The structure and choice of the content you negotiate as part of your award, is congruent with a philosophy of adult learning. As a student you will embrace responsibility for your own learning, using initiative and insight to discover what you need to learn with learning intrinsically related to your personal context and experience. Within this process, you will learn to reflect upon experience, developing new concepts, attitudes and behaviours to apply to future decision making and judgements. Through negotiation of learning activities and outcomes prior experience is valued and as a student you will become personally engaged in learning in a way that is personally motivating and significant to you.
In recognition of the uniqueness of experience, the individuality of journey is central to the award philosophy with students able to: -Study at your own pace and convenience -Negotiate aims and learning outcomes tailored to experience and context -Negotiate the nature and form of your learning activities -Negotiate an appropriate method of assessing your learning
In order to facilitate this individual journey a Negotiated Learning Advisor will support you throughout your award, enabling you to develop a Learning Contract that demonstrates at least 25% of the Award is achieved through negotiated learning modules.
The aims of the award reflect the University values of widening participation, providing a programme of study that reflects individual needs and diversity in that the award is devised to: -Offer bespoke programmes of learning to meet the needs of students and employers. -Provide an award to support the Faculty’s engagement within health and social care career pathways. -Maximise opportunities for independent and work- based learning. -Provide individuals with the opportunity to gain postgraduate qualifications through negotiation. -Offer flexible entry and exit points; PgC, PgD. -Provide opportunities for students to build upon prior learning.
Although the individual nature of learning on this award has been stressed, it is recognised there may be groups of students whose learning needs are so similar they may form a cohort. Such cohorts could be supported by an employer, or sponsor who has identified a number of common learning outcomes and who share learning experiences, or they may be a group of individuals who have a shared health or social care work-based or career orientation.