Programme

Specification

Final Award and Title BSc (Hons) Occupational Therapy

BSc Allied Health Studies (300 credits)

Exit Award(s) and Title(s) Diploma Allied Health Studies (240 credits)
Certificate Allied Health Studies (120 credits)

Name of Route /
n/a
Pathway / Framework

Eligible to apply for Health & Care Professions Council

Professional Qualifications registration and full membership of the College of
Occupational Therapists

Approved by Health & Care Professions Council

Programme Accreditation (HCPC)
Approved by College of Occupational Therapists (COT)

Full and part-time

Modes of Study Blended learning
1000 of practice placement

Delivery Sites Lancaster and Fusehill (Carlisle)

Full-time 3 years (to max of 5 years)

Part-time 4 years (to max of 6 years)
Programme Length
These maximum time limits align with COT
regulations

1000 hours of practice placement in a variety of

Work Based Learning settings including; NHS, Social Care, Private and
Voluntary Institutions (PVI)

1. Educational Aims of the Programme

The overall aims of the programme are:

Develop the capability of students to critically analyse, evaluate and apply theoretical
concepts and perspectives applicable to Occupational Therapy

Equip OT students with profession specific skills and attributes to work as graduates
collaboratively and responsively to meet the changing needs of individuals and
communities, employers, national and international agendas

Develop students values and attitudes as professionals in order to deliver safe, ethical,
respectful services capable of responding to service user needs in a changing health
and social care environment

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 Equip students with the knowledge and skills required to value, engage with and
undertake research, to enable them to contribute to their own development and the
evidence base for OT practice

Equip students with the entrepreneurial skills required for them to obtain and further
develop employment opportunities within traditional and contemporary settings

Enable students to recognise the importance of and develop the skills required for (to
undertake) CPD and LLL, to be effective and autonomous practitioners working to high
individual standards and contributing to the profession as a whole

2. Programme Features and Requirements

Students who qualify from this programme are sought after by employers in the NHS and
increasingly in the social care and private voluntary and independent (PVI) settings
because they are fit for purpose and fit for practice.

Professional Regulation:
Programmes preparing students for the profession of occupational therapy are subject to
statutory regulation provided by:
- Health & Care Professions Council: The HCPC specifies standards of education which
must be achieved and maintained by Higher Education Institutions (HEIs) and their
associated practice placement environments as well as the standards of proficiency
which students must achieve to be eligible for registration with the HCPC
http://www.HCPC-uk.org/index.asp

- College of Occupational Therapists: COT specifies standards of education and provides

curriculum guidance which must also be achieved by HEIs and practice placement
providers. These in turn meet the requirements for education of the World Federation
of Occupational Therapists (WFOT) http://www.cot.co.uk/Homepage

Students can therefore be assured that the programme has been designed so that
successful completion will lead to eligibility for registration with the HCPC which is
mandatory to practice as an occupational therapist within the UK and also eligibility to join
the College of Occupational Therapists as a professional member.

In developing the programme we have also endeavored to underpin and embed those
values highlighted in the NHS Constitution (2012). Values such as treating people with
respect, dignity and compassion. The core skills identified in the North West Core Skills
Framework (https\northwest.ewin.nhs.uk) and acknowledged as essential to all health
professions are also integral to the programme.

Theory and practice time

The COT require that the programme takes place over a minimum of 90 weeks: a 3 year
full time programme is expected to be completed within a maximum of 5 years and a 4
year part time programme will be completed within a maximum of 6 years. It is also a
requirement that students complete a minimum of 1000 assessed hours of practice
placement as part of the programme and that students are also able to demonstrate they

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have undertaken a variety of practice placement experiences.
Where students do not have timetabled modules or classroom based activities they will be
expected to undertake self-directed study.

Assessment:
Each student must pass all modules. Failed modules are not condoned. The pass mark is
40%. All assessment opportunities within the programme are classed as CORE and must
therefore be passed with a minimum mark of 40%.
The majority of modules have one summative assessment but where there are two
assessments both elements must be passed. Failure in one element will require
resubmission of that failed element only; however, the module will only receive the
maximum capped mark of 40%. Where all university resit opportunities have been
exhausted a student may re-register for that module on one occasion only provided that
successful completion of that module is within the timescale of the programme (Appendix
2 A3.1COT 2008) http://www.cot.co.uk/publication/books-z-listing/curriculum-guidance-
pre-registration-education . There will be a monetary charge for this.
Refer also to the Academic Regulations http://www.cumbria.ac.uk/media/university-of-
cumbria-website/content-assets/public/aqs/documents/academicregulations/AcRegs.pdf.
The possibility to reregister for a failed module does not apply to practice placements.

Modules:
There are 18 assessed modules in total and all these are classed as CORE and must be
successfully completed for progression or target award. There are 6 modules at each level.
At Level 4 there is also a Qualificatory module (Practice Placement (Observation) which is
not assessed). A module guide will be produced for each module detailing the aims,
learning outcomes, assessment details and bibliography.

Working Together modules:

The programme has a strong working together content both in university and on practice
placement. There are 6 Working Together modules in total; 2 at each level and these may
take place with physiotherapy, radiography, social work and nursing students.
Recognition and understanding of the roles of other professionals is vital if occupational
therapists are to provide a high quality and integrated service. Working with and learning
with students from a variety of disciplines will enhance students abilities to work with
other professionals after qualification.

Practice Placements:
There are four assessed practice placement modules in total and a one week observation
placement. Although students must complete a minimum of 1000 practice placement
hours this programme incorporates approximately 1125 hours enabling students to easily
meet this target. These five practice placements must be undertaken within a different
speciality.

Progression:
Students undertaking the BSc (Hons) Occupational Therapy programme must successfully
complete all Level 4 modules before progressing to level 5 and all Level 5 modules before
progressing to level 6.

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Consent to Practical Skills Work:
Participation in this programme includes involvement in a variety of learning experiences
in both the academic and practical environment. All university and practice placement
experiences are risk assessed. Risk assessment processes will be embedded in the
programme structure with staff and students being actively involved. Informed consent
will be requested from all students prior to their participation in all elements of the
programme. Students should be aware that the ability to meet the learning outcomes of
the programme might be compromised if an adequate level of participation does not take
place.

Attendance:
All taught sessions and practice placements are seen as mandatory and the University
expects 100% attendance. However, it is understood that some students may not achieve
this. The University monitors attendance and all sickness and absence very carefully to
ensure that students have undertaken the sufficient number of practice placement hours.
Full details of the sickness and absence policy, and the monitoring details, are available on
the Faculty Placement Learning Unit Blackboard site. Students who have not achieved all
of the necessary practice placement hours by the end of the programme are required to
complete these hours, under the supervision of a practice placement educator before they
are eligible to apply for registration with HCPC.

Core Skills Framework:

This is an initiative developed by NHS North West which aims to decrease duplication and
to standardise the delivery of statutory and mandatory skills required by students for
placement and employment.

There are nine core skills included within this framework:

-Safeguarding Vulnerable Adults
-Safeguarding Children
-Infection Prevention Control
-Health & Safety
-Resuscitation
-Equality, Diversity & Human Rights
-Conflict Resolution
-Moving & Handling
-Fire Safety

Some of the above topics will be integrated within modules, for example: the level 4
Working Together Modules and Preparation of Practice Placement sessions. Others will be
delivered via on-line learning.

Achievement of the learning associated with these topics will be entered onto a central
Core Skills Register and ultimately a Student Passport.

The Faculty is currently aligning the delivery of these core skills outcomes with our
programmes with a view to be fully integrated from September 2013.

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Good health and good character: COT Code of Ethics and Professional Conduct:
The public has a right to expect the highest possible standards of behaviour and
professionalism from all of its occupational therapists, and that qualifying occupational
therapists are fit to practise. This also relates to recruitment of students (see section 10),
as well as conduct during the programme.
All students are expected to comply with the COT Code of Ethics and Professional Conduct
https://www.cot.co.uk/standards-ethics/standards-ethics and the University of Cumbria
Student Code of Conduct
http://my.cumbria.ac.uk/StudentLife/Support/PuttingThingsRight/StudentConduct.aspx

The Faculty of Health and Wellbeing has developed a well-established Fitness to Practise
Policy for health professions which is aligned to the HCPC & COT Standards and the
Students Codes of Conduct. Students will be expected to read, familiarise themselves and
adhere to the requirements for professional behaviour and attitude at all times in
university; practice placement settings and in their personal/public life.

HCPC: guidance on Conduct for Students:

http://www.HCPC-
uk.org/assets/documents/10002D1BGuidanceonconductandethicsforstudents.pdf

Exit from the Programme:

Students who achieve 360 credits across all levels of the programme will achieve the BSc
(Hons) Occupational Therapy award.

Students leaving the programme having successfully completed all Level 4 studies will be
awarded a Certificate Allied Health Studies. Those having successfully completed Level 4
and Level 5 will be awarded a Diploma Allied Health Studies. Students who exit the
programme having completed Level 4, level 5 and attained 60 credits at Level 6 will be
awarded a BSc Allied Health Studies.

Only those students successfully completing the BSc (Hons) Occupational Therapy are
eligible to apply for registration with the Health and Care Professions Council and for
professional membership with the College of Occupational Therapists.

3. Learning Teaching and Assessment

Our learning, teaching and assessment strategy is designed to achieve the high standards
of capability and responsibility required from an Occupational Therapist by use of carefully
graded academic and practical experiences using as student centred an approach as
possible to work with students, developing knowledge, skill and motivation.

(i) Learning, Teaching and Assessment approaches, pedagogy and values that
underpin LTA design throughout the programme

The programme is fundamentally focussed on the understanding and application of the

core skills and beliefs of occupational therapy in contemporary workplaces. Equipping
students with the academic, professional and personal skills to succeed in evolving and
market led health and social care services locally, nationally and internationally.

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The programme has been developed around a number of themes which represent current
drivers from within professional and regulatory bodies and the higher education agenda.
These themes are: occupation; employability; entrepreneurship; working together;
learning in practice; research and evidence based practice; the user and carer
perspective; continuing professional development (CPD) and lifelong learning (LLL). The
themes are embedded within module delivery at all levels of the programme and are
informed by the consideration of local, national and international influences, policy,
legislation and guidance.

The learning teaching and assessment strategies employed are a careful blend of
approaches to provide professional acculturation.

Academic Learning is informed by hierarchies of learning such as Blooms taxonomy

whereby learning goals of acquiring knowledge and understanding are initially aimed for
with progression to synthesising and evaluating the application of information. Hierarchies
enable realistic and progressive learning outcomes to be formulated across modules,
levels and placement learning experiences.

Values are crucial to the whole process with professional values being passed on
throughout a continuum of direct teaching, directed learning, modelling, self-discovery
through practical learning, and reinforcement. Some of these Professional values are
about the academic and professional focus and tools of Occupational Therapy, with the
models, theories and frames of reference and their methods of application. Other values
are principles in working with clients, carers and other professionals. The principle of
collaboration with service users guides action in terms of involvement of experts by
experience at a variety of levels in the programme, including: recruitment; contributing to
student assessment; contributing to knowledge base; overall quality monitoring. There
will also be increased use of multi-media resources to link academic content to user and
carer experience. Hierarchical approaches to knowledge and its application is evident
across all modules.

Student Centred Principles of empowerment of control over own learning follows a graded
approach through the programme, with increasing self-direction and reinforcement of
acquired skills in doing this. Initially this shows up in the micro teaching strategies of
encouraging active involvement in learning by use of techniques such as discussion,
quizzes and group working; with greater amounts of choice over topics studied, practical
learning experiences and attention to overall learning plans with progression through the
programme.

The careful juxtaposition of acquiring professional knowledge skills and values, with the
ability of students to make sense of and direct their own learning is a key feature of the
programme, clearly aimed at producing skilled responsible able professionals who are able
to apply this flexibly according to the demands of the changing health and social care
sector.

There is a central focus on the process of learning itself with attention to what and how it
is happening, based on mutual respect within the learner teacher relationship, and
adopting a highly reflexive process of feedback and reflection, aimed at fostering the
development of active deep and autonomous learning.

Flexibility is built-in to the programme in place and mode of learning with blended learning
across a range of modalities direct contact, project work, placement learning, VLE for
information, VLE for discussion and group project work. Learning facilities are available in
key geographical locations as well as web based. Individual learners needs are identified
and accommodated via personal tutoring and specialist learning support.

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Constructive alignment of teaching methods, learning outcomes and assessments is
practised rigorously to ensure a coherent and coordinated approach to desired outcomes.

Biggs (2011) Teaching for Quality Learning at University 4th Ed, Maidenhead: Open
University Press.

(ii) Contexts For Learning

Campus based learning experience is the predominant learning experience, with

attendance at the range of lectures/workshops/discussions/group work projects seen as
essential. This is enhanced and given flexibility by use of a virtual learning environment so
that information/discussion/projects can be accessed and contributed to at an individuals
convenience.
Practice placements are a significant element and contribute 1000 hours of learning
experience. The placements are mandatory and are designed to give a varied and graded
learning opportunity of application of skills in clinical settings.
There are private study venues outside the main campuses to support students
particularly in West and South Cumbria.
Individual and group projects enable the exploring of appropriate Health and Social care
services and subjects meaningful to students.

(iii) Learning, Teaching and Assessment Methods

Learning/Teaching Methods and Strategies

A variety of teaching and learning methods are used throughout the programme. These
are designed to enable to students to develop both knowledge and professional skills
whilst meeting the learning outcomes of the modules. They are designed to provide
students with experience of methods best suited to their own preferred learning style,
supporting the move to self directed and mature learning. Service user and carer
perspectives are explicitly incorporated into teaching and learning materials throughout
the curriculum, through the use of direct contribution to teaching, workshops and
multimedia resources. Teaching and learning methods will include: discussion; debate;
small group work; group and individual presentations; reflection-on and in-practice;
problem -based learning and flexible, distributed learning (FDL) using Blackboard. Each
module will facilitate the development of literacy and I.T. skills, as well as the
development of other key lifelong learning skills. Students will monitor and evaluate their
on-going development via a Personal and Professional Development Profile (PPDP).
Students will be encouraged to use Pebblepad for this.

Types/Methods of Assessment
A wide range of assessment methods is utilised within the programme in order to enhance
student learning as well as the development of professional skills required for practice. All
assessments are designed and to enable students to demonstrate the extent to which
they have achieved the module learning outcomes, and, overall, the programme aims.
Each modules learning outcomes relate to the module assessment item(s).

The range of assessment used includes: group and individual presentations; essays;
reports; OSCIs; viva voce; poster presentations; reflective incident recording; dissertation
/ journal article; practical skills development; Personal and Professional Development

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Profile (PPDP).

Assessment Strategy:
Our assessment strategy has been developed to be in line with the Universitys Learning &
Teaching Plan 2012 -2017. Students views, teaching team opinion and comments from
external examiners also contributed. The overall strategy is to provide assessments which
are seen as for and as learning rather than simply testing ability and knowledge.

The main drivers of this strategy are to:

provide innovative, challenging and stimulating assessment which will enable
students to develop knowledge and professional skills required for employment
reduce the overall assessment load on students in terms of quantity and positioning
within the academic year
be student-centred, flexible and modern
be fully supported by, and integrated with, technological approaches such as the
Blackboard virtual learning environment (VLE)and electronic portfolio
actively ensure the linkage of theory with practice
explicitly consider, value and incorporate service user and carer perspectives by
involving service users and carers directly as per the Faculty strategy
impart academic rigour to the teaching and learning processes
develop the student as an self-directed learner committed to the ethos of lifelong
and reflective learning
retain students and support different learners needs at different stages of
development

Acknowledging that student learning tends to be driven by assessment the ideology of

constructive alignment (Biggs 2011) is embedded within the modules. The module
learning outcomes enable students to meet the aim of the module and each assessment is
designed to facilitate the learning and skill development required for each learning
outcome to be met. The emphasis of assessment has moved away from being an
examination of knowledge and ability to a more developmental approach to the knowledge
and skills students will require to gain employment on graduation. Thus the process of
assessment itself contributes to students learning and skill development and is very much
seen as assessment for and as learning.

Modules use both formative and summative assessment so that students progress through
a module in a structured and constructive way and build knowledge for practice in a
coherent and logical manner. Formative assessment has been a feature of practice
placements for many years with students receiving feedback on their performance during
regular supervision sessions. It is formalised in a half way formative report. Within
academic modules formative assessments are designed so that feedback on the individual
students performance is provided prior to the submission of the final, summative
assessment. It is utilised in a variety of ways; informally via feedback on discussion or
more formally where a piece of work is completed and reviewed and is then integrated
into the summative assessment. The wordage (or equivalent) for both formative and
summative assessments is counted towards the whole module assessment wordage.

Throughout the programme assessments have been designed to be developmental and to

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encourage the transference of knowledge and skills between modules and academic
levels. This will encourage students to view modules as building whole knowledge rather
than just for that individual module. For example the graded approach to practice
placements clearly demonstrates students development over the academic levels. Skills
developed during one placement will directly feed into the skills required on the next so
students build knowledge and skills and utilise transferrable skills. The assessment in the
level 5 module HBRO 5021 Contemporary Issues in Occupational Therapy (1) Proposal
assesses knowledge and skills and is directly linked to the level 6 module HBRO
6021Contemporary Issues in Occupational Therapy (2) Application which assesses the
interface between theory and practice in relation to that knowledge and skills base.

All assessment opportunities within the programme are classed as CORE and must
therefore be passed with a minimum mark of 40%. The majority of modules have one
summative assessment but where there are two assessments both elements must be
passed. Failure in one element will require resubmission of that failed element only;
however, the module will only receive the maximum capped mark of 40%. Where all
university resit opportunities have been exhausted a student may re-register for that
module on one occasion only provided that successful completion of that module is within
the timescale of the programme (Appendix 2 A3.1COT 2008). There will be a monetary
charge for this.
Refer also to the Academic Regulations http://www.cumbria.ac.uk/media/university-of-
cumbria-website/content-assets/public/aqs/documents/academicregulations/AcRegs.pdf.

Practice Placements:
Practice placement module assessments are in two parts both of which are core and must
therefore be passed:
Placement = 70% module mark (assessed by practice placement educators)
Academic assignment = 30% module (assessed by university tutors)

Practice placement educators mark the placement using a standard report form. This will
then be converted to a grade by university tutors using a pre-determined formula (Please
refer to Practice Placement Handbook for details). Students will receive a pass mark of
50% if their performance profile matches exactly the expected profile for each placement.
A higher mark (awarded according to the agreed formula) will be achieved where students
have demonstrated they have achieved a higher skill level.

Practice Placement Educators are all registered Occupational Therapists with HCPC. They
are encouraged to hold or to be working towards APPLE accreditation with COT. They are
supported in this by the programmes practice placement tutors and by Placement
Education Facilitators (within the Trusts). Students professionalism, attitudes, good health
and character are vital aspects of the practice placement assessment. The majority of
theoretical work is linked to practice in some way and educators will also explore students
underpinning knowledge and how their personal and professional qualities impact on
performance. Practice placement educators also involve service users, when assessing
students, by seeking their opinions and this also contributes to the overall decision
regarding competence.
Many of our practice placement educators are past students of the University of Cumbria
OT programme and thus have knowledge and understanding of the placement

9
requirements from personal experience.
Where a student fails one of the placement assessment elements only that element will be
retaken. Only one further attempt to recoup the fail is allowed (except where Extenuating
Circumstances are deemed valid). Failure of a second attempt at practice assessment will
normally mean discontinuation from the programme. A student is not permitted to re-
register for a practice placement module where all resubmission opportunities have been
exhausted (Appendix 2 A.3.2 COT 2008).

Stakeholder involvement:
The programme continues to include stakeholders in the assessment of students. For
example: practitioners will be involved in the joint assessment of some presentations and
viva voces. They are provided with the necessary information and training in order to
accomplish this and are accompanied by a member of the teaching team to ensure parity
and fairness. Practice placement educators are responsible for the assessment of student
development and ability whilst undertaking work based learning.

Experts by Experience:
Experts by Experience actively contribute to student assessment within the placement
setting, with educators recording comments on halfway and final reports. This principle of
experts by experience having a meaningful voice in student assessment is also present
within student assessments that are presentations, where there will be an opportunity for
an active presence contributing to the overall picture of the students ability to
successfully apply academic concepts to real world situations. This principle is applied
carefully with Experts by Experience being guided by tutors, by pre session training and
within the assessment setting itself, in relation to academic levels and attainment.

(iv) Formative Assessment

Formative assessments are utilised extensively throughout the programme in both

academic and practice placement modules as an aid to student development, to
encourage retention and for successful outcomes to modules. The emphasis of assessment
has moved away from being an examination of knowledge and ability, to a more
developmental approach to the knowledge and skills students will require to gain
employment on graduation. Thus the process of assessment itself contributes to students
learning and skill development and is very much seen as assessment for and as learning.
There has been attention to the curriculum to build in a variety of creative forms of
formative assessment building to the summative assessment. These include tests, project
work, presentations, reports, posters, group work, portfolios, work-based (employer- or
institution-based) and work-related learning, peer assessment and self-assessment. The
embedding of drivers such as employability and entrepreneurship requires this provision of
a large variety of such experiences and learning strategies (CDELL 2007).

Practice Placements:
Students receive feedback from regular supervision sessions with their practice placement
educator. This is designed to enable students to monitor progress and to enable continued
development throughout the period of the placement. Formative assessment is formalised
in a Formative Report which is provided at the half way point of the placement. This is
written by the practice placement educator. In some cases students are also requested to
complete a report form for comparison. This is a further aid to development of students

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self-awareness skills.

Academic modules:
Formative assessment and feedback is a key feature of the modules within this
programme where they are used to further enhance students learning. They are utilised
in a variety of ways; informally via feedback on discussion; quizzes; role play or more
formally where a piece of work is completed and reviewed and is then integrated into the
summative assessment eg. Patchwork texts.

4. Programme Outcomes

This programme provides opportunities for students to develop and

demonstrate:

(i) Knowledge and Understanding

This programme is aligned to the requirements of the COT Pre-Registration Education

Standards (2008), the HCPC Standards of Proficiency (2007) and the QAAs, UK Quality
Code for Higher Education (2011).

The student will be able to:

1. Critically discuss how occupational therapy theory, core skills and key professional
concepts facilitate understanding of individuals as occupational beings. (COT Standard 2
& 3) (HCPC 1a, 2a, 2b, 3a)

2. Critically evaluate and justify the underpinning theory and evidence base required in
order to demonstrate competent practitioner and graduate skills. (COT Standard 2 & 3)
(HCPC 1a, 1b, 2a, 2b, 2c, 3a)

3. Critically explore and apply local, national and more global policy, legislation, guidance
and contexts relevant to occupational therapy. (COT Standard 2 & 3) (HCPC 1a, 1b, 2a,
2b, 2c, 3a)

(ii) Employability Skills

The student will be able to:

4. Demonstrate the effective use of supervision whilst adopting and applying a critically
reflective approach to practice in order to inform their Continuing Professional
development (CPD) and Life Long Learning (LLL). (COT Standard 2 & 3) (HCPC 1a, 1b, 2a,
2b, 2c, 3a)

5. Critically evaluate and apply emerging entrepreneurial skills to embrace local, national
and more global priorities. (COT Standard 2 & 3) (HCPC 1a, 1b, 2a, 2b, 2c, 3a)

6. Critically evaluate and apply the concepts of quality, leadership, change management

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and service improvement within the health and social care sector. (COT Standard 2 & 3)
(HCPC 1a, 1b, 2a, 2b, 2c, 3a)

(iii) Qualities, Skills and Other Attributes

The student will be able to:

7. Demonstrate the ability to design, implement and evaluate evidence based occupational
therapy assessment and interventions with a diverse range of service users at the level of
a newly qualified occupational therapist. (COT Standard 2 & 3) (HCPC 1a, 1b, 2a, 2b, 2c,
3a)

8. Articulate and justify their professional role confidently within a range of practice
contexts in readiness to make the transition from student to newly qualified occupational
therapist. (COT Standard 2 & 3) (HCPC 1a, 1b, 2a, 2b, 2c, 3a)

9. Demonstrate effective and appropriate communication and team working skills

applicable to the practice context. (COT Standard 2 & 3) (HCPC 1a, 1b, 2a, 2b, 2c, 3a)

5. Level Descriptors

At HE Level 4: (Year 1 undergraduate), students will be able to demonstrate that they

have the ability: to apply a systematic approach to the acquisition of knowledge,
underpinning concepts and principles and deploy a range of subject specific, cognitive and
transferable skills; evaluate the appropriateness of different approaches to solving well
defined problems and communicate outcomes in a structured and clear manner; identify
and discuss the relationship between personal and work place experience and findings
from books and journals and other data drawn from the field of study.

At HE Level 5: (Year 2 undergraduate), students will be able to demonstrate that they

have the ability: to apply & evaluate key concepts and theories within and outside the
context in which they were first studied; select appropriately from and deploy a range of
subject-specific, cognitive & transferable skills & problem solving strategies to problems in
the field of study and in the generation of ideas effectively communicate information and
arguments in a variety of forms; accept responsibility for determining & achieving
personal outcomes; reflect on personal and work place experience in the light of recent
scholarship and current statutory regulations.

At HE Level 6: (Year 3 undergraduate), students will be able to demonstrate that they

have the ability: to critically review, consolidate and extend a systematic and coherent
body of knowledge; critically evaluate concepts & evidence from a range of resources;
transfer and apply subject-specific, cognitive and transferable skills and problem solving
strategies to a range of situations and to solve complex problems; communicate solutions,
arguments and ideas clearly and in a variety of forms; exercise considerable judgement in
a range of situations; accept accountability for determining and achieving personal and
group outcomes; reflect critically and analytically on personal and work place experience
in the light of recent scholarship and current statutory regulations.

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6. Curriculum Map

Programme Structure

Level Module Module Title and Credit Core/ Notes

Code Module Aims Points Compulsory/ (eg pre/co-
Optional/ requisites,core
Qualificatory optional etc)
*

4 HWTO 4001 Fundamentals of Professional Practice 20 Core

To enable students to develop an understanding of the
foundations for professional practice by exploring their
own value base in order to inform their emerging
professional identity

4 HRBO 4020 Foundations In Occupational Therapy 20 Core

The aim of this module is to introduce sociocultural,
psychosocial and physical issues in relation to the life
span and in the context of the development of key
human body systems. It will adopt an holistic approach
to the person and their development. PP0 links into this
module.

4 HWTO 4002 Developing Professional Practice Skills for Health 20 Core

and Social Care
To enable the student to develop the skills required to
become an independent life long learner and to prepare
students for learning alongside other professionals

4 HRBO 4021 Understanding Occupation 20 Core

To explore the concept of occupation and underpinning

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 theory. To develop understanding of its relevance and
uniqueness to current Occupational Therapy practice.

4 HRBO 4022 Applying Models and Therapeutic Media in Practice 20 Core

To investigate the theoretical principles and foundations
of occupational therapy. To explore a range of
therapeutic media within contemporary practice.

4 HRBO 4023 Practice Placement 1 20 Core

The aim of this module is to introduce students to
occupational therapy within an applied setting. The
emphasis is on developing clinical reasoning and
applying practical skills within the context of practice
under supervision.

4 HRBO 9019 Practice Placement (Observation) 0 Qualificatory

The aim of this one week observation placement is to
begin to develop and practice Occupational Therapy
practical and professional skills.

Students exiting at this point with 120 credits at Level 4 would receive a Certificate Allied Health Studies

5 HRBO 5020 OT in Practice 1: Childhood Through to young 20 Core

Adulthood
Explore the lifestages of childhood through to young
adulthood from an occupational perspective. To apply
the occupational therapy process to these life stages
within contemporary practice contexts.

5 HRBO 5021 Contemporary Issues in OT (1) Proposal 20 Core

The aim of the module is to explore and develop
students' understanding and knowledge of current
cultural, societal and health related issues which may
impact on occupational participation. Students will

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 begin to develop entrepreneurial skills and will consider
issues around the design and planning of occupational
therapy services within emerging settings.

5 HWTO 5003 Research Methods 20 Core

The aim of this module is to develop your understanding
of the research process. The module aims to provide
you with the knowledge and skills to design a piece of
small scale primary research and to write this up in the
form of a research proposal.

5 HRBO 5022 OT in Practice 2: Middle to Older Adulthood 20 Core

Explore the lifestages of middle to older adulthood from
an occupational perspective. To apply the occupational
therapy process to these life stages within
contemporary practice contexts.

5 HRBO 5023 Practice Placement 2 20 Core

The aim of this module is to continue to develop
knowledge and understanding of occupational
performance and to integrate this into practice contexts.
The emphasis is on quality and evidence based practice.

5 HWTO 5002 Working with Others 20 Core

To enable students to develop their professional value
base and their understanding of collaborative practices
in working with service users, carers and others

Students exiting at this point with 120 credits at Level 4 and 120 at Level 5 would receive a Diploma Allied Health Studies

6 HWTO 6003 Using Evidence to Evaluate Practice 20 Core

Allow students to enquire into an aspect of their
professional practice. Pose a research question and
attempt to answer it, drawing on knowledge and skills

15
 learnt so far on the programme. Critique existing
evidence, design and conduct a piece of small-scale
research.
To promote the synthesis of knowledge and values
culminating in potential ability to influence practice.

6 HRBO 6020 Practice Placement 3 20 Core

The aim of this module is to consolidate and further
develop occupational therapy practice skills. Empahsis
will be placed on best practice, clinical reasoning and
reflection

6 HRBO 6021 Contemporary Issues in OT (2)in Application 20 Core

This module further develops knowledge and skills
gained in Contemporary Issues in Occupational Therapy
(1). The aim of the module is for students to
demonstrate application, implementation and evaluation
of a new occupational therapy intervention within an
emerging setting.

6 HRBO 6022 Exploring Applied Occupational Therapy Practice 20 Core

To develop knowledge & understanding of Occupational
Therapy in specialist areas of practice and to facilitate
the development of conference presentation skills.

6 HWTO 6002 Professional Practice in Context 20 Core

To prepare students for working as a professional within
an organisation, enabling them to work autonomously
and collaboratively within a changing environment

6 HRBO 6023 Practice Placement 4 20 Core

The aim of this placement is to facilitate the transition
from student to therapist and for students to
demonstrate their ability to practice at the level of a

16
 newly graduated occupational therapist.

Progression / Award requirements

Students should note that as this is a professional programme the standard university policy on the number of resubmission
attempts do not apply to placement modules on this programme (Appendix 2 COT 2008).

Module pass mark: 40% (Undergraduate)

All assessment opportunities within the programme are classed as CORE and must therefore be passed with a minimum
mark of 40%.
Failed modules are not condoned.

The majority of modules have one summative assessment but where there are two assessments both elements must be
passed. Failure in one element will require resubmission of that failed element only; however, the module will only receive
the maximum capped mark of 40%.
Where all university resit opportunities have been exhausted a student may re-register for that module on one occasion only
provided that successful completion of that module is within the timescale of the programme (Appendix 2 A3.1COT 2008).
There will be a monetary charge for this.

Refer also to the Academic Regulations http://www.cumbria.ac.uk/media/university-of-cumbria-website/content-

assets/public/aqs/documents/academicregulations/AcRegs.pdf

Note: Students are not permitted to re-register for a practice placement module where all resubmission opportunities have
been exhausted (Appendix 2 A.3.2 COT 2008).

Progression:
Students undertaking the BSc (Hons) Occupational Therapy programme must successfully complete all Level 4 modules

17
before progressing to level 5 and all Level 5 modules before progressing to level 6.

Award requirements:

Students successfully completing 360 credits across all levels of the programme will achieve the BSc (Hons) Occupational
Therapy award.

Only those students successfully completing the BSc (Hons) Occupational Therapy are eligible to apply for registration with
the Health and Care Professions Council and for professional membership with the College of Occupational Therapists.

Note: Aegrotat awards do not permit a student to apply for registration with the HCPC.

(*) Note: Core Modules must be taken and successfully passed.

Compulsory Modules must be taken but can be carried as fails (if the award permits).
Optional Modules students would be required to take an appropriate number of optional modules
Qualificatory Unit of study Non-credit bearing pass/fail components that are used to satisfy relevant
professional, statutory or regulatory bodies professional components that are not credit bearing and are pass/fail.

18
7. Programme Assessment Map
This map charts the assessment of the Programme Learning Outcomes across the different modules. It is designed to
ensure that assessment tasks are focused on demonstrating achievement of the Programme Learning Outcomes including
knowledge, understanding, academic and vocational skills, and other qualities.
The following letters denote the contribution of each module:
D = programme outcome is developed in this module
F = programme outcome, or aspects of the programme outcome, are formatively assessed on this module
S = programme outcome, or aspects of the programme outcome, are summatively assessed on this module

Programme

Programme

Programme

Programme

Programme

Programme

Programme

Programme

Programme
outcome 1

outcome 3

outcome 4

outcome 5

outcome 6

outcome 7

outcome 8

outcome 9
outcome
Module
Module Name

2
Code

HRBO 4020 Foundations In Occupational Therapy D/F/S D/F/S D D

HRBO 4021 Understanding Occupation D/F/S D/F/S D/F/S D D D D/F/S D/F/S D/F/S

HRBO 4022 Applying Models and Therapeutic Media D/F/S D/F/S D/F/S D/F/S D D D/F/S D/F/S D/F/S
in Practice

HRBO 4023 Practice Placement 1 D/F/S D/F/S D/F/S D/F/S D D D/F/S D/F/S D/F/S

HWTO 4001 Fundamentals of Professional Practice D/F/S D/F/S D D/F/S D/F/S D/F/S

HWTO 4002 Developing Professional Practice Skills D D/F/S D D/F/S D/F/S D/F/S D/F/S D/F/S
for Health and Social Care Practitioners

19
7. Programme Assessment Map
This map charts the assessment of the Programme Learning Outcomes across the different modules. It is designed to
ensure that assessment tasks are focused on demonstrating achievement of the Programme Learning Outcomes including
knowledge, understanding, academic and vocational skills, and other qualities.
The following letters denote the contribution of each module:
D = programme outcome is developed in this module
F = programme outcome, or aspects of the programme outcome, are formatively assessed on this module
S = programme outcome, or aspects of the programme outcome, are summatively assessed on this module

Programme

Programme

Programme

Programme

Programme

Programme

Programme

Programme

Programme
outcome 1

outcome 3

outcome 4

outcome 5

outcome 6

outcome 7

outcome 8

outcome 9
outcome
Module
Module Name

2
Code

HRBO 5020 OT in Practice 1: Childhood Through to D/F/S D/F/S D/F/S D D D D/F/S D/F/S D
Young Adulthood

HRBO 5021 Contemporary Issues in OT (1) D/F/S D/F/S D/F/S D/F/S D/F/S D D/F/S D/F/S D
Proposal

HRBO 5022 OT in Practice (2): Middle to Older D/F/S D/F/S D/F/S D D D D/F/S D/F/S D
Adulthood

HRBO 5023 Practice Placement 2 D/F/S D/F/S D/F/S D/F/S D D/F/S D/F/S D/F/S D/F/S

HRBO 9019 Practice Placement (Observation) D D D D D D D D D

HWTO 5003 Research Methods D D/F/S/ D/F/S D D D D/F/S

20
7. Programme Assessment Map
This map charts the assessment of the Programme Learning Outcomes across the different modules. It is designed to
ensure that assessment tasks are focused on demonstrating achievement of the Programme Learning Outcomes including
knowledge, understanding, academic and vocational skills, and other qualities.
The following letters denote the contribution of each module:
D = programme outcome is developed in this module
F = programme outcome, or aspects of the programme outcome, are formatively assessed on this module
S = programme outcome, or aspects of the programme outcome, are summatively assessed on this module

Programme

Programme

Programme

Programme

Programme

Programme

Programme

Programme

Programme
outcome 1

outcome 3

outcome 4

outcome 5

outcome 6

outcome 7

outcome 8

outcome 9
outcome
Module
Module Name

2
Code

HWTO 5002 Working with Others D D/F/S D D D D/F/S D D/F/S D/F/S

HRBO 6020 Practice Placement 3 D/F/S D/F/S D/F/S D/F/S D/F/S D/F/S D/F/S D/F/S D/F/S

HRBO 6021 Contemporary Issues in OT (2) D/F/S D/F/S D/F/S D/F/S D/F/S D/F/S D/F/S D/F/S D/F/S
Application

HRBO 6022 Exploring Applied Occupational Therapy D/F/S D/F/S D/F/S D/F/S D/F/S D/F/S D/F/S D/F/S D/F/S
Practice

HRBO 6023 Practice Placement 4 D/F/S D/F/S D/F/S D/F/S D/F/S D/F/S D/F/S D/F/S D/F/S

HWTO 6002 Professional Practice in Context D/F/S D/F/S D D D/F/S D/F/S D D/F/S D/F/S

21
7. Programme Assessment Map
This map charts the assessment of the Programme Learning Outcomes across the different modules. It is designed to
ensure that assessment tasks are focused on demonstrating achievement of the Programme Learning Outcomes including
knowledge, understanding, academic and vocational skills, and other qualities.
The following letters denote the contribution of each module:
D = programme outcome is developed in this module
F = programme outcome, or aspects of the programme outcome, are formatively assessed on this module
S = programme outcome, or aspects of the programme outcome, are summatively assessed on this module

Programme

Programme

Programme

Programme

Programme

Programme

Programme

Programme

Programme
outcome 1

outcome 3

outcome 4

outcome 5

outcome 6

outcome 7

outcome 8

outcome 9
outcome
Module
Module Name

2
Code

HWTO 6003 Using Evidence to Evaluate Practice D D/F/S D D D D D

22
8. Indicative Assessment Calendar

Approx
assessment
Module
Module Title Method(s) of Assessment Weighting deadline
Code
(eg mid
semester)

HWTO 4001 Fundamentals of Summative Assessment: Written assignment (3500 100% Mid semester
Professional Practice words (Essay) 1
Formative Assessment: Tutor and peer feedback will
be integrated progressively into the summative written
assignment

HWTO 4002 Developing Summative Assessment: Written assignment (2500 100% Mid semester
Professional words) (Portfolio) 2
Graduate Skills for Formative Assessment: Self-awareness activities, such
Health and Social as on-line sector resources, results of which will be
Care Practitioners integrated into the summative written assignment

HRBO 4020 Foundations in Summative Assessment: Practical Skills Late

Occupational Report 30% 1st Semester
Therapy Formative Assessment: Anatomy Quizzes
70%
Mid 1st
NA Semester

HRBO 4021 Understanding Summative Assessment: Practical Skills End 1st

Occupation Formative Assessment: Workbook 100% Semester

NA Mid 1st
Semester

23
HRBO 4022 Applying Models and Summative Assessment: Mid 2nd
Therapeutic Media in Practical Skills Assessment 100% Semester
Practice Formative Assessment:
Written Work (500 words)
NA
End 2nd
Semester

HRBO 4023 Practice Placement 1 Summative Assessment: Late 2nd

Practical Assessment: 5 weeks Semester
Oral Assessment: 1,500 words 70%

Formative Assessment: Half way Report

30% Mid 2nd
Semester

NA

HRBO 9019 Practice Placement Qualificatory only

(Observation)

HWTO 5003 Research Methods Summative Assessment: Written Assignment 100% End
Formative Assessment: Peer and Self Review semester 1

HWTO 5002 Working with Others Summative Assessment: Written assignment (3500 100% Mid semester
words) 2
Formative Assessment: Tutor and peer feedback will
be integrated progressively into the summative written
assignment

HRBO 5020 OT in Practice 1: Summative Assessment: Written assessment End 1st

Childhood through Formative Assessment: Submission of part 1 of Semester
to young adulthood summative assignment 100%

24
 Mid 1st
NA Semester

HRBO 5021 Contemporary Summative Assessment: Oral Assessment/Presentation 100% End 1st
Issues in OT (1) Formative Assessment: Group Presentation (20 mins) Semester
Proposal

NA Mid 1st
Semester

HRBO 5022 OT In Practice 2: Summative Assessment: Written Assessment End 2nd

Middle to Older Formative Assessment: 100% Semester
Adulthood Submission of part 1 of summative assignment

NA Mid 2nd
Semester

HRBO 5023 Practice Placement 2 Summative Assessment: 8 weeks Mid 2nd

Formative Assessment: Half way report 100% Semester

NA Early 2nd
Semester

HWTO 6003 Using Evidence to Summative Assessment: Written paper (4500 words) 100% Mid semester
Evaluate Practice Formative Assessment: Presentation of a draft report 2
from the investigation (20 min).

HWTO 6002 Professional Practice Summative Assessment: 3500 word equivalent Poster 100% Mid semester
in Context with supporting critique 2

Formative Assessment: Small group student led

seminar enabling tutor and peer feedback that will be
integrated into the summative written assignment

25
HRBO 6020 Practice Placement 3 Summative Assessment: 8 weeks Late 1st
Formative Assessment: half way report 100% Semester

NA Mid 1st
Semester

HRBO 6021 Contemporary Summative Assessment: Oral Assessment/presentation Late 2nd

Issues in OT (2) 100% Semester
Application Formative Assessment: Individual viva

Mid 2nd
NA Semester

HRBO 6022 Exploring Applied Summative Assessment: Oral Assessment/presentation End 2nd
Occupational Formative Assessment: Presentation/group work 100% Semester
Therapy Practice (20mins)

NA Late 2nd
Semester

HRBO 6023 Practice Placement 4 Summative Assessment: Practical Skills End 3rd
Oral Assessment 70% Semester
Formative Assessment:
Half way report 30% Mid 3rd
Semester

NA

26
9. Support for Students and their Learning

The programme team is aware of the need for structured student support systems to help
guide you through your learning and to support you as a self-directed learner. There are a
number of mechanisms adopted within this programme to support you.

Welcome Week:
The first week of the programme is run as a Welcome Week and is designed as an
introduction to the programme and to the University. Its focus is very much about the
University systems and facilities which will make your studies more enjoyable and supported.
The sessions are informative and cover a range of topics including: library tours; introduction
to practice placements; introduction to the Personal Tutor system (see below); getting to
know each other sessions; an introduction to your first module; anatomy; living away from
home, health and safety and so forth.
Your Personal Tutor will be proactively involved in the delivery of your programme and will
have contact with you throughout your time at the University. They will support your learning
and development, including tutorials and other support as outlined in the Personal Tutor
Policy.
Library and Student Services (LiSS)
Library and Student Services (LiSS) offer a wide range of support, including; access to library
learning resources, academic skills, careers and employability, financial help, counselling,
health and wellbeing and support for disabled students and those with specific learning
requirements. We know that you want to get the most out of your programme, make the
best use of your time and find or continue in the career you always dreamed of. Access
university support and facilities easily and quickly via our help is at hand search.
The Skills@Cumbria service can help support your academic skills and success throughout
your programme. The service is delivered by a team of professional Learning Enhancement
Advisers within LiSS. It includes a suite of online self-help resources accessible 24/7 via the
Universitys website and Blackboard site. It also provides group and individual advice and
guidance accessible through and alongside your course and by different means such as face
to face, email or virtual.
Module leaders will collaborate with LiSS advisers to ensure that your reading lists are current
and items are available via the library collections. In order to maximise access, availability
and usefulness, ebooks and electronic journal titles will, in most cases, be prioritised. You can
access a wide range of great electronic and print content using OneSearch and you can find
out more about key texts and journals for your subject by accessing the librarys subject
resources webpages. Where appropriate, module reading lists will be made available to you
electronically using the universitys online reading list system.

In addition to the range of guidance above, you have the opportunity to further
develop your personal, academic and professional skills by taking part in a number
of initiatives coordinated and delivered by LiSS Advisers:

27
Headstart
Head Start is a self-learning pre-entry module that is completed online and at your own pace.
The module gives new undergraduate students an opportunity to prepare for their transition
into university and to start to develop the academic skills that will help them become
successful students.
All UG students are given the opportunity to register and complete Head Start prior to entry
on their main programme of study. If you havent been able to complete Head Start before
starting your course, you can access the module via Blackboard by selecting the
Skills@Cumbria tab and then the Head Start tab in the bottom right hand corner. Learning at
university, academic writing and referencing are the key topics introduced in the module and
previous students have told us how useful they have found the online resources and
activities.

Head Start Plus

Head Start Plus is also an online skills development course, designed to support students who
are about or who have just started study at level 5 or 6 (2nd and 3rd year undergraduate).
This course is particularly recommended to students who may not have studied at HE level
for some time or who are transitioning into the higher HE levels. The course provides a
useful refresh on academic skills and practice and an insight into the expectations of tutors at
those levels.

This course is free and available via the Open Education Platform powered by Blackboard. To
access the course, follow the link to https://openeducation.blackboard.com/cumbria and set-
up a free account with Open Education. Once logged on, select the course free of charge and
work through it at your own pace.

PASS
PASS is a group mentoring scheme running in a number of programmes at the university. It
matches first year students with second and third year PASS Leaders who are able to offer a
unique source of support in helping new students through the transition into university study.
PASS Leaders undergo specific training that gives them an excellent opportunity to widen
their skill-set, whilst also allowing for student-led study sessions that are mutually beneficial
to PASS participants and PASS Leaders alike.
Contact your course tutor to find out if PASS is available on your programme. If you are
interested in setting-up PASS on your course or would like to become a PASS Leader then
contact pass@cumbria.ac.uk

Cumbria Mentor Scheme

This is the universitys one-to-one voluntary mentoring scheme, traditionally matching
individual first year students with second and third year Cumbria Student Mentors; however,
any student may request a mentor if needed. This scheme provides unique pastoral support
to new students during their transition into university life. It is also a great opportunity for

28
more experienced students to broaden their own skill-set through the specific training all new
mentors undergo, and through the practices they will utilise throughout the mentoring
process. If you would like to be put in touch with a mentor or are interested in becoming a
mentor yourself, contact melanie.bakey@cumbria.ac.uk

Career Ahead
Career Ahead is the Universitys Employability Award that is accessible to all of our students
regardless of level or programme of study. Available free through the Careers Team in LiSS,
the award gives students the opportunity to make their graduate CV stand out. Based on
what employers look for in an ideal candidate, this award works with students to identify any
gaps in their skill set and reflect on their experiences. It also offers the opportunity to
participate in exclusive programmes and activities with real life employers. The University of
Cumbrias employability award is split into three stages: Bronze, Silver and Gold, with a
further Career Ahead + Platinum level. Students engagement in extra curricula activities
such as volunteering, project and charity work and peer mentoring are recognised within
Career Ahead. To find out more or to register email careerahead@cumbria.ac.uk.

Personal Development Portfolio:

As a professional students need to demonstrate commitment to reflective practice, life-long
learning (LLL) and continuing professional development (CPD). This process is begun early in
the programme with the beginning of the development of a CPD portfolio. Students are
encouraged to begin this process via pebblepad and be expected to take responsibility for
developing their own portfolio. Guidance will be given by the PTs.
Upon completion of the programme students will have built their portfolio documenting
learning and including practice placement reports, reflections and action plans for
development within first employment opportunities.

Practical Skills Facilities:

Developing practical skills is a key requirement of this programme and students will have
access to a range of facilities whilst on practice placement and within the university. Each
university campus has practical skills facilities with access to assistive technologies such as:
telecare devices; adjustable chairs and beds; moving & handling equipment; hoists portable
and ceiling track; bathing and toileting equipment, kitchen and feeding equipment;
wheelchairs and walking aids.

Practice Placements:
Whilst undertaking practice placements all students are allocated a named practice placement
educator. This is the person within the placement department who is responsible for
facilitating your learning and for your supervision, feedback and assessment.
Students are also allocated a visiting tutor for the duration of that practice placement. This is
an academic tutor who will visit you around the half-way point of your placement (except for
PP0 and PP4) and provide support for you and guidance for the placement educator. The
Student Placement Handbook is also a source of information.

29
10. Criteria for Admission

The Universitys standard criteria for admissions apply. Please refer to the Applicant
Information pages of the University website for more information. For APL, please refer to
the University website.
Detailed criteria for admission to this programme can be found on the programme webpage:
http://www.cumbria.ac.uk/study/courses/undergraduate/occupational-therapy/
The following additional requirements apply for entry to this programme:

Disclosure & Barring Service checks and Occupational Health Clearance

All students must have DBS and occupational health clearance before being able to attend for
placement. Students commencing on the programme without these will only be registered as
provisional until DBS and health is provided / confirmed. The process is administered by
specialist staff in Admissions, and the Occupational Health Dept. Students will be advised of
the process and procedures when a provisional offer of a place is made. Prompt completion
of online processes and return of forms and ID documents is crucial and compliance is
carefully monitored by staff throughout the programme to ensure fitness to practice as
required by the HCPC & COT.

International Students
A small number of international students may be accepted, only with approval from the
strategic health authority (NHS NorthWest). Admission criteria are the same as outlined
above. In addition, applicants must complete and provide evidence of the International
English Language Test (IELTS) before submitting their application. DBS and medical clearance
also applies.

You must complete the academic version of the IELTS test and achieve:

At least 7.0 in the listening and reading sections

At least 7.0 in the writing and speaking sections
At least 7.0 (out of a possible 9) overall

We will not accept applicants who score lower than this standard.

11. Methods for Evaluating and Improving the Quality and Standards of Learning
and Teaching

Mechanisms for review and evaluation of Module evaluation forms

LTA, the curriculum and outcome Annual evaluatory reports
standards Departmental Quality Committee reports
Curriculum/ Programme management
meetings
External Examiner reports
National Student Survey
Staff-Student forum meetings

30
 NHS NW annual review
COT Annual monitoring
HCPC Annual monitoring
Practice placement meetings

Committees with responsibility for Departmental Quality Committees

monitoring and evaluating quality and Academic Quality Standards Committee
standards Academic Board
Module and Faculty Assessment Boards

Mechanisms for gaining (and responding Module evaluations

to) student feedback on the quality of Programme evaluations
teaching and their learning experience Placement evaluations
Student Forums
Staff-Student forums
Departmental Quality Committee meetings
National Student Survey
PT meetings

Staff development priorities for staff Post-graduate study in education

teaching this programme /pedagogy and relevant specialist subject
areas
Skills/simulation updating (eg: M&H,
hoisting)
Staff development in relation to new
teaching, learning and assessment
technologies
Professional updating in specialist area
Research & scholarly activity: eg
participation in research, conference
delivery / attendance, external examiner
duties, membership of national
committees, forums

12. Additional Information

Student access to clinics:

There are clinics in operation on both campuses at which students are able to access for
volunteering. Headway runs a weekly clinic at the Carlisle campus. A weekly mental health
clinic is currently under negotiation at the Lancaster campus. The volunteering does not count
towards students assessed hours but does provide additional valuable experience in working
with different service user groups.

Finance:
Home students on the BSc (Hons) Occupational Therapy programme have their
tuition fees paid and receive a non-means-tested bursary from the Students Grants
Unit. They may also apply for means tested support dependent on their individual
circumstances. Further financial assistance may be available from the University
Hardship Fund should the need arise. Some travel expenses to and from placement
areas may be payable (via the Student Grants Unit).

31
 EU Students on the BSc (Hons) Occupational Therapy programme have their tuition
fees paid by the NHS. Further financial assistance from the University Hardship Fund
may be available should the need arise. Some travel expenses to and from placement
areas may be payable (via the Student Grants Unit).

International students / those assessed as overseas for fees purposes on the

BSc (Hons) Occupational Therapy programme are responsible for their own tuition fees
and living costs. Further financial assistance from the University Hardship Fund may be
available should the need arise.

Theory-practice time:
The curriculum is split between theoretical input and placement time. Practice placements
make up approximately one third of the programme, the remainder being academic time.

Placements/Learning in Practice:
When on placement, students are expected to work a normal NHS working week of 37.5
hours (pro-rata for part-time students) and to experience the working pattern of the
department / organisation they attend. This may require (although rarely) some evening or
weekend working, though this may be negotiable with placement areas. Students must
notify the Placement Learning Unit, or their PT and / or the placement tutor if there are any
circumstances which may affect placement attendance.

Uniforms:
The University provides uniforms for students where appropriate. Students are responsible
for their own laundry and must provide their own suitable footwear. Students are provided
with 2 pairs of trousers, 3 tops (tunics or polo shirts) and a fleece. Students may purchase
additional uniforms at their own expense.
A uniform / dress policy exists which students are required to adhere to whilst on practice
placement. This is available on the Faculty Placement Learning Unit Blackboard site. Students
are required to ensure they read and follow this policy at all times.

Additional costs:

DBS: The University funds the initial DBS check required for enrolment on the programme.
Students who Intercalate or become external students will be required to apply for new DBS
prior to their return to the programme. The University will contact students regarding this
before return to study. The cost of this new DBS is met by the student.

Placement costs: Practice placements can be costly and students should plan ahead for this.
Practice Placement costs may include the following:

Accommodation & Transport: The cost of accommodation and transport is met by the
student. In cases where students receive an NHS bursary a claim can be made for
reimbursement of these costs. This is done via an Expenses claim form Where a
student does not receive a bursary claims for expenses cannot be made.

32
 Costs of Placements Abroad: Students are able to undertake their Elective placement
abroad on agreement from their PT and practice placement tutor. Where students
undertake practice placements aboard the costs for accommodation, transport,
medical, personal and additional liability insurance is met entirely by the student.
Reimbursement claims cannot be made.

Professional Liability Insurance: It is strongly advised that students become registered

with the College of Occupational Therapists. There are many benefits to membership
eg: Professional Liability Insurance (PLI); access to professional information.

Car insurance: The cost of additional insurance cover where a car is required for
practice placements is met entirely by the student

Financial Support: Where a student feels unable to meet the cost of practice
placements advice / support should be sought from LISS www.cumbria.ac.uk/liss

Students with Disabilities:

The University is committed to ensuring that reasonable adjustments are made wherever
possible to accommodate students with disabilities and will support all students in their
studies. Where reasonable adjustments are required these should be discussed with the
Programme Leader, Personal Tutor and (where appropriate) the practice placement tutor.

Students should note that this programme is approximately 33% practical. Students should
ensure that they are able to fully participate in the practical sessions and the practice
placements and in the first instance this should be discussed with the Universitys Disability
officer.

Special Educational Needs and Disability Act (2001) (SENDA)

The University of Cumbria is registered under the Data Protection Act 1998 to collect and
process personal data. The University may be required to disclose student data, but will only
do so within the terms of this Act. Please see the University of Cumbria website for more
information.

Examples of Employment Opportunities available to students upon completion of

the programme:
The programme produces graduates who are eligible for registration as occupational
therapists with the HCPC who are fit for practice and purpose, with students obtaining
employment as qualified occupational therapists on completion of the programmes both
locally and nationally. Examples from recent graduates include the NHS, Social Services and
PVIs.

Stand alone Modules:

Most modules within this programme can be taken as standalone modules for the purposes of
CPD. Students completing stand alone modules will be eligible for a University of Cumbria
Certificate of Achievement.
Students accessing modules as part of their CPD are likely to be therapy assistants,

33
practitioners returning to practice or changing their area of speciality.
The entry requirements for level 4 modules are the same as for the BSc (Hons) OT
programme (See Section 10 Criteria for Admission). Students wishing to access Levels 5 and
6 modules will be required to provide evidence of prior learning to demonstrate ability to
study at this level (see MDFs).

13. Administrative and Supporting Information

Academic Quality and Development:

http://www.cumbria.ac.uk/about/organisation/professional-
services/academic-quality-and-development/
Academic Regulations http://www.cumbria.ac.uk/media/university-
of-cumbria-website/content-
assets/public/aqs/documents/academicregulations/AcRegs.pdf
COT: Pre-registration Education Standards:
http://www.cot.co.uk/publication/books-z-listing/college-
occupational-therapists-pre-registration-education-standards
COT: Curriculum Guidance for Pre-registration Education
https://www.cot.co.uk/publication/z-listing/college-occupational-
therapists-learning-and-development-standards-pre-regis-0
COT: Code of Ethics and Professional Conduct
https://www.cot.co.uk/standards-ethics/standards-ethics
HCPC: Standards of Education and Training
Key sources of http://www.hpc-uk.org/aboutregistration/standards/sets/
information about HCPC Standards of Proficiency
this programme
and its http://www.hpc-
development can uk.org/assets/documents/10000512standards_of_proficiency_occupat
be found in the ional_therapists.pdf
following: HCPC: Guidance on Conduct and Ethics for Students:
http://www.hpc-
uk.org/assets/documents/10002c16guidanceonconductandethicsforst
udents.pdf
HCPC: Guidance on Health & Character:
http://www.hpc-
uk.org/assets/documents/10002D1AGuidanceonhealthandcharacter.p
df
QAA Standards for work-based and placement learning
http://www.qaa.ac.uk/en/Publications/Documents/Outcomes-
institutional-audit-Second-series-Work-based-placement-learning-
employability.pdf
LiSS: http://my.cumbria.ac.uk/StudentLife/Learning/Home.aspx
University of Cumbria Student Code of Conduct:
http://my.cumbria.ac.uk/StudentLife/Support/PuttingThingsRight/Stu

34
 dentConduct.aspx

Quality Group: Rehabilitation and Social Work

Faculty Health and Wellbeing

Teaching
University of Cumbria
Institution

JACS code: B930

Programme code
UB-OCCTPY
(CRS):

UCAS code:
B920
(where applicable)

Date of last
engagement with 2012 (NHS, North West)
external bodies (eg 2012 COT and HCPC annual returns
QAA, Ofsted, etc)

Date of Programme
Specification 2013
validation

Validated period of
5 years (Sept 2013 to July 2018)
programme:

Reason for change:

Date:
(eg minor changes)

Major Change notified to

HCPC and COT: change of
Date of changes to
Programme Lead from Approved 2011
Programme
Alison Hampson to Georgina
Specification:
Callister

Web update July 2016

Minor Modification January 2017

The University of Cumbria is registered under the Data Protection Act 1998 to collect and
process your personal data. The University may be required to disclose student data, but will
only do so within the terms of this Act. Please see the University of Cumbria website for
more information.

About Programme Specifications

This programme specification provides a concise summary of the main features of the
programme and the learning outcomes that a typical student might reasonably be expected
to achieve and demonstrate if s/he takes full advantage of the learning opportunities that are
provided. More detailed information is provided in the Programme Handbook and associated

35
Module Guides.

Programme Specifications are written with the student audience in mind and are available to
students. In addition, they are used in a number of ways:
As a source of information for students and prospective students seeking an
understanding of the programme.
For the teaching team to ensure there is a common understanding about the aims and
learning outcomes for a programme.
As a reference point for audit, review and monitoring purposes
As a source of information for employers, and professional bodies to provide evidence
that required skills or abilities are developed by the programme.

36
DEFINITIVE DOCUMENT Date:
Record of Changes:
Date Section(s) affected Actioned SITS
by updated
(Y/N/NA)
Apr 15 MC 14.33 to remove HWTO6001 and replace PH Y
with HWTO6003
July 2016 Student Support/Entry Criteria/ Evaluation ES NA

37