Programme Specification Life in Practice

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Pro-forma issued January 20091

Programme Specification - Life in Practice

Date of Publication to Students August 2014

NOTE: This specification provides a concise summary of the mainfeatures of the course and the learning outcomes that a typical studentmight reasonably be expected to achieve and demonstrate if s/he takesadvantage of the learning opportunities that are provided. More detailon the specific learning outcomes, indicative content and the teaching,learning and assessment methods of each module can be found (1) at[Faculty web site address tbc], (2) in the Module Specifications and (3)in the Student Handbook, http://chooselife2014.wordpress.com/

The accuracy of the information contained in this document is reviewedby the University and may be checked within independent reviewprocesses undertaken by the Quality Assurance Agency.

Awarding Institution /Body:

Birmingham City University

Teaching Institution: Birmingham City University

Interim Awards and FinalAward:

BA (Hons) Life in Practice, HE Diploma.

Programme Title: Life in Practice

Main fields of Study: Core Subjects are based on transferableskills such as academic and professionaldevelopment, reflection, communicationand leadership. Students then choose froma wide range of subject areas. Education,Law, Media, Health, Finance, Economics,Business, Technology.

Modes of Study: Part time and full time courses available.Work-based learningLanguage of Study:

UCAS Code:

JACS Code:
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Relevant subject benchmark statements and other external referencepoints used to inform programme outcomes:

About the Course

This guide outlines the modules which are available, teaching andlearning activities and assessment tasks. If there is anything you needto discuss further, please contact Sarah Redfern, Course Leader on:[email protected]

This programme will cover a variety of skills important for yourdevelopment as a graduate, in a way which helps you to bring togethertheory and practice. As a graduate you will reflect a knowledgeable andenterprising approach to dealing with your future development and you

will adopt a critical, analytical and imaginative approach to yourprofession.

Refer to the QAA Benchmark Statements for Life Programmes:http://www.qaa.ac.uk/AssuringStandardsAndQuality/subject-guidance/Pages/Subject-benchmark-statements.aspx

Please refer to the section of the programme specification on Employer

and Student Engagement (pages 8-10) for further details on externalreference points used to develop the course.

Programme Philosophy

This course programme seeks to develop open-minded, adaptable andindependent learners capable of working collaboratively and creativelyto respond to a range of life challenges and opportunities, developing aself-awareness and confidence to benefit both the individual student andthe wider world.

This is achieved through innovative teaching methods with a strongemphasis on experiential learning, practical self-discovery and tutorialsupport.

The aims of the programme are to:

Facilitate the discovery of a range and depth of theoretical and practicalknowledge pertinent to understanding self and the wider world.

Foster confidence and self-belief in order to empower learners to findsolutions to life challenges or to redesign themselves.Provide practical experiences and develop reflective learners who are
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able to communicate effectively and contribute in a diverse team setting.

Provide an opportunity for learners to experiment with critical decisionmaking skills, open-mindedness and creativity.


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Intended learning outcomes and the means by which they areachieved and demonstrated:

Learning Outcomes 1

At the end of this course learners will be able to:

1. Evaluate and apply life skills to achieve and extend personalpotential to respond effectively to challenges in their world.

2. Demonstrate an understanding of and commitment toresponsibilities, and to show an understanding of diverse cultures.

3. Critically reflect on professional expertise and decision-makingskills used in the multicultural setting.

4. Critically evaluate strategies of leadership and communication andthe influence of personal and professional values.

5. Critically reflect on the role of evaluating the future consequencesof their present actions.

These may be achieved through a variety of learning activities including:

Formal learning - we promote a blended approach to learning; some core

con tent will be delivered in the face to face traditional teaching style butthis will be underpinned with supplementary reading and activitiesdesigned to challenge your knowledge and practice.

Applying theory to practice we use a variety of approaches to enhanceyour ability to evaluate, articulate and apply evidence to inform practice.You will make use of a range of electronic resources to investigate theinfluence of wider global communities.

Electronic resources for learning - using digital resources is a keyattribute of a graduate.

Workplace learning as you develop graduate skills during your courseyou will be able to apply your learning to your normal activities in thepractice setting. You will reflect on personal and professional learning,the development of knowledge and skills and identify strategies todevelop your career in the future.

1 Guidance on the specification of learning outcomes is available from the Centre for the Enhancement ofLearning and Teaching.


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Learning teaching, and assessment methods

Learners will engage with Life in Practice through a range of innovativeteaching methods which have a strong emphasis on experiential learning,practical self-discovery and tutorial discussion. Learners will receivesupport in their learning journey through a combination of knowledgedelivery types, which will be achieved through both face-to-face andonline learning; including lectures, workshops, seminars, and tutorialbased learning. Participation in structured social interactions is designedto involve learners in collaborative and challenging discussions anddebates, which will foster the exploration of alternative perspectives andviewpoints. The variety of learning methods is designed to support and

reflect the wide-ranging learning styles of a diverse student body.There will be rich and diverse assessment methods, which includes theopportunity for individual negotiated study to enable students todemonstrate their skills knowledge and experience. Learners are giventhe opportunity to produce creative project work, both individually andwithin a group. This will be supplemented by opportunities for placementlearning throughout the programme, which will enable learners to engagein work based learning in a variety of different contexts.

Throughout Life in Practice , the learning journey will be supported byopportunities for exploration and experimentation, which will enablelearners to critically analyse their own learning journey, and reflect ontheir own unique personal and professional development.

INDUCTION

The focus of induction is to establish a learning community using peersupport groups, project work, social media and social events. Theinduction programme will be inclusive and flexible in order to respond tothe individual demands of different groups including international, part-

time and distance learners and those with additional needs.The principle aims will be to initiate student and tutor expectations for thecourse and to familiarise them with the learning environment

A pre-enrolment process will incorporate a taster day, which includes anintroduction to the programme team, personal tutors and will include bitesize sessions, which will give a flavour of the experiential learning andteaching strategy. Learners will be given an online Moodle enrolment keywhich will have e-learning activities to orientate them to the library, CICTand to introduce them to existing students and fellow new starters.

At the pre-enrolment they will also meet alumni and current learners who


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will give the new recruits some tips on how to survive university,placement and also how to have fun. They will also have the opportunityto encounter potential employers who will share their career journey andcurrent opportunities.

Learners will be provided with a timetable and student options throughoutthe programme and encouraged to reflect so that they can begin to plantheir own learning journey. This will include preparing for an audit of theirskills in advance of the Preparation for Practice module.

Induction is an extended process where the cohort will meet up at pointsthroughout the programme when learners will be offered opportunities fora change in direction.

Learners will be encouraged to establish their own social identity and

orientate themselves to university life including extracurricular activitiesthrough Welcome Week, social events and social media.

DESIGNING FOR WIDENING PARTICIPATION

The programme aims to attract a diverse range of learners from a varietyof backgrounds. This inclusive nature has the benefit of enriching thelearning experiences of the entire cohort by bringing together alternativeperspectives of life. To support this goal applicant recruitment will involveinteractive workshops at local schools and colleges. These activities aimto encourage and inspire applicants from all walks of life to participate inthe programme.To facilitate entry to the course the Student Services team will be able tooffer guidance on the eligibility criteria for finance options. During theprogramme advice will be available on academic development andconfidence building. In addition, to increase social and culturalawareness there will be opportunities for students to conduct their workplacements with community groups and voluntary agencies.

DESIGNING FOR INCLUSION

We aim to enable learners who have additional needs to fully participatein all aspects of the programme. Prior to the commencement of thecourse learners individual needs may be assessed by the FacultyStudent Services team to ensure any reasonable adjustments are inplace for the start of term. This may involve the accessibility of facilities,amendment to assessment conditions and appropriate placementopportunities.

The approaches to learning and teaching utilised by the programme teamseek to maximise participation by meeting learners individual needs. Forinstance the provision of session materials in specific formats for


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students with dyslexia or sight impairment. Where appropriate theUniversity Student Services team will also support learners to apply forDisabled Students Allowance funding. This may fund specialist ITsoftware, note taking equipment or facilitators. The unique needs of each

learner will be monitored and reviewed throughout the course by theirassigned personal tutor.

The programme is also available to learners who wish to study part time.This may facilitate those currently in employment or with otherresponsibilities.

STUDENT ENGAGEMENT, RETENTION AND SUCCESS

The Life in Practice programme encourages holistic and collaborativestudent engagement across institutional, departmental and individual

levels to create a sense of belonging within our learning community. Actively encouraging students to take ownership of their own uniquelearning experience through the active selection of modular study whichis designed to complement their individual life/professional goals,students also contribute to the development of that learning process.

Acting as consultees to course design and development through a rangeof institutional engagement opportunities, our students becomecollaborative partners, working as a part of the fabric of the institutionacross a number of key roles. These roles might include activity as

Student Representatives, r oles within School Councils, Students Unionparticipation, as well as paid employment as Student Academic Partners,Student Academic Mentors and Collaborative Project participants; all ofwhich assist in furthering their personal development through a processof peer-mentoring and the rehearsal of their capacity for personal andprofessional reflection.

Life in Practice has embedded at its core the principles of the 2012 HEAWhat Works? Student Retention and Success programme to create asense of community engagement and belonging within the academic

environment, whilst making use of the support of our central services.These findings are available in the HEA publication, Building StudentEngagement and Belonging in Higher Education at a Time of Change:Final Report of the What Works? Student Retention and Success

programme which is availble here: http://www.heacademy.ac.uk/what-works-retention

SUSTAINABILITY

The programme aims to include Education for Sustainable Development(ESD) in the curriculum because it allows every human being to acquire
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the knowledge, skills, attitudes and values necessary to shape asustainable future. The key sustainable development issues that will beincorporated into teaching and learning include climate change, disaster,risk reduction, poverty reduction, human right, gender equality cultural

diversity and education for all.To achieve this aim, participatory method of teaching and learning will beincorporated in the programme which will motivate and empower learnersto change their behaviour and take action for sustainable development. Itwill therefore promote the learners critical thinking, imagining futurescenarios and making decisions in a collaborative way.

Teaching about sustainability will therefore help achieve educationalobjectives, and help learners in critical and creative thinking, problemsolving, decision making, analysis, co-operative learning, leadership, andcommunication skills.

EMPLOYER ENGAGEMENT

The Life in Practice course relies on employer engagement for thestudent experience to be meaningful and for the course to be a success.External employers are engaged in the following stages:

Conception of the course aspirations - Initial Action Curriculum Definition & Design - Design Initiation Event & Sign Off

Validation - Programme Final Approval Stage Delivery

Conception of Course Aspirations At the earliest stage possible employers will be consulted on theaspiration of the course. They will be asked for their input and thoughtsas to whether, in principle they ll support a course of this nature, which ishighly experiential and based on real workplace learning supported bystructured teaching and supported reflection. This consultation will takethe form of small, manageable groups of employers taking part incollaborative meetings discussing their needs as employers and theproposed Life course as a response to their needs.

The group size will be 4-8 to e nsure the meeting isn t too long and eachmember can have his or her voice heard. Approximately 4-6 of thesemeetings will take place. The types of employers will be from the private,public and charity sectors.

The aims of these meetings are twofold. Firs tly they ll help inform thedirection the course needs to take to respond to employers needs and

secondly they act as placement recruiting meeting whereby the courseteam can get employers on their side and therefore more likely to offer


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placements when the course is running.

Curriculum Definition & Design Design Initiation Event, & Sign OffExternal employer input at this stage is vital, without meaningful input

from the employers which is acted upon by the course team at this stagethe course which is developed will not meet the initial aspirations.

External employers will be asked to input on; what our graduates are ableto do and what our graduates know. They will also be asked to commentupon our course; values, aims, and philosophy.

Given the large group of employers and the differing sectors the courseteam will be working with on the Life course sector specific sessions willbe run with employers. All the private sector employers will be consultedas a group rather than mixing the sectors up. This will help keep thesessions focused.Once these the results of these sessions have been collated by thecourse team the employers will be asked to be involved in the sign offstage, this may go through a number of iterations. To assist in the sign offthe course team will gather all groups of external employers together andpresent the feedback to them. Following this presentation the courseteam will facilitate a number of small discussion groups to get immediatefeedback on the curriculum. Post event feedback will be encouraged andgathered through an online forum where private and public feedback canbe given by employers.

Validation Programme Final Approval Stage A representative from each sector, private, public and charity sector willbe invited to attend the formal validation event as panel members.

DeliveryExternal employers will have become course partners throughout thecurriculum development process and will be called upon to offer valuableplacement opportunities to Life students. These e mployers will also berequired to give formal feedback on the student s performance whilst onplace to the course delivery team.

The external employers will also be involved in reviewing the course. An Academic Advisory Board will be established with key representativesfrom all sectors (private, public, charity) it is initially proposed this boardwill meet twice a year to monitor the delivery of the course. It is possibleonce the course has been running for three years the board may onlyneed to meet once a year. The frequency of these meeting will be

reviewed.


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SummaryThis approach to engaging with external employers will enable the courseteam to follow a holistic / distributed approach to curriculum design whilstforming key relationships vital to make the course delivery a success.

Once the initial work has been completed to design and run the first yearof the course the course team must maintain the relationships developedduring the course design and set-up and seek out new externalemployers as partners.

Note on placment hours

YEAR ONE

1 day a week for 12 weeks

YEAR TWO2 days a week for 12 weeks

YEAR THREE

Full-time four week block

INFORMATION LITERACY

Information in life is everywhere and available in a multitude of differentformats. It is therefore an essential life skill that students are able to knowwhen there is a need for information and be able to identify, locate andevaluate the use of the information within their own personal andprofessional context.

Through a collaborative approach, the programme will be designed tosupport students in developing effective information literacy at every levelof their learning journey. In every module, students will be encouraged toexplore and discover a wide variety of information. They will be supportedto question the reliability, validity and usefulness of the information withintheir own settings.

A diversity of online and paper information will be available for studentsto access. Support and guidance on the effective use of this informationwill be delivered in partnership by module co-ordinators, the librarylearning and teaching team, student academic mentors, peer activities,Life in Practice student mentors and personal tutors. This ensures acollaborative and holistic approach to information literacy.

Induction activities, module activities and self-directed study will includeinformation searches along with direction on how to evaluate what isfound and how it can be applied to the students own situation. This willbe achieved through workshops, research and critique activities, peer


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debate and presentations, workbooks and online resources.

There will be an incremental approach to the studen ts development ofinformation literacy:

1. Recognising the need for information2. Locating and accessing information3. Organising and applying information4. Recognising gaps in information5. Communicating information6. Comparing and evaluating information7. Distinguishing ways in which information gaps can be addressed8. Synthesising and building upon existing information

9. Contributing to new informationLEARNING TECHNOLOGY

Learning Technology is not only a crucial element for supporting thedevelopment of information literacy, but it is also fundamental in ensuringinnovation, creativity and diversity within the teaching and learningstrategy. Technology is developing quickly and constantly in every aspectof life and therefore it is essential for students to be able to incorporate itinto their own learning and professional practice.

Students will have the ability to access learning anywhere at any timethrough Virtual Learning Environments (Moodle, Shareville and Maharafor example) and through the use of social media as a learning andcommunication channel. This will be especially important when studentsare on placement, to provide them with a sense of being "within" theUniversity at all times. This online learning environment enables peersupport and advice from staff whenever needed.

It will increase student responsibility for managing their own learning journey and will include embedding their approach to continuousprofessional development. Learning technology will incorporatemultimedia tools, virtual learning environments and learning communitieswith the development of interactive exciting technologies being supportedby TELT. It is recognised that not all students will have the same accessto or confidence in using technology resources and therefore there mustbe flexibility within all modules to ensure that students are notdisadvantaged. Equipment, resources and support will be available oncampus and students will be signposted to these resources


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Programme structure and requirements; levels, modules,credits and awards

The structure of the course, the modules, levels and credit values,including ECTS credit values, and the awards which can be gainedare shown in the diagram below.The structure of each year remains consistent however there isclear progression throughout. For example leadership: Year 1starts with teamwork; Year 2 explores leadership and managementand year 3 examines change management. Modules are linkedboth across the year and into the subsequent years. (See moduledescriptors to show how this is achieved).

Year 1 Who are you? focuses on student self -discovery through

skills audits, tutorials, reflection and workbased learning.Year 2: Where are you going? This year is about aiming to focusareas of interest and ensuring the student is setting clear goals,both/either personally or professionally

Year 3: Where to now? Whether the student aspires to graduatestraight into employment, undertake further learning or is satisfiedto remain where they are, this ye ar focuses student s being able toidentify their next steps and demonstrating what they have learnt ina real world context.

General Structure points:

Module 1 in each year provides core learning material which setsup the theme and focus of each year.

Module 2 provides placements in 1 of three areas: public, privateor voluntary sector. There is a graduated approach to placement.The student spends 1-2 days in the workplace at the start of themodule with contact days in university relating to their placementand this is gradually increased to a block placement. TheUniversity works closely with employers to secure placement areasand work-based learning opportunities. Additionally, peer supportfrom year 2 and 3 students will support year 1 students withidentifying their area of interest and they will go on to act asmentors for subsequent year groups.

Every module has the opportunity for negotiated study to provideflexibility and to enable the course to be individualised to thelearners needs. This i s achieved through work-based learning,reflective exercises, field specific workshops and tutorials,workbook activities, online resources and inter-professionalteaching.


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Who are you?

Where are you going, how are you going to get there? Skills audit, who you are, what are you good at? Coaching.

Module Three (15 Credits) WHO ARE YOU?

Personal and Professional Communication; Formal and informal Communication in different situations and scenario, oral, professional,

informal, customer, client, colleague, social media, family

Module Four (15 Credits) COMMUNICATING IN LIFE

Team Dynamics and social interaction Team working, conflict, timescales, leadership, time management

Module Five (15 Credits) TEAM-WORKING- A LIFE SKILL

Culture, Religion, Science, Politics and You Personal and social values and belief systems

Module Six (15 Credits) CULTURAL ASPECTS OF LIFE

Module Two (30 Credits)DEVELOPING LIFE IN

PRACTICE

Placement & reflection Graduated Practice-

testing the waters contact points in

University throughoutthe year.

Wider Society- Charity,public or private sectorPlacements

Work-based learningactivities

Contextualisation ofcore modules Assessment: Critical

reflection & Action planfor Year 2?

Module One (30 Credits) DEVELOPING YOUR PROFESSIONALISM Orientation, Professional Values, beliefs, Personal Responsibility, Being able to Learn, How to Find a

Placement. Personal Tutor: Strong Involvement to help students identify direction Self audit and reflection SOAR

LEVEL 4


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Buddying & Mentoring: Year 1 students (SU Involvement) Leadership Styles & Leadership vs Management Self analysis- What kind of leader are you? MBTI

Module Three (15 Credits): LEADERSHIP IN LIFE

Incorporates skills and knowledge from a variety of modules as applied

to PM Risk analysis and management; Strategic & operational management Quality assurance & Time management & Prioritisation

Module Four (15 Credits) PROJECT MANAGEMENT

Module will examine field specific issues Self reflection of your engagement within the field Analysis of the development of the field

Module Five (15 Credits) NEGOTIATED FIELD SPECIFIC STUDY

Global Context of life Environment, Politics

Module Six (15 Credits) CIRCLE OF LIFE- GLOBALISATION ANDSUSTAINABILITY

Module Two (30 Credits)REFLECTING ON LIFE IN

PRACTICE

Critical and self reflection CV and Portfolio building Application pack: Selling

yourself Internal Networking Assessment: Critical

Refle

c

tion & Presentationto Year 1- demonstratingtheir journey so far andhighlighting top tips tosupport them in their lifejourney

Student Unioninvolvement

Module One (30 Credits) REFLECTING ON PROFESSIONALSM

Codes of professional practice, Industry Standards (if applicable to field) Critical Analysis, problem solving, communication in practice Professions in each sector (Voluntary, Private and Public)

LEVEL 5


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What is research and why carry it out? Data: what is it and howto collect it: Qualitative vs. quantitative : Ethics

Module Three (15 Credits) RESEARCH METHODS

Entrepreneurship: wealth creation. Social Entrepreneurship: how to create a better world? Innovation and resourcefulness: Accountability and sustainability

Module Four (15 Credits) ENTREPRENEURSHIP

Reflection upon skills audits: Employability review Values audit: what are your motivations?

Module Five (15 Credits) NOW WHERE TO?

The anatomy of change: transitions and how to negotiate them. Identifying and applying change management skills. Leading colleagues though change: negotiating personal change anddevelopment Organisational change ( field specific component)

Module Six (15 Credits) MANAGINGCHANGE

Module Two (30 Credits)EXPERIENCING LIFE IN

PRACTICE

Journal End of placement

presentation/ end of yearshow to stakeholders/potential employers .

Networking and

pitchingyourself .

Module One (30 Credits) EXPERIENCING PROFESSIONALISM Identifying objectives/problems, communication, co-ordinating , leading and working in teams.

Customer/stakeholder objectives and delivery. Financial planning, time management. Live project work or simulation.

LEVEL 6


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Support for Learning including Personal DevelopmentPlanning (PDP)

Students are encouraged to identify and, with guidance, to reflect on

their own learning needs and are offered the following support asappropriate to meet those needs:

Personal Development planning (PDP) begins during pre-enrolmentand induction and forms a spine which runs right through theprogramme and beyond. Learners will be empowered to use PDP toplan their own learning journey starting with an audit of their skills andreflection on their personal goals.

PDP will be the philosophy which drives the learners journey through

the programme and will be embedded into all modules rather thanbeing a standalone area of study. They will be encouraged to reflectand revise their plans, where necessary, at key points in the course.This is designed to help them prepare for modules, which includeareas of negotiated study.

Learners will be encouraged to recognise the value of extra curricularactivities to their personal and professional development as well astheir assessed studies.

There will be opportunities for learners to have their individual PDPsreviewed by mentors such as current or past students or employers.While module tutors play a role in supporting PDP personal tutors willhave special responsibility in helping learners to navigate their waythrough the programme.

Personal Tutor A personal tutor will be assigned to each student and will meet him orher at the pre-enrolment session and during the Induction programme.

The tutor is primarily responsible for providing welfare support tolearners and will act as a first port of call for those with health, personaland financial issues. They will act in a signposting capacity to directlearners to appropriate expert services and also help learners tomanage academic difficulties.

The Pe rsonal Tutor will be the learner s main guide through theprogramme and will support students in their PDP.

Meetings between learners and their Personal Tutors will be built into

the professional practice modules (LIP4001, LIP5001, LIP6001) and


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there will also be opportunities for informal social meetings over coffee.

PROGRESSION AND RETENTIONBefore learners begin on the Life in Practice programme, and

throughout their student experience, there are continual mechanismsfor support to ensure successful completion of their studies. Ourprogramme is built upon the findings of the HEA What Works? StudentRetention and Success programme which advocates the creation of asense of belonging and community which is embedded within theacademic environment and which is facilitated through the support ofexisting central services.

Prior to and during induction learners will have direct access to theprogramme team for support and their personal tutor as well as havingthe opportunity to interact with on-line forums and induction activities.The course places an emphasis on the use of group work and peermentoring within modules to support learners through the challengesof the programme.

There will be regular formative feedback in all modules designed tosupport learners in developing their knowledge and skills prior to thesubmission of assessed pieces of work. Bespoke feedback will beoffered to learners in response to their assessed tasks, this aims toempower learners with the techniques to improve their performance.Individual tutorials to discuss assessment feedback are designed toenable learners to work towards greater achievement and deeperlearning.

For learners who have been unable to achieve the necessarystandards one to one tutorial support can focus on individual learningneeds. Tutors and learners will work in partnership to formulate actionplans to enable learners to work towards assessments in amanageable and timely fashion. In addition continued tutorial supportand guidance from Faculty support services aims to ensure all learnershave the opportunity to manage their studies alongside their personallives.

The course team will conduct regular discussions to monitor theprogress of each learner to enable individual needs to be identified and


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addressed. This process will be supported by an on-line record of eachlearner s pathway throu gh the Life in Practice programme.

Criteria for admission

Candidates must satisfy the general admissions requirements ofthe programme, which are as follows:

A-level grades BBC

Or

For mature learners Level 3 qualifications will be considered with thesubmission of a written paper reflecting on significant LIFEexperiences and their readiness to study at degree level.

Plus

5 GCSE passes including Maths and English

Methods for evaluation and enhancement of quality andstandards including listening and responding to views ofstudents

The course will be evaluated at the end of each module.

There will be a module retrospective meeting conducted by the CourseDirector and core delivery staff on the module to assess how themodule performed in meeting defined learning outcomes. This meetingwill be supported by student module feedback.

Student feedback will be captured in two ways. Firstly by a post

module feedback questionnaire and secondly in a module post mortemmeeting where students are given the opportunity to share theirthoughts and air their views on the module.

As additional to the process there will also be the mandatory coursesboard meetings arranged through Faculty administration function.

Also refer to the Student Engagement statement on page 9 and theEmployer Engagement statement on page 10.


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Online Student Handbook and Support

In consultation with our student body and in light of the changing

nature of our learners preferences and the student experience, wehave reflected on these observations and have moved our StudentHandbook into the online accordingly.

The BA (Hons) Life in Practice Student Handbook is availableonline here: http://chooselife2014.wordpress.com/

An app for the Student Handbook is also available for downloadhere: http://www.apple.com/

We like to stay engaged with our student body and communicateregularly on social media in line with our students preferences.

You can also follow us on Twitter here:https://twitter.com/chooselife14
http://chooselife2014.wordpress.com/http://chooselife2014.wordpress.com/http://chooselife2014.wordpress.com/http://www.apple.com/http://www.apple.com/http://www.apple.com/https://twitter.com/chooselife14https://twitter.com/chooselife14https://twitter.com/chooselife14http://www.apple.com/http://chooselife2014.wordpress.com/

Programme Specification Life in Practice

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