness of the need within their own work context to use appropriate methods of communication when presenting information to all learners. Content: Students will be introduced to a range of psychological theories and perspectives which underpin learning. These will be linked to teaching and learning styles, emphasising the need to recognise the diverse needs of learners, particularly in the context of Adult Learning. This will be enhanced by examining models of group dynammics and theories of classroom management to increase the awareness of the needs of all learners including those who will need additional support. |
AS10003: Curriculum development & quality assurance |
Credits: 5 |
Level: Certificate |
Semester: 2 |
Assessment: RT100 |
Requisites: |
Aims & Learning Objectives: Aims: * To develop students' understanding of a range of models of curriculum development and evaluation, and external factors influencing this process; * To develop students' understanding of how quality assurance procedures affect the planning, delivery and evaluation of the curriculum; * to examine different models of assessment to apply an appropriate framework to measure the achievement of their own learners. Objectives: Students will be able to: * Identify the needs of their learners or potential learners; * Examine their existing curriculum or develop a new curriculum to meet the needs of the specific individual learners or groups; * Apply models of curriculum development and evaluation; * Evaluate the mode of delivery; * Evaluate the assessment methods used to measure learning and achievement; * Devise and use evaluation methods to critically analyse the curriculum and to formulate an action plan proposing change; * Explain how internal and external quality assurance procedures affect the planning, delivery and evaluation of their curriculum areas. Content: Students will be introduced to a range of curriculum development and evaluation models enabling them to examine and evaluate their existing curriculum to meet the needs of learners or develop and plan a new curriculum. This will reflect pressures for curriculum change from outside agencies. The process will be underpined by the need for quality assurance procedures that form a framework to meet the demands of internal and external quality assurance requirements. Students will examine issues concerning the validity of assessment and consider a range of assessment methods. |
AS10004: Current issues in post compulsory education |
Credits: 5 |
Level: Certificate |
Semester: 2 |
Assessment: CW80OT20 |
Requisites: |
Aims & Learning Objectives: Aims: * To establish and develop team building skills and professional working relationships within groups; * To examine a range of current issues in post compulsory education and training; * To examine the impact of these issues on their own institutions and professional practice. Objectives: Students will be able to: * Demonstrate the ability to work collaboratively in groups; * Identify relevant current issues and investigate one of these; * Present the findings in a coherent structure which clearly shows each individuals contribution to the presentation; * Provide constructive feedback to their peers. Content: The students will examine a range of current issues in post compulsory education and training, and, working in groups, will make a presentation on one such issue, and how it will impact on their professional practice and development. These issues will reflect contemporary development in the sector. e.g. The role of the Learning and Skills Council; The 14-16 disaffected age group in Further Education; Equal Opportunities. |
AS10005: Practitioner based enquiry |
Credits: 5 |
Level: Certificate |
Academic Year |
Assessment: CW100 |
Requisites: |
Aims & Learning Objectives: Aims: * To develop student understanding of different approaches to educational enquiry; * To enable students to apply appropriate methods of enquiry; * To enable students to interpret data; * To consider the impact of the enquiry on their own professional practice. Objectives: Students will be able to: * Identify enquiry aims and questions relevant to their proposal; * Select and use appropriate enquiry methods effectively; * Analyse and interpret data; * Identify and critically evaluate the implications of the enquiry for their own professional practice; * Evaluate the experience of carrying out the practitioner based enquiry. Content: This will include the role of the teacher/trainer as a reflective practitioner undertaking educational enquiry. The students must structure a project using appropriate enquiry approaces. Students must utilise methods of data collection and analyse such data developing a reflective practitioner approach. |
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AS10006: Alcohol and drug use: problems and solutions 1 |
Credits: 6 |
Level: Certificate |
Semester: 1 |
Assessment: CW100 |
Requisites: |
Aims: This unit aims to: * Explore students beliefs for the reasons for drug and alcohol misuse * Explore the categories of drug and alcohol misuse * Examine medical sequelae, systems of classification and diagnosis for drug and alcohol problems * Introduce students to the concept of dependence. Learning Outcomes: At the end of this unit, students will be able to: * Define the types of problems associated with substance use * Interpret the classification and diagnosis of a clients problems due to psychoactive substance use * Construct an effective opinion of addiction. Skills: * analysing how theoretical concepts can be applied to the clinical setting * formulating an opinion based upon an analysis of a clients presenting problems due to substance use * verbal and written communication * essay research, preparation and writing * the use of IT to communicate and manage information. Content: This unit is concerned with: * Substance Use and Misuse: categories, reasons, situations and types of problem * Substance Use and Misuse: medical sequelae, withdrawal & detoxification issues * The Concept of Dependence. |
AS10007: Alcohol and drug use: problems and solutions II |
Credits: 6 |
Level: Certificate |
Semester: 1 |
Assessment: ES40PR40TE20 |
Requisites: |
Aims: The unit aims to: * Examine models of addiction e.g. disease and syndrome models, genetic predisposition, connections with trauma and/or deprivation * Develop an overview of biological, psychological and sociological models * Develop an overview of Motivational, Cognitive-Behavioural, Psychodynamic and Family Systems interventions. * Introduce students to models of intervention and the NTA 'Models of Care'. Learning Outcomes: At the end of this unit, students will be able to: * Understand the application of biological, psychological and sociological models to substance misuse * Give examples of how a counselling model may be applied by an addictions counsellor * Apply an effective model of intervention that best fits a simulated case study of a client's pattern of substance misuse. Skills: * Evaluation and formulation of an opinion based upon an analysis of a clients presenting problems due to substance use * Applying one or more models of addiction to help clients understand their drug and/or alcohol misuse related problems and to inform the development of their treatment/care plan/care pathway * essay research, preparation and writing * the use of IT to communicate and manage information. Content: This unit is concerned with: * Models of Addiction: overview of biological, psychological and social models - the bio-psycho-social integration * Models of Psychosocial Intervention: Overview of Motivational, Cognitive-Behavioural, Psychodynamic and Family Systems interventions * Models of Psychosocial intervention: NTA 'Models of Care', Abstinence and Harm Reduction. |
AS10008: Difference & diversity issues in addiction treatment |
Credits: 6 |
Level: Certificate |
Semester: 1 |
Assessment: CW60PR40 |
Requisites: |
Aims: The unit aims to: * Explore the challenges of introducing race and cultural dimensions into the treatment of addictive and substance misusing populations. * Examine the issues of racism, internalise racism, and xenophobic conditioning within institutions * Explore assumptions about racial and cultural minority clients * Exploring way to encourage racial and cultural awareness and anti discriminatory practice in the workplace. Learning Outcomes: At the end of this unit, students will be able to: * Have a greater awareness of the issues associated with race, culture and human difference which must be considered when working with individual clients * Examine their own issues associated with race, culture and human difference and how these might impact upon their interaction with clients * Develop an understanding of how an institution's culture can hinder or encourages the promotion of equality for racial and cultural minority clients * Explore the arguments for and against a 'world view' perspective rather than a 'Eurocentric view' in their work as addictions counsellors. Skills: * Developing a cultural sensitivity * Learning about the client's perspective on the world * The ability to work with and understand someone who is different from them * Developing the assertiveness necessary to challenge discriminatory behaviour in the workplace * Developing strategies to facilitate cultural minority clients to enter into their treatment process. Content: This unit is concerned with raising the awareness of students to issues associated with race, culture and human difference which need to be considered if clients are to access and engage fully in the treatment for addictive disorders. The unit compares the 'Eurocentric counsellor' view against the development of a 'world view' perspective and helps students to adopt a position which is applicable when working with a diverse client group. |
AS10009: Ethical & accountable practice |
Credits: 6 |
Level: Certificate |
Semester: 1 |
Assessment: ES50PR50 |
Requisites: |
Aims: This unit aims to: * Develop an understanding of the Professional's obligations to adhere to ethical and behavioural standards of conduct in their work * Impart a basic knowledge of the principles of UK and European Law relevant to non-discriminatory practice and the upholding of human rights, as they apply to treatment services * Examine the importance of ongoing supervision and continuing personal and professional development in the delivery of client services * Give students the knowledge of the accepted principles of client record management * Evaluate the implications of the Data Protection Act on the storage of information relating to clients and others. Learning Outcomes: At the end of this unit, students will be able to: * Inform the clients of their confidentiality rights, programme procedures that safe-guard them, and the exceptions imposed by regulations * Develop an understanding of how an institution's culture can hinder or encourages the promotion of non-discriminatory practice and the upholding of human rights, as they apply to treatment services. * Record counselling notes, detailing treatment process, progress and outcomes, consistent with agency standards and practice * Demonstrate basic knowledge of the principles of UK and European Law relevant to non-discriminatory practice and the upholding of human rights, as they apply to treatment services * Use supervision to process feelings and concerns about clients. Skills: * Appraising the client's needs in parallel with a practitioner's obligation to adhere to ethical and behavioural standards of conduct in his/her work * Developing the assertiveness necessary to challenge anti-discriminatory behaviour in the workplace * Demonstrate respect and non-judgemental attitudes towards clients in all contacts with other professionals and agencies * Documenting assessment findings and treatment recommendations, consistent with agency standards and practice * Preparation of accurate and concise discharge summaries, consistent with agency standards and practice * Essay research, preparation and writing * The use of information technology to find, communicate and manage information. Content: This unit is concerned with the professional and personal development. It explores the importance of the ethical and professional standards adopted by the profession (BACP Ethical Framework and FDAP Code of Ethics and Practice for Addictions Counsellors) in establishing a safe working environment for both the counsellor and the client. Further, the unit examines the importance of accurate documentation of client's notes and treatment plans together with limits of confidentiality and rights of access to information. Finally, will explore ongoing supervision for the developing practitioner and examines the various models and their suitability to the agency context. This final part of the unit will integrate the supervisors responsibility to ensure that the supervisee is practicing ethically and safely in the context of the above. |
AS10010: Personal & professional development |
Credits: 6 |
Level: Certificate |
Semester: 2 |
Assessment: PR100 |
Requisites: |
Aims: This Unit aims to provide
a clear framework and context for ethical and accountable practice, in order
to safeguard the rights of clients and practitioners and ensure professional
standards of practice. The Unit complements the taught unit: Ethical and
Accountable Practice. Learning Outcomes: Having completed this Unit the student will be able to: * Demonstrate an understanding of the principles of ethical practice by describing how these principles are applied in counselling and treatment situations. * Understand the role of supervision for good practice. * Use the supervision process to enhance work with clients and intercept potential problems. * Adhere to good standards of documentation in reports, case-notes and referral letters. * Understand the importance of personal awareness and development to ensure best practice and safeguard one's own physical and emotional health while working in the addictions field. Skills: * Integrating classroom learning into the clinical setting * Document writing and management * Using supervision and support to identify development needs * Analysing own performance and responding to feedback * Working independently and as part of a team. Content: This Unit is concerned with: * Ethical and accountable practice * The use of supervision * Standards of documentation * Personal awareness and growth. |
AS10011: 12 step approach & social support |
Credits: 6 |
Level: Certificate |
Semester: 2 |
Assessment: ES50CW50 |
Requisites: |
Aims: This Unit aims to: * Explore the role of social support in recovery from addiction and in maintaining behaviour change * Review the evidence concerning the effectiveness of self-help and other support groups in maintaining recovery. * Review the history, development and availability of 12 Step and other self-help groups. * Explore and develop skills needed to help clients access and benefit from this resource * Enable the student to integrate self-help and social support principles into treatment plans. Learning Outcomes: At the end of this Unit, students will be able to: * Describe the history of 12 Step approaches in treatment, level of provision of AA and NA, and basic principles of 12 Step recovery. * Understand how clients can benefit from involvement in 12 Step recovery. * Assess clients' level of fit to 12 Step philosophy and identify possible blocks, problems or hazards re affiliation. * Demonstrate enhanced skills for informing & motivating clients, and helping them explore and utilise the 12 Step resource. * Evaluate research evidence for the effectiveness of 12 Step approaches. * Identify and evaluate alternative resources that provide social support for recovery. Skills: * Analysing how theoretical concepts can be applied to the clinical setting * The use of appropriate counselling skills for this client group * Transfer knowledge and skills across different settings * Reflect on own performance and respond positively to feedback * Essay research, preparation and writing. Content: This unit is concerned with: * the history, development, availability and referral to 12 Step groups * 12 Step recovery as a resource, the research evidence, factors influencing retention and success * integrating the 12 Step approach into treatment plans * other mutual-help resources. |
AS10012: Conducting an assessment |
Credits: 6 |
Level: Certificate |
Semester: 2 |
Assessment: CW80OT20 |
Requisites: |
Aims: This unit aims to: * Explore the process of assessment and identify relevant domains for assessment * Develop a model of assessment as a multi-disciplinary process, which involves the client, is dynamic, motivating, and responds to changing needs * Enable students to improve their assessment and planning skills with clients. Learning Outcomes: At the end of this Unit, students will: * Have an enhanced knowledge of the importance of the assessment process. * Be familiar with the assessment framework outlined in the Models of Care. * Understand what needs to be assessed for addiction treatment, including structured, semi-structured and unstructured interview formats. * Critically evaluate research evidence about the validity of various assessment instruments, including the reliability of information gathered in interviews. * Apply these tools and skills systematically in carrying out interviews with patients in their clinical practice. Skills: * the use of counselling skills to structure, track and pace interviews * demonstrating the principles of good interviewing * observing and feedback of demonstration interviews * carrying out mock interviews in the classroom * the practice of interviewing clients in their placement agency * essay research, preparation and writing * the use of IT to communicate and manage information. Content: This unit is concerned with: * Comprehensive Assessment: what needs to be assessed? * Psycho-social history - structure and purpose. * Psycho-social history - interviewing demonstration and practice. * Substance use history - structure and purpose. * Substance use history - interviewing demonstration and practice. |
AS10013: Interpersonal group therapy |
Credits: 6 |
Level: Certificate |
Semester: 2 |
Assessment: CW50PR50 |
Requisites: |
Aims: This Unit aims to: * Introduce the student to Yalom's model of Interpersonal Group Therapy. * Compare this model with other group approaches and review evidence supporting it. * Show the applicability of this model to addictions treatment. * Teach the basic tasks of group facilitation. Learning Outcomes: At the end of this Unit, students will be able to: * Describe the relevance of interpersonal learning in addictions treatment * Describe the theoretical and practical aspects of Yalom's model of group therapy * Evaluate key evidence supporting the use of group therapy in addictions treatment * Understand the modifications needed to use the model effectively with addicted clients * Demonstrate the skills of a group facilitator * Apply these skills to help a group of clients perform its group task. Skills: * Analysing how theoretical concepts can be applied to the clinical setting * The use of appropriate counselling skills for this client group * Show awareness of interpersonal dynamics * Transfer knowledge and skills across different settings * Reflect on own performance and respond positively to feedback * Essay research, preparation and writing. Content: This unit is concerned with: * An Introduction to Yalom's model * Tasks of the facilitator in Yalom's model * Basic facilitation skills * Modifications for addictions treatment. |
AS10014: Teamwork, liaison & referral |
Credits: 6 |
Level: Certificate |
Semester: 2 |
Assessment: PR100 |
Requisites: |
Aims: This Unit aims to provide
experience and understanding of team and multi-disciplinary working whilst
communicating with other involved professionals to enable clients' access
to a range of services and resources. Learning Outcomes: Having completed this Unit the student will be able to: * Work effectively as a team member, both by contributing to the team and using team members as a resource. * Communicate effectively and respectfully with other involved professionals in order to ensure the best quality of care for clients. * Demonstrate knowledge of a range of accessible resources to meet clients' needs. * Evaluate and make referrals to a range of resources and services. Skills: * Integrating classroom learning into the clinical setting * Document writing and management * Using supervision and support to identify development needs * Analysing own performance and responding to feedback * Working independently and as part of a team. Content: This Unit is concerned with: * Team-work and working relationships * Liaising with other professionals * Referring clients to other resources or programmes. |
AS10015: Treatment planning & implementation |
Credits: 6 |
Level: Certificate |
Semester: 2 |
Assessment: CW80OT20 |
Requisites: |
Aims: This Unit aims to: * Review the evidence for the effectiveness of planned, focused interventions. * Describe how the assessment process is developed into an individualised plan for action. * Provide a model for clear, realistic, relevant and measurable treatment planning. * Foster an attitude of collaboration with the client, to maximise the client's motivation and responsibility for change. Learning Outcomes: At the end of this Unit, students will: * Understand the relationship between planned, focused interventions with measurable outcomes and evidence-based practice. * Describe a model of treatment planning which is clear, realistic, relevant and measurable. * Be able to analyse, sort and prioritise issues arising from the assessment process. * Demonstrate skills of dialogue, explanation and negotiation with the client, to help them select an appropriate focus for therapeutic work. * Show ability to develop, implement and review treatment plans with a range of clients. Skills: * Analysing how theoretical concepts can be applied to the clinical setting * Formulating an opinion based upon an analysis of a clients presenting problems due to substance use * Applying one or more models of addiction to help clients understand their substance misuse related problems and to inform the development of their treatment/care plan/care pathway * Developing the ability to collate and process client information in a coherent way * Designing a realistic treatment plan for a client presenting with problems due to substance misuse * Verbal and written communication * Problem solving and gaol setting * The use of IT to communicate and manage information. Content: This unit is concerned with the development of the necessary skills and techniques required for the development of an effective and individualised treatment plan. Supporting the practical element of this module is the associated theory which underpins and influences the techniques used in the above process. Students demonstrate how to use this information in their clinical practice. |
AS10083: Learning in the workplace 1 |
Credits: 10 |
Level: Certificate |
Academic Year |
Assessment: CW100 |
Requisites: |
Aims: This unit is designed to
enable students to acquire the knowledge and skills for learning necessary
for success in their chosen programme. Additionally, the knowledge and skills
should assist learners in their future careers as these skills are increasingly
demanded by employers. Learning Outcomes: By the end of this unit students will have demonstrated: * The use of cognitive skills including evaluation, analysis and synthesis; * An ability to write essays and reports and make presentations; * An ability in the use of word processing, spreadsheets, databases and Powerpoint, as well as the use of the Internet; * An ability to use numerical skills, in particular in the gathering and use of data and information and in their statistical analysis; * A basic understanding in the management of resources; * The ability to apply the acquired skills to differing contexts. Skills: Skills in cognition, communication; application of number; information technology, and basic management skills. Content: The unit focuses on four essential areas: * Communication * Application of number * Information technology * Basic management skills The programme of teaching in this unit will focus on support for group and individual learning programmes through the use of a variety of methods including: * Problem based exercises * Case studies * Group work * Information technology * Class exercises * Role play Teaching and learning strategies should use subject specific or work based examples where appropriate. Use of key skills on line. |
AS10086: Human structure and function |
Credits: 5 |
Level: Certificate |
Academic Year |
Semester: 1 |
Assessment: CW50PR50 |
Requisites: |
Aims: To allow students to develop
an understanding of and practical application of a variety of aspects of
body structures/organs and their functions related to physical activity.
To ensure that key skills are embedded and identified through their practical
involvement. To ensure students continually reflect on their own personal
learning and development. Learning Outcomes: At the end of this unit students will: * Review the benefits of exercise on the body * Identify different muscle structures * Explain the differences between the three energy systems and explain the recovery process * Understand the effect of illegal substances * Explain spirometry traces and their variations with sub and maximal exercises. Skills: * Communication * Application of Number * Information technology * Basic Management Skills. Content: * Understand the various body systems including; skeletal, muscular, respiratory, digestive, excretory, lymph and nervous. * Identify benefits of exercise including effects on; cardiovascular system, respiratory, skeletal muscle, joints, connective tissue and bones, metabolism and neuromuscular co-ordination * Understand the differences between muscle spindles and tendon spindles. Judge the value of different strengthening exercise in relation to the motor unit. * Understand the anatomy and functions and exercise for the muscles of the trunk. * Understand the energy sources of the human body including; fuels for exercise, ATP-PC system, lactic acid system, and the aerobic system. Apply energy concepts to sport and exercise, including; warm up, prevention, delay and recovery from fatigue, maintenance of body temperature. * Understand illegal substances, supplements, and ergogenic aids examining their nature and effects. * The case for exercise & its long term effects on the body. Effects of exercise on throughout the human lifespan. * Physiology tests for human performance. |
AS10087: Sports development |
Credits: 5 |
Level: Certificate |
Academic Year |
Semester: 1 |
Assessment: RT50OR50 |
Requisites: |
Aims: This Unit provides the student
with an in depth knowledge and understanding of the sports development continuum.
It identities the main bodies which influence the development and management
of sport and focuses on the pathways and processes to develop sport. Students
are given the opportunity to gain an understanding of barriers that exist
to sports participation. Learning Outcomes: At the end of this unit students will: * Demonstrate an understanding of how wider political issues impact on sports development. * Understand the impact of social issues within sports development * Have a knowledge of the barriers that prevent sport participation and development. Skills: * Communication * Application of Number * Information Technology * Basic Management skills. Content: * Sport and politics * Social issues in contemporary sport * Barriers to participation * Sport development continuum * Professional bodies and organisations * Funding of sport * Institutions delivering at appropriate levels of the development continuum. |
AS10088: Exercise, nutrition and lifestyle management |
Credits: 5 |
Level: Certificate |
Academic Year |
Semester: 2 |
Assessment: CW100 |
Requisites: |
Aims: This unit aims to introduce
students to both the theory underpinning commonly used nutritional techniques
and also gain the ability to apply the concept of dietary analysis. In addition
to this, the unit aims to equip coaches and athletes with the skills required
to study and learn effective lifestyle management techniques and associated
exercise strategies. Learning Outcomes: At the end of this unit students will: * Understand the function of major macronutrients and micronutrients in the context of sports activity and lifestyle * Understand principles and practice of dehydration / rehydration * Acquire an appreciation of eating disorders * Demonstrate how different food preparation techniques can influence a foods nutrient quality * Understand the important factors that impact on the lifestyle of sportsmen and sportswomen. Skills: * Communication * Application of Number * Information technology * Basic Management Skills. Content: * Macronutrients (Carbohydrates, Proteins and Lipids) * Micronutrients (Vitamins and Minerals) * Importance of water (dehydration / rehydration) * Principle and calculation of energy balance * Eating disorders * Concept of a balanced diet * Factors impacting on lifestyle * Lifestyle needs analysis * Prevention in performance planning * Lifestyle intervention techniques. |
AS10089: Planning and practice |
Credits: 5 |
Level: Certificate |
Academic Year |
Semester: 2 |
Assessment: CW100 |
Requisites: |
Aims: To allow students to develop
key knowledge and understanding to become competent coaches/activity leaders.
Key skills that contribute to effective coaching/leading will be considered
and an emphasis will be placed upon ensuring that students continually critically
analyse and reflect on their coaching/coached performance. Learning Outcomes: At the end of this unit students will: * Possess a clear understanding of the key principles contributing to successful coaching/leading performance * Develop key pedagogical skills required to be competent coaches/leaders * Recognise how to plan effectively and implement strategies to produce effective coaching/activity sessions * Reflect and provide critical analysis on their own coaching/leadership performance * Develop the ability to become an effective communicator. Skills: * Communication * Application of Number * Information Technology * Basic management Skills. Content: * Creating a session plan incorporating safety, organisational factors, importance of warm up and cool down, supervision, organisation and control * Analyse and improve specific performance in a chosen sport / activity * Recognise key areas within skill development and acquisition and the differences between ability, technique and skill implications for coaching / leadership * Identify and implement effective coaching / leadership strategies including motivating participants, principles of goal setting, feedback and evaluation. * Differentiate and evaluate sessions for beginners, children, individuals and groups. |
AS10090: Ethics and safety |
Credits: 5 |
Level: Certificate |
Academic Year |
Semester: 1 |
Assessment: CW100 |
Requisites: |
Aims: The ethical issues faced
by a coach and exercise specialist when training athletes/clients in a sports/activity
environment will be examined. A multidisciplinary approach to the sport
science utilised by participants is investigated to ensure not only good
but also safe practice. To allow students to assess the role of the coach/leader
in child welfare issues (abuse, trainability etc.) in relation to children
as sports participants. Learning Outcomes: At the end of this unit students will: * Develop an understanding of emerging issues and pressures experienced by the coach/leaders and athletes/participants * Identify the key issues contributing to ethical and safe practice * Recognise how to plan effective strategies to reduce the onset and severity of illness/injury * Demonstrate they can implement safe and effective practice when working with the athlete/participants. Skills: * Communication: * Application of Number: * Information technology * Basic Management Skills. Content: * The role of the coach/leader in child welfare, to include child abuse, trainability of children, growth and development * Drugs in sport, including drug testing, physiological and psychological side effects * Safe working practice to include health and safety responsibilities, intrinsic and extrinsic risk factors for injury * Professionalism vs. amateur, funding, media and role model status. * Multidisciplinary approach to Sport Science, to include coach/athlete awareness of Jet Lag, Acclimatisation, Heat and Cold, Altitude * Safe practice within sport and training, to include effective weight training, effective recovery strategies and therapeutic techniques * Pressures of success, under achievement and the impact it has on injury occurrence and return to performance/activity. |
AS10091: Mental skill development |
Credits: 5 |
Level: Certificate |
Academic Year |
Semester: 1 |
Assessment: CW100 |
Requisites: |
Aims: To allow students to develop
a critical understanding of the application of mental skill development
to the sport performance spectrum. An understanding of the academic background
to the subject matter will be acquired leading to the description and analysis
of information relevant to the subject area. Learning Outcomes: At the end of this unit students will: * Identify the key factors contributing to athletes being psychologically prepared for performance * Synthesise knowledge relevant to the psychological support of the athlete * Devise strategies for both training and competition * Reflect and evaluate the outcome of intervention * Develop appropriate problem based learning skills to deal with everyday issues faced by the coach. Skills: * Communication * Application of Number * Information Technology * Basic Management Skills. Content: * Theories and models of personality, motivation, self-efficacy, arousal and concentration * Concepts and variables thought to influence the development of movement skills; will include skill acquisition, theories of learning, leadership and group size and structure * Concepts underpinning mental training, such as goal-setting, arousal and attentional control and mental practices and their application in practice and competition scenarios * Action plans dealing with issues such as routines, relaxation and imagery. |
AS10092: Sports performance |
Credits: 10 |
Level: Certificate |
Academic Year |
Semester: 1 |
Assessment: RT50OR50 |
Requisites: |
Aims: To allow students to become
autonomous learners in being able to analyse and reflect on their own training
performance and also that of their peers. Ensure that students are empowered
to take responsibility for their own personal development. Learning Outcomes: At the end of this unit students will: * Provide a clear objective analysis (multidisciplinary / interdisciplinary) of the key factors contributing to success in their sport * Analyse the scientific principles of effective training that contribute to elite performance * Develop an understanding of how to plan effectively for success in their sport * Recognise how to plan effective strategies to make them better performers * Assess, reflect, analyse and evaluate their performance and provide appropriate strategies to become better performers. Skills: * Communication * Application of Number * Information Technology * Basic Management Skills. Content: * Analysing identified performance indicators in chosen sport * Scientific principles of effective training * Planning for success * Personal components contributing to successful individual performance * Plan, perform, evaluate individual training regime * Using ICT in performance analysis * Problem (solution) based learning approach to improvement strategies. |
AS10095: Principles of performance |
Credits: 10 |
Level: Certificate |
Academic Year |
Semester: 2 |
Assessment: OT100 |
Requisites: |
Aims: To allow students to develop
the key analytical skills to carry out evaluative judgements on their own
practical performance. To ensure that key skills are embedded and identified
through their practical involvement. To ensure students continually reflect
on their own personal learning and development. Learning Outcomes: At the end of this unit students will: * Demonstrate improvement through a multidisciplinary and interdisciplinary approach * Effectively implement identified components of performance into the training programme * Demonstrate appropriate analytical and reflective skills to ensure the success of the programme * Use a variety of training methods to improve performance * Analyse, reflect and evaluate their own and others performance. Skills: * Communication * Application of Number * Information Technology * Basic Management Skills. Content: * Factors associated with success in chosen sport * Review of pertinent scientific and coaching literature * Implement components of performance into training programme * Analytical / reflective skills associated with training programme * Specific training methods for improved performance * Evaluation techniques * Evaluation of performance (own / others). |
AS10098: Systems analysis and databases |
Credits: 10 |
Level: Certificate |
Academic Year |
Assessment: CW100 |
Requisites: |
Aims: To equip the student with
the necessary knowledge and skills to: * Apply appropriate techniques to analyse a system; * Derive, using systems analysis techniques, and implement appropriate relational database schemas. Learning Outcomes: At the completion of the unit, learners should be able to: * Understand current system lifecycle models * Apply appropriate methodologies * Conduct a systems investigation * Model a system * Explain the need for and role of database management systems in providing access to data for users * Appreciate the 3-layer SPARC model for DBMS * Design a logical schema for a relational database * Implement and test external schemas for a relational database. Skills: Practical skills - use of CASE tools, variety of database and application packages. Data manipulation language facilities of SQL. Taught and assessed Personal skills - time management, personal organisation, working with others, independent research, problem solving - facilitated Communication skills - interviewing, written reports - facilitated and assessed. Content: Understand current system lifecycle models * Software and software development. Stages in system lifecycle. Prototyping. Iterative and incremental models. RAD. Apply appropriate methodologies * Structured and object-oriented methodologies. Conduct a systems investigation * Requirements gathering and fact-finding techniques: interviews, observation, questionnaires, document gathering. Model a system * Entity analysis and normalisation; derivation of ERDs. Use case and object diagrams. Use of appropriate CASE tools. Explain the need for and role of database management systems in providing access to data for users * Problems of traditional file based approaches to data access. DBMS as a layer between the user and the data. Facilities of a DBMS. SQL DML. Appreciate the 3-layer SPARC model for DBMS * Physical, logical and external schemas. Design a logical schema for a relational database * Implementation of entities, attributes, relationships, primary and foreign keys in RDBMS tables Implement and test external schemas for a relational database * Construction and testing of "front ends" in a variety of application packages. Client-server architecture. ODBC and other connectivity issues. |
AS10099: Computer hardware |
Credits: 5 |
Level: Certificate |
Semester: 1 |
Assessment: CW100 |
Requisites: |
Aims: To give learners the opportunity:
* To provide the knowledge and understanding of the way in which a computer works * To provide knowledge and understanding of computer systems and how the components work together * To provide practical experience of how to maintain a computer including faultfinding, diagnosis and repair * To provide knowledge and understanding of computer peripherals * To provide knowledge and understanding of the fundamentals of an operating systems * To provide knowledge and understanding of the basic elements of a computer network. Learning Outcomes: To achieve this unit a learner must: * Understand computer architecture * Be able to recognise components and know how they work * Be able to identify peripherals and how to use them * Be able to assemble a computer and install an operating system * Be able to fault-find, diagnose and repair a PC * Be able to connect and manage a simple network Skills: Practical skills - use of hand tools, safe working practice (Assessed) Personal skills - working with others (Group work Assessment 5) , independent research (Assessment 4), problem solving (Assessment 3) Communication skills - oral presentations (facilitated), written reports (facilitated) demonstrations (facilitated). Content: This unit will look at the fundamental way in which a computer works, how it is put together and how it can be used to communicate information across a network. The areas covered will include: * Computer Systems - which will include CPU, RAM, Mainboard, I/O systems, RISC, CISC, backing store, peripherals, component compatibility and selection * Operating Systems - Open and closed systems, DOS, GUI, Microsoft, UNIX, Linux (compare/contrast), OS Installation, NOS * Networking - Introduction to fundamentals inc OSI model, TCP/IP, IP, addressing, NIC, cabling. |
AS10100: Introduction to programming |
Credits: 5 |
Level: Certificate |
Semester: 2 |
Assessment: CW100 |
Requisites: |
Aims: To give learners the opportunity:
* To gain an understanding of the fundamental principles and concepts of computer programming * To gain an understanding of the importance of planning and designing programs before coding them * To gain analytical skills that are transferable language independent. Learning Outcomes: At the completion of the unit learners should be able to: * Design and develop code using structured programming methods and recognised design methodologies * Subdivide a large program into smaller modules * Produce appropriate user and program documentation * Devise suitable test data, suitable test schedules and record the results in test logs. Skills: Practical skills - program design skills, coding skills - taught and assessed Personal skills - time management, personal organisation, problem solving - facilitated and assessed Communication skills - demonstrations, working in a team - facilitated and assessed. Content: Data storage * Files, variables, constants, literals, pre-defined and user defined data types, program elements Software constructs * Sequence, selection, iteration Comparison of procedural and object-oriented languages * Similarities and differences between C, C++, Visual Basic, Pascal, Cobol Program design tools * Algorithms, structure diagrams, pseudocode, decision trees, decision tables Program Structure Modularisation * Divide and conquer, use and re-use of modules, pre-defined and user defined functions. Use and scope of variables (global vs. local), parameter passing Program documentation * Program specification, purpose and operation of program, commented code, user guide, technical documentation, data dictionary Program testing * Semantic, syntax, runtime errors. Test plans, test data, test log. Testing methodologies - white box, black box, exhaustive. Dry running, structured walkthrough. Use of debugging tools. Design of front ends * Consideration of different user groups in organisations, design and implementation of different front ends. |
AS10101: Research skills |
Credits: 5 |
Level: Certificate |
Academic Year |
Assessment: CW50RT50 |
Requisites: |
Aims: The unit will equip students
with the skills to: * Select relevant information * Capture, collate and store information * Refine and synthesize information. Learning Outcomes: On completion of the unit the students will be able to: * Produce a search strategy to meet the terms of reference of given projects * Use a range of qualitative and quantitative data collection methodologies required in case study analysis * Refine and synthesise information into presentational formats that meet the terms of reference of given projects. Skills: * The verification and selection of appropriate information. * The design of appropriate survey and interview strategies to gather data. * The management and storage of appropriate information for effective retrieval. * The analysis of information to formulate conclusions and recommendations to meet workplace needs. * The organisation of data into appropriate presentational formats. Content: An introduction to the concept of knowledge management. * Organisational contexts of knowledge * Networking and sharing knowledge * Rationales behind business information systems Research published sources to locate information - electronic and printed. * Use library classification schemes, catalogues, citation indices and abstracts. * Search internet for validated information using appropriate search criteria on organisations, companies, IT-related media, learning materials, electronic books, articles and papers * Evaluate and select appropriate information, through judgement of currency, accuracy and authorial perspective. * Record references, using approved citation methods for both print and electronic media, including online citation sites. Information within the organisation * Understand the sources and types of documentation that accompany the development of IT use within an organisation, such as IT and data protection policies and information strategies and to understand how they contribute towards the aims of the organisation. * Appreciate the need for appropriate and timely work-based documentation. * Understand the value of people and work groups as repositories of knowledge. * Understand differing perspectives of organisational aims and objectives and how these impinge upon data needs, use and outcomes. Understanding and using primary research techniques to complete data requirements for projects, through * Using interviews as a technique to elicit appropriate data and understand personal and social influences that may affect reliability of data. * Using sources such as databases and corporate material both within and outside the public domain. * Testing the reliability of data and compensating for bias. * Identifying and using quantitative or qualitative techniques to analyse surveys and interviews. * Managing the assembled information in terms of selection and ordering. * Synthesising the information in preparation for appropriate presentation in database, report, software application support documentation or oral presentation as required. |
AS10102: Business information systems |
Credits: 10 |
Level: Certificate |
Academic Year |
Assessment: CW100 |
Requisites: |
Aims: This unit will equip learners
with knowledge and skills about: * the structure of organisations * the importance of information and information systems * evaluating the extent to which information systems meet the requirements of a business. Learning Outcomes: At the completion of the unit, learners should be able to: * Appreciate the roles and structure within an organisation * Understand information requirements of organisations * Evaluate tools available for processing information * Apply theoretical knowledge gained to critically assess an information system in a selected organisation. Skills: Intellectual skills * develop knowledge of organisational and information concepts (taught) * apply theoretical concepts to specific organisation (facilitated) Professional skills * Independent research (assessed) * Presentation skills (assessed) * Written assignments and reports (facilitated) * Reflection and self-assessment (facilitated) * Peer-assessment (facilitated). Content: Appreciate the roles and structure within an organisation * Types of organisation, structure of organisations, role of functional areas of an organisation (e.g. Finance, personnel, stock control, sales, marketing, logistics and supply chain management) in achieving organisational goals. Understand information requirements of organisations * Information requirements at different levels (strategic, tactical and operational) * Inputs, outputs, processing activities * Information and data * Sources of information * Storing information considering security, accuracy and relevance * Evaluating information - criteria (e.g. timeliness), legal, ethical, professional and social issues How information can give a business a competitive advantage Evaluate tools available for processing information * Tools (e.g. word-processing, databases, spreadsheets, artificial intelligence, expert systems, data mining, internet, email) * Processing methods (e.g. batch, real-time, centralised, distributed, single user and multi-user) * Example information systems - (e.g. decision support systems, management information systems, data warehouse systems, payroll, accounts, invoicing) * Appreciation of technical and social implications of a change in IT system Apply theoretical knowledge gained to critically assess an information system in a selected organisation * Business benefits compared with technical benefits * User requirements analysis. |
AS10103: Web technologies, application and development |
Credits: 10 |
Level: Certificate |
Academic Year |
Assessment: CW100 |
Requisites: |
Aims: This unit will equip learners
with knowledge and skills about: * Develop an understanding of the technical, organisational and creative skills required to develop a dynamic and interactive website, by learning how to measure the effectiveness of currently established websites. * Develop an understanding of how to plan, design, promote and organise an easily managed dynamic website that meets the employers' criteria. * Gain sufficient knowledge of the principles and concepts required in the use of a range web programming languages and protocols. * Develop the understanding of how to develop and publish an easily managed dynamic website securely on a web server. * Develop an understanding of how to critically evaluate, problem solve and test a dynamic website that meets the employers criteria. Learning Outcomes: At the completion of the unit, learners should be able to: * Critically evaluate the effectiveness of currently established websites. * Working from an employers brief, plan, design, promote and organise, an easily managed dynamic website which clearly identifies users' needs. * Develop and publish an easily managed dynamic website securely on a web server. * Critically evaluate, problem solve and test, a dynamic website that meets the employers criteria. Skills: Academic skills - Research, analyse, compare and contrast, apply, evaluate. (Taught and Assessed) Practical skills - web and graphic design skills, development skills, programming and scripting design skills, coding skills, management skills. (Taught and Assessed) Personal skills - time management, personal organisation, problem solving, and research. (Taught and Assessed) Communication skills - demonstrations, working with an employer. (Taught and Assessed) Content: Design, promotion and functionality * Site analysis, design, environment, resolution, browsers, users, marketing, web hosts, level of technology available to users. Plan for and design * Employers brief, identifying user's needs, planning and organisation, design plans, testing schedules, version control, legal aspects, accessibility. Range web programming languages and protocols * Development tools, software, mark-up and scripting languages, programming languages - Html, Xhtml, Dhtml, Xml, JavaScript, Action Script, PHP, FTP ASP, PHP, ODBC, SQL, database connectivity, (Access, SQL, and MYSQL), CMS, data driven applications and back end systems. Develop, and publish * Working and communicating with employer, web graphics and animation, image handling, the embedding and streaming of video and audio elements, the use of web programming languages and protocols. Critically evaluate, problem solve and test * Review with the employer, evaluation techniques, assessment toolkits, quality control, testing techniques and error reporting systems. |
AS10117: Exercise & fitness knowledge |
Credits: 10 |
Level: Certificate |
Academic Year |
Assessment: EX60RT40 |
Requisites: |
While taking this unit you must take AS10088 |
Aims: This unit provides the student
with a sound underpinning knowledge of anatomy and physiology in order to
personalise individual training programmes. It also gives students the opportunity
to obtain the Central YMCA Qualifications Exercise and Fitness Knowledge
level 2 and level 3 certificates as additionalities. Learning Outcomes: At the end of this unit students will be able to: * Explain the role of bones and joints in health related exercise * Differentiate between the male and female skeleton in relationship to the demands of exercise * Describe the structure and function of the cardio-pulmonary system during exercise * Apply ACSM Guidelines to the design of fitness programmes * Devise planned training programmes for a range of clients using the principles of periodisation * Describe the role of the endocrine glands in exercise preparation and performance. Skills: * Communication * Information Technology * Basic Management Skills. Content: * The structural stability and range of movement of the spine and range of synovial joints * Bone growth and development * Anatomical differences of Males and Females * The role of the cardiovascular system in meeting the oxygen demand of exercise * ACSM guidelines for Health related fitness programmes * The relationship between lifestyle and cardio-respiratory health * Periodisation of training programmes * The structure and function of the endocrine glands. |
AS10118: Gym and fitness instruction |
Credits: 10 |
Level: Certificate |
Academic Year |
Assessment: PR60CW40 |
Requisites: |
While taking this unit you must take AS10117 |
Aims: This unit will enable the
student to demonstrate competence in planning, teaching and evaluating exercise
sessions to adults, unsupervised. It also gives students the opportunity
to obtain the Central YMCA Qualifications Gymnasium level 2 certificate
as an additionality. Learning Outcomes: At the end of this unit students will: * Instruct safe and effective resistance training methods * Instruct safe and effective cardiovascular training methods * Produce a single detailed plan for a safe and effective gym based exercise session * Teach a planned gym based exercise session to adults * Evaluate the teaching session * Demonstrate effective customer care. Skills: * Communication * Application of Number * Information Technology * Basic Management Skills Content: * The screening process * Gym health and safety procedures * Devising a gym exercise programme * gym warm- ups * Cardiovascular machines teaching points * Resistance machines teaching points * free weights teaching points * Safe and effective cool down * Session evaluation * Deal with injuries and signs of illness * Emergency procedures * Conduct CPR. |
AS10123: Computer applications in creative industries |
Credits: 10 |
Level: Certificate |
Academic Year |
Assessment: CW50OT50 |
Requisites: |
Aims: The unit will equip students
with skills and knowledge about: a) The creative production processes of the digital media industry. b) The integration of software applications in response to the demands of digital media communication technology. c) The creation and deployment of media content in response to the demands of a worldwide media market. Learning Outcomes: At the completion of the unit, students should be able to: a) Recognise and operate computer applications used within the creative industries at an introductory level. b) Review current industry productions and identify the technical/graphical solutions employed. c) Demonstrate use of appropriate techniques for acquiring, managing and deploying digital media content. d) Operate graphical software applications to create and modify media content for use within productions. Skills: Practical: use a variety of software applications creatively to deliver a product. Analytical; evaluative: develop a production responding to audience/client feedback and the range of commercial content including differentiating between types and styles of production content and applications used Practical: present a prototype product ready for deployment including distribution planning. Content: Introduction to range of text, graphical, moving image, sound, web based, and data management software applications. Use of image software applications (Photoshop, Illustrator, Flash) to create still images and animated sequences for use within typical delivery medium. Use of sound based applications (Logic Audio, Garage Sounds, Final Cut, Premiere) to create suitable audio for product. Use of delivery and distribution applications (DVD Studio pro, IDVD, Dreamweaver, Cleaner) to prepare the product for distribution. Review and analyse commercial production of media content - from web based to high-resolution media. Introduction to production and distribution methods used in the creative industries. Evaluation according to media type and market. Limitations and characteristics of hardware and delivery systems. Practical application of graphical and technical skills to create viable project solutions. Responding to design requirements via briefing and specification of criteria. Understanding and managing production processes. Responding to client/audience requirements including cultural aspects. Production of original graphical content for use with applications in response to project requirements. |
AS10124: Historical & contextual culture |
Credits: 5 |
Level: Certificate |
Semester: 1 |
Assessment: CW30OT70 |
Requisites: |
Aims: This unit aims to increase
the student's awareness of the historical, cultural and social context in
which the arts in general and media / multimedia in particular develop.
It will also promote an understanding of the economic and commercial environment
in which media / multimedia operates and will show how media, messages and
modes of publishing interact. Learning Outcomes: By the end of this unit the student should be able to demonstrate an understanding of the historical development of the arts in general and media / multimedia in particular. Identify ownership and control of means of production and distribution of media / multimedia. Understand the nature of models of target audiences in developing varieties of media and multimedia production. Critically analyse the social impact of the media and multimedia. Skills: The intellectual skills to discuss, analyse and describe. Content: Historical development: e.g. Overview of significant technical developments affecting the development of society up to the twentieth century - e.g. printing press, photography, phonograph. Emergence and development of popular newspapers, radio, film, television, cable, satellite, video tape, computers, CDs, Internet, CD ROMs, world wide web, multimedia products. Ownership and control: e.g. Media and design companies - private and public; media and design institutions; sources of capital and investment; state, public, private, corporate, community finance; advertising revenues; state control; censorship and legislation; distribution networks; changing technologies. Target audiences: e.g. General and potential audiences, market segmentation, popular culture, audience groups - e.g. gender, race, religion, children, students, family, pressure groups, political parties. Social impact: e.g. Agenda setting, stereotyping, genre, mythologies, ideology, representation. |
AS10125: Pre production - planning and design |
Credits: 10 |
Level: Certificate |
Academic Year |
Assessment: CW80OT20 |
Requisites: |
Aims: This unit will equip students
with skills and knowledge about the concept and practice of planning and
preparing for, media and multimedia production. Learning Outcomes: At the completion of the unit, students should be able to: a) Demonstrate an understanding of current planning and production practices within creative industries by comparison and critical analysis. b) Design and plan a schedule of work to suit a production project. c) Recognise and select management software, tools and techniques in the design and planning of a production project. Skills: Analytical; evaluative: distinguish between the requirements of differing commercial content and delivery channels. Practical: use management software to plan a project from initial concept to completion including a schedule of work for a production sequence. Content: Information and Guidance, e.g. funding and budgeting a production, the sourcing of resources and equipment, effective and efficient use of facility houses, and the provision of materials and consumables. Codes of Practice, e.g. legal constraints (e.g. copyright, health and safety, defamation), Ethical Issues, Insurance (e.g. public liability). Trade Unions. Background research, e.g. inspirational sources, specialist advice, archives, use of libraries, summary of research. Materials and Contributors e.g. the use of archive material, production material, the use of recorded music, use of still images, interviews, graphics and animations. Archive research: e.g. the use of archive libraries, obtaining clearances to use material, the preparation of material for inclusion in a project. People research: e.g. pre-interview techniques, clearance to use material, contributor biographies. Production Logistics. Budgets: e.g. costing, budget preparation, the keeping of accounts. Health and Safety: e.g. risk assessment, risk management, and legislation. Planning e.g. industry research, audience research, technical specifications, hardware, software, peripherals, time scale, critical path analysis, action planning, bookings, location logistics, equipment, transport, accommodation, scheduling, contingency plans, location recce. Estimating, evaluating and developing a production schedule using appropriate software. Storyboard a production sequence. Resources and Personnel Production equipment. E.g. production and editing equipment, streaming, compression, file transfer protocols. Locations e.g. Use of sets, properties, geographical considerations. Personnel: e.g. crew, technicians, performers, music, designers, actors, props, set dressers, specialist product personnel, transport. |
AS10126: Writing for broadcast and interactive media |
Credits: 5 |
Level: Certificate |
Semester: 2 |
Assessment: CW80OT20 |
Requisites: |
Aims: This unit aims to develop
skills and understanding of the creation and development of scripts. Learning Outcomes: By the end of this unit students should be able to understand the development process for a script from pitching to production, demonstrate writing skills across a variety of contexts and mediums and understand the professional context in which contemporary media and/or multimedia scripts are produced. Skills: Demonstrate a range of skills in the writing, presentation and revision of scripts. Content: Engage with writing in a variety of formats for broadcast and/or interactive media: e.g. Identify codes and conventions employed in scripts across a range of formats, Maintain a 'writing log' and be able to demonstrate drafting and revision of work Critically reflect on commercial scripts in at least 2 different formats for broadcast and/or interactive media, Demonstrate understanding of legal and ethical issues, research skills and working practices involved in writing for broadcast and/or interactive media. Recognise and demonstrate a different range of writing styles for different formats: e.g. Developing writing styles appropriate to different media, Adapting the same script for different media, Understanding the impact target audience has on writing style To present scripts in accordance with relevant professional codes and conventions appropriate to the chosen mediums: e.g. Understanding generic codes and conventions of script layout, Knowledge and application of appropriate context specific codes and conventions for script layout. Use of software tools to present completed scripts. Understand the scripting process from pitch to production: e.g. Creating and presenting a pitch. Constructing scenario, treatment etc for a proposed script as required. Constructing a storyboard. Presenting a script for production. Working as part of a production team Revising and adapting scripts during pre production, production and post production as required. |
AS10129: Generating and manipulating images |
Credits: 5 |
Level: Certificate |
Semester: 1 |
Assessment: CW100 |
Requisites: |
Aims: The unit will equip students
with skills and knowledge about: a) The generation and manipulation of images by the use of scanners, digital cameras, using industry standard software. b) An understanding of the tools and techniques associated with creative image manipulation in relation to practical project briefs. c) Enabling the generation and output of creative images to industry standards for a range of commercial uses. Learning Outcomes: At the completion of this unit, students will be able to: a) Identify elements, styles and techniques used in the generation and manipulation in a range of digital artwork. b) Demonstrate creative image generation and manipulation skills to develop original images in response to design briefs c) Use of industry-standard software applications and associated peripheral equipment. Skills: Evaluative: recognise and distinguish between ranges of digitally generated image manipulation techniques. Practical: demonstrate the ability to generate images for commercial purposes using a range of manipulation software techniques, in response to project briefs. Content: Exploration of historical and/or contemporary imagery, with identification of how manipulation techniques may have been used to enhanced these images relative to their intended target audience. Scanner and camera operation; controlling resolutions for screen and print. Generation and manipulation of images utilising industry standard software. Understanding of image size, canvas size, resolution and their relationship. Colour mode, colour space and file formats. Tools for manipulation techniques. Menu features for manipulation techniques; Edit for copy, paste, paste into and transform etc. Image for mode, levels, curves, hue, saturation and variations etc. Selection menu for feather, expand and border etc. Exploration of layer menu for layer-effects. Filter menu for filters and third party plug-ins (where applicable). Understanding of palette content and features; custom layouts, options palette, layer palette, swatches and colour, colour selection and modification, colour libraries. Controlled use of advanced software features; Use of pen tool for paths. Loading & saving selections, channels. Masks, quick masks and layer masks. History palette for snapshot & history brush, purge. Actions palette for recording, playback, batch application. Define pattern, painting with pattern brush Greyscale, Duotone, RGB, CMYK and Index colour modes and their relationship to digital, printed or web use. File formats and associated compression and/or embedded profiles relative to intended final use. Output image resolution in accordance with industry standards. |
AS10130: Web design and development |
Credits: 10 |
Level: Certificate |
Academic Year |
Assessment: CW100 |
Requisites: |
Aims: The unit will equip students
with skills and knowledge about: a) The fundamentals of web design and internet based applications in the creation of communication media. b) How the development of applications, coding and technology are expanding the internet as a medium. c) The methods and applications used to create websites and internet content. Learning Outcomes: At the completion of this unit, students will be able to: a) Demonstrate an understanding of the fundamental concepts of web design and development languages and applications. b) Create, compose and modify web-based content to suit communication requirements. c) Demonstrate understanding and development of content relating to new technologies. Skills: Analytical; evaluative: distinguish between a range of web-based solutions, and the techniques employed. Practical: use applications to create an integrated web solution in response to a simulated design brief. Content: Research and exploration of historic and current web techniques. Developments in the internet as a viable alternative for various mediums (audio, visual, entertainment, e-commerce) Understanding of client side requirements (download speed, file size, resolution, special needs, new technology) Exploration of new technology and applications to create development of web design. Understanding and experimentation with different files formats and solutions for content (gif, jpg, swf, class) Exploration of web coding languages and coding as a means of web development (Java Script, ASP, PHP, CSS, SSI) Creation of an integrated web sites and contents using industry-standard web based applications. Use of tables to control content and alignment. Use of images and backgrounds to add value and aesthetics to a site. Use of alt tags and image naming to enable content control through browsers. Use of image maps. Use of head elements to control browsers and implement java scripting. Create interfaces both graphical and code based. Modification of graphics and imagery to fulfil internet requirements. Use of CSS styling to control textual and position based content. Managing site wide content through include files and SSI technology Experimenting and managing frame based content. Exploration and implementation of behaviours and applied java scripts to enhance the network capabilities between the site and the user. Create and enhanced web forms using CGI and form handlers. |
AS10136: Production techniques 1 |
Credits: 5 |
Level: Certificate |
Semester: 1 |
Assessment: CW20OR20OT60 |
Requisites: |
After taking this unit you must take AS10137 |
Aims: This unit aims to introduce
students to basic skills and competencies required to undertake video production.
Learning Outcomes: By the end of the unit the learner should be able to define and demonstrate the craft skills associated with single camera production as described in the unit content. Skills: Craft skills of production. Content: The learner should study, practise and develop the craft and intellectual skills elemental to the production of high quality moving image artefacts. Health and safety: e.g. the identification and management of risk. The conventional use of framing: e.g. shot composition, different types of shot and their uses, close up, two shot, establishing shot, long shot, medium shot, panning, tilting, tracking, extreme close up, mid shot. Basic lighting techniques: e.g. natural and location lighting, the use of reflectors, basic three point lighting. The use of gels, diffusers and filters: e.g. colour correction, neutral density, graduated, mats, effects. How to shoot for editing: e.g. the selection of edit points, the construction of sequences, continuity. Production paperwork: e.g. schedules, call sheets, camera logs, budgets, booking sheets. Basic sound recording: e.g. on camera and portable sound recorder, use of location mixers, basic sound editing, use of microphones and sound recording techniques. Basic video editing: e.g. logging, selection , use of burnt in time code, paper edits, digitising material, creating a multi-layer sound track s, rendering, adding tittles and credits, adding spot sound, effects and atmosphere tracks, hard disk management, outputting to tape and other media). |
AS10137: Production techniques 2 |
Credits: 5 |
Level: Certificate |
Semester: 2 |
Assessment: PR60CW40 |
Requisites: |
Before taking this unit you must take AS10136 |
Aims: This unit aims to introduce
students to advanced skills and competencies required to undertake video
production. Learning Outcomes: By the end of the unit the learner should be able to define, review and demonstrate the craft skills associated with multiple camera production. Skills: Craft skills of production. Content: The learner should study, practise and develop the craft and intellectual skills elemental to the production of high quality moving image artefacts: Health and safety: e.g. the identification and management of risk. Studio operations: e.g. studio camera operation, direction, studio operations, job functions, use of communications systems, use of blue screen, lighting for multi-camera operations, use of video production mixers, studio protocols, use of DVE, gallery operations, 'live studio' production, sound for multi-camera production. |
AS10142: Creating quality youth work |
Credits: 5 |
Level: Certificate |
Semester: 2 |
Assessment: CW70OT30 |
Requisites: |
Aims: The aims of this unit are to ensure that students are:
* Able to explore how the quality of their youth work can be enhanced * Able to understand and implement proper project management * Able to understand how the theory and practice of informal education enhances and creates quality youth work * Familiar with the latest government reports including 'Transforming Youth Work' and 'Youth Work and Study Support: The Code of Practice' * Familiar with the concepts of empowerment and leadership * Able to implement and manage change and understand the difficulties in change processes. Learning Outcomes: At the end of the unit students will have: * Explored issues surrounding quality and used them in their work situations * Read and understood key texts on the Government's drive to improve the quality of youth work * Understood how the principles and values of informal education enhance youth work and underpin its practice * Understood the current inspection framework for youth work * Developed their knowledge of project management and implemented this on a project of their choosing * Understood the concepts of empowerment and leadership and how they impact on their youth work * Understood the concept of change and developed strategies to implement change * Understood the concept of 'quality' and developed techniques for the measurement of quality * Developed benchmarking techniques they can use. In addition students will be expected to use these concepts in their day-to-day youth work and within their work placement. Skills: During the unit students will gain the following skills: * Intellectual (taught and assessed) - change management, project management, youth work theories, benchmarking, quality issues * Professional (facilitated and assessed) - professional work practices, implementation of change, quality projects, informal education * Practical (facilitated and assessed) - youth work in their situation, planning, project management, benchmarking * Key Skills (facilitated - assessed through other units) - the skills in this unit will assist students in the demonstration of competence in the common core modules and work undertaken in this module will be expected to contribute to their portfolios in those units. Content: The syllabus for this unit concentrates on: * Quality management * Informal education * Links between theory and professional management * Key texts in youth work change * Project management * Change management * Youth work inspection framework * Empowerment * Leadership * Measurement of quality. |
AS10143: Developing professional practice 1 |
Credits: 10 |
Level: Certificate |
Academic Year |
Assessment: RT70OR30 |
Requisites: |
Aims: The aims of this unit are
to ensure that students: * Demonstrate a range of skills, knowledge and understanding of youth work in practice * Learn some techniques and tools that are useful in practice * Start to evaluate and reflect on their practice * Show that they know the importance of developing professional work habits. Learning Outcomes: At the end of the unit students will have: * Shown that they have started to understand the importance of evaluation and reflection both theoretically and practically * Undertaken an effective piece of youth work practice and be able to start to reflect on and evaluate professionally how they have developed and changed over the previous year * Understood some techniques and tools - including the use of modern technology in youth work - and used them in practice * Worked with young people to develop effective youth work * Shown that they have started to acquire professional working habits. Skills: During the unit students will gain the following skills: * Intellectual (taught) - evaluative and reflective techniques * Professional (facilitated, taught and assessed) - youth work techniques and tools, working habits, effective youth work, professional behaviour * Practical (facilitated) - use of modern technology, report writing, recording techniques * Key Skills (facilitated - assessed through other units) - the skills in this unit will assist students in the demonstration of competence in the common core modules and work undertaken in this module will be expected to contribute to their portfolios in those units. Content: The syllabus for this unit concentrates on: * Evaluation of practice * Reflective practice * What is effective youth work * Techniques and tools * Report writing * Involving young people * Youth work democracy * Self management and good working habits. |
AS10144: Developing young people's learning |
Credits: 5 |
Level: Certificate |
Semester: 2 |
Assessment: CW100 |
Requisites: |
Aims: The aim of the unit are to ensure that students learn:
* To explore how young people learn and the effects this has on their personal development. Learning Outcomes: At the end of this unit students will have learnt: * How young people develop and their role within the community * The importance of, and skills in, delivering informal education * The relevant legislation affecting young people's lives * Key persons who will support young people and ways of encouraging young people in building relationships with key persons * The key values that underpin young people's lives and ways of developing these values to enable young people to become active citizens. Skills: During the unit the students will gain the following skills: * Relate developmental stages to theory * Implement theory within planning and delivery of work * Select relevant legislation * Define the concepts of inclusiveness * How to implement citizenship. Content: * Explore differentiated learning, including informal and formal education * Learning and teaching styles * Consider various short term and long term goals for young people and how these may be actioned/achieved * Concepts of inclusion and their impact on the provision accessed by young people * Human rights and citizenship * Cultural diversity * The effects of working within local and national legislation. |
AS10145: Equalities 1 |
Credits: 5 |
Level: Certificate |
Semester: 1 |
Assessment: CW55OT45 |
Requisites: |
Aims: The aims of this unit are to ensure that the student will learn:
* An understanding of equalities and participation. * To develop an understanding of how equalities impacts on current aspects of social policy, and how social policy impacts on the notion of equality. * Ways of promoting anti-discriminatory practices within young people's settings and the effects of informal learning in enabling choices to be made. Learning Outcomes: By the end of this unit students will have learnt: * Effects of discrimination and inequality and ways of eliminating discrimination from young people's settings * Relevant legislation and identify the effectiveness of its implementation within a range of settings and within current social policy theory. * Ways of ensuring that all situations are ethically secure * Roles of organisations in eliminating exclusion and ensuring equalities and participation to enable an effective young people's service * How to support the rights of young people to enable inclusiveness and participation and to respect their own decisions and choices. Skills: During the unit students will gain the following skills: * How to accurately define equality and participation * Identify a range of methods to eliminate inequality and promote an inclusive service. * How to implement relevant legislation * Discuss current social policy theory. * Discuss how a range of activities will aid promotion of inclusiveness and participation. Content: This unit concentrates on: * Equality and participation * Methods to address inequality * Legislation, policies and procedures * Key features of social policy. * Rights and responsibilities of individuals and organisations * Case studies and recorded incidents that were supported by legislation * Ethics. |
AS10146: Group work skills 1 |
Credits: 5 |
Level: Certificate |
Semester: 1 |
Assessment: CW70OT30 |
Requisites: |
Aims: The aims of this unit are
to ensure that students learn to: * Explore group work techniques and theories * Understand their own role within group work * Work within organisational policies. Learning Outcomes: By the end of this unit students will have learnt to: * Explore the purpose and expectations of group work * Develop skills in working within various group settings * Identify and develop skills in recording outcomes of meetings and group work. Skills: During the unit students will gain the following skills: * How to evaluate own performance against given criteria * Effective communication and interpersonal skills * In implementing policies and working within organisational guidelines * Working within various groups i.e. management, staff teams and young people * In negotiating, prioritising and action planning. Key Skills: * To communicate effectively and at all levels using different means (i.e. written, verbal, visual) * To reflect on own professional development. Content: * To include preparation for, and working with groups at various levels of development, i.e. professionals, new and existing groups of young people, and outside agencies * Group work techniques and theories * Various styles of adult learning and participation in a range of activities. Work based experience will give the student access for implementing theory within practice. |
AS10147: Interagency working |
Credits: 5 |
Level: Certificate |
Semester: 1 |
Assessment: CW60EX40 |
Requisites: |
Aims: The aims of this unit are to ensure that students are:
* Familiar with the theoretical rationale for interagency working * Able to show how an understanding of the processes of informal education contribute to quality interagency work * Able to place this work firmly within the context of current thinking on social policy * Able to carry out effective social research * Able to work in a co-operative manner with other agencies * Able to run their own interagency project and evaluate it effectively * Able to distinguish between different models and theories of youth work and be able to critically evaluate their appropriateness to practice. Learning Outcomes: At the end of the unit students will have: * Understood the importance of participative working * Understood how other agencies can contribute to the effectiveness of youth work * Explored how interagency working underpins the government's agenda for youth work * Understood different models and theories of youth work including informal education and relate it to a broader understanding of social policy * Shown that they can carry out social research and understood the difficulties and limitations of such research as well as how to apply it to their youth work situation * Shown that they can critically evaluate those models * Participated in examples of interagency working * Demonstrated understanding of such work by taking the lead in a small project devised with other agencies * Shown that they can effectively evaluate such work. In addition students will continue to gain experience related to other units in group work, professional practice, evaluative and reflective practice. Skills: During the unit students will gain the following skills: * Intellectual (taught and assessed) - growth of agencies, social research, social policy, government structure locally and nationally, government policy on youth work, funding mechanisms, models and theories of youth work, informal education * Professional (facilitated) - joint working techniques, report writing * Practical (facilitated and assessed) - working with other agencies, group work, evaluation techniques, project management * Key Skills (facilitated - assessed through other units) - the skills in this unit will assist students in the demonstration of competence in the common core modules and work undertaken in this module will be expected to contribute to their portfolios in those units. Content: The syllabus for this unit concentrates on: * Development of Agencies in the UK * Growth of Governmental and Non-Governmental interventions * Development of Government policies especially from 1996 * Examples of effective and non-effective interventions * Theories and policies of youth work * Placing youth work within the wider social policy debate * Social research * SWOT analysis for interagency working * Techniques for such working * Evaluative techniques * Project management. In addition some of this unit will be carried out in the workplace using actual examples of work undertaken by the student. |
AS10148: Legal and cultural context |
Credits: 5 |
Level: Certificate |
Semester: 2 |
Assessment: CW50OT30EX20 |
Requisites: |
Aims: The aims of this unit are
to ensure that students: * Consider the implications of the legal framework for youth work within the wider social context * Understand the role of social policy in regard to youth work and are aware of and can apply key theoretical perspectives and concepts * Understand key theories of social policy from 1945 and show how they relate to youth work * Fully comprehend the child protection legislation and know how to safeguard the interests of children and young people * Understand those laws and protocols relating to equality issues * Are introduced to key aspects of health and safety legislation * Understand how practice needs to change in response to legislation and are able to manage those consequent changes * Understand how social issues and concerns give rise to legislation and how to be able to influence those changes. Learning Outcomes: At the end of the unit students will have: * Explored the concept of 'culture' and discussed the various definitions of culture from economic, political and social viewpoints and used these theoretical concepts to explain and understand the relation between state, society and culture * Developed an understanding of social policy theory, are able to apply it to their understanding of youth work and can analyse the situations they work in theoretically * Learnt to apply, develop and question cultural analyses * Developed an understanding of how societal pressures lead to social legislation and how to influence that process * Understood and be able to apply legislation in relation to youth work; in particular that relating to child protection and the safeguarding of children's interests, health and safety and the legal basis of youth work and education * Explored how practice needs to change as legislation changes * Learnt how to manage those changes both in terms of themselves and their work situation. Skills: During the unit students will gain the following skills: * Intellectual (taught and assessed) - concept of culture; relationship between state, society and culture, social policy theory and practice, nature of cultural analysis, cultural analyses, legislative process and influences upon it, legal basis of child protection as well as youth work and health and safety * Professional (facilitated, taught and assessed) - how legislative and governmental changes influence practice, management of those changes, safeguarding of the interests of children and young people * Practical (facilitated) - influencing legislature * Key Skills (facilitated - assessed through other units) - the skills in this unit will assist students in the demonstration of competence in the common core modules and work undertaken in this module will be expected to contribute to their portfolios in those units. Content: The syllabus for this unit concentrates on: * Concept of culture * Social policy theory, usage, analysis and key concepts * Relationship between state, society and culture * Areas of tension and need whilst trying to avoid labelling young people as a problem * Key areas of social policy including juvenile crime and justice, youth unemployment and the 'broken transition' debate, informal education, provision for young women and youth social work * Nature of cultural analysis * Application, development and questioning of a range of cultural analyses * How cultural and societal demands and changes affect legislation and that legislation influences and cultural changes * The legislative process in practice * Influences upon that legislative process * Influencing legislature * Child protection legislation and its application and the safeguarding of the interests of children and young people * Equality legislation and its application * Health and safety legislation and its application * Legal basis of youth work * How legislative and governmental changes influence practice * Management of those changes. |
AS10149: Understanding adolescence |
Credits: 5 |
Level: Certificate |
Semester: 2 |
Assessment: CW55OT45 |
Requisites: |
Aims: The aims of this unit will ensure that the students will learn:
* How to identify the needs of young people reflecting on their developmental stage and individual needs, including building relationships * The psychology of young people and how to develop their work to reflect understanding * The importance of informal education and how it shapes young people's lives * The environmental issues that impact on young people's lives. Learning Outcomes: By the end of this unit students will have learnt: * To develop an understanding of the wider issues relating to the young persons life, i.e. peers, health, culture, family, looked after children, image, informal and formal education, equality and employment * The stages of development and the profile of adolescents * To develop an understanding of relationship building within various aspects of the young people's lives * An understanding of the psychology of young people and the perspectives on youth culture * To develop sensitivity to values impacting on the young people's world and the need to respect young people's choices * An understanding of the Justice system and the young person * How general health and mental health issues affect the young person * An understanding of how to promote a safe environment that will enhance their development and welfare. Skills: During the unit students will gain the following skills: * Theory relating to the psychology of young people * How to research values that young people live by and the effects on those involved in their lives, including relationships, social interaction, health issues, personal safety etc. * Describe the value of formal and informal education * Describe mental health issues and support available * Identify the changing perspectives on young people and crime * Discuss the Youth Justice System. Key Skills: * Communication: Effective interviewing techniques * Application of Number: Evaluating data collated * I.C.T: Presenting information in an appropriate format. Content: This unit will contain: * Wider issues within young people's lives and how it affects the direction they take in various aspects of their lives, i.e. work, social life, informal education, relationship building, family * Relevant theories supporting psychological perspectives on youth * Transferable skills and skills for life and how these can be managed within the youth work setting * The British justice system * Health and well-being during adolescence and preventative measures. |
AS10156: Introduction to sports coaching |
Credits: 10 |
Level: Certificate |
Academic Year |
Assessment: PR60CW40 |
Requisites: |
While taking this unit you must take AS20161 and take AS20160 |
Aims: This unit will enable students
to appreciate and develop a clear understanding of the coaching process,
coaching behaviour and coaching practice. Students will adopt a range of
coaching methods and techniques for working with individuals and teams collecting
/ evaluating information and gaining practical experience of coaching. Learning Outcomes: At the end of this unit students will be able to: * identify the factors associated with the coaching process, coaching behaviours and coaching practice; * develop and practice the skills required to become a competent coach; * analyse and evaluate coaching performance. Skills: * communication; * application of number; * information technology; * basic management skills. Content: * the coaching process: process characteristics, boundaries, typology, session preparation and planning, organisation, management, observation, delivery; * the coaching behaviour: communication, problem solving, manner, decision making interpersonal skills, demonstration, feedback; * the coaching practice: application of the coaching process and behaviours for effective coaching (implementation, evaluations, analysis, progression, differentiation). |
AS10157: Coaching special populations |
Credits: 5 |
Level: Certificate |
Semester: 2 |
Assessment: EX50PR50 |
Requisites: |
While taking this unit you must take AS10156 |
Aims: * to provide knowledge and skills required in the effective coaching of children, people with disabilities, pregnant women, older participants and asthmatics within a sporting context; * to give learners both a theoretical and practical understanding of the key issues surrounding sport, disability, age, pregnancy and asthmatics. Learning Outcomes: At the end of this unit students will be able to: * recognise how sport and physical activity play an important part in the development of different populations; * discuss the factors influencing participation and provision of disability sport; * examine the key organisational agencies and their role in promoting sport equity within special populations; * explain the key coaching considerations when working with individuals from various populations. Skills: * communication; * application of number; * information technology; * basic management skills. Content: * examine physical education methods; * integration of adaptive and inclusive practises; * functional classification system for disability sport; * support of excellence; * suggested adaptations for traditional sports to cater for special populations; * assist in the delivery of a practical sports session for individuals with a variety of special needs; * coaching considerations within various special populations. |
AS10163: Foundation in sports therapy |
Credits: 10 |
Level: Certificate |
Semester: 1 |
Assessment: EX80TE20 |
Requisites: |
Aims: This unit aims to: * examine the role of the sports therapist within the sporting environment; * concentrate on specific functional anatomy, identifying specific bony points. Learning Outcomes: At the end of this unit students will be able to: * describe the principles and concepts of movement, the anatomical and physiological growth and development characteristics; * describe the human body's normal immediate and delayed pathophysiological responses to trauma, the basic life-saving support systems (ABC, CPR etc), the safe and effective methods of handling and removing a casualty from the competitive or recreational environment, the limitations of a sports therapist and the role and function of other healthcare professionals, the ethical and legal requirements of maintaining a medical records system; * describe the physiological mechanisms of pain and pain control, the risk factors associated with the exposure to blood and body secretions, the role and function of medical/paramedical and other health care providers within a sport and exercise context; * describe the availability of and requirements for continuing professional education opportunities and the development of resources for sports therapists, the aims and objectives and roles of sports medicine and regulatory organisations in the UK, the contemporary issues and problems confronting sports therapists in the UK in relation to sports therapists, the availability and access to inter professional communication, the role of the professional body; * demonstrate the application of basic life-saving support techniques, the initiation and maintenance of a comprehensive medical records system, promotion of the importance of sports therapists within the context of the sports medicine team; * demonstrate the location, identification and comparative palpation of 'key' anatomical structures, introduction to examination and assessment, common injuries: signs, symptoms, mechanisms and aetiology. Skills: * communication; * problem solving; * professional skills relating to employment; * working with others; * improving own learning. Content: * key anatomical structures; * role of the sports therapist; * taking history and introduction to note taking and short hand for note taking; * first aid techniques. |
AS10164: Fundamentals of massage |
Credits: 10 |
Level: Certificate |
Semester: 2 |
Assessment: EX60TE40 |
Requisites: |
Before taking this unit you must take AS10086 |
Aims: This unit aims to: * provide a framework for the specific application of massage relating to sports; * develop knowledge and practical skills in the basic massage techniques linked with prevention, rehabilitation and maintenance programmes. Learning Outcomes: At the end of this unit students will be able to: * maintain a professional and ethical approach to work; * prepare for the sports massage treatment; * discuss the use of massage and it physiological and psychological effects on exercise and performance; * demonstrate the application of sports massage techniques; * evaluate the outcomes of each treatment. Skills: * communication; * problem solving; * professional development skills; * working with others; * improving own learning and performance. Content: * professional attitude, confidentiality, liaison with medical practitioners; * health and safety: current legislation, Health and Safety at Work Act (1974), COSHH, (1988); Local Government (Miscellaneous Provisions) Act 1976; Data Protection Act (1988); Professional indemnity insurance; * client consultation, accurate records: devise a recording system, insurance, planning treatments; * benefits and effects of massage, selection of massage techniques and mediums aftercare. |
AS20016: Counselling models |
Credits: 6 |
Level: Intermediate |
Semester: 1 |
Assessment: CW50ES30OT20 |
Requisites: |
Aims: This unit aims to: * Introduce three evidence-based models of counselling intervention for people with substance use disorders * Build on students' understanding of the theory, rationale and application of these models in a range of settings * Review the evidence for effectiveness of the models * Explore to what extent the models are complementary or in conflict * Enable students to implement and integrate such models in their practice. Learning Outcomes: At the end of this module, students will be able to: * Explain the key theoretical concepts underpinning CBT, MI and 12 Step approaches * Contrast the application of these models in their particular counselling setting * Evaluate their current competence in using these models and identify further training needs * Demonstrate an understanding of the key research evidence for the effectiveness of the models. Skills: * the use evidence-based counselling skills for this client group * applying appropriate interventions in order to assist clients affiliate and make use of the 12 step fellowships * setting realistic treatment goals for this client group * formulating a treatment plan for a client using CBT/MI/12 Step approaches * evaluating research data related to current models of intervention for clients presenting with problems due to substance use * essay research, preparation and writing * the use of IT to find, communicate and manage information. Content: This unit is concerned with the development of the necessary knowledge, skills and techniques required for a case formulation using CBT, MI and 12 Step approaches for clients presenting with problems due to substance misuse. Supporting the practical element of this module is the associated research evidence which underpins the techniques used in the above processes. Students are shown how to use this information to inform and develop their clinical practice within the workplace. |
AS20017: Developing therapeutic relationships & working collaboratively |
Credits: 6 |
Level: Intermediate |
Semester: 1 |
Assessment: PR100 |
Requisites: |
Aims: This Unit aims to provide
an experience of building and maintaining therapeutic relationships with
clients and significant others, including an understanding of how important
these relationships are for client retention, satisfaction and outcomes.
Learning Outcomes: Having completed this Unit the student will be able to: * Demonstrate the use of listening, helping and communication skills to create and maintain therapeutic working relationships with clients. * Establish and maintain an attitude of collaboration and respect for clients, in order to enhance their self-efficacy and personal responsibility for change. * Communicate appropriately with family members and friends of clients, in order to engage and enhance their ability to support the client * Assess the need for support or information. Skills: * Integrating classroom learning into the clinical setting * The use of counselling skills to structure, track and pace interviews * Using supervision and support to identify development needs * Analysing own performance and responding to feedback * Working independently and as part of a team. Content: This Unit is concerned with: * Building the therapeutic alliance * Working collaboratively * Building relationships with family members and friends. |
AS20018: Leading groups & client education |
Credits: 6 |
Level: Intermediate |
Semester: 1 |
Assessment: PR100 |
Requisites: |
Aims: This Unit aims to provide
students with experience of leading and co-leading group-based activities,
such as group therapy sessions, educational groups and workshops, and to
develop an understanding of the principles of effective group-work. Learning Outcomes: Having completed this Unit the student will be able to: * Manage groups in a manner conducive to a therapeutic outcome for all participants. * Prepare clients for group therapy and educate them about the group model. * Communicate clearly to colleagues about the group process. * Apply the principles of client education by preparing and leading appropriate workshops and presentations. Skills: * Integrating classroom learning into the clinical setting * The use of counselling skills in client interactions * Using supervision and support to identify development needs * Analysing own performance and responding to feedback * Working independently and as part of a team. Content: This Unit is concerned with: * The general principles of groupwork * Group therapy * Client education in groups. |
AS20019: Relapse prevention |
Credits: 6 |
Level: Intermediate |
Semester: 1 |
Assessment: ES50PR50 |
Requisites: |
Aims: This unit aims to: * Explore students beliefs about the nature of relapse * Build on students' understanding of Marlatt's Cognitive Behavioural and Gorski's biopsychosocial model of relapse prevention * Critically examine current models of Relapse Prevention * Enable students to implement such models into their setting. Learning Outcomes: At the end of this unit, students will be able to: * Understand relapse as a process as well as an event * Contrast Marlatt's model of relapse with Gorski's Warning Signs approach * Analyse how theories of relapse can be applied to clinical practice * Critically evaluate a programme of Relapse Prevention * Apply Relapse Prevention strategies with individuals and groups of clients. Skills: * analysing how theories of relapse can be applied to clinical practice * assessing high-risk situations * helping clients identify and respond more effectively to high-risk situations * identifying and managing relapse warning signs * designing and implementing a relapse prevention program in an addictions setting * Use information technology to find, communicate and manage information. Content: This unit is concerned with the development of the necessary knowledge, skills and techniques required to design and implement a comprehensive relapse prevention program within an addictions setting. Supporting the practical element of this module is the associated research evidence which underpins the techniques used in the above process. Students use this information to inform and develop their clinical practice within their workplace. |
AS20020: Working with the family & significant others |
Credits: 6 |
Level: Intermediate |
Semester: 1 |
Assessment: ES50PR50 |
Requisites: |
Aims: Main Aims of this unit are:
* Explore substance misuse problems from a family systems perspective. * Increase students awareness of their own family systems, particularly in relation to alcohol and drug use. * Review key research into how family members are affected by and how they respond to addiction problems. * Describe the resources available to support and help family members. * Develop a model of including family members in the treatment process. Learning Outcomes: At the end of this unit, students will be able to: * Understand substance misuse problems from a family systems perspective. * Describe typical family roles and coping strategies in families with alcohol or drug addiction. * Integrate a range of resources and services into their practice which are designed to support relatives and friends of problem drug or alcohol users. * Conduct interviews and conjoint meetings with family members as part of a client's treatment plan. * Make appropriate and sensitive recommendations to family members about obtaining information, help and support for themselves. Skills: * Analysing how theoretical concepts can be applied to the clinical setting * The use of appropriate counselling skills for this client group * Show awareness of interpersonal dynamics * Transferring knowledge and skills across different settings * Reflect on own performance and respond positively to feedback * Essay research, preparation and writing * The use of information technology to find, communicate and manage information. Content: This unit is concerned with: * Family dynamics and responses to addiction problems * Self exploration: understanding the family system * Resources available to family members * Integrating family work into individual treatment. |
AS20021: Complex case management |
Credits: 3 |
Level: Intermediate |
Semester: 2 |
Assessment: PR100 |
Requisites: |
Aims: This three-credit unit aims
to equip students with the ability to manage and respond to more complex
situations, and apply principles learned in simpler cases to clients with
challenging or changing needs. Learning Outcomes: Having completed this Unit the student will be able to: * Review and revise treatment or care plans in response to changing circumstances. * Respond appropriately to difficult situations or crises. * Adapt principles of case management to more complex cases. Skills: * Integrating classroom learning into the clinical setting * Document writing and management * Using supervision and support to identify development needs * Analysing own performance and responding to feedback * Working independently and as part of a team. Content: This unit is concerned with: * Comprehensive assessment * Complex Treatment Planning * Relationships of co-morbid disorders with substance use * Working collaboratively. |
AS20022: Dual diagnosis and complex needs |
Credits: 6 |
Level: Intermediate |
Semester: 2 |
Assessment: CW50PR50 |
Requisites: |
Aims: People with serious mental
illness are particularly vulnerable to substance misuse. This unit aims
to help students understand this vulnerability and provide the therapeutic
skills appropriate for assisting this client group with their problems by;
* exploring the core features of serious mental illness and co-morbid substance use * examining the interventions and clinical skills pertinent to this client group. * analysing the current evidence base for the concept of dual-diagnosis. Learning Outcomes: Having completed this Unit, students will be able to: * Make reasonable preliminary judgements about whether individuals are exhibiting behaviour(s) consistent with co-existing psychoactive substance use and mental health problems. * Understand how counselling approach and style need to be modified in order to engage, support and motivate clients with co-existing mental health problems. * Evaluate the suitability of interventions to meet an individual's identified needs, and to help dually diagnosed clients to use existing resources. * Apply the basic concepts and tools of Cognitive Analytic Therapy to enhance their clinical work with people with complex needs. Skills: * the use of appropriate counselling skills for this client group * formulating a realistic treatment plan for a client with co-morbid disorders * observing and giving pertinent feedback on a demonstration interview * carrying out screening interviews for dual diagnosis with clients in their placement agencies * essay research, preparation and writing * the use of IT to find, communicate and manage information. Content: * Clinical features of common mental disorders * Towards a definition of Dual Diagnosis * Prevalence of mental illness in substance using populations * Relationships of co-morbid disorders * Practical implications and essential components of treatment * Reformulation of Personality Disorder - Multiple Self-States Model * Practicum - case scenarios with workplace simulations. |
AS20023: Further personal & professional development |
Credits: 3 |
Level: Intermediate |
Semester: 2 |
Assessment: PR100 |
Requisites: |
Aims: This three-credit unit aims
to deepen students' knowledge and awareness of personal and professional
issues as they affect performance, effectiveness and personal well-being.
Students will explore ethical practice, and how their attitudes to clients
affect their work. Learning Outcomes: Having completed this Unit the student will be able to: * Assess their performance against ethical, legal and professional standards. * Assess their personal patterns of response to clients. * Evaluate the limits of their personal competence. * Know when a referral to another practitioner or service is in the best interest of the client. Skills: * Integrating classroom learning into the clinical setting * Document writing and management * Using supervision and support to identify development needs * Analysing own performance and responding to feedback * Working independently and as part of a team. Content: This Unit is concerned with: * Ethical and accountable practice * The use of supervision * Personal awareness and growth. |
AS20024: Harm reduction approaches & pharmacological interventions |
Credits: 6 |
Level: Intermediate |
Semester: 2 |
Assessment: ES50CW50 |
Requisites: |
Aims: This unit aims to: * Explore the history and development of harm reduction approaches * Develop understanding of current harm reduction interventions and initiatives, their rationale and implementation * Critically examine the evidence of the impact of interventions in reducing drug related harm * Examine the relationship between harm reduction and abstinence based philosophies * Review current developments in pharmacological treatments for drug dependence. Learning Outcomes: At the end of this unit, students will be able to: * Explain what factors led to the development of a Harm Reduction response to problem drug use in the UK * Describe the rationale for and delivery of current harm reduction interventions * Evaluate key evidence concerning the effectiveness of HR approaches * Describe a range of pharmacological treatments currently used in the management of substance dependence * Help clients identify risk for drug related harm and access appropriate services. Skills: * analysing how social, political and medical pressures shaped policy and produced practical responses * evaluating research evidence * identifying risk for drug related harm * reviewing available services and ensuring client access. Content: This unit is concerned with: * Historical development of the Harm Reduction response * Services promoting safer using practices * Substitute Prescribing * Medications used in detoxification * Anti-craving and relapse prevention medications. |
AS20025: Project - integrative case study |
Credits: 6 |
Level: Intermediate |
Semester: 2 |
Assessment: RT100 |
Requisites: |
Aims: This Unit aims to help students
integrate the skills and knowledge acquired throughout the course to produce
an integrative case study. Emphasis is placed on analytical and writing
skills in order to equip students with evaluative powers that will enable
them to recognise and describe effective methods of clinical intervention.
Students are encouraged to use information technology as a resource for
their professional practice. Learning Outcomes: Having completed this Unit, students will be able to: * Select, specify and plan an appropriate project * Develop casework to an agreed protocol * Describe and evaluate a range of addiction counselling methods * Explore ethical issues relating to addictions treatment * Demonstrate and critically evaluate their work * Conduct and produce an information search. Skills: * Literature searching * Report writing * The use of IT to find, communicate and manage information. Content: * Literature review * Case management * Ethical issues * Evaluating research * Practical implications * Case review. |
AS20026: Working with difference & diversity |
Credits: 6 |
Level: Intermediate |
Semester: 2 |
Assessment: PR100 |
Requisites: |
Aims: This Unit aims to raise
awareness and provide practical experience of diversity issues as they arise
in the case management of clients from different backgrounds and to enable
students to combine sensitivity with clinical effectiveness. Learning Outcomes: Having completed this Unit the student will be able to: * Demonstrate awareness of a range of differences that may affect a client's experience of and benefit from counselling or treatment. * Describe examples of how such issues arise in the case management of clients and demonstrate how principles of non-discriminatory practice can be applied. * Evaluate resources available in the current agency setting that facilitate the counselling and treatment of clients from different backgrounds or with different needs, and make recommendations for improving these resources. * Identify how practical limits and dilemmas regarding diversity issues arise in the treatment situation. * Review models, resources and strategies which work towards resolving dilemmas and extending accessibility. Skills: * Integrating classroom learning into the clinical setting * Using supervision and support to identify development needs * Analysing own performance and responding to feedback * Developing a cultural sensitivity * Developing strategies to facilitate cultural minority clients to enter into the treatment process. * Working independently and as part of a team. Content: This Unit is concerned with: * Monitoring issues of difference * Culturally sensitive and non-discriminatory practice * Recognising limits, dilemmas and opportunities. |
AS20084: Learning in the workplace 2 |
Credits: 10 |
Level: Intermediate |
Academic Year |
Assessment: CW100 |
Requisites: |
Before taking this unit you must take AS10083 |
Aims: This unit is designed to
enable students to acquire the knowledge and skills necessary to operate
effectively within the workplace and to succeed in level 2 of their degree
programme. Learning Outcomes: By the end of this unit students will have demonstrated: * The ability to work in an independent and autonomous way; * An understanding of the role of individuals in the workplace, their rights, responsibilities and performance evaluation; * An understanding of working with others, team work, groups and group dynamics; * An ability to identify and solve problems in a work based environment; * Appropriate strategies for handling, processing and communicating information. Skills: Skills in improving own learning and performance; communication, team working, problem-solving, managing information. Content: The module focuses on four essential areas: * Development of individual learning styles; * Individual rights, responsibilities and performace in the workplace; * Working with others, teamwork, group and group dynamics; * Problem solving in a work based environment; * Strategies for handling, processing and communicating information. The programme of teaching in this unit will focus on support for group and individual learning programmes through the use of a variety of methods including: * Problem based exercises; * Case studies; * Group work; * Information technology; * Class exercises; * Role play; Teaching and learning strategies should use subject specific or work based examples where appropriate. Use of key skills on line. |
AS20085: Work-based learning |
Credits: 10 |
Level: Intermediate |
Academic Year |
Assessment: CW100 |
Requisites: |
Aims: To develop learning beyond
the academic curriculum and to provide opportunities for the acquisition
of knowledge and skills that reinforce the understanding of academic subjects
and which add to the range of individual capabilities. Learning Outcomes: By the end of the unit a student will be able to: 1. Analyse individual strengths and weaknesses, and as a result construct an appropriate development plan for continuous evaluation and professional achievement 2. Demonstrate competence in a range of professional skills appropriate to a specific employment sector 3. Demonstrate detailed knowledge and understanding of an organisation and of how personal role has developed 4. Sustain and evaluate learning achieved during an appropriate work placement. Skills: Personal development skills, professional skills relevant to employment. Content: Identification and recording of achievements and personal skills; personal development planning; guidance on job application and interview techniques; employer-employee relationships; identification and agreement of appropriate learning objectives and learning agreements; use of analytical tools; completion of work-based learning period(s); reflecting on personal achievements. Key texts and information sources: Institutional placement guidance. |
AS20093: Talent identification principles and practice |
Credits: 10 |
Level: Intermediate |
Academic Year |
Semester: 2 |
Assessment: CW100 |
Requisites: |
Aims: To provide students with
the knowledge and skills necessary for the development of an understanding
of the key factors that contribute to identifying and nurturing talented
athletes in a range of sports. Learning Outcomes: At the end of this unit students will: * Investigate the comparative nature of talent identification in Australia, UK, USA and Europe * Identify key performance indicators in a range of sports * Demonstrate an understanding of the physiological, psychological, body compositional and genetic factors that influence sport performance * Acquire an understanding of the maturation process and implications for adolescent athletes * Acquire an understanding of long term athlete development models. Skills: * Communication * Application of Number * Information Technology * Basic Management Skills. Content: * Key performance indicators in a variety of sports * Talent identification systems in Australia, UK, USA and Europe * Physiological, psychological, body compositional and genetic factors influencing performance * Maturation process * Implications of the maturation process for adolescent athletes * Long term athlete development models * Existing structures utilisation of talent identification. |
AS20094: Strength and conditioning |
Credits: 10 |
Level: Intermediate |
Academic Year |
Semester: 1 |
Assessment: OR50OT50 |
Requisites: |
Before taking this unit you must take AS10086 |
Aims: By the end of this unit
students will be able to understand the scientific principles, concepts
and theories underpinning strength training and conditioning. Learning Outcomes: At the end of this unit students will: * Develop knowledge within the strength and conditioning industry and practically apply to performance * Apply scientific principles to improve muscular strength and endurance with clients * Demonstrate a critical understanding across a range of clients from sedentary to elite athletes, through to special populations * Recognise different forms of athletic training, including the use of free weights, machine weights and plyometrics. Skills: * Communication * Application of Number * Information technology * Basic management Skills. Content: * Components of Physical fitness (Speed, agility, strength, power, muscular endurance) and how to improve these through training. * Musculoskeletal system, cardio-vascular, energy systems responses to training. * Dimensions of physical fitness (motor and physical) and their application to sport. * Principles of training programmes, principles of training sessions, warm-ups and cool downs, periodisation through long term planning and training cycles * Monitoring training responses to exercise. |
AS20096: Performance planning |
Credits: 10 |
Level: Intermediate |
Academic Year |
Semester: 1 |
Assessment: RT100 |
Requisites: |
Before taking this unit you must take AS10089 |
Aims: Ensure that students are
provided with the knowledge and understanding to allow them to work effectively
with elite athletes in their sport. To implement the key principles of periodisation
and how the applied principles of training are embedded within this. To
develop understanding of key issues of long term planning and also how technology
is used effectively by the BOA, BOMC and BASES when working with elite athletes.
Learning Outcomes: At the end of this unit students will: * Contribute to the understanding of what is required to work with the elite athlete in a performance context * Demonstrate a critical understanding of the subject knowledge to implement effective planning * Introduce and develop the ability to reflect on their ability to plan effectively * Consider evaluative judgements on the outcomes of effective planning * Evaluate an athletes performance and also their own planning * Apply effective planning practice and critically analyse the outcomes through reflective practice. Skills: * Communication * Application of Number * Information technology * Basic Management Skills. Content: * Working with the elite athlete in a performance context * Principles of effective planning * Scientific support for the elite athlete * Outcomes of effective planning * Effective communication of plan * Evaluating athletes performance * Evaluating athletes planning * Reflection on the planning process. |
AS20097: Performance analysis |
Credits: 10 |
Level: Intermediate |
Academic Year |
Semester: 2 |
Assessment: OR50OT50 |
Requisites: |
Aims: Identify those key principles
that contribute to individual performance and provide students with the
critical key skills that will allow them to analyse and reflect on their
own performance and deploy within the field of sport. Both objective and
subjective factors influencing performance will be considered with students
designing appropriate and effective training programmes. Learning Outcomes: At the end of this unit students will: * Develop subject specific knowledge to work with elite athletes within a sport context * Develop key analytical skills to allow students to evaluate their own performance * Recognise the key protocols used by BASES and BOMC in analysing elite athlete performance * Evaluate / analyse / reflect on their own and their peers performance * Communicate effectively the outcome of an analysis. Skills: * Communication * Application of Number * Information Technology * Basic Management Skills. Content: * The need for objective feedback to assist coaching effectiveness to include hand based and computer analysis systems. * To assess the role of hand based analysis systems in the feedback process while evaluating the reliability of the data collected in cited notational analysis systems. * Create a system for hand notation for a chosen sport and provide practical solutions to any questions raised. |
AS20104: Project management |
Credits: 10 |
Level: Intermediate |
Academic Year |
Semester: 1 |
Assessment: CW75EX25 |
Requisites: |
Aims: To give learners the opportunity
to: * Develop an understanding of the principles and practice of project management including organisational and human resource considerations * Develop a sound understanding of project management methodologies, tools and techniques * Develop the ability to analyse, plan and control projects including contingency planning and risk analysis. Learning Outcomes: To achieve this unit a learner must: * Demonstrate a sound knowledge of Project Management Principles and Practice * Apply theoretical knowledge to set up project schedules using project management software * Understand the problems associated with managing a project and how to address these problems * Demonstrate the ability to prepare budgets, allocate resources, and successfully monitor and control a project. Skills: Intellectual skills (taught and assessed) * Develop knowledge of project management principles, tools and techniques * Develop an appreciation of principles of human resource management * Apply theoretical concepts to the planning and control of a project Professional skills (facilitated) * Independent research * Presentation skills * Written assignments and reports * Reflection and self-assessment * Peer-assessment Practical skills (taught and assessed) * use of project management software * use of project management methodology. Content: Project Management Principles The first part of the course is concerned with an investigation of the principles of project management and the role of the project leader. This will start with a look at the management of change and an understanding of all the elements that are involved in planning monitoring and implementing a successful project. We will consider how to determine how the scope of a project and how to set project objectives and boundaries. Introduction to Financial Theory How to establish success/failure criteria and how to determine operational time and cost constraints. This will include the concepts of: * C.S.F.'s - Critical Success Factors * K.P.F.'s - Key Performance Factors * S.M.A.R.T. - Objectives Project Management Systems Procedures and Tools A significant part of the course will be a review of the systems procedures, tools and processes available to the project manager. This will include the use of different methodologies including * Soft Systems Methodology * SSADM and more recent derivatives such as PRINCE The student will become familiar with the use of project management software such as Microsoft Project Project Management Personnel and Organisations We will take a brief look at organisational structures and the personnel aspects of running and managing a project. This will include an introduction to Group Psychology, Leadership Skills Team Building, and Motivation Change Control, Risk Analysis and Contingency Planning The need for change control and contingency planning. How to assess risk and plan for recovery and backup. Disaster Recovery Planning. |
AS20105: Project |
Credits: 10 |
Level: Intermediate |
Academic Year |
Semester: 2 |
Assessment: CW100 |
Requisites: |
Before taking this unit you must take AS10101 and take AS20104 |
Aims: To give learners the opportunity:
* to apply and integrate the skills and knowledge they have acquired during the course to produce a computer-based solution to a realistic problem. * to develop personal skills such as time management and communications, problem solving * to pursue an area of their own interest and develop their skills in that area * to implement, to professional standards, a computer-based solution. Learning Outcomes: At the completion of the unit, learners should be able to: * Select, specify and plan a suitable project * Develop a solution for the project * Monitor and control the project * Present and evaluate the project. Skills: Personal skills(facilitated and assessed)- time management, personal organisation, working with others, independent research, problem solving Communication skills(facilitated and assessed) - oral presentations, written reports, demonstrations Use of project management software (facilitated and assessed) Critical evaluation of own and peers project outcomes (facilitated and assessed) Content: Students will undertake a major piece of work. It should be work-based and should integrate across as many other units of study as possible. The project may be tailored to the interests and expertise of the individual learner. Learners are expected to identify a suitable work-based problem, investigate and provide a suitable solution. Where appropriate the actual solution or a prototype solution should be developed and implemented. Throughout the project the leaner must successfully plan and manage their time and resources. Select, specify and plan a suitable project *Project selection: Investigate areas of interest and identify a suitable work-based project, appraise the feasibility of the chosen project in terms of work load, level of ability required, costs, and resources. * Specify Project: Identify a list of User Requirements and structure a Project Proposal in a form suitable for presentation to management in a real or simulated work environment. This should include project objectives, justification, scope, deliverables, constraints, and major risks. * Plan Project: Production of an appropriate plan including timescales, deliverables, milestones. Select an appropriate project management tool. Develop a solution for the project * Development: develop the project using the selected approach to meet the agreed specification to the agreed timescale, taking appropriate action to overcome problems as they arise. * Implementation: implement the solution, verify and test at all levels Monitor and control the project * Project management: use control techniques - estimating, planning, tracking, Gantt charts * Project review: regular meetings with supervisor, recording of issues and progress in a Project Diary, record of meetings Present and evaluate the project * Presentation: report writing, presentation techniques, demonstrations, appropriate language * Evaluation: evaluate the development process, what went well, problems encountered, changes to original scope/plan, possible improvements, follow up action. Review of the project objectives. Evaluation of personal development - 'what have I learnt?' * Documentation: this will differ according to the specific project but it should include complete relevant documentation of all stages of the project to agreed standards. |
AS20106: Human computer interface |
Credits: 5 |
Level: Intermediate |
Academic Year |
Assessment: CW100 |
Requisites: |
Aims: To give learners the opportunity:
* To gain an understanding of the importance of and significant role played by the human computer interface (HCI) * To understand the importance of HCI in the design and development of safe, usable and efficient software * To understand the need for different HCIs for different user groups. Learning Outcomes: At the completion of the unit, learners should be able to : * Describe the latest HCI developments and the applications and user groups to which they are suited * Describe the different user groups and the way they interact with different interfaces * Produce different designs for interfaces using established HCI rules, guidelines and heuristics * Evaluate existing HCIs for usability, functionality and overall efficiency. Skills: Practical skills - interface design skills taught and assessed Personal skills - time management, personal organisation, independent research, problem solving - facilitated Communication skills - oral presentations, demonstrations, written reports - facilitated and assessed. Content: History of HCI * How the topic has developed and grown in importance Current developments in HCI * Hardware developments i.e. screens, keyboards, pointing devices, complete range of input/output devices, speech/face/hand/iris recognition Different user groups * Novice, regular, expert, visually impaired, blind, physically disabled, special needs How users interact with computers * Models of users, human memory, cognition, perception, attention, skills acquisition, use of metaphors Ergonomics, Health and safety considerations * Lighting, seating, office environment, RSI, legal implications Workstation environment * The 'ideal' workstation environment Prototyping * Rapid prototyping, low fidelity vs. high fidelity, selection of tools/methodology Evaluation of HCIs * Task analysis, measuring of usability, functionality. Use of metrics to measure performance, efficiency and user satisfaction. |
AS20107: Advanced database topics |
Credits: 10 |
Level: Intermediate |
Academic Year |
Assessment: CW75EX25 |
Requisites: |
Before taking this unit you must take AS10098 |
Aims: * To equip the student with the necessary knowledge and skills to - Carry out database management tasks - Administer large database systems - Recommend appropriate strategies for implementing distributed databases * To provide an overview of the interface between object oriented technologies and databases, and the related problems * To provide a sound conceptual introduction to decision support and related topics. Learning Outcomes: At the completion of the unit, learners should be able to: * Create and administer databases using graphical managers and SQL DDL * Outline the practical concerns which led to the development of distributed architectures and the problems associated with such architectures * Describe and apply the concepts of fragmentation and replication * Appreciate the differences between object-oriented and object-relational databases and outline O-R facilities of industry-standard DBMS packages * Describe and use the methods and facilities associated with decision support systems * Outline the techniques available for data warehousing and data mining. Skills: Practical skills - database management skills, DDL - taught and assessed Personal skills - time management, personal organisation, working with others, independent research, problem solving - facilitated Communication skills - written reports; facilitated and assessed. Content: Create and administer databases using graphical managers and SQL DDL * Creation of databases, tables, columns, indexes and relationships; stored procedures; levels of security, granting and revoking of user privileges. Backup, recovery and tuning of databases. Outline the practical concerns which led to the development of distributed architectures and the problems associated with such architectures * Practical necessity for distributed data management. DDBMS models. Problems of consistency, security and integrity. Transaction management in the distributed environment. Top down and bottom up integration. Describe and apply the concepts of fragmentation and replication * Horizontal and vertical fragmentation. Degrees of replication. Application to given instances. Appreciate the differences between object-oriented and object-relational databases and outline O-R facilities of industry-standard DBMS packages. * Reprise of object oriented concepts. Persistent data. Methods, data types and inheritance in O-R databases. SQL O-R facilities. Describe and use the methods and facilities associated with decision support systems * Multidimensional data models. Cube, rollup and aggregation operations. Relational OLAP systems. Outline the techniques available for data warehousing and data mining * Definition of and characteristics of a data warehouse. Enterprise and virtual warehouses; data marts. * Integration and extraction considerations. Data mining. Hypotheses. The knowledge discovery process. The A-priori algorithm. |
AS20108: Help desk support for ICT |
Credits: 5 |
Level: Intermediate |
Semester: 2 |
Assessment: CW50PR50 |
Requisites: |
Aims: This unit will: * provide knowledge and skills of the running of a help desk required by those who aim to provide formal systems support. * provide the knowledge and techniques to devise and develop effective Service Level Agreements * provide knowledge of the tools and technologies used within the help desk environment * provide knowledge of problem procedures used on a help desk. Learning Outcomes: At the completion of the unit the student will be able to: * evaluate and use a logging and tracking software system so they may be used in a help desk environment. * analyse user requirements in order to develop an SLA * determine the tools and technologies needed to run and improve the performance of a help desk * solve problems using diagnostic tools in a procedural way. Skills: Practical Skills - Evaluate and use a logging and tracking systems; use and implement problem solving diagnostic tools; use and implement various procedures to be used within a help desk environment - Demonstration and assignment 2 Personal Skills - Analyse students own soft skills and how these are used in the help desk environment - assignment 1 Communication Skills - Questioning skills and report writing - demonstration and assignment 1. Content: Help desk environments are different to normal office settings and they require diverse procedures, therefore the student needs to become familiar with the workings of a help desk and the way they are run. This module will provide the framework for developing the necessary knowledge and skills needed to work on and run a formal system support environment. Included in the help desk environment will be the use of logging and tracking systems, the development of a Service Level Agreement, the ability to write set procedures to be used by technicians and users and explore the advantages and disadvantages of help desk technologies, new and old, that may be used and why. |
AS20109: Computing solutions |
Credits: 5 |
Level: Intermediate |
Semester: 1 |
Assessment: CW50EX25PR25 |
Requisites: |
Before taking this unit you must take AS10102 |
Aims: Learners will be given the
opportunity to: * Develop an understanding of the means by which data can be processed into meaningful information * Develop an understanding of the effectiveness of contemporary applications that support organisations. * Evaluate the capacity of an information system to satisfy the needs of specific users and other stakeholders who are in some way involved with the organisation. Learning Outcomes:To achieve this unit a Learner must: * Appreciate the roles and structure of management within organisations * Understand the nature of information and contemporary applications * Examine the applications available to organisations for effective information processing * Evaluate the effectiveness of an information system within an organisation Skills: Intellectual skills - taught and assessed: * Opportunity to develop knowledge of managerial, organisational and information concepts * Critically apply theoretical concepts to specific organisations Professional skills - taught and assessed: * Apply evaluation and measurement concepts to organisations * Independent research * Develop professionally written documents and reports * Reflection and self-assessment Practical skills - facilitated: * Develop interview and interrogation techniques * Presentation skills * Contribution to discussion groups. Content: Appreciate the roles and structure of management within organisations * Hierarchical structures of management. * Levels and scope of decision making within organisations. Importance of effective planning. Understand the nature of information and contemporary applications * Collection, storage, retrieval and processing of effective information for use within Management Information Systems Examine the applications available to organisations for effective information processing * Effectiveness and appropriateness of contemporary applications and products (e.g. data warehousing; data mining; Customer Relationship Management; Enterprise Resource Planning) for a given organisation * Quantitative and qualitative measures of effectiveness of Management Information Systems. |
AS20110: Visual programming |
Credits: 5 |
Level: Intermediate |
Academic Year |
Assessment: EX30CW70 |
Requisites: |
Before taking this unit you must take AS10100 |
Aims: To enable the student to
* Develop software applications with emphasis on Graphical user interface design * Analyse the need for and use the most suitable components available in a visual programming environment. Learning Outcomes: * Understand the need for well planned and tested interfaces * Select and deploy the most suitable visual components * Investigate and use third party components where appropriate * Understand object-based and event driven concepts * Analyse the needs of the user and apply good GUI practice * Design an application including layout and code requirements * Test and document complete applications * Evaluate a finished application based on user feedback. Skills: * Practical skills - Develop GUI design and visual programming skills in a given language. Develop good problem solving techniques - taught and assessed * Personal skills - Time management. Planning and prioritisation of tasks. Well-managed research and development of programming environment and good GUI practice - taught, assessed and facilitated * Communication skills - Prepare high quality reports and documentation to support applications. Present information appropriately. Perform user demonstrations and prepare questionnaires to aid critical evaluation of products - facilitated and assessed. Content: Common Windows Interface practices, Human computer interface consideration relating to: Choice of objects, layout styles and Colour, consideration of accessibility, special user requirements. Appraisal of given GUI examples, Objects, Forms, Controls and associated events, Third-party vendors, Introduction to Active-X development, Object based environments, OOP concepts, Advantages of event driven code, Selection of most suitable and effective event procedures and other language features, Plan layouts to enable ease of use, Error messages and splash screens, Help screens, User instructions, Screen designs, Prototypes, Structured English, Pseudocode or other methodology, Prepare test plans, Conduct tests using appropriate debugging tools, Complete test logs, Maintain version control, Demonstrate to users, Prepare user questionnaires, Evaluate based on user feedback, Conclusions and Recommendations. |
AS20111: Object oriented programming |
Credits: 10 |
Level: Intermediate |
Academic Year |
Assessment: EX30CW70 |
Requisites: |
Before taking this unit you must take AS10100 and while taking this unit you must take AS20112 |
Aims: To enable the student to
* apply OOP techniques to Design and Create programs * be proficient in code development using a suitable OOP language and relevant software tools. Learning Outcomes: * Understand the basic concepts of OOP * Compare and evaluate conventional and OOP approaches * Design a system using a suitable modelling notation * Identify and use the main features of an OOP languages * Develop classes and create complete applications * Test and document classes and complete applications. Skills: Practical skills - Develop programming skills in at least one contemporary OOP language. Develop good problem solving techniques - taught and assessed. Personal skills - Time management. Planning and prioritisation of tasks. Well-organised approach to research and development of current techniques - facilitated and assessed. Communication skills - Prepare high quality reports and documentation to support applications. Present information appropriately - facilitated and assessed. Content: Class Abstraction, Strengths and advantages of Encapsulation, Use of Polymorphism and overloading, Benefits of Inheritance, Object messaging and relationships, Structured and object-oriented methodologies, Current approaches such as 'Object think' and CRC Class-Responsibilities-Collaborators, Current methodology such as UML, System development models, Use Cases, Class diagrams, Object interaction models, State and Behaviour, Code features, Style and structure, Syntax and semantics, Control structures, Class development, Prepare code for classes to be re-used in other applications, Code and implement practical application, Prepare test plans, Conduct tests, Complete test logs, Document classes and code, Maintain version control. |
AS20112: Object oriented design |
Credits: 5 |
Level: Intermediate |
Academic Year |
Assessment: CW50EX25PR25 |
Requisites: |
Before taking this unit you must take AS10100 and while taking this unit you must take AS20111 |
Aims: Learners will be given the
opportunity to: * Develop an appreciation of what constitutes a good object-oriented system * Develop sufficient knowledge of a suitable methodology (UML) for them to be able to analyse a problem and design an object-oriented solution. * Demonstrate sufficient understanding of object-oriented concepts, to be able to adapt their knowledge to fit different circumstances. Learning Outcomes: To achieve this unit a Learner must: * Demonstrate an understanding of object-oriented concepts * Investigate the suitability of object-oriented applications * Perform object-oriented analysis and design * Develop and document a test plan for an object-oriented system. Skills: Intellectual skills - taught and assessed: * Opportunity to develop knowledge of object-oriented design concepts * Apply theoretical concepts to specific problems and scenarios Professional skills - taught, facilitated and assessed: * Apply object-oriented evaluation and analysis skills to a given scenario * Develop professionally written documents and reports * Reflection and self-assessment Practical skills - taught and assessed: * Independently design solutions using appropriate software tools (e.g. Select Enterprise Modeller; Rational Rose etc) * Presentation skills * Contribution to discussion groups. Content: Demonstrate an understanding of object-oriented concepts: * Outline the general trends in software development, and identify the perceived advantages of O/O (e.g. modularity, encapsulation, re-use, iterative development, interactivity, greater client involvement in design) * Identification of objects, classification, inheritance, polymorphism Investigate the suitability of object-oriented applications: * Outline current areas of use of O/O techniques and their relative advantages * Investigate suitable alternatives available between O/O or other techniques for a given application Perform object-oriented analysis and design * Develop modelling techniques appropriate to O/O design e.g. object diagrams, class diagrams, use cases, state diagrams, scenarios, sequence diagrams, collaboration diagrams, CRC cards and appropriate use of data dictionary's. * Other more advanced concepts such as: aggregation, composition, multiple inheritance, interfaces, constraints * Appreciation of concepts such as system design, object and interface design Develop and document a test plan for an object-oriented system * Select and describe an appropriate O/O testing strategy * Produce a detailed test plan and supporting documentation * Design appropriate usability study. |
AS20113: E-commerce principles and practice |
Credits: 10 |
Level: Intermediate |
Academic Year |
Assessment: CW100 |
Requisites: |
Before taking this unit you must take AS10103 |
Aims: This unit will equip learners
with knowledge and skills about: * Identifying both the technical and commercial characteristics of E Commerce. * Learning how to analyse the probable impact, potential and challenges on businesses or organisations of deploying an E Commerce solution. * Identifying and critically examine the main technical requirements that underpin E-commerce solutions. * Equipping the student with sufficient knowledge and skills to - Plan for the development of an E Commerce solution - Design an E Commerce solution - Manage and develop an E Commerce solution - Publish market and present an E Commerce solution - Evaluate an E Commerce solution. Learning Outcomes: At the completion of the unit, learners should be able to: * Demonstrate an understanding of the technical and commercial characteristics of E Commerce, by demonstrating broad understanding of the - The current uses. - The design and functionality of existing solutions. - The current market, growth and potential. - Possible future trends and developments. * Analyse the probable impact, potential and challenges on businesses or organisations of deploying an E Commerce solution. * Plan a strategy for the deployment of an E Commerce solution, which must include a detailed briefing of the technical and security issues, requirements and procedures. * Plan and design an E Commerce solution. * Develop, build, manage and publish an E Commerce solution. * Critically evaluate, problem solve, test and present, an E Commerce solution. Skills: Academic skills - Research, analyse, compare and contrast, apply, evaluate. Practical skills - application design skills, development skills, presentation skills, programming and coding skills. Personal skills - time management, personal organisation, problem solving, and research. Communication skills - presentations, demonstrations, working with a client. Content: Characteristics - technical and commercial * Defining and positioning, scope, The Internet (features and communication), types, use of ecommerce, front end application and interface design, usability, accessibility, internationalisation, legal, ethical and moral issues. Impact and challenges * Risk assessment, impact on management, customer support, integrity of data, logistics, intellectual property and copyright threats, future growth and technology. Plan a strategy * Working with client, management strategy and client brief, identifying goals, marketing, implementation priorities, systems analysis, financial and risk assessment, supply side strategy, creating a security policy, security threats and solutions, Implications of E payment systems, international legal ethical and moral issues, meeting customer needs, content management, electronic payment systems, network, choice of hardware and software. Test, publish, evaluate, and present * Review with the client, usability testing, application testing, achieving web presence goals, have the clients and customers needs been met, problems solving, demonstrate application. Design, test, build and evaluate * Design, functionality, back and front end site design, testing, presenting, evaluating. |
AS20114: Multimedia technologies applications and development |
Credits: 10 |
Level: Intermediate |
Academic Year |
Assessment: CW90OR10 |
Requisites: |
Before taking this unit you must take AS10103 and while taking this unit you must take AS20106 |
Aims: This unit will equip learners
with knowledge and skills about: * Recognising the characteristics and understand the conceptual nature of multimedia. * Understanding the current uses of multimedia and develop an awareness of likely future trends. * Equipping the student with sufficient knowledge and skills to - Plan for the development of multimedia applications - Manage the development of multimedia applications - Develop multimedia applications - Publish and present multimedia applications * How to critically evaluate, problem solve and test a multimedia application. Learning Outcomes: At the completion of the unit, learners should be able to: * Demonstrate an understanding of the characteristics, concepts and nature of multimedia. * Be able to critically evaluate the current uses, design, development and functionality of existing multimedia applications and consider the likely future trends and uses of multimedia techniques. * Plan and design a multimedia application. * Develop, build and publish an interactive multimedia application. * Critically evaluate, problem solve, test and present, an interactive multimedia application. Skills: Academic skills - Research, analyse, compare and contrast, apply, evaluate. Practical skills - application design skills, development skills, coding skills, computer graphic animation, audio and video production design and editing skills. Personal skills - time management, personal organisation, problem solving, and research. Communication skills - demonstrations, presentations, working in a team, working with a client. Content: Characteristics, concepts and nature * Rationale, concepts, application areas, authoring tools, hardware input and output devices, role of networks, end user issues, current status, and challenges posed. Current uses, design, functionality, potential, challenges and future trends * Current uses, content, structure navigational and screen design, interface design, interactivity, authoring, Communication styles, Internet and the web, changes in technology, end user issues (technology). Accessibility, internationalisation, limits in the potential for the application of MM. Future trends in technology, demand and the potential, market. Manage, plan and develop * Team roles, budgeting, development techniques, identifying users' needs, planning documents design documents, prototypes, development lifecycle, testing procedures, version control. Computer graphics, text, animation and audio and visual components * Choice and use of authoring tools, text, fonts, computer graphics, images, animation, 3d animation, audio, digitisation and video. Test, publish, present and evaluate * Review with the client, reporting, testing, documentation, evaluation techniques, assessment toolkits, quality control, testing techniques and error reporting systems. |
AS20115: Operating systems |
Credits: 10 |
Level: Intermediate |
Semester: 1 |
Assessment: CW100 |
Requisites: |
Aims: To give learners the opportunity:
* To understand the concept of an Operating system * To compare and contrast Operating systems * To understand the concepts of a Networking Operating System. Learning Outcomes: To achieve this unit a learner must: * be able to understand the various types of operating system available * be able to install and configure an operating on a stand alone computer * be able to understand network operating systems * be able to install, configure and manage a network operating system. Skills: Practical skills - use of hand tools, safe working practice - taught and assessed Personal skills- time management, personal organisation, working with others, independent research, problem solving - facilitated. Communication skills - oral presentations, written reports, demonstrations - facilitated and assessed Content: This unit will look at the fundamental way in which an operating system works, how it is installed and how it can be used to communicate information across a network. The areas covered will include Operating Systems - Open and closed systems, DOS, GUI, Microsoft, UNIX, Linux (compare/contrast), NOS Installing different Operating systems, including Microsoft, Linux Installing, configuring, managing a Network Operating Systems A high proportion of the unit will be carried out practically. |
AS20116: Communicating around the World |
Credits: 10 |
Level: Intermediate |
Semester: 2 |
Assessment: CW100 |
Requisites: |
Before taking this unit you must take AS20115 |
Aims: To give learners the opportunity:
* To understand the concept of a Data Communications * To understand the concept of telecommunications/Network planning * To understand the concepts of both peer to peer and client/server networking * T o understand the technologies available for internetworking * To understand the concepts of network performance management and security. Learning Outcomes: To achieve this unit a learner must: * Be able to understand the various types of Network Operating system available including relevant hardware and software requirements * Be able to install, configure a client/server network for use with the Internet/intranet * Be able to install and configure hardware and software to conduct a video conference * Be able to manage a network for maximum efficiency and security. Skills: Personal skills-, working with others (Facilitated, assessed 3,4), independent research (facilitated, assessed 1,5), problem solving (facilitated) Communication skills - oral presentations, written reports, demonstrations. Content: This unit will look at the fundamental way in which computers can be used to communicate across the world. It builds on the knowledge and skills obtained from the Operating Systems unit. The learner will study data communications and internetworking technologies with a view to maximise the performance of a multimedia based system. The following areas will be covered: * Features of a Network Operating system (NOS) * NOS architecture * NOS Installation, configuration and management * Telecommunications/Network planning inc Evaluation of Costs * Network performance * Impact of Multimedia Technology * Network security. |
AS20119: Health and exercise psychology |
Credits: 10 |
Level: Intermediate |
Academic Year |
Assessment: OT70ES30 |
Requisites: |
While taking this unit you must take AS10091 |
Aims: To develop an understanding
of the relationship between exercise and psychological constructs. To examine
exercise psychology as an interdisciplinary field of study that combines
elements of differing approaches in an attempt to understand exercise behaviour.
To appreciate the impact of regular exercise on enhancing mood health and
behaviour. To link prescriptive exercise programmes with medical intervention
as an adjunct to the management and treatment of mental illness. To understand
the complex nature of habitual inactivity and the problems faced by the
fitness professional in increasing participation and adherence to physical
activity programmes. Learning Outcomes: At the end of this unit students will be able to: * Differentiate between the approaches to studying exercise behaviour * Understand the relationship between physical activity and psychological well-being * Analyse of the role of activity as a preventative measure or as an adjunct to treatment for mental health related disorders * Evaluate theories of behaviour change * Evaluate intervention effectiveness and understand the problems associated with exercise adherence. * Analyse findings from independent investigation about what motivates people to exercise and maintain an exercise habit. Skills: * Communication * Application of Number * Information Technology * Basic Management Skills Content: * Foundations of exercise psychology - cognitive, biological, behavioural approaches * Determinants of physical activity: Participation motivation (Intrinsic /extrinsic factors, attributions, self efficacy, competence), attitude to physical activity & attitude change, group cohesion, collective efficacy, self concept / self esteem, competence * Mood, affect and emotion * Exercise & mental health - Stress, anxiety, depression, sleep * Exercise addiction, eating disorders * Behavioural change interventions. * Exercise adherence / exercise promotion strategies. |
AS20120: Health and fitness promotion |
Credits: 10 |
Level: Intermediate |
Academic Year |
Assessment: CW100 |
Requisites: |
Aims: This unit provides the students
with an opportunity to examine contemporary perspectives on health and fitness
promotion. It identifies the role of public and private sectors in promoting
health, fitness and sport for all. Learning Outcomes: At the end of this unit students will be able to: * develop an understanding of the issues influencing our health and fitness behaviours and explain the implications of such behaviours * identify and explain the government role in health and fitness promotion * demonstrate an understanding of the local authority role in health and fitness promotion and sports provision * develop and analyse the effectiveness of health and fitness promotion campaigns * understand the impact of corporate health and fitness promotion * demonstrate an understanding of the use of nutritional strategies in weight management. Skills: * communication * information technology * basic management skills. Content: * concepts and determinants of health and fitness * health and fitness promoters and their roles * identify the differences between health and fitness education and health and fitness promotion * communication and interpersonal skills within health and fitness promotion * devise and implement a work place health and fitness promotion scheme * analyse the effectiveness of health and fitness promotion campaigns * critically analyse the success/failure of behaviour change, * exercise adherence and health behaviour models * development, role and influence of World Health Organisation * identify and assess the governments contribution to health and fitness promotion * identify and assess the local authorities role in sports provision * the use of nutritional strategies in weight management. |
AS20121: Lifestyle, exercise and fitness |
Credits: 10 |
Level: Intermediate |
Academic Year |
Assessment: CW50PR50 |
Requisites: |
Before taking this unit you must take AS10117 and take AS10118 |
Aims: This unit aims to introduce
students to the skills, techniques and resources of appraising fitness levels
and designing suitable exercise programmes. The unit will also focus on
equipping students with the skills to carry out fitness tests and lifestyle
consultations. It also gives students the opportunity to obtain the Central
YMCA Qualifications Lifestyle and Fitness Assessment level 3 certificate
as an additionality. Learning Outcomes: At the end of this unit students will be able to: * Administer and evaluate health screening forms * Conduct a consultation with a client * Select, conduct and record appropriate fitness tests * Explain the value and usefulness of the results * Acquire a basic knowledge in the physiology of stress and scope of stress management techniques * Devise an appropriate strategy for fitness programme design * Apply fitness training principles to exercise programme design. Skills: * Communication * Application of Number * Information Technology * Basic Management Skills Content: * Coronary risk factors * Health screening * PARQ * Fitness assessment protocols * Static fitness tests * Dynamic fitness test * Communication and consultation skills * The physiology of stress * Stress management techniques * Fitness training programme design strategies * Application of fitness training principles to exercise programme design. |
AS20122: Management skills for the health and fitness industry |
Credits: 10 |
Level: Intermediate |
Academic Year |
Assessment: CW50OR50 |
Requisites: |
Aims: This unit enables students
to gain the management skills necessary to function effectively within the
health and fitness industry, including an overview of the many tasks that
are expected of a manager. It also delivers the skills and underpinning
knowledge to prepare a business plan and marketing strategy for a health
or fitness business, and in so doing provides the opportunity for students
to obtain the Central YMCA Qualification in 'Business and Marketing Skills
for the Fitness Professional' as an additionality. Learning Outcomes: At the end of this unit students will be able to: * gain an understanding of the styles, roles and skills of managers * appreciate the importance of leadership in the management process * assess and evaluate human resource needs * review the management of physical resources * develop the skills necessary to produce a marketing strategy for a health / fitness business. Skills: * communication * information technology * basic management skills. Content: * management styles: autocratic, democratic, laissez-faire, empowerment * management roles and skills: planning, organising, monitoring, controlling, co-ordinating, delegating, morale, motivation, leadership, interpersonal skills, communicating, working relationships, team building, time management * human resource management: factors affecting performance, staff appraisal, performance targets * physical resource management: selection and acquisition, care and maintenance * business planning: researching an idea, setting up * marketing: strategic and tactical, market mix, audit, SWOT, PEST * consumer behaviour * business definition: mission and objectives, targeting and positioning, strategy formulation * business promotion: links to marketing, strategies. |
AS20127: Business and professional practice |
Credits: 5 |
Level: Intermediate |
Semester: 2 |
Assessment: OT100 |
Requisites: |
Aims: The aim of this unit is
to introduce students to the legal requirements and day-to-day needs of
modern business, with particular emphasis on the needs of the self-employed
worker. Learning Outcomes: By the end of this module the student should have a basic understanding of the requirements of being self-employed, and be able to describe the various professions supporting SMEs. Skills: The basic intellectual and practical skills to become self-employed. Content: The Nature of Business: e.g. sole trader, self employed, employed, partnerships, limited liability companies, public limited liability companies. Legal Aspects: e.g. Income tax, National Insurance, for PAYE and for the self employed, public liability insurance, business names, tax allowances. Professional Advisers: e.g. solicitors, accountants, insurance brokers, the role of banks. Pensions; e.g. aspects of planning for the future. Premises: e.g. working from home, planning permission, buying and leasing property. Purchasing Equipment: e.g. capital expenditure, leasing, renting. Employing others: e.g. health and safety, income tax, national insurance, job descriptions, equal opportunities legislation. Financial Records: e.g. VAT, income, expenditure, accounting periods, bookkeeping, Income tax. Marketing: e.g. to potential employers, to clients. 'The Business Plan': e.g. its role in helping the self employed person access other services. |
AS20128: Professional team brief |
Credits: 10 |
Level: Intermediate |
Academic Year |
Assessment: CW100 |
Requisites: |
Aims: The unit will equip students
with the skills and understanding about: a) The management of a simulated professional project brief, from commissioning to delivery and evaluation b) Co-operative skills including, communication, team working and organisational discipline c) The planning and management of a production schedule, including performance and resource tracking in a development activity. Learning Outcomes: At the completion of the unit, students will be able to: a) Negotiate the requirements of a professional project brief with a client b) Negotiate a development team role c) Produce, evaluate and present initial prototype d) Develop, present and evaluate the completed outcome. Skills: Personal; transferable: working within a co-operative team to meet project objectives. Analytical: evaluative: researching and defining user needs. Practical: planning and monitoring a production schedule and managing a project. Personal; transferable; communicative: responding professionally to a client/ project brief Content: Participation in a live or simulated project with an identified client, users, and a development team. Discussions with the client will be recorded and prioritized to form project-briefing instructions. User needs will be defined through enquiry, observation or research. Anticipation of project requirements will require selection of team roles together with a production schedule relating resources to the critical production path. Co-operative team working initially produces concepts and identifies areas and skills for development. Presentation to the client and negotiation for development is supported team management techniques. Project requirements are recorded periodically to provide a shared evidence source and provide material for reflection and review. Maintaining an open dialogue within the team is essential for co-operative success and to avoid wasted effort. A professional standard of presentation is required to simulate working practice and forms a focus for achievement and evaluation. Ownership of intellectual property rights is researched and considered in parallel to production, supported by an enquiry into forms of protection. |
AS20131: 3D modelling and animation |
Credits: 5 |
Level: Intermediate |
Semester: 1 |
Assessment: CW100 |
Requisites: |
Before taking this unit you must take AS10123 |
Aims: The unit will equip students
with skills and knowledge about: a) 3D digital modelling and animation; its uses and application in communication media b) The creation of vector geometry and application of texture bitmaps to digital scenes, containing simulated lighting and cameras; with controlled animation, in response to a design brief. Learning Outcomes: At the completion of this unit, students will be able to: a) Demonstrate an understanding of modelling and animation concepts: evaluate application of 3D content in current commercial practice, differentiating between style and content and the restrictions of the delivery medium b) Design and construct 3D digital models and scenes using software application tools: solids, surfaces, imported components in response to a design brief; position and control parametric light sources and cameras. Apply texture graphics to vector models using image mapping c) Demonstrate motion control of motion in a 3D animation sequence over a time-line. Skills: Critical: identify and distinguish between the ranges of commercial content. Practical: use 3D software applications to create original still images and animated sequences. Analyse and evaluate: briefing requirements. Content: The range of 3D digital animation in commercial practice - from low polygon Gaming to Cinema Special Effects. Use of 3D to generate original image content in web and interactive media. Availability of 3D assets as components of scene creation. Relationship to video compositing. Limitations of hardware and delivery channels in rendering sequences. Creating 3D geometry using range of software tools within multiple view 3D software environments. Application of bitmap images and image maps to vector models. Use of modelling tools: construction and editing of scalable vector elements. Range of manipulations. Using and editing polygons from primitives to surfaces patches. Boolean actions. Creating 3D scenes. Use of cameras and multiple lighting sources with parametric controls. Rendering algorithms from Gouraud to Radiosity and emerging refinements. Demands of output file format: resolution and colour depth. Video compositing and effects Introduction to 3D animation: from mechanical to organic and boned controllers. Proprietary software application systems. Linking objects and using a hierarchy. Kinematic types: Forward, Inverse and combined. Using a Timeline and key-frame animation. Animation controllers. Video output parameters. |
AS20132: Graphic design and typography |
Credits: 5 |
Level: Intermediate |
Semester: 1 |
Assessment: CW100 |
Requisites: |
Aims: The unit will equip students
with skills and knowledge about: a) The fundamental concepts of graphic design and typography in the development of design and communication. b) The process of composing and modifying graphical and typographic content according to the requirements of published and digital media. c) To be able to use a variety of desk top publishing software applications to generate and develop graphic and typographic solutions. Learning Outcomes: At the completion of this unit, students will be able to: a) Demonstrate an understanding of the fundamental concepts of graphic design and typography in design and communication. b) Create, compose and modify graphical and typographic content according to communication requirements c) Use software applications to generate and edit graphic and text content. Skills: Practical: use publishing software applications to combine image and text content in response to design briefs. Analytical; evaluative: distinguish between a range of commercial design needs. Content: Exploration of historical and/or contemporary communication. Developments in Graphic Design and Typography as socio-political influences (corporate identity, information and instruction graphics, advertising and graffiti). Responding to client and communication requirements. Awareness of target audience and impact of communication media on culture and contemporary society. Exploration and experimentation with the possibilities offered by a variety of software applications to find original solutions to design problems. Creation of graphical elements and designs with industry-standard vector graphics software. Use of 'Bezier Curves' to generate, develop and modify scalable graphic elements. Use of 'fills' and 'strokes' with colour and gradients. Experimentation with 'compound paths' and 'masks' to enhance graphic design. Exploration of 'transparency' and 'layers' in conjunction with the graphic elements. Development of design by 'saving' and/or 'exporting' files in different formats for use in other application. Understanding of format choices and intended final use (e.g. printed, web or interactive etc.), with reference to the difference between 'vector' and 'bitmap' images, 'resolution' and 'colour space'. Use of 'grid' and 'template' structures in layout. Use of 'vector' and 'bitmap' software and their techniques to create 'letterforms'. Understanding of font styles (e.g. 'Serif', 'Sans Serif' and 'Script' etc.) and font families (e.g. light, bold and italic etc.). The relationship between 'point size', 'leading' and 'kerning'. Use of 'alignment', 'text boxes' and 'text paths' in composition. |
AS20133: Interactive media design |
Credits: 10 |
Level: Intermediate |
Academic Year |
Assessment: CW100 |
Requisites: |
Aims: The unit will equip students
with skills and knowledge about: a) The process, principles and practice of constructing of interactive media with reference to commercial practice. b) The construction of interactive media with an understanding of design and delivery issues for cross-platform delivery. c) The planning, production, testing and evaluation of interactive media using industry standard software in a professional and commercial context. Learning Outcomes: At the completion of this unit students should be able to: a) Demonstrate an understanding of planning an interactive media project. b) Design and construct source content for use in interactive media c) Construct and editing audio material for use in interactive media d) Design and construct an interactive media product to suit project requirements e) Test and evaluate an interactive media product. Skills: Practical: use interactive software applications to create an interactive media product across at least 2 platforms employing a range of graphical, moving image, 3D and audio content, in the project. Analytical; evaluative: demonstrating understanding of heuristics, accessibility, end user requirements and commercial context of production. Content: Develop professional standard interactive cross-platform product utilising the latest design, heuristics and accessibility guidelines. Use a wide range of source material such as graphics, moving image, 3D models and animations, audio and animated material. Heuristics of user-centric interface design, information architecture, accessibility principles. Conduct task and user analysis; understand planning processes and principles for interactive media products. Use industry standard planning and evaluative tools. Blend high-level concepts with hands-on design to produce interactive products. Planning, process, and creation of an interactive media project, customized for cross platform delivery within the design constraints of the delivery mediums. Engage with clear principles of design, with an understanding of the computer as not merely the inheritor of formats and conventions but as medium of representation with its own affordances across platforms. |
AS20134: Video editing and composition |
Credits: 5 |
Level: Intermediate |
Semester: 1 |
Assessment: CW100 |
Requisites: |
Aims: The unit will equip students
with skills and knowledge about: a) The processes and techniques used in pre-production, editing and composition of video content. b) Creating, developing and presenting original video content relating to project brief requirements and intended final use. c) Recognising and using efficient techniques and creative features of digital editing equipment. Learning Outcomes: At the completion of this unit, students will be able to: a) Demonstrate an understanding of the video production process b) Capture and digitise original video content c) Demonstrate effective use of video editing software d) Edit and develop video sequences for communication. Skills: Transferable/practical: demonstrate planning and recording of original material for video editing. Practical: editing of video sequences using computer-based software. Team working: negotiate roles and co-operate in presentation. Content: Controlled video pre-production planning to include: scripting, storyboarding, shot lists and shooting schedule, with reference to knowledge of target audience, industry standard techniques and terminology. Identification and use of video recording techniques in pre-production work, demonstrating good industry practice. Digital camera use: camera features (focus, aperture, white balance, depth-of-field), shots, angles, types and their uses in communicating narrative (wide angle shot, establishing shot, continuity etc). Operation and effective control of a range of relevant video capture devices; capture software, equipment types. Capturing methods: batch capture, movie capture, stop motion, import file/multiple Settings: time base, frame size, frame rate, Input: video - source, image and compression. Use of audio recorders - source, sample & compression, spoken word, sound effects: music, microphone types and uses. Efficient storage: management of files for editing with computer software, choice of storage media, resolution, codec, mpeg, mov, avi & quicktime, etc. pc and mac compression formats. Use recognised processes of video editing: Generation of edit decision lists (EDL), use of time code. Exploration of editing software features with identification of equipment controls and layout. Demonstrate ability to edit multiple layers of image and audio content in relation to project briefs. Creative editing with transitions and effects. Incorporation of titles and importing of other file formats. Sequences described by movement and pace in video by controlled use of editing features. Evaluation of completed video output suitable for an identified target audience. |
AS20135: Visual communication: illustration |
Credits: 5 |
Level: Intermediate |
Semester: 2 |
Assessment: CW100 |
Requisites: |
Aims: The unit will equip students
with skills and knowledge about: a) The development of visual language to contemporary communication practice b) Understanding of digital illustration and visualisation software c) Responding creatively to client briefs and design problems with imaginative communication solutions. Learning Outcomes: At the completion of this unit, students will be able to: a) Demonstrate creative use of drawing techniques and processes to produce visually dynamic content. b) Respond creatively to visual communication briefs, tasks and problems with a range of ideas, and with reference to an evaluation of the development of visual language. c) Use a variety of software applications to illustrate an idea, concept or solve a communication problem by demonstrating competent use of digital illustration and visualisation applications. Skills: Practical: use of visualisation and illustration computer software applications to create single, multiple and sequential images. Practical; Evaluative: producing original graphical content developed from drawings and developing a personal visualising and illustration style. Evaluative: distinguish between the ranges of commercial content, experimenting with visual language to explore and communicate meaning. Practical: demonstrate competence in physical and digital drawing. Content: An awareness of historical development. Review of contemporary practice. Understanding of fundamental principles including axonometric and perspective projections, juxtaposition, layering, illusion, colour, line, pattern, tone shade. Use of a combination of physical and digital media to create original content. Storyboarding techniques. Experimentation with imaginative drawing and visualising techniques and processes. Differentiate between types and styles of illustration content. Visual language coding/decoding semiotics semantics, symbolism, icons. Historical and contemporary movements in art and design and references to illustration. Meanings, messages and information in visual works. Experimentation with visual language. Identification of target audience. |
AS20138: Experimental production |
Credits: 5 |
Level: Intermediate |
Semester: 1 |
Assessment: CW100 |
Requisites: |
Before taking this unit you must take AS10136 and take AS10137 |
Aims: This unit aims to broaden
and challenge the learner's understanding and experience of video and media
production by encouraging experimentation. It urges examination and critical
analysis of emerging avante garde and experimental media products, which
go beyond the conventional. The unit specifically aims to promote new and
innovative media products. Learning Outcomes: By the end of the unit the student should be able to describe the historical development of current media and visual culture, describe in detail semiotics and the generation of meaning within media products. They should be able to demonstrate media production, which breaks new ground in media production techniques. Skills: Production, research, analysis and evaluative skills. Content: Exploration of aesthetics: e.g. colour, shape, texture, form, sounds, timbre, inherent qualities, implied association Overview of the historical development of the avante garde, underground and experimental media arts, particularly current developments. Exploration and exploitation of the potential and characteristics of media and materials, generation of implicit and explicit meanings. Experimentation with alternative production techniques and methods: e.g. juxtaposition of unrelated images, non narrative sequences, sound design and sound/image relationships. Analysis, through experiment, of chance effects and meaning generated through chance. Experimentation with media specific techniques: e.g. under/over-exposing, use of filters, unconventional use of lenses, lighting, camera movements, pattern, form, texture, focus, sound manipulation, timbre, pace etc Production, following experimentation, of innovative visual and audio media products that are free of the restraints of a defined communications task and which go beyond conventional and existing production techniques, methods and products. |
AS20139: Factual production |
Credits: 10 |
Level: Intermediate |
Semester: 2 |
Assessment: CW100 |
Requisites: |
Aims: This unit aims to: Build on the practical experience gained from Production Techniques 1 & 2 but acknowledges that most production in this unit will be location Portable Single Camera material. Develop an understanding of the historical evolution of documentary film / factual media production together with various related genres, which currently exist. Develop a further understanding of issues such as 'realism' and mediation. Learning Outcomes: By the end of this module the student should have a good understanding of the aural and visual language of factual production, be able to explain the evolution of the documentary, and current documentary genres. The student should be able to undertake practical documentary production, and demonstrate an understanding of the issues surrounding realism and mediation. Skills: Research, practical and negotiating skills. Content: Construction of documentary narrative, use of music, sound effects, lighting, special effects, reconstructions, graphics etc. Historical development of documentary film, critical analysis of different types of documentary, eg. categorical, rhetorical, abstract treatments. Critical analysis of different genres of documentary, eg. natural history, current affairs, 'cinema verite', travelogue, propaganda, TV commercial etc. Awareness of new and emerging popular genres - eg. fly on the wall, reconstructions, docu-soaps. Research methods from primary and secondary sources, determining core assertion, developing a treatment including consideration of nature of audience and the level of 'interest' required, determining structure, development of a script, methodology and techniques of filming material and events for which a prepared script is impossible. Critical analysis of documentary, current affairs and news material and its ability to reflect/communicate/claim the reality of situations and events. Consideration of the documentary film as a construct of specific editorial decisions made throughout the whole production process. Issues of whether events are affected by the presence of a news or documentary film / video camera. |
AS20140: Fiction production |
Credits: 10 |
Level: Intermediate |
Semester: 2 |
Assessment: CW100 |
Requisites: |
Aims: This unit aims to introduce
students to the professional techniques fundamental to drama production,
in the context of practical production. Learning Outcomes: By the end of the unit the learner should be able to describe, within the context of a practical production, different fiction formats, and be able to demonstrate the techniques for creating drama production, and explain the process of the products creation. Skills: The intellectual skills for the creation of drama, and the craft skills to put the product into production. Content: Programme formats: e.g. defining the nature of the story and the potential for development to meet the needs of the viewer Differentiating content and style: e.g. soaps series, singles, period, mini-series, docudrama. Narrative structure: e.g. telling the story, compression of time. Industry documentation: e.g. script, story board records of team meetings, script breakdowns schedules cross-plots and strip boards. Planning: e.g. set and studio plans and designs, budgets, production management, roles, recces, design lighting and sound problems, working with actors, shooting for post production. Health and Safety: e.g. risk assessment and risk control. Limitations to production: e.g. time, budget, health and safety, the law, communication, working in the public domain, casting, weather and other continuity issues new technology, transport. |
AS20141: Grant aided and corporate production techniques |
Credits: 10 |
Level: Intermediate |
Semester: 1 |
Assessment: CW100 |
Requisites: |
Aims: This unit aims to give students
experience of working in a range of settings outside the mainstream and
enable them to develop appropriate survival skills. It will examine possible
sources of funding, and methods of distribution. Learning Outcomes: On completion of this unit students will be able to: Identify and evaluate the use of moving image production processes and products in a variety of contexts, c.f. arts, corporate, education, training, community, campaigning. Identify funding sources and devise funding strategies Work effectively with a client or client groups, establishing and maintaining rapport, appropriate editorial processes and delivering product to client satisfaction Evaluate moving image production processes and products using appropriate professional guidelines c.f. funding agency, local authority, professional association. Skills: Research, negotiating, management, presentational and written skills. Content: Moving image production processes and products: e.g. Contextualised contemporary practice in the UK and elsewhere: community video, corporate production, training and education production, digital art, installation, media in informal education. Exploring issues of ethics, access, professionalism, audience, conditions of reception, purpose. Identifying process/product dynamics Funding and funding strategies: e.g. Examination of funding routes for artists, independent creatives, public sector production: Lottery, Arts Council, Charities, Sponsorship. Budgeting: e.g. the management of monies on a low-budget corporate production. Working with clients: e.g. From case study to supported practical experience on an arts/informal education/schools production or process, aiming towards supervised experience and demonstration of skills on a more formal client-led production. Access. Editorial processes. Evaluation: e.g. Examination of types of evaluation required by clients and funders, exploration of evaluation methods. Evidence gathering. Purpose. |
AS20150: Action research |
Credits: 10 |
Level: Intermediate |
Academic Year |
Assessment: CW70OT30 |
Requisites: |
Aims: The aims of this unit are
to ensure that students learn: * To evaluate the process involved in research * To undertake a research project on an agreed topic. Learning Outcomes: At the end of the unit students will be able to: * Explore the range, the purpose and process of research skills * Present research in an appropriate manner for its purpose * Evaluate the process of research against agreed criteria. Skills: During the unit students will gain the following skills: * How to carry out a research project * Describe the merits of different research methods * Identify ethical issues in research * How to develop a research question and hypothesis * How to evaluate the importance of validity and reliability * How to present a written report. Key Skills: * Communication * Application of Number * Information Technology. Content: This unit concentrates on: * Research methods * Purpose and role of research * Literature review * Ethical Issues * Research proposal (topic and hypothesis, produce an outline of the planned research, resources, a literature search, a plan) * Statistical research information (process, record of findings and a summary) * The research, including the findings of the research * Analysing findings * Evaluation * Recommendations based on findings and evaluation. |
AS20151: Developing professional practice 2 |
Credits: 15 |
Level: Intermediate |
Academic Year |
Assessment: RT70OR30 |
Requisites: |
Before taking this unit you must take AS10143 |
Aims: The aims of this unit are
to ensure that students: * Fully demonstrate their skills, knowledge and understanding of youth work in practice in more than one situation * Learn a further range of techniques and tools that are useful in their practice * Continue to evaluate and reflect on their practice * Continue to develop good work habits. Learning Outcomes: At the end of the unit students will have: * Shown that they understand the importance of evaluation and reflection both theoretically and practically * Undertaken an effective piece of youth work practice in more than one situation and be able to reflect on and evaluate professionally how they have developed and changed over the previous year * Understood a further range of techniques and tools and used them in practice * Worked with young people to develop effective youth work * Shown that they have continue to develop good working habits. Skills: During the unit students will gain the following skills: * Intellectual (taught) - evaluative and reflective techniques * Professional (facilitated, taught and assessed) - youth work techniques and tools, working habits, effective youth work, professional behaviour * Practical (facilitated) - use of modern technology, report writing, recording techniques, planning * Key Skills (facilitated - assessed through other units) - the skills in this unit will assist students in the demonstration of competence in the common core modules and work undertaken in this module will be expected to contribute to their portfolios in those units. Content: The syllabus for this unit concentrates on extending the skills gained in Developing Professional Practice 1 and includes: * Evaluation of practice * Reflective practice * Effective youth work * Report writing * Techniques and tools * Involving young people * Youth work democracy * Self management and professional working habits * Theories of youth work and their application to practice. |
AS20152: Equalities 2 |
Credits: 5 |
Level: Intermediate |
Semester: 1 |
Assessment: CW60OT40 |
Requisites: |
Before taking this unit you must take AS10145 |
Aims: The aim of this unit is
to ensure that the student learns: * To monitor the effectiveness and assess the implementation of equality and participation policies * To consider equalities in relation to social policy theory. Learning Outcomes: By the end of this unit students will have learnt: * The effectiveness of relevant legislation * The ways in which theories of inclusiveness and participation relate within the wider context of social policy. * The roles of organisations and support available. * How individuals and groups are supported by legislation to ensure inclusiveness and participation within the young person's chosen setting/provision. Skills: During the unit students will gain the following skills: * Identify and describe relevant legislation, policies and codes of practice, social policy for promoting equality * Analyse legislation against recorded situations * Describe rights and responsibilities * Identify the effects of support offered to groups and individuals. Content: This unit concentrates on: * Legislation * Social policy * Purpose and role of equality and participation * Roles of organisations promoting equality and participation * Evaluation of previous reported incidents and case studies * Confidentiality vs. ethics * An analysis of working policies and procedures * A range of support available and evaluate effects. |
AS20153: Group work skills 2 |
Credits: 5 |
Level: Intermediate |
Semester: 1 |
Assessment: CW75PR25 |
Requisites: |
Before taking this unit you must take AS10146 |
Aims: The aims of this unit are
to ensure that students learn: * To identify group processes * How groups work and maximise potential to ensure progression * To work within organisational guidelines. Learning Outcomes: By the end of this unit students will have learnt: * To evaluate the effective use of groups in achieving chosen aims * To identify role structures and behaviours within groups * How to effectively address problems and constraints experienced within groups * To develop strategies for group progression * How to implement process groups * To ensure that all group members are aware of organisation guidelines and give guidance on how to implement. Skills: During the unit students will gain the following skills: * Describe the group process and how to implement in practice * Identify group roles and how to develop appropriate strategies for group work and progression * Problem solving and communication * Reflecting on own practice * Work within organisational guidelines. Content: This unit concentrates on: * Preparing/consolidating the necessary skills appropriate for working with or leading groups, i.e. professionals, outside agencies, teams, member's of the community and young people * Groups work process * Identified roles within group work * Simulated group work activities and case studies * Problem solving * Relevant organisational guidelines * The quality cycle * Equity within group work. |
AS20154: Management skills for youth work |
Credits: 5 |
Level: Intermediate |
Semester: 2 |
Assessment: CW30OR300T40 |
Requisites: |
Aims: The aims of this unit are
to ensure that students are: * Able to managing a project, centre or any other youth work facility to proper professional standards * Able to budget and control the finances of such facilities * Able to employ staff keeping to national legislative requirements and understand the importance of proper procedures and policies * Able to develop short-term, medium-term and strategic plans for those facilities * Able to work within the policy framework of their employer and understand the importance of so doing * Familiar with management theory and techniques and understand the importance of good management to develop the curriculum offer for young people. Learning Outcomes: At the end of the unit students will have: * Explored the latest management theories and techniques and used them both in their work situation and through simulations * Understood how good management is able to develop the curriculum offered for young people and why it is necessary to keep good records * Understood how and why it is necessary to manage a project, centre or any other youth work facility to proper professional standards and demonstrate it in their day to day work * Understood basic financial techniques and applied them in various scenarios * Understood the way that good management assists the fund-raising process * Understood national employment legislation and developed policies and procedures to use in their facility * Understood health and safety issues and demonstrated that knowledge in their day to day work * Developed a strategic plan for their current situation and shown how it links to the appropriate short-term and medium-term planning process * Understand the policy framework of their employer and demonstrate how they work within it. In addition students will continue to gain experience related to the other units in, professional practice, interagency working and evaluative and reflective practice. Skills: During the unit students will gain the following skills: * Intellectual (taught and assessed) - management theory and practice, financial processes, employment legislation and practice, Health & Safety legislation and practice, planning techniques * Professional (facilitated) - professional work practices, record-keeping, financial record keeping and fund-raising, work-planning, use of policies of their employer * Practical (facilitated and assessed) - management in their situation, planning, fund-raising * Key Skills (facilitated - assessed through other units) - the skills in this unit will assist students in the demonstration of competence in the common core modules and work undertaken in this module will be expected to contribute to their portfolios in those units. Content: The syllabus for this unit concentrates on: * Management Theory and Practice * Link between Management and the Curriculum * Record Keeping * Project Management and Planning * Financial Techniques including Budgeting * Fund-raising * Human resource practice and legislation including core employment legislation, performance appraisal, contracts and good practice * Health and safety practice and legislation including the management implications of health and safety policies and procedures * The planning process and cycle including linkages to evaluation. In addition some of this unit will be carried out in the workplace using actual examples of work undertaken by the student. |
AS20155: Supervision skills |
Credits: 5 |
Level: Intermediate |
Semester: 2 |
Assessment: CW40OT60 |
Requisites: |
Aims: The aims of this Unit are
to ensure that students are: * Able to undertake effective supervision of staff * Understand the theory and practice of supervision * Able to carry out professional appraisal of staff. Learning Outcomes: At the end of the unit students will have: * Understand the difference between supervision and management * Understood performance appraisal and be able to carry out various methods of appraisal * Understood the theory and practice of supervision * Explored how supervision fits within the range of HR policies of an employer. Skills: During the unit students will gain the following skills: * Intellectual (taught and assessed) - supervision, management, HR theory relating to performance appraisal * Professional (facilitated) - use of supervision and management of staff, development of performance appraisal schemes * Practical (facilitated and assessed) - supervision of staff * Key Skills (facilitated - assessed through other units) - the skills in this unit will assist students in the demonstration of competence in the common core modules and work undertaken in this module will be expected to contribute to their portfolios in those units. Content: The syllabus for this unit concentrates on: * Supervision and management of staff * HR theory * Performance appraisal. In addition some of this unit will be carried out in the workplace using actual examples of work undertaken by the student. |
AS20158: Analysis of sports performance |
Credits: 10 |
Level: Intermediate |
Academic Year |
Assessment: OR50CW40PR10 |
Requisites: |
Before taking this unit you must take AS10086 and while taking this unit you must take AS20162 |
Aims: This unit explores the fundamental
biomechanical principles involved in the performance of motor skills. It
enables students to undertake investigation and analysis of sporting movements,
thus facilitating the sports coaching process and improving performance.
Learning Outcomes: At the end of this unit students will be able to: * develop an understanding of the concepts of kinesiology and basic biomechanics for describing and analysing human (sporting) motion; * examine the forms of human (sporting) motion, including movement in different mediums; * understand how to apply the principles of kinesiology and basic biomechanics to evaluate and improve clients' sporting performance; * undertake movement analysis, utilising biomechanical principles as part of the sports coaching process, to improve clients' performance. Skills: * communication; * application of number; * information technology; * basic management skills. Content: * application of anatomical referencing terminology (position, planes / axes of movement, directional terms, joint movements, limb angles) to real sporting movements; * measurement of forms of motion (linear, angular, general, distance, displacement, speed, velocity, acceleration, scalars, vectors) in the analysis of sporting skills; * analysis of sporting movement in terms of: muscle actions, levers, equilibrium, stability, balance, friction; * using Newton's Laws of Motion and gravity in error identification of sports performance; * how movement (projectiles, aerodynamics, fluids, drag, buoyancy, flotation, Bernoulli principle, Magnus effect) affects performance; * quantitative and qualitative methods of recording and analysing sporting movement; * application of movement analysis to a sporting performance: data collection, video / software analysis, evaluation of movement, coaching points to improve performance. |
AS20159: Safety and injury for coaching |
Credits: 10 |
Level: Intermediate |
Academic Year |
Assessment: OR75EX25 |
Requisites: |
Aims: This unit provides the students
with an opportunity to examine common soft tissue sports injuries and to
understand the body's reactions to injuries. Particular attention is given
to the leg and lower limb. Learning Outcomes: At the end of this unit students will be able to: * understand the soft tissue healing process following an injury; * examine the causes, signs and symptoms of common sports injuries; * examine the aims of rehabilitation; * examine methods of treatment available. Skills: * communication; * application of number; * information technology; * basic management skills. Content: * the role of BAALPE; * protective clothing and equipment; * emergency first aid; * common sports injuries, e.g. contusion, laceration, strains, sprains; * stages of soft tissue repair; * signs of inflammation and the inflammatory response; * rehabilitation aims; * RICE, cryotherapy, heat treatment, contrast bathing; * SALTAPS. |
AS20160: Intermediate sports coaching |
Credits: 10 |
Level: Intermediate |
Semester: 1 |
Assessment: CW60PR40 |
Requisites: |
Before taking this unit you must take AS10156 and After taking this module you must take AS20162 |
Aims: This unit will enable students
to further develop and enhance their understanding of the coaching process,
coaching behaviour and coaching practice. Students will adopt a range of
coaching methods and techniques for working with individuals and teams collecting
/ evaluating information and gaining practical experience of coaching. Learning Outcomes: At the end of this unit students will be able to: * further develop and enhance the factors associated with the coaching process, coaching behaviours and coaching practice; * identify and develop areas for producing an optimal coaching environment; * develop and further enhance the skills required to become a competent coach; * analyse and evaluate coaching performance. Skills: * communication; * application of number; * information technology; * basic management skills. Content: * the coaching process: process characteristics, boundaries, typology, session preparation and planning, organisation, management, observation, delivery; * the coaching behaviour: communication, problem solving, manner, decision making interpersonal skills, demonstration, feedback; * the coaching practice: application of the coaching process and behaviours for effective coaching (implementation, evaluations, analysis, progression, differentiation); * knowledge of areas for optimal coaching: techniques, tactics, fitness requirements, physiology, psychology, skill acquisition and motor learning. |
AS20161: Skill acquisition and motor learning |
Credits: 5 |
Level: Intermediate |
Semester: 1 |
Assessment: RT100 |
Requisites: |
After taking this unit you must take AS10091 |
Aims: This unit will enable students
to develop theoretical knowledge and critical understanding of skill acquisition
and motor learning, so that the principles of skill learning and human skilled
performance can be integrated and applied to sports coaching. Learning Outcomes: At the end of this unit students will be able to: * identify and analyse key factors contributing to human skilled performance; * identify key analyse factors contributing to skill learning; * apply and integrate appropriate evaluative procedures faced by the sports coach; * discuss, apply and integrate how theories of learning can influence the design of the optimal learning environment for coaches to deliver effective sessions. Skills: * communication; * application of number; * information technology; * basic management skills. Content: * identify characteristics of skilled performance, skill classification, motor ability and practically assess skilled performance; * concepts / variables of information processing identifying practical applications in coaching (perceptions, reaction time, memory / selective attention and sensory contributions, movement production and feedback); * application of theories, stages and transfer of learning, presentation of skills / practice design considerations and how they effect the optimal coaching session; * consideration and analysis of the differences between dynamical systems and traditional coaching methods. |
AS20162: Advanced sports coaching |
Credits: 10 |
Level: Intermediate |
Semester: 2 |
Assessment: CW60EX40 |
Requisites: |
Before taking this unit you must take AS10089 and take AS10156 and take AS20160 and while taking this unit you must take AS20158 |
Aims: This unit will further develop
students' knowledge, understanding and practical application of the coaching
process, coaching behaviour and coaching practice with the emphasis on developing
strategies, to improve individuals' and teams' performance through critical
analysis, review and evaluation. Students will have the opportunity to gain
additional coaching / leadership awards in selected sports. Learning Outcomes: At the end of this unit students will be able to: * critically analyse factors associated with the coaching process, coaching behaviours and coaching practice in providing an optimal coaching environment; * investigate coaching influences as part of the coaching process; * critically analyse, review and evaluate own coaching performance; * mentor and evaluate the coaching performance of peers; * observe and monitor an elite coach in a chosen sport. Skills: * communication; * application of number; * information technology; * basic management skills. Content: Critical analysis and application of: * the coaching process: process characteristics, boundaries, typology, session preparation and planning, organisation, management, observation, delivery; * the coaching behaviour: communication, problem solving, manner, decision making, interpersonal skills, demonstration, feedback; * the coaching practice: application of the coaching process and behaviours for effective coaching (implementation, evaluations, analysis, progression, differentiation); * philosophy of coaching: philosophy/behaviours, sport pedagogy, role of the coach in developing athletes, importance of coach - athlete relationships; * influences on coaching styles and coaching process: investigate different / advanced coaching methods and coaching styles, external pressures, training programmes/schedules, psychological profiling and contemporary issues in sport, coaching and its social context. |
AS20165: Advanced techniques in massage |
Credits: 10 |
Level: Intermediate |
Semester: 2 |
Assessment: EX60CW40 |
Requisites: |
Before taking this unit you must take AS10164 |
Aims: This unit aims to: * provide a framework for the specific application of massage relating to sports; * develop knowledge and practical skills in basic and advanced massage techniques linked with prevention, rehabilitation and maintenance programmes. Learning Outcomes: At the end of this unit students will be able to: * maintain a professional and ethical approach to work; * prepare for the sports massage treatment; * discuss the use of massage and it physiological and psychological effects on exercise and performance; * demonstrate the application of sports massage techniques in a number of situations; * evaluate the outcomes of each treatment. Skills: * professional development skills; * communication skills; * improving own learning and performance; * working with others; * problem solving. Content: * professional appearance, attitude and confidential approach, liaison with medical practitioners; * planning treatments: type of treatment, duration and frequency of massage, target area of massage, planning for individual and group treatment, planning for different venues; * selection of massage: benefits and effects of massage techniques and reasons for choosing certain massage techniques; * venues: treatment room, track side, football pitch, rugby pitch, health club, leisure centre, pool side, ring side; * techniques: effleurage, petrissage, percussion/tapotement, thumb kneading, frictions (longitudinal and transverse), Neuromuscular techniques (NMT), Trigger points (active and passive), Stretch reflex, PNF, scar tissue, Vibrations, Stretch reflex, Connective Tissue Manipulation (CTM); * adapting massage techniques for pre-event, inter- event and post-event. Rate and depth of massage, techniques selected and the duration of treatment; * PNF's (proprioceptive neuromuscular facilitatory techniques): application of technique, benefits and different types of techniques; * benefits of treatment: effects on nervous and muscular tissue, psychological benefits, results of treatment on injuries; * aftercare: relaxation, re-mobilisation, exercise and training plans, subsequent treatments, after massage advice. |
AS20166: Rehabilitation |
Credits: 10 |
Level: Intermediate |
Semester: 1 |
Assessment: EX60CW40 |
Requisites: |
Before taking this unit you must take AS10163 |
Aims: This unit aims to: * develop the student's knowledge and practical skills in the planning and administering of rehabilitation and treatment programmes. Learning Outcomes: At the end of this unit students will be able to: * describe the rules and regulations pertaining to the use of special protective equipment, braces, splints and taping etc as established by the appropriate governing body and demonstrate the selection and application of these; * describe the typical symptoms and common clinical signs associated with injury and illness including those associated with local tissue inflammation; the body's normal immediate and delayed pathophysiological responses to trauma and injury and the normal and abnormal physiological responses of injured tissue to heat, cold, stretching, exercise , mobilisation and immobilisation; * describe the benefits and uses of taping and strapping techniques, the preparation, application and accomplishment of appropriate immediate treatment; * describe the basic components of a comprehensive rehabilitation programme including the determination of appropriate goals and objectives, the selection of relevant exercises, and the planning, evaluating and recording of the rehabilitation progress and any pathological, psychological and physiological signs and symptoms that may influence the rehabilitation process; * demonstrate knowledge of various exercise strategies and their suitability and adaptability to the injured patient; gait re-education; * describe the general physiological effects of inactivity and immobilisation on the body and the resulting implications for rehabilitation; benefits and use of immobilisation devices and ambulation aids and the application of passive, active, active assisted, autoassisted and resisted exercises through the early and intermediate stages of rehab. Skills: * professional development skills; * communication skills; * improving own learning and performance; * working with others; * problem solving. Content: * inflammatory response to injury; * remodelling and repair stages of injury repair; * pain cycle; * application of RICE to injury; * immobilisation versus mobilisation; * stages and progressions of rehabilitation with specific focus on early and intermediate, late and predischarge stages; * proprioception, mobilisation, stretches and strengthening exercises for the upper and lower body - early and intermediate, late and predischarge stages; * back mobilisation and strengthening exercises in the early and intermediate, late and predischarge stages; * gait analysis and gait re-education for the early and intermediate stages; * crutch walking; * running re-education; * core stability and dynamic work. |
AS20167: Sports biomechanics |
Credits: 10 |
Level: Intermediate |
Semester: 2 |
Assessment: EX60CW40 |
Requisites: |
Aims: This unit aims to: * teach the student the fundamental principles of biomechanics that allows human motion under both static and dynamic states; * provide the student with an understanding of the underlying principles and how they are applied in order to evaluate human motion. Learning Outcomes: At the end of this unit students will be able to: * explain the basic principles of biomechanics that govern human motion; * examine the application of biomechanical principles in order to evaluate human motion; * explain the effects of fluid forces on human and projectile motion; * present a model for biomechanical analysis of human motion. Skills: * professional development skills; * communication skills; * improving own learning and performance; * working with others; * problem solving. Content: * basic principles of biomechanics: forces of motion, mechanical systems, anatomical referencing (positions, planes, axes, plane movements, directional terms), Newton's Laws of Motion; * application of biomechanical principles: linear and angular motion, interaction between bodies (force, reaction force, friction), projectile motion, angular rotation, equilibrium in human movement and power and energy (kinetic and potential energy, conservation of energy); * effects of fluid forces; * biomechanical analysis of human motion. |
AS20168: Sports injuries and assessment |
Credits: 10 |
Level: Intermediate |
Semester: 1 |
Assessment: EX100 |
Requisites: |
Before taking this unit you must take AS10163 |
Aims: This unit aims to: * examine the physiology of injury, strategies that need to be considered when preventing injuries and the injuries and treatments of the body; * in addition to this theory, students will gain practical skills in muscle testing, neurological testing and will revisit the anatomy learnt in previous modules. Learning Outcomes: At the end of this unit students will be able to: * describe the epidemiology of common injuries in competitive and recreational sports and exercise and the characteristic pathophysiology of all common soft tissue injuries, the common aetiological factors contributing to injury and illness; * describe the normal and abnormal neurological responses of the nervous system to injury and illness, the procedures for the clinical evaluation of common injuries, trauma and illness, the characteristic pathology of common soft tissue injuries, open wounds and fractures; * describe the commonly used procedures in orthopaedic surgery and the associated anatomical and/or biomechanical implications for the selection of appropriate rehabilitation exercise programmes; * demonstrate the construction and phrasing of questions appropriate to obtaining the relevant medical history of an injured/ill patient or client and the recording of relevant information on the injury and its treatment and management to date; * demonstrate the identification of the appropriate comparative observable clinical signs typically associated with common injuries/illnesses, the administration of ROM tests for the joints of the body and the use of appropriate muscle testing techniques; * demonstrate the administration of appropriate comparative clinical stress tests for ligamentous instability, the administration of appropriate comparative neurological tests; the use of muscle testing techniques and the use of goniometers or other commonly used techniques. Skills: * professional development skills; * communication skills; * improving own learning and performance; * working with others; * problem solving. Content: * common injuries of the body: ankle and foot, knee, hip, spine, shoulder, elbow, wrist and hand; * head and facial injuries; * examination and assessment of the ankle, knee, hip, shoulder, wrist and hand, elbow and spine; * measuring ROM using goniometers and other commonly used methods. |
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