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Session: 2022/23
Last modified: 24/03/2022 13:58:32
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Title of Module: Step Up to University - Foundation Academy |
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Code: LLNG07026 |
SCQF Level: 7
(Scottish Credit and Qualifications Framework) |
Credit Points: 20 |
ECTS: 10
(European Credit Transfer Scheme) |
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| School: | School of Education & Social Sciences |
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| Module Co-ordinator: | G
Hodge |
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| Summary of Module |
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This module is designed to facilitate and encourage the transition from secondary school to further and higher education through the exploration of pathways to ensure successful attainment and progression. Learners will combine subject specific learning through engaging with a bespoke lecture and tutorial series offered in a range of subject disciplines. Contextualised materials will be provided throughout the module. Students will undertake academic exercises and gain formative feedback. Students will actively engage in preparing for successful leavers destinations with education guidance provided to support further study.
Students will negotiate the decision making process, through some supported research tutorials and independent learning. Students will learn theories of decision making and reflective learning to direct their progression into further and higher education. Students will be able to explore and reflect rationale for future study through a reflective log.
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| Module Delivery Method |
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| Face-To-Face | Blended | Fully Online | HybridC | HybridO | Work-based Learning |
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Face-To-Face
Term used to describe the traditional classroom environment where the students and the lecturer meet synchronously in the same room for the whole provision.
Blended
A mode of delivery of a module or a programme that involves online and face-to-face delivery of learning, teaching and assessment activities, student support and feedback. A programme may be considered “blended” if it includes a combination of face-to-face, online and blended modules. If an online programme has any compulsory face-to-face and campus elements it must be described as blended with clearly articulated delivery information to manage student expectations
Fully Online
Instruction that is solely delivered by web-based or internet-based technologies. This term is used to describe the previously used terms distance learning and e learning.
HybridC
Online with mandatory face-to-face learning on Campus
HybridO
Online with optional face-to-face learning on Campus
Work-based Learning
Learning activities where the main location for the learning experience is in the workplace.
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| Term(s) for Module Delivery |
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(Provided viable student numbers permit).
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| Term 1 |  | Term 2 | | Term 3 | |
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| Learning Outcomes: (maximum of 5 statements) |
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On successful completion of this module the student will be able to:
L1.
Understand theories of reflection and develop the application of reflection when considering future aspiration and goals.
L2.
Demonstrate the application of some research skills to bring together current knowledge, understanding and application of a range of academic subjects in order to complete a reflective Personal Statement
L3.
To demonstrate a range of academic skills relevant for study at level 7 and to apply knowledge through engagement with an on campus academic lecture and tutorial and apply this new learning to a range of academic activities.
L4.
To consider the range of academic pathways available in the sector to allow progression in a particular academic subject to degree level study. |
| Employability Skills and Personal Development Planning (PDP) Skills |
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| SCQF Headings |
During completion of this module, there will be an opportunity to achieve
core skills in:
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| Knowledge and Understanding (K and U) |
SCQF Level 7.
Apply knowledge and understanding of a specific subject area and take part in lecture and tutorial/workshop through attendance at the University Campus Day. |
| Practice: Applied Knowledge and Understanding |
SCQF Level 7.
Apply learning of research and decision making through production of a bespoke Personal Statement reflecting on learner journey to date and apply knowledge of how to progress learning. |
| Generic Cognitive skills |
SCQF Level 7.
Students will build on their knowledge of the skills, experience and qualifications relevant to chosen pathway, and learn how to extend this knowledge to produce a unique Personal Statement and Personal Development Plan. |
| Communication, ICT and Numeracy Skills |
SCQF Level 7.
Communicate a range of skills in a variety of settings. Students will take part in series of groupwork activities and present research data to underpin their decision making process in terms of chosen destination. |
| Autonomy, Accountability and Working with others |
SCQF Level 7.
Students will be expected to participate in a series of tutorials and work in groups throughout the module. Tutors will monitor and progress learning. |
| Pre-requisites: |
Before undertaking this module the student should have
undertaken the following:
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Module Code:
| Module Title:
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| Other: | |
| Co-requisites | Module Code:
| Module Title:
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* Indicates that module descriptor is not published.
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| Learning and Teaching |
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| This module will be delivered face to face in a secondary school setting as determined by work of the Transitions Team. The module will be delivered in class and combine lectures and tutorials/workshops. Students will be expected to undertake substantial research as outlined by tutors each week, to explore relevant pathways. All students will have access to Aula and be expected to engage and participate in a range of exercises related to the weekly lectures. The course will be assessed through the production of a Personal Statement and a Personal Development Plan. |
Learning Activities
During completion of this module, the learning activities undertaken to
achieve the module learning outcomes are stated below:
| Student Learning Hours
(Normally totalling 200 hours):
(Note: Learning hours include both contact hours and hours spent on other learning activities) |
| Lecture/Core Content Delivery | 30 |
| Tutorial/Synchronous Support Activity | 14 |
| Laboratory/Practical Demonstration/Workshop | 6 |
| Personal Development Plan | 10 |
| Independent Study | 130 |
| Asynchronous Class Activity | 10 |
| 200
Hours Total
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**Indicative Resources: (eg. Core text, journals, internet
access)
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The following materials form essential underpinning for the module content
and ultimately for the learning outcomes:
Students are encouraged to engage in a breadth of academic reading throughout the course of their studies.. The list below represents the core readings for this module. Specific articles and texts will be shared via Moodle.
Cottrell, S. (2019) The Study Skills Handbook. London: MacMillan. 11th edition
Pears, R & Shields, G. (2019) Cite Them Right. London: Red Globe Press. 11th edition
Students will also experience critical reading throughout the module from a range of academic disciplines, outlined during the Campus Day. All reading materials for each module would usually be available to them on the VLE with appropriate copyright permission.
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(**N.B. Although reading lists should include current publications,
students are advised (particularly for material marked with an asterisk*) to
wait until the start of session for confirmation of the most up-to-date
material)
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| Engagement Requirements |
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In line with the Academic Engagement Procedure, Students are defined as academically engaged if they are regularly engaged with timetabled teaching sessions, course-related learning resources including those in the Library and on the relevant learning platform, and complete assessments and submit these on time. Please refer to the Academic Engagement Procedure at the following link: Academic engagement procedure
Where a module has Professional, Statutory or Regulatory Body requirements these will be listed here:
Students will be expected to participate and engage with each lecture and tutorial. Students will be expected to attend all aspects of the course both the Campus Day at the outset and all classes delivered in school. Engagement monitoring in line with university regulations will be applied in the context of this module. |
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Supplemental Information
| Programme Board | Education |
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| Assessment Results (Pass/Fail) |
Yes
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| Subject Panel | Transitions SAB |
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| Moderator | S Gallacher-Graham |
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| External Examiner | J Disley |
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| Accreditation Details | |
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| Version Number | 1 |
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| Assessment: (also refer to Assessment Outcomes Grids below) |
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| Written portfolio (Personal Statement and Personal Development Plan) |
(N.B. (i) Assessment Outcomes Grids for the module
(one for each component) can be found below which clearly demonstrate how the learning outcomes of the module
will be assessed.
(ii) An indicative schedule listing approximate times
within the academic calendar when assessment is likely to feature will be
provided within the Student Handbook.)
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Assessment Outcome Grids (Footnote A.)
Footnotes
A. Referred to within Assessment Section above
B. Identified in the Learning Outcome Section above
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Note(s):
- More than one assessment method can be used to assess individual learning outcomes.
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Schools are responsible for determining student contact hours. Please refer to University Policy on contact hours (extract contained within section 10 of the Module Descriptor guidance note).
This will normally be variable across Schools, dependent on Programmes &/or Professional requirements.
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| Equality and Diversity |
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UWS Equality and Diversity Policy |
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(N.B. Every effort
will be made by the University to accommodate any equality and diversity issues
brought to the attention of the School)
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