HND in Social and Community Work (Community Development)

Awarding Body: Pearson

RQF: 5

Location : London Churchill College (Barclay Hall Campus)

Fees: £6000/Year

Pearson

Duration:
2 years (Full Time)

Academic Year:
2018/19

Term Date:
September 2018, January 2019, April 2019

 

The purpose of the Pearson BTEC Higher National in Social and Community Work is to develop
students as professional, self-reflecting individuals able to meet the demands of employers in the
social and community work sector and adapt to a constantly changing world. The qualifications aim
to widen access to higher education and enhance the career prospects of those who undertake
them.

The objectives of the Pearson BTEC Higher National in Social and Community Work are as follows:

  • To equip students with social and community work skills and the knowledge and
    understanding necessary to achieve high performance in the global health and social care
    environment
  • To provide education and training for a range of careers in social and community work,
    including: family support work roles, resource officer and personal assistant roles,
    community development work, public health and community support work, care planning
    roles, advocacy, social services supervisory or lower management roles, counselling and
    rehabilitation support roles
  • To provide insight and understanding into the diversity of roles within the social and
    community work sector, recognising the importance of collaboration at all levels
  • To equip students with knowledge and understanding of culturally diverse organisations,
    cross-cultural issues, diversity and values
  • To provide opportunities for students to enter or progress in employment in social or
    community work, or progress to higher education qualifications such as an Honours degree
    in Social Work, Youth and Community Work, Childhood Studies, Public Health, Social Policy
    or a related area
  • To provide opportunities for students to develop the skills, techniques and personal
    attributes essential for successful working lives
  • To support students to understand the local, regional and global context of social and
    community work, management and community development and, for those students with a
    global outlook, to aspire to international career pathways
  • To provide students with opportunities to address contemporary social care issues facing the
    sector, and society at large; with particular emphasis on integrated and compassionate care,
    and person-centred approaches to providing social care interventions and support to
    individuals across the lifespan
  • To provide opportunities for students to achieve a nationally-recognised professional
    qualification within their chosen area of specialisation

To offer students the chance of career progression in their chosen field, with particular emphasis on
achieving management-level positions, professional recognition and beyond

  • To allow flexibility of study and to meet local or specialist needs
  • To offer a balance between employability skills and the knowledge essential for students
    with entrepreneurial, employment or academic aspirations
  • To provide students with opportunities to engage in an industry-recognised apprenticeship
    scheme that aligns with their employer’s needs and their own career aspirations
  • To provide students with the context in which to consider professional ethics and their
    relation to personal, professional and statutory responsibilities within the industry

We meet these objectives by:

  • Providing a thorough grounding in social and community work principles and a degree of
    specialism at Level 4 that leads the student to a range of Specialist progression pathways at
    Level 5 relating to individual professions within the social and community work sector
  • Equipping individuals with sector-relevant acumen, understanding, and social and
    community work skills for success in a range of the social care, community work, care
    navigation and supervisory or lower management roles in social services
  • Enabling progression to a university degree by supporting the development of appropriate
    academic study skills.

Your Future

London Churchill College (LCC) facilitates an excellent student experience in bringing practice into the curriculum and helping students to reflect on their work experience and their professional and personal development. The Work Experience Policy sets out arrangements for and integration of
work experience and voluntary work-based learning into our courses and identifies responsibilities for the College, students and employers.

Professional Recognition

Pearson’s qualifications are nationally and internationally recognised by employers and professional organisations. The recognition of the Higher National Diploma (HND) is a way for students to prepare for jobs and careers in their chosen field through membership of relevant professional bodies. Pearson students and graduates may be offered exemptions by professional bodies from parts of
their own qualifications in relation to membership.

Entry requirements 2018-19:

  • Generally a minimum of one A level (in an appropriate subject) or
  • 5 GCSEs or a BTEC National Award or GNVQ Advanced Qualification at pass level or
    equivalent, or
  • Any equivalent overseas qualification, or
  • Applications from mature students with relevant experience are welcome

Recognition of Prior Learning for Admission

Where an applicant has relevant prior learning which is at a level lower than the course being
applied for, that learning will be relevant in terms of whether it meets, or contributes to
meeting, the entry requirements for the first year of a course. This forms part of the admissions
process and is covered under the College’s Recruitment, Selection and Admission Policy.

English Language Requirement

Applicants who wish to apply for the course must provide evidence of proficiency in English
Language to a minimum of level CEFR B2 /IELTS 5.5 (Reading and Writing must be at 5.5) through a
certificate from an approved awarding body (e.g. City and Guilds, Edexcel, Cambridge ESOL, TOEFL,
Trinity, PTE 51) or complete an English assessment set by London Churchill College. Evidence of
proficiency in English is not required if the applicant has studied the last two years (example GCE or
GCSE) or equivalent qualification in the English medium.

Additional support will be provided on specific days organised by LCC to those students who have
already gained admission by satisfying the requirement and still want to improve their English.

Admission Interview:

All shortlisted applicants will be invited for an interview as part of the College’s selection process.
The complete admission process at London Churchill College can be found in the following link

Teaching

You will be taught through a combination of lectures, Group tutorials and one to one sessions.
Group Tutorials enable you to discuss and develop your understanding of topics covered in lectures
in smaller groups; you will have timetabled meetings with your personal tutor for one to one
sessions.

You will have access to College library and ICT lab facilities throughout your course.

During the course, you will have between 10 to 13 contact hours per week, consisting of:

  • 6-9 hours of lectures
  • 3 hours of Group Tutorial
  • 1 hour of one-to-one sessions

Learning

The aims of the learning are to-

  • Enable students to move from directed towards greater self-directed and autonomous
    learning, specifically encouraging a positive attitude towards independent learning.
  • Articulate measured approaches to the delivery of learning which enables every student to
    develop, as independent learners, studying their chosen subject(s) in depth and enhancing
    their employability, as well as nurturing the growth of analytical, critical and creative
    thinking skills.
  • Ensure the provision of inclusive learning through promoting equality, diversity
    and equal opportunity.
  • Ensure lecturers, internal verifiers and anyone involved in teaching or
    supporting student learning are appropriately qualified, supported and
    developed.

Overall workload

Each 15-credit unit approximates to a TQT (TQT (Total Qualification Time) of 150 hours and 60 hours
of Guided Learning and 90 hours of independent learning.

Academic support

The College is discharging its responsibilities for setting and maintaining academic standards,
assuring and enhancing the quality of learning opportunities for students and ensuring all academic provision including programmes, modules and units and underpinning resources (technical and physical) are up to date and fit for the purpose. Personal tutors comply with the College’s commitment to supporting greater opportunities for access to education for students who might otherwise not realise their full potential.

Our Academic Support Team provides help in the following areas:

  • Study skills (including reading, note-taking and presentation skills)
  • Written English (including punctuation and grammatical accuracy)
  • Academic writing (including how to reference)
  • Research skills (in conjunction with the library)
  • Critical thinking and understanding arguments
  • Revision, assessment and examination skills (including time management).

Our Student Support and Reasonable Adjustments Policy ensures that students with additional
needs receive the support they need to enable equality throughout the College.

Teaching staff

You will be taught by an experienced teaching team whose expertise and knowledge are closely
matched to the content of the modules on the course. The team includes senior academics,
professional practitioners with industry experience and technical officers.

ASSESSMENT AND FEEDBACK

Supervision and assessment requirements on placement/experience

Students are expected to be allocated a placement/experience supervisor during their
placement/experience in each setting who will monitor and contribute to the continuous
assessment of their progress; students are also required to be assessed during their practice on
placement/experience by a tutor/assessor from the College delivering the qualification.

Assessment Strategies

Pearson-set assignments

At both Level 4 and Level 5, as part of the Core units, there are Pearson-set assignments. Each year,
Pearson will issue a Theme and (for Level 4) a set of related Topics. The College will develop an
assignment, to be internally assessed, to engage students in work related to the Pearson-set Theme.

At Level 4, students will select a Topic to further define their approach to the Theme and
assignment. At Level 5, it is expected that students will define their own Topic, in negotiation with
tutors, based on the Pearson-set Theme.

Practice-based assessments

A key feature of the Higher Nationals in Social and Community is the inclusion of ‘practice-based
assessment’ at Level 4 and Level 5. These assessments are intended to provide a framework in which
necessary work-based learning can be delivered and assessed.

Assessment

Pearson BTEC Higher Nationals in Social and Community Work are assessed using a combination of
internally assessed centre-devised internal assignments (which are set and marked by the College)
and internally assessed Pearson-set assignments (which are set by Pearson and marked by the
College). Pearson-set assignments are mandatory and target particular industry-specific skills.

  • For the HND, two Core units: one Core, 15 credit, unit at Level 4 and one Core, 30 credit,
    unit at Level 5, will be assessed by a mandatory Pearson-set assignment targeted at
    particular skills.
  • All other units are assessed by college-devised internal assignments.

FEEDBACK

You will receive feedback on all practice assessments and on formal assessments. Feedback from markers should be provided within 4 weeks from the submission deadline and the feedback must be clear, legible and constructive. It must also be linked to the learning outcomes and the assessment. Pearson would expect that an HND student would have achieved at least 90 credits at Level 4 before progressing to Level 5 units. This allows for the students to submit the remaining 30 credits at Level 4 while undertaking their Level 5 study.

Qualification frameworks Pearson BTEC Higher National qualifications are designated Higher
Education qualifications in the UK. They are aligned to the Framework for Higher Education
Qualifications (FHEQ) in England, Wales and Northern Ireland, and Quality Assurance Agency (QAA) Subject Sector Benchmarks. These qualifications have been regulated to the Ofqual Regulated Qualifications Framework (RQF).

To achieve the HND in Social and Community Work, students are required to complete 14 units.
Qualification credit value is minimum of 240 credits. This is made up of fourteen units, twelve with a value of 15 credits, and two with a value of 30 credits.

Student Progression to Year 2:

  • Student should PASS/Achieve minimum 90 credits to be allowed to start the second year.
    a) Each unit in year 1 carries 15 credits, hence student should PASS a minimum 6 units
  • Students who are unsuccessful in achieving 90 credits (Pass minimum 6 units), should stay in year 1 to complete minimum requirements.

Any student who does not meet progression requirements may not be allowed, at the discretion of the College, to continue and the termination process will be invoked.

Guidance on Re-submission and Repeat:

  • A Student will only have one Re-submission opportunity for a Referred unit. A Re-submission
    typically involves a reworking of the original task.
  • At the discretion of the Assessment and Progression Board, a student who has not passed the
    Re-Submission may have the opportunity to Repeat an assignment. This will not be based on the
    original task.
  • Students may not be allowed to transfer; this is at the discretion of the College.
  • Re-submission and Repeat should be capped to PASS.
Structure of HND in Social and Community Work at LCC (Community Development)
SL noUnit NoUnit nameLevelUnit creditTerm, Year
11Law, Policy and Ethical Practice in Health and Social Care (core)415Term 1, Year 1
22Demonstrating Professional Principles and Values in Health and Social Care Practice (core)430
34Fundamentals of Evidence-based Practice (Pearson-set Project) (core)415
43Mental Health and Wellbeing: a Whole Person Approach (core)415Term 2, Year 1
58Community Development - Principles and Practice (core)415
611Organising and Supporting Community-led Activities (core)415
77Contemporary Social Issues (optional L4)415Term 3, Year 1
819Reflective Approaches in Implementing Person-centred Practice (core)515
920Investigating Innovative Approaches to Practice in Social and Community Work (core)530Term 1, Year 2
1022Coproduction and Partnership Working in Social and Community Work (core)515
1146Global Contexts of Community Development (core)515Term 2, Year 2
1230Community Development Practice (core)515
1325Safeguarding Children, Young People and Vulnerable Adults (specialist L5)515Term 3, Year 2
1436Mental Health: Distress and Disorder (specialist L5)515
  • There is a 375 hours work experience requirement for student to complete over the two years period.

Work Experience

LCC locates learning in the context of the student’s workplace or volunteering activities. In the
Pearson HND Social and Community students must agree to complete the mandatory requirements
of 375 hours of work experience. Students undertake a variety of work experience including Workintegrated
Learning and Work-based Learning. The Work Experience Policy explains the
requirements and responsibilities of all parties, where appropriate. This can be completed prior to
joining the College or during the Programme.

PathwayMin. no. of placement/ experienceMinimum number of hours in each placement/ experience
HND in Social and Community Work (Community Development)Two100
Suitable Work Placement/ Experience Settings
Social Care (and healthcare)Community-Based Organisations and Charities
  • Hospice (adult and child)
  • Palliative care services
  • Respite care
  • Mental health crisis house
  • Mental health community outreach teams
  • Re-ablement services
  • Schools or children’s education services
  • Substance misuse services
  • Agencies working with domestic abuse
  • Community learning disability services
  • Child and adolescent mental health services
    (CAMHS)
  • Assisted living for people with learning disabilities
  • Older person services
  • Offender support units
  • Befriending services e.g. from Befrienders
    Worldwide (network of centres worldwide provide
    emotional support and advice)
  • Humanitarian/disaster response agencies e.g.
    Actionaid
  • Homelessness support services e.g. Shelter (in the
    UK)
  • Housing support programmes
  • Food banks
  • Accessible transportation services
  • Older people’s support clubs/associations
  • Environmental protection/ conservation groups
  • Community sustainability groups
  • Trauma support and advisory services e.g. Unicef,
    Refuge (in
  • the UK)
  • Children’s homes
  • Youth centres
  • Neighbourhood revitalisation programmes