HND Public and Emergency Services
01 Sep 2019 - 31 Aug 2030
| Course Leader | Jennifer Law |
|---|---|
| Course Team | Anthony Lloyd, Conor Lees |
| Awarding Body | University of South Wales |
| Teaching Institutions | Coleg Gwent, Bridgend College, Cardiff and Vale College |
| Modes of Study | Full Time |
Document Version
| Version | 6 |
|---|---|
| Valid From | 01 Sep 2019 |
| Valid To | 31 Aug 2030 |
QAA Benchmarks
There is no direct subject benchmark for Public and Emergency Services as it is an interdisciplinary course. However, we have engaged with both the Business and Management (2023) Subject Benchmark Statement: Business and Management (qaa.ac.uk)
and Social Policy benchmarks Subject Benchmark Statement: Social Policy (qaa.ac.uk) .
For example, the Business and Management benchmark states that courses should help students to
“develop a critical understanding of organisations, cultures and structures, their management and wider economic, environmental and social contexts • instil an understanding of responsible leadership • provide preparation for and development of a wide range of careers, including in business and management • develop relevant skills and attributes which enhance employability and equip graduates to become impactful global and inclusive citizens as well as reflective independent and collegial lifelong learners” (Business and Management subject benchmark, 2023, p.3). We have been able to use this broad approach to inform our discussions and decision about course aims and learning outcomes. For example, our intended learning outcomes A1 and A2 mirror the focus on the environment (economic, environmental and social contexts) and the ways that the organisations operate (structure, culture and management). Throughout the course there is concentration on developing relevant skills and attributes: This is achieved through the teaching/ learning and assessment strategy of authentic, ‘real world’ challenge based approaches. Students will develop these skills and attributes throughout the course, but specifically in the module Professional Skills for the 21st Century Public Servant and Work Experience Public Services. Similarly, we have used the benchmark statement for Social Policy (2019) which identifies one of the advantages of the subject as “Its emphasis on both theoretical understanding and applied knowledge is more relevant than ever for students and their prospective employers across the public, commercial, voluntary, and charitable sectors” (2019, p.3). This emphasis on theory and practice is reflected in our course proposals and is embedded in all our modules. The subject benchmark indicates that social policy is a broad and diverse subject but identifies thematic headings in relation to the subject: Social policy fields and social problems, social groups, difference and inequalities, conceptual and theoretical frameworks, dynamics of social policy change and policy making, organisation and delivery of welfare and researching social policy problems and analysis. Elements of all these are included in the HND. For example, the challenge led approach that we adopt means that students may identify any social policy field to explore, and there is also detailed exploration of the field of criminology in level 4. In relation to ‘social groups, difference and inequalities, students will explore these specifically in modules Understanding Communities and Data and in Equality Human Rights and Social Justice.
We have also considered the Pearson Curriculum for HND (2018) Pearson BTEC Higher National qualifications in Public Services. In part, this is so that students can transfer in to our award if they wish to do so. Their award has a number of routes - HND Public Services plus routes for Civil Protection, Crime and Criminal Justice, Public Service Management and Blue Light Services. Our course shares many of the same objectives, for example:
“The objectives of the BTEC Higher Nationals in Public Services are as follows: ? to equip students with public service skills, knowledge and the understanding necessary to achieve high performance in the global public services environment ? to provide education and training for a range of careers in public services, including, for example, local government, Civil Service, public administration, the armed forces, police force, fire and rescue services, ambulance (not paramedic), prison service and the charity and voluntary sector”. They provide a mixture of core and optional modules and much of the content from the core modules is reflected in our award. We have a specified work experience module as this was highlighted by employers as being key to student development and learning. We also have a significant focus on values and on collaboration (both identified by employers as being essential)
Educational Aim
To provide students with a systematic understanding of public and emergency services and the qualities, values and transferable skills necessary for employment in this sector. This is developed through academic study as well as work placement.
Learning Outcomes
| A1 | An understanding of, and ability to analyse the role and operation of public and emergency services (including effective collaborative working) |
| A2 | A systematic understanding of the environment of public and emergency services and its impact (e.g. political, social, geographic and legal). |
| A3 | An understanding and appreciation of the values and behaviours that are needed for working in organisations/ services that uphold and promote equality and diversity. |
| A4 | Demonstrate an understanding of key issues in undertaking research. |
| B1 | Critical thinking – ability to question assumptions, consider different perspectives and form opinions based on evidence |
| B2 | Research – ability to examine a range of data, sources of information and appropriate methodologies and to collect and analyse data |
| B3 | Communication – ability to convey ideas and arguments effectively using a variety of media to different audiences |
| B4 | Analysis and evaluation – ability to break down complex information into component parts, identifying patterns and relationships |
| C1 | Group working/ collaboration skills – practice the ability to negotiate, work with others, communicate, take responsibility, manage and adapt to team dynamics |
| C2 | Understanding of personal and professional values – identify own personal values and those of others and influences on them. Consider organisational/ professional values and how these can be demonstrated |
| C3 | Problem solving – use a range of techniques to understand problems such as design thinking. Practice thinking creatively about problems and using digital tools and on line content to identify problems and solutions. |
| C4 | Self management and development – manage own time, be self motivated, show personal initiative, learn from feedback, identify development needs |
Course Structure
Level 4 Modules
| Module Code | Module Id | Module Title | Module Status | Credit Value | Module Type |
|---|---|---|---|---|---|
| CM1S020 | MOD013541 | Exploring Crime and Deviance | Running | 20 | specified |
| SD1S111 | MOD013523 | Understanding Communities and Data | Running | 20 | specified |
| SD1S117 | MOD013527 | Outdoor Leadership, Search and Rescue | Running | 20 | specified |
| SD1S118 | MOD013528 | Professional Skills for the 21st Century Public Servant | Running | 20 | specified |
| SD1S114 | MOD013524 | Democracy, Campaigns and Change | Running | 20 | specified |
| SD1D010 | MOD013608 | Outdoor Leadership, Search and Rescue | Running | 40 | specified |
Level 5 Modules
| Module Code | Module Id | Module Title | Module Status | Credit Value | Module Type |
|---|---|---|---|---|---|
| SD2S12 | MOD007632 | Introduction to Counselling Skills for Public Services | Running | 20 | optional |
| SD2S16 | MOD007633 | Public Service Law | Running | 20 | specified |
| SD2S21 | MOD009341 | Global Perspectives on Violence and Conflict | Running | 20 | optional |
| SD2S112 | MOD013531 | Disasters and Emergencies: Resilience, Response, Rescue and Recovery | Running | 20 | |
| SD2S110 | MOD013529 | Equality, Human Rights and Social Justice in Public Services | Running | 20 | |
| SD2S111 | MOD013530 | Politics, Public Services, and the Welfare State | Running | 20 | optional |
| CM2S060 | MOD013548 | Public Services Work Experience | Running | 20 | specified |
| SD2S115 | MOD013550 | Public Protection and Safeguarding: The Challenge of Keeping People Safe | Running | 20 | optional |
| SD2S114 | MOD013549 | Public Services Research Project | Running | 20 | specified |
Teaching and Assessment
Learning and Teaching Methods
Employer Engagement
Visiting Speakers
We will have a number of visiting speakers on the course. Through our employer engagement for the re-validation we have identified individuals who are willing to do this. Some guest speakers may be shared across all colleges for e.g. through a Teams presentation, whereas others will be organised separately by each college.
Industry Projects
Organisations will be involved in Public Services Research Project.
Industry Visits
We will undertake some industry visits. For example, in the past we have visited Mid and West Wales FRS.
Volunteering
Fieldwork
Outdoor Leadership will involve activities to develop individual and group skills. This may take place in a variety of locations.
Fieldtrips
Work Placements or Internships
There is a work placement module in level 5 (20 credits) and a preparation module for it in level 4. DBS checks may be required for some of these placements and it is also possible that students may need to pay for this. Students will typically apply for placement roles in term 2 of level 4.
Work-based Learning
In the work placement module there will be reflection on the work-based learning with the learning log book to complete.
Sandwich Years
NA
Employer Forums
We are setting up an employer forum to advise us and other public service courses.
Other
We have identified a number of employers who are willing to be involved in assignment setting and guest lectures.
Means of Assessment
There are a range of methods of assessment that are used in the course. These include essays, reports, group and individual presentations, portfolios, examinations, and reflective accounts on practice. These are outlined in detail in the module specifications.
Learning Support
Induction
Students will have a detailed induction through their colleges. They will also come on to Treforest campus in term 1 to have an induction to the facilities and support there.
A course handbook is provided and this reinforces in writing the information given verbally during the induction session. The assessment schedule, assessment criteria, module assignment briefs and timetable are also provided and/or identified and signposted on Blackboard. In addition, the course leader makes students aware of attendance monitoring, Harvard referencing, some regulations (signposting to all) and the role of the Careers and Employability team.
We also discuss the role of the course representative and ask students to consider nominations, and immediate actions for students. We ensure that all students are familiar with the IT resources including how to access their emails, the intranet, blackboard and turnitin.
Students will be made aware of the support provided by both the college and the University including access to the web pages for partner college students. USW Students at Partner Colleges | University of South Wales
Personal Academic Coach1
This will take place during the personal tutorial. Students may be signposted to study skills support systems provided both by each college but also by the university. These are provided in all three colleges. Time is allocated each week for this activity (usually provided by the course leader).
Learner Analytics
These are available through Blackboard. Dashboard is a collaborative management system which allow staff direct access to be able to monitor?applications, enrolment, retention, attainment student outcomes, leaving destination information and more.
Office hours
Yes
Tutorials
These will be available in each college.
Seminars
Seminar/ workshop hours will be available in each college.
Formative Assessment
We seek to assess and support student learning through formative assessment in all modules. The format of this varies, with some providing formal scheduled formative assessment such as submitting drafts of work. In all cases through, staff seek to support students in assessing their learning and adapting teaching and learning in response to this. There are a variety of approaches that are used in class including group activities, presentations, simulations and class exercises.
Progress meetings
These will take place through the personal tutorial
Research Supervision
This will be provided in the module Public Services Research Project.
Online Resources
Students will be directed to these resources, both through the college and the University. Blackboard is the virtual learning environment used by the course team. Online reading lists, lecture notes, presentations and tasks are posted here. Students submit assignments via Blackboard and module leaders post feedback and grades here. All module leaders use Blackboard as a tool for online learning.
Students also have access to the college VLE which outlines a range of resources and support.
Advice Zone
Students will have access to well-being support from their own college and from their Higher Education Team/ course team. They will also be able to access the Advice Zone at the university to get advice/ support relating to issues such as extenuating circumstances, studying and progression. They can be supported further through specialist support such as the Student Money Advice Team.
Disability
Support for students with a disability is provided through their own college Additional Learning Support Teams.
IT/Library
IT and Library services are provided by each college. Students are also able to access support at USW for example all partner college students will have an Office 365 account. The Library at USW has a specific page for partner college students. Students should be able to access an on-line reading list from their module links on BB and also access other on-line resources via FINDIT.
Course Exit Points
| Award | Criteria | Final |
|---|---|---|
| Higher National Diploma | 240 credits of which at least 120 must be at Level 5 or above and the remaining credits at Level 4 or above. | Final |
| Certificate of Higher Education | 120 credits of which at least 100 must be at Level 4 or above and no more than 20 at Level 3. | Exit |
Progression Route
Students who complete the HND Public and Emergency Services are eligible to apply for entry to the final year of the BA Public Services.
Entry Requirements
Admission to the course is typically through the following qualifications:
A levels – DD, A levels with Welsh Bacc – D E and C at Welsh Bacc, BTEC – Merit/Pass or Pass/Pass/Pass, 3 GCSEs to include Mathematics and English (or equivalent) at C or above,
Inclusive Curriculum Statement
The University of South Wales operates a policy of inclusive learning, teaching and assessment to ensure that all students have an equal opportunity to fulfil their educational potential. Course teams will have considered ways of designing out any potentially disadvantageous element of courses during the course design process. However some specific needs may remain, details about how to apply to have your needs assessed can be found at: http://unilife.southwales.ac.uk/pages/3040-disability-and-dyslexia-service/
Addendum for Delivery at a Partner Institution
N/A
Methods Of Quality Standards
N/A
Quality Of Standards Indicators
N/A