The programme is designed to meet the requirements of the government’s initiative on Foundation Degrees, the requirements set out in the HEFCE Foundation Degree Prospectus document (HEFCE, July 2000, ref. 00/070 and the QAA Foundation Degree Qualification Benchmarks (QAA, October 2004).

In the forward to the Foundation Degree Prospectus, the Minister of Higher Education stated that the Foundation degree:

• has the potential to raise the skill level of our workforce, particularly in the new industries;
• will forge new alliances between universities, colleges and employers;
• will bring more people into higher education with a richer mix of backgrounds than ever before;
• will fuse the academic and vocational paths to high-level qualifications.

The Foundation Degree in Playwork and Therapeutic Playwork is designed to enable personnel engaged in work with children and young people in a variety of playwork and informal education settings with an emphasis on developing skills in playwork and therapeutic elements of professional practice. Completion of the Foundation Degree will allow participants to progress onto level 3 of the BA (Hons) Playwork and Youth Studies Degree

The Foundation Degree in Playwork and Therapeutic Playwork is taught by HE staff at South Essex College. Staff are industry specialists with a wide background in the key issues relating to the field of professional playwork and therapeutic playwork practice. All modules are compulsory. The programme tasks are based key areas such as learner development, the issues and discourse of the work sector and work related learning. The progressive programme is designed to enable participants to develop their confidence and skills for studying at HE level whilst in a supportive environment and using their practical day to day work as practice professionals.

All participants will have a dedicated personal tutor (possibly the class teacher in the class in which they are based) with whom they can discuss their Foundation Degree work.

The programme is designed so that it permits a mixture of class work and practice. Lessons are geared to involve groupwork and are participatory. Modules and assessments are designed to involve the range of professional skills, knowledge and expertise necessary in the field.

However, much of the programme will involve students in working alone, reading through materials and writing up their ideas and we would advise you to seek support for these activities this is most particularly the case in work with troubled young people and in work that is therapeutic.

The learning strategies needed for success include:

• The ability to read critically and with comprehension a wide range of texts (internet sources, textbooks, monographs, newspapers, scholarly articles etc.)
• The ability to write fluently and in an appropriate voice, for the types of audiences specified in module guides
• The ability to discuss with group members, personal tutor or study partner their developing ideas
• The ability to read UEL/College handbooks and handouts and use these to ensure that they are aware of what is required in terms of presentation of work, deadlines for assignments, assessment regulations, and so on
• The willingness to reflect on what they are learning and to seek help where necessary
• The ability to use what they are learning through their studies to enhance their practice in the classroom so that theory influences practice

The emphasis in the first module, Critical Reading and Writing is on core skills for success at HE level. All students on all programmes in the Cass School of Education at UEL take this module. This module also works within the UEL-wide skills remit.

Each module carries with it a detailed module guide. This explains what the aims of the module are, how it will be taught, what the programme will be, what any homework will be, what to read and how the module will be assessed. The module guide also details the balance of teaching in terms of:

• Lectures, seminars, tutorials and workshops
• Whole group, small group and individual teaching
• Student led and tutor led sessions
• Skills based, discussion based and knowledge based classes
• Student-tutor interaction
• Work-based learning

And results in students being able to:

• Communicate effectively in speech and writing
• Use ICT for the retrieval and presentation of information
• Work independently
• Collaborate with others
• Manage their own learning
• Gather, organise and deploy evidence, data and information (both educational and political)
• Construct reasoned argument
• Identify, investigate, analyse, formulate and advocate solutions to problems, and
• Accurately and appropriately reference the sources which have been so utilised

Participants who are not exempted from any modules will normally take two modules each term over three terms. Students will therefore be classed as full time students for UEL purposes. Part time means that the student takes modules comprising 80 credits over a year, rather than 120 credits (six modules).

Students are required to submit work to be assessed for all modules. The first piece of assessed work will be formative in the sense that the feedback on the students’ work will help the student to improve so that the second piece of coursework is more successful. There is considerable diversity in terms of the assessment tasks in an effort to move away from essays towards more meaningful tasks such as reports, book reviews, group presentations, child studies, analysed observations, portfolios etc. An underpinning theme for all assessments is that the student must show that he or she has read appropriately around the subject and has linked this to the question being answered.

Assessment methods include:

• portfolios including reflective commentaries on focussed observations and enquiries;
• critical appraisal of materials and resource use;
• investigations into attitudes and practices;
• case studies;
• accounts of plans for and evaluations of professional development;
• analysis of issues which arise out of work experiences, reading or seminars

All participants will be working in schools and it is hoped that teachers in schools will act as critical friends. Work based tasks will require participants to demonstrate their skills in the workplace and bring evidence to study sessions. Participants will be required to be involved in a workplace, at least six hours a week, and this work will form an essential part of the programme experience and assessment.

All modules are compulsory and include the opportunity to take up project-based study and research.

This programme has been developed in response to HEFCE’s priority towards Foundation Degrees. This programme provides wide options in employment and further undergraduate study. Prepared for a range of professions and occupations, graduates will be able to obtain employment in a diverse selection of fields, with a recognised qualification.

This programme provides an opportunity for personnel who are engaged in work with children and young people to enhance their professional understanding and knowledge through the integration of academic study, vocational learning and professional reflection on experience.

At level 1 participants will gain core skills through critical reading and writing, personal professional development, including knowledge about current thinking in children’s learning, play and learning, understanding behaviour, dealing with issues and problems that are evident through play and playing and in the management of projects, facilities and provision. There is an emphasis on working with children who are experiencing some difficulty and is concerned with using play as a means of establishing well-being.

At level 2 participants will learn about research methods, observing, monitoring evaluating the play of children. You will be supportive of their social development and of their coming to terms with maturation and handling transitions. There is a concentration on techniques in therapeutic playwork and counselling as an application.

You will have the opportunity to build on your experience, your skills and knowledge by gaining some theoretical appreciation which will both enhance your work with children and your status within playwork and youth work settings. The students who undertake the Foundation Degree for Playwork and Therapeutic Playwork come from a variety of educational, cultural and occupational backgrounds – some more traditional than others. It is this rich diversity of age and experience which enhances the debate and discussion. We welcome all students who demonstrate their interest in and their enthusiasm for this area.

After completing level 2 of the programme you will have gained a Foundation Degree in Playwork and Therapeutic Playwork you may decide to work in the field. If so you will have a recognised and endorsed qualification. Equally, you may decide to take up the option of joining the third year of the BA (Hons) Playwork and Youth Studies Degree. In either case you will have the necessary qualifications to take part in a vibrant and growing field.

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Each student is allocated a personal development tutor. Your personal tutor is the person who will help you and will work with you to plan your learning and ensure that you are making progress. Your personal tutor will also help you with any personal or academic difficulties you may be having. Tutorials may be held with other students or individually. We will all work together with you to enhance your learning experience. All staff attempt to help students identify any additional learning needs at the earliest opportunity so that appropriate help and guidance can be sought. You will have access to all the support available to students at the college, including guidance on fees, loans, time management and study skills.

The programme offers a unique opportunity for those who wish to study therapeutic playwork with the founder of the discipline and can lead to qualification at full Practitioner Level through the BITP. Tutors on the programme are leading industry specialists and have highly relevant experience that they bring to the teaching experience.