Pearson BTEC Level 4 Higher National Certificate (HNC) Construction and the Built Environment (Civil Engineering)

Courses

The Higher National Certificate (HNC) in Construction and The Built Environment (Civil Engineering) provides a practical and academic challenge within the framework of current industrial practices in construction. It is designed to enhance the practical and team leading skills of individuals who want to further their career in construction.

Design, construction and maintenance aspects are covered including transferable skills of communication and numeracy

Normally studied 1 year full time or 2 years part time

UCAS Course Code: B4N7

Pearson BTEC Level 4 HNC in Engineering (Electrical and Electronic Engineering)

Courses

The Higher National Certificate in Engineering (Electrical and Electronic Engineering) covers the fundamental concepts, principles and theories of engineering, analysis and design, practical and technical skills, and transferable business skills relevant to engineering. This course is ideal for students wishing to work within the electrical or electronics engineering industries. This programme is flexibly structured and provides a practical and academic challenge within the framework of current industrial practices in engineering.
Normally studied over 1year full time or 2 years part-time.

Full-time: two days per week over the academic year.
Part-time: one day per week or two evenings.

UCAS Course Code: 005H

Foundation Degree (FdSc) in Health and Social Care

Courses

This programme is designed for students to develop care delivery and decision making skills within the multi-disciplinary care sector, to develop personal, academic and clinical skills to allow for a practice that is evidence based, compassionate and professional and to allow for individuals to demonstrate integrity and to develop their role in supporting best practice and in line with person-centred approaches. Students will engage with reflective activities to enable individuals to link theory to practice, engage with contemporary issues in relation to the biological, psychological and sociological implications to health and social care. Students will explore the legal and political standards as well as the regulatory bodies which influence best practice, paying particular attention to the local and national policy drives implemented to tackle health and social care issues and develop a critical and analytical perspective to decision making and enhancing own practice. What is unique about this programme is that it is designed to not only allow for students wanting to get into the health and social care sector but to also develop individuals within their current position and to progress registering professional qualifications or to complete the level 6 full degree qualification.

UCAS Course Code: L5G3

BA (Hons) Counselling

Courses

The BA (Hons) Counselling programme has both theoretical and practical elements. It provides underpinning theoretical knowledge and relevant skills required of a counselling practitioner. Students will explore person centred therapy in the first year, with a focus on acquiring fundamental skills within a theoretical context. This knowledge base is developed further in the second year, where students study the cognitive behavioural approach and its application in the therapy room. The final year of the programme supports students to transform to higher level functioning by introducing them to third wave approaches. Further aspects of the programme have been designed to equip students with a sound working ethics in line with the British Association of Counselling and Psychotherapy (BACP) ethical framework. The programme places an emphasis on self-care throughout and the need to develop resilience and effective coping strategies. There is a consideration of local needs with the study of cultural issues; this allows students to explore diversity and corresponding counselling responses.

Validated by the University of Hull

Full-time 3 years
Part-time 6 years

UCAS Course code 19B6

Foundation Degree in Science (FdSc) Engineering (Automation) *Subject to Validation

Courses

Validated by University of Lincoln

The rise of new digital engineering technologies, known as Industry 4.0, is a transformation that makes it possible to gather and analyse data across machines, enabling faster, more flexible, and more efficient processes to produce higher-quality goods at reduced costs. This manufacturing revolution will increase productivity, shift economics, foster industrial growth, and modify the profile of the workforce ultimately changing the competitiveness of companies and regions.

Undertaking the FdSc in Engineering (Automation) validated by the University of Lincoln will allow you to develop your knowledge and expertise from the basics of pneumatics and electronics through mechatronics, process control, robotics and PLCs right up to exploring concepts such as artificial intelligence, big data and analytics, cybersecurity, augmented reality.

The FdSc in Engineering (Automation) has a predominantly practical focus for many of the modules with the learning, and teaching strategy adopting an integrated learning approach of lectures and workshop-based tutorials to develop student understanding of theoretical concepts with hands on learning experience in the tutorial workshops. Students will have access to the UCNL’s purpose-built Engineering laboratories to undertake Robotics, Electronics, Mechatronics and Control Systems and Industry 4.0 practical sessions. Students will also have the opportunity to visit relevant industrial sites to conceptualise their learning. Work placements are encouraged, and students are supported in gaining relevant vocational experience.

Full-time, two days per week over the academic year with the course running over 2 Years.

* Subject to validation

UCAS Course Code: 8P9Y

BSc (Hons) in Applied Animal Welfare Science

Courses

The BSc Animal Welfare Science programme focuses on underpinning components that contribute to the overall welfare of animals in a range of settings and interactions. The programme provides students with the opportunity to consolidate and broaden valuable practical experience within a scientific setting and animal unit developed through the FdSc Animal Welfare Science. Key focus will be on developing the student’s ability to critically analyse and evaluate key concepts within animal welfare science. Students have access to our purpose-built animal unit which houses a wide range of native and exotic mammals, birds, reptiles and amphibians enabling the study and assessment of physiological and behavioural systems, providing students with an understanding of animal welfare in a range of contexts. Specific emphasis is given to the importance of animal welfare within the broader context of the animal sector. The programme aims to: 1. Provide students with the subject knowledge, understanding and skills to enable them to become effective animal welfare science graduates who meet the needs of local employers. 2. Equip learners with the ability to apply detailed scientific knowledge to a range of settings and environments within animal welfare science. 3. Provide students with the opportunities to study, evaluate and contribute to emerging animal welfare science research in an international context 4. Encourage students to recognise the interdisciplinary nature of animal welfare science and apply their knowledge to a range of settings 5. Develop learners with a systematic understanding and coherent knowledge of animal behaviour, exotic animal biology, animal health and a range of contemporary issues within the field of animal welfare

This Programme is validated by the University of Hull.

UCAS Course code: ND25

Institution code N64

Campus name North Lindsey College

Campus code N

Pearson BTEC Level 4 HNC in Engineering (General Engineering)

Courses

The Higher National Certificate in Engineering (General Engineering) offers students a broad introduction to the subject area via mandatory core learning, while allowing for the acquisition of some sector-specific skills and experience through the specialist units in each pathway, with the opportunity to pursue a particular interest through the appropriate selection of optional units. This effectively builds underpinning core skills while preparing the student for more intense subject specialisation at Level 5. Students will gain a wide range of sector knowledge tied to practical skills gained in research, self-study, directed study and workplace activities. Normally studied 1 year full time or 2 years part time.

Full-time: two days per week over the academic year.
Part-time: one day per week or two evenings.

This programme is designed for students who wish to have options to seek careers that require a multi skilled understanding of engineering. Our programme is flexibly structured and provides both a practical and academic challenge, within the framework of current industrial practices in Manufacturing and Engineering. For some students, the HNC is the qualification most appropriate to immediate needs. You could, however, progress onto the HND Engineering (General Engineering) programme at UCNL.

UCAS Course Code: 008H

BSc (Hons) Education with Biological Science

Courses

1. The Department for Education forecasts secondary schools will need 15,000 more teachers between 2018 and 2025 to meet a 15 per cent rise in pupil numbers (Foster, 2019), a recent NFER report found the number of in-year vacancies and temporarily-filled posts have doubled in secondary schools between 2010-11 and 2017-18 (Worth & den Brande, 2019). Significantly in 2017, the numbers of teachers leaving the profession exceeded those entering for the first time. The Department for Education (2018a) School Snapshot Survey: Summer 2018 findings revealed that 92% of secondary leaders have difficulty recruiting teachers for at least one of the five EBacc subject areas, with the most difficult being science subjects at 79%. Initial teacher training recruitment to secondary teacher training (2018-2019) is reported to be below the target necessary for maintaining supply (DfE, 2018b). The retention rates of early-career teachers (ECTs) have fallen considerably between 2012 and 2018 (Worth & den Brande, 2019), the percentage of teachers who enter teaching that remain in the state sector at the end of their first year dropped to 85% in 2018. In addition, retention rates of teachers between two and five years into their careers have dropped significantly between 2012 and 2018. These are the critical years where the right development opportunities, nurture and support can make or break a teaching career. These trends in national figures are largely reflective (based on feedback to LA senior officers) of the difficulties faced by secondary school leaders in North Lincolnshire seeking to recruit science teachers to the local workforce. It is highlighted nationally that there is an attainment gap in science at all levels, specifically within secondary school settings (EEF, 2019).

One of UCNL’s aims is to inform the regeneration of Scunthorpe by ensuring local people have the skills required by local employers. Scunthorpe has seen significant growth in the renewables and engineering sector, which requires people to have an interest and understanding of science. We also know that graduates that relocate to Scunthorpe for work, often leave to return home, whilst homegrown graduates tend to work and stay local. If we are to recruit sufficient students to train to graduate level to fill local demand, we need students to arrive with a passion for science. Therefore, training our science teachers to inspire the next generation locally will not only ensure current vacancies are filled, but also help to address the predicted longer term shortage in industry. UCNL recognise that this programme will only ever recruit a small cohort, but the ideology behind the programme makes this financially viable after considering the bigger picture.

2. Developing lifelong critical reflective practitioners, who are independent researchers, is fundamental to development as students need to ‘become agents of their own change’ (Hanson and Appleby, 2012:35). This ‘reflection-for-practice’ will enable application of knowledge within the workplace, ensuring on-going development of pedagogical approach (Thompson and Pascal, 2012:322). Many students will progress from this programme onto teacher training programmes therefore, need the skills to reflect and move on. The nature of science education requires students to continually reflect and develop their practice to enable flexibility and meet the needs of continually evolving education curricula within biology, chemistry and physics. The distinctive features of the programme include: the strong research-based focus and the opportunity for students to engage in individual critical enquiry in important educational issues and practice. Additionally, to develop knowledge, understanding and skills to contribute to research-informed improvement of policy and practice within the education sector. Teachers as researchers is fundamental to the development of practice as it allows experts in the field to focus on what is important to them to secure the best outcomes for the students they work with. BERA (2014) highlights the importance of having teachers as researchers, suggesting their contribution individually or collectively can investigate the impact of interventions or explore the positive and negative effects of educational practice. Research has evidenced that specially trained graduates have a positive impact on practice in school settings (DfE, 2017), and our students are identifying that they would like to progress to postgraduate study. By developing their ability to use research-informed practice they will become specially trained graduates who are able to move practice forward, making a positive contribution to the children and young people locally, potentially regionally or even nationally.

3. Linking theory, policy and practice enables students to understand how education has evolved in its current format and how proposed legislative changes can directly impact on their day to day practice. Students often struggle to understand the potential impacts of proposed change, therefore looking at past theory, policy and practice supporting the students to identify past impacts, will help overcome this troublesome concept. As Penn (2008:113) discusses; ‘studying history is a means of exploring the past, of understanding the continuities, and the wider context of what we do and how we behave’. The shift in focus within scientific study from theoretical concepts to a practical-based curriculum has resulted in the need for science educators who possess a fundamental knowledge of theoretical concepts alongside a broad range of practical skills within a laboratory setting. The enhanced focus on laboratory skills requires educators to understand the safeguarding, health and safety implications of teaching in a practical setting.

4.Students will complete a wide selection of laboratory sessions to enhance practical skills in this field. In addition to academic study, the student will complete extensive work experience within a school setting to ensure preparedness for their future careers. It is recognised that there is a shortage of general science teachers within the North Lincolnshire area. The key idea of the Education with Biological Science programme revolves around decreasing the deficit of science teachers within the local area by raising the aspiration of local community members to teach in schools. This programme also supports students to teach across all of the sciences, as trainee science teachers specialise in for example; Biology or Chemistry. Trainee teachers that have studied one science in isolation often struggle to teach general science lessons that involve physics, chemistry and biology. The study of Bioscience helps to make the students more comfortable in their wider scientific knowledge and therefore better placed for general science teaching.

5. Intrinsically embedding emerging fields of interest throughout the Education with Biological Science programme will ensure students are equipped with the knowledge and skills that will give them a competitive edge in a difficult economic climate, especially considering only one in three graduates are in graduate and skilled jobs (Steed, 2018). By covering emerging fields, students will leave the programme with the most current and up-to-date knowledge that will not only be a benefit should they wish to undertake further educational study, but also if they choose to enter employment. As such, students will be equipped with practical experience and an understanding, of the most current and emerging areas within this field, an important factor and attractive prospect for employers (Lowden et al., 2011).

BERA. (2014). Research and the teaching profession. Building the capacity for a self-improving education system. Final report of the BERA-RSA inquiry into the role of research in teacher education

UCAS Course Code: F164

Pearson BTEC Level 4 HNC in Engineering (Mechanical Engineering)

Courses

The Higher National Certificate in Engineering (Mechanical Engineering) covers the fundamental concepts, principles and theories of engineering, analysis and design, practical and technical skills, and transferable business skills relevant to engineering. This course is ideal for students wishing to work within the mechanical engineering industry. This programme is flexibly structured and provides a practical and academic challenge within the framework of current industrial practices in engineering. Normally studied over 1year full time or 2 years part-time.

Full-time: two days per week over the academic year.
Part-time: one day per week or two evenings.

This course is ideal for students wishing to work within the mechanical engineering industry. Our programme is flexibly structured and provides both a practical and academic challenge, within the framework of current industrial practices in Engineering. For some students, the HNC is the qualification most appropriate to immediate needs. You could, however, progress onto the fulltime HND Engineering (Mechanical Engineering) programme.

UCAS Course Code: 002H

FdSc Mental Health and Wellbeing

Courses

The Foundation Degree in Mental Health and Wellbeing is primarily aimed at those working or wanting to work within the health and social care sector and is suitable for individuals from a variety of organisations and settings, including both the statutory and voluntary services. The programme is ideal for anyone interested in supporting the psychological wellbeing of individuals, families and their support networks. The FdSc Mental Health and Wellbeing aims to develop and nurture the necessary skills needed to establish routines and initiate, integrate, and safeguard person centred care in daily practice to ensure systematic and consistent practice.
The programme is designed in a way that progressively prepares students for a career in a range of mental health settings and is underpinned by strong relations with a wide variety of community partners in fields, such as; acute mental health in patients and community settings, care homes and the local NHS trust. These links have been integral to the development of a programme that meets the needs of the local and regional economy.
A distinctive feature of the programmes is the extended engagement with digital literacy. All students will be provided with an iPad in Year 1 to enable them to develop the skills needed to support learning in this technological age.

Validated by University of Hull

UCAS Course code: L5G6

Pearson BTEC Level 5 Higher National Diploma (HND) in Hospitality Management

Courses

This programme provides a progression route for students who have completed a Higher National Certificate (HNC) Hospitality Management (Level 4) and achieved the pass criteria across all modules. The programme is linked to professional standards and through engagement in an innovative and exciting learning experience, students will have the opportunity to gain valuable experience which can be used to gain employment within the hospitality sector or set up their own business.

Students will develop knowledge, understanding and skills in the field of Hospitality Management and the programme will provide opportunities for students to gain a nationally recognised vocational qualification which could help to gain employment in the hospitality sector.

The programme is studied over 2 days a week for full time students.

UCAS Course Code: N204

Bachelor of Science with Honours (BSc (Hons)) in Health and Social Care

Courses

This programme enables students who have undergone the FdSc in Health and Social Care to develop and complete a full degree. The aims are to prepare students to engage with wider responsibilities and decision making in order to develop senior or leadership and management roles within the health care sector. Students are also encouraged to engage with contemporary health and social care policy and to critically engage with local, national and international drives. The programme aims to allow for students to effectively work collaboratively as a member of the multi-agency team and to understand professional and organisational boundaries. The course will reflect on student’s experience and previous learning whilst developing critical analysis and synthesis of information in order to study for their independent module.

UCAS Course Code: L5G4

Pearson BTEC Level 5 Higher National Diploma (HND) in Construction and the Built Environment (Civil Engineering)

Courses

For students wishing to continue studying after completing their HNC, the HND in Construction and The Built Environment (Civil Engineering) provides a practical and academic challenge within the framework of current industrial practices in civil engineering. The Higher National Diploma in Civil Engineering develops students that will be responsible for designing, constructing and operating a wide range of infrastructure projects, including major structures, highways and water resources.

This HND will ensure that you develop both technical and management capabilities that will allow you to thrive in the modern construction environment and prepare you for your career as a civil engineering technician.

Normally studied 1-year full time, two days per week over the academic year or 2 years part time, one day per week

UCAS Course Code: B4N2

Bachelor of Arts with Honours (BA (Hons)) in Children, Learning and Development (Early Childhood)

Courses

The BA (Hons) Children, Learning and Development is ideal for those who have recently completed a relevant foundation degree and requires students to be either working or volunteering in an appropriate setting for 14 hours per week during term time. The programme has two distinct pathways: Early Childhood or Education

Early Childhood (0-7)

Voluntary placements need to be undertaken in a school or early years setting rated as good or outstanding by Ofsted. Practice-based learning is combined with campus-based sessions at the UCNL; full-time attendance on the course is normally 7 hours, one day a week, over one year. Students studying part-time will attend one evening a week for two years. It is a work-based course which will see you combine practice-based learning with campus-based sessions, allowing you to continue in work whilst studying.

Programme Aims

1. To prepare students in aspects of management and leadership in education to take wider responsibilities within their chosen field of practice

2. To provide opportunities for study and critical evaluation of contemporary educational research

3. To develop critically reflective and ethically aware educators of babies, children and young people

4. To broaden students’ perspectives by developing awareness of international curricula and cultures in education or early childhood studies

During this programme, students will study 4 modules and will complete a dissertation. Core and pathway specific modules relevant to the chosen sector will be studied, which develop practice whilst challenging students’ understanding and knowledge of children and young people.

This course is validated by the University of Hull.

FdA Children, Learning and Development (SEND)

Courses

The Foundation Degrees (FdA) in Children, Learning and Development provide programmes of study at Level 5 which are relevant to those working in the birth through to 19 years education sector. Students are able to choose from three distinct pathways: Early Childhood, Learning Support or SEND and Disability.

SEND (birth-19 years)

The programme has been designed to provide an integrated and yet specialised pathway for practitioners working to support children with SEND. It provides a strong and balanced foundation for the development of the diverse range of practitioners attracted to studying at this level helping them to develop careers working with children and young people in a variety of public service, private and voluntary settings. It is designed to improve personal and professional communication skills, to develop new ways of working and to challenge existing assumptions.

The core curriculum areas of Language, Literacy, Mathematics and Science will be explored, providing students with a good understanding of how children develop knowledge in these areas, enabling students to plan quality creative cross-curricular activities (Ofsted, 2010).

The full time programme would be studied over 2 years. The part time programme will be studied over a 4 year period.

The Foundation Degree requires students to be either working or volunteering in an appropriate setting for 12 hours per week*. Practice-based learning is combined with campus-based sessions for one day a week at UCNL. (For full-time students:10am-5pm or 6pm-9pm two evenings per week; for part-time students, attendance would be one evening 6pm-9pm).

*Voluntary placements would need to be undertaken in a school or early years setting rated as good or outstanding by Ofsted. A clear DBS will also be required for all students.

This course is validated by the University of Hull.

UCAS Course Code: A2P9