Programme Specification FdA Template Leadership and ...

13. Relevant QAA SubjectBenchmarking Group(s)14. Relevant Additional ExternalReference Points(e.g. National OccupationalStandards, PSRB Standards)15. Date of Production/Revision 11 th June 201316. Criteria for Admission to theProgramme(if different from standardUniversity criteria)QAA General Business Management Benchmark Statement(2007)QAA Subject Benchmarks for Engineering (2006 - revised2010)QAA Subject Benchmarks for Hospitality, Leisure, Sport andTourism (2008)QAA Foundation Degree Qualification Benchmark (2010).National Occupational Standards for Management andLeadership (2012)National Occupational Standards for Hair and Beauty, inpartnership with Habia (Foundation Degree SectoralFrameworks for Hairdressing Industry (2006) and BeautyIndustry (2006));Engineering Council UK Standard for ProfessionalEngineering Competence (UK-SPEC) (2011)SkillsActive National Occupational Standards for SportCoaching (2006 – revised 2012)The minimum requirements are 1 x E in a relevant A level; orother Level 3 qualification; or Access to Higher Educationcertificate. A GCSE grade C in English, or equivalent, is alsorequired. However, candidates receiving this offer will haveexperience in their chosen subject area.A typical offer is 2 X D at A level or a merit/merit profile in aBTEC Level 3 Diploma (was a National Certificate) / BTECLevel 3 Extended Diploma (was a National Diploma)qualification, alongside a number of GCSEs at C or above.All successful candidates will have the required literacy skillsto complete the course. Students who do not have GCSEgrade C in English, or Maths, may need these to progress toTop Up degree programmes, and will be given the opportunityto gain these whilst on programme.We welcome applications from students who do not meet thestandard entry requirements (for example mature candidates).We will consider each applicant on their own merit andsuitability, based on individual qualities, experience andlearning from within the chosen occupational sector. Theseapplicants will be invited for interview, and asked to provideevidence of their experience.The course structure actively supports claims for Accreditationof Prior Certified Learning (APCL) and Accreditation of PriorExperiential Learning (APEL).Applicants for the part-time mode of study must be currentlyworking in the occupational sector.International qualifications will be assessed against thesecriteria. Speakers of other languages will need to possess anIELTS band score of 6.0 (with no-less than 5.5 in any oneelement) or a recognised English Level 2 qualification.FdA Leadership and Management. Approved 11/06/2013 – Version 1

17. Educational Aims of the ProgrammeThe overall aims of the programme are to:• Develop knowledge, understanding and application of theories and concepts of leadership andmanagement, as well as the legal, ethical and social responsibilities of leaders and managers.• Develop a range of leadership and management, technical, professional, and vocational skillsappropriate to the chosen occupational sector;• Develop personally and professionally within leadership and/or management contextsappropriate to the chosen occupational sector, whilst increasing independence in learning;• Develop reflective practice skills to reflect and learn from workplace experiences within thechosen occupational sector, applying relevant theory and practical projects.18. Learning OutcomesThe programme will enable students to develop the knowledge and skills listed below. Onsuccessful completion of the programme, the student will be able to:Knowledge and Understanding(insert additional rows as necessary)K1 Plan, undertake and evaluate a negotiated, self-managed leadership and managementrelatedproject using research methods.K2 Evaluate leadership and management theories, concepts and principles in specific areassuch as human resources, financial management, marketing and innovation & enterprise,within the chosen occupational sectorK3 Explore and analyse the impact of the legal, ethical and social responsibilities of leaders,managers, and organisations, relevant in the chosen occupational sectorCognitive/Intellectual Skills(insert additional rows as necessary)C1 Access, appraise and evaluate evidence from a range of appropriate leadership &management sources to be able to make independent judgements and to solve complexproblems.C2 Adopt intellectual flexibility, and the ability to apply new knowledge and understanding, withan openness to new ideas in leadership and management, taking into account strategy withina changing environmentPractical/Professional Skills(insert additional rows as necessary)P1 Operate ethically in complex and unpredictable people and project management contexts,requiring selection from and application of a wide range of techniquesP2 Operate autonomously with limited supervision or direction within agreed guidelines and/orconstraintsKey Transferable Skills(insert additional rows as necessary)T1 Reflect systematically on performance to further develop learning, being a reflectivepractitioner who appreciates issues associated with personal and professional development,and compares own values and practices with alternativesT2 Demonstrate a realistic match between career aspirations and personal aptitudes, interestsand motivations, using external reference points and making clear connections betweenleadership and management and the occupational sectorT3 Select and use a range of communication methods appropriate to leadership andmanagement and occupational contexts. Prepare, deliver and evaluate presentations to anaudienceT4 Apply numerical and statistical skills in more complex multi-disciplinary contextsT5Adopt a range of roles within a team and contribute to the effective working of the teamPathway Specific Outcome for Pathway 1 [Leadership and Management]S1 Evaluate appropriate and effective customer relations skills and organisational qualitysystems, communicating accurately and reliably, using structured, coherent and supportedFdA Leadership and Management. Approved 11/06/2013 – Version 1

arguments in a range of contextsS2 Select and use appropriate tools in change management and learning and developmentmanagement to implement change and/or improvement within an organisationPathway Specific Outcome for Pathway 2 [Beauty]S1 Evaluate the ageing process and appropriate and effective skincare and bodyworktreatments, communicating accurately and reliably, using structured, coherent and supportedarguments in a range of contextsS2 Explore and analyse the impact of nutrition, metabolism, and digestion on health anddiseases.Pathway Specific Outcome for Pathway 3 [Engineering]S1 Evaluate appropriate and effective operational management skills and organisational qualitysystems to manage change and learning development, communicating accurately andreliably, using structured, coherent and supported arguments in a range of contextsS2 Select and use appropriate tools in operational management, change management andlearning and development management to implement change and/or improvement within anorganisation from the engineering sectorPathway Specific Outcome for Pathway 4 [Hair]S1 Evaluate concepts and principles relating to hair and scalp conditions, taking into accountproducts and treatments availableS2 Access, synthesise, appraise and critically evaluate environmental and influential factors inhair styling for photography and the science behind hair colouring, using evidence from arange of appropriate sources to gain understanding and make independent judgementsPathway Specific Outcome for Pathway 5 [Hospitality]S1 Evaluate appropriate, strategic and operational planning of conferences and events,communicating accurately and reliably, using structured, coherent and supported argumentsin a range of contextsS2 Access, synthesise, appraise and critically evaluate the retail environment and influentialfactors on retail operations, and the operational and economical characteristics of food andbeverage operations, using evidence from a range of appropriate sources to gainunderstanding and make independent judgementsPathway Specific Outcome for Pathway 6 [Sport]S1 Evaluate appropriate and effective skills in leading / managing the coach-athlete relationshipand an athlete-centred approach to coaching, communicating accurately and reliably, usingstructured, coherent and supported arguments in a range of contextsS2 Explore and analyse the roles, skills, and theories of leadership in relation to leading sportand recreation in the wider community, applying inclusion strategies needed in planningcreative recreation sessions19. Key Learning & Teaching Methods• The module programme will impart the necessary leadership and management principles andconcepts, as well as technical principles and concepts of the chosen occupational sector.• There is an emphasis towards practical work based learning and application in all modules,which underpin both context and industry relevant topics, allowing practical application ofleadership and management skills.• Every programme and pathway module will carry the expectation of work-based application oftheory and the use of work-related / experienced examples in class discussion and moduleassessments.• Lectures and seminars, of both programme and pathway core modules, will not take thetraditional form of tutor led delivery. Rather, all timetabled sessions will be very practical driven,with a good number of activities and group work making up the main component of delivery.For instance, group and class discussions, role plays, case study review, research tasks, groupcollaboration tasks, simulated work-related activities, and others. Theoretical and academiccomponents will be embedded into these, with practical application and sharing of experiencesbeing paramount.• Seminars and tutorial support, as well as on-line support and additional resources, will impartcontextualisation to the chosen occupational sector.FdA Leadership and Management. Approved 11/06/2013 – Version 1

- Specific to the Beauty and Hair pathways where specific knowledge and understandingof treatment / diet planning is demonstrated in meeting the needs of specified clients• Practical coaching and reflection- Specific to the Sport pathway modules where practical sessions are planned anddelivered, supported by a thorough reflection of effectiveness and development needsStudents will not be assessed in the work place, however will be expected to draw upon workbasedexperiences and examples within all their module assessments, respecting the employer’sand colleague’s rights to confidentiality and anonymity.FdA Leadership and Management. Approved 11/06/2013 – Version 1

21. Programme Modules(additional copies to be completed for each named pathway)Level 4 Semester 1Code Title Credits StatusIntroduction of Leadership and Management 20 ProgrammeCoreProfessional Development 20 ProgrammeCoreManaging Customer Relations (generic) 20 PathwayCorePhysiology of Ageing (Beauty) 20 PathwayCoreOperations Management (Engineering) 20 PathwayCoreIntroduction to Trichology (Hair) 20 PathwayCoreManagement of Conferences and Events (Hospitality) 20 PathwayCoreCoaching Process (Sport) 20 PathwayCoreLevel 4 Semester 2Non-CompensatableYesCompensatableNoYesYesYesYesYesYesYesCode Title Credits StatusSector Contexts 20 ProgrammeCoreFinance and Marketing for Managers 20 ProgrammeCoreManaging Resources 20 ProgrammeCoreLevel 5 Semester 1Non-CompensatableCompensatableYesYesYesFdA Leadership and Management. Approved 11/06/2013 – Version 1

Code Title Credits StatusProject Management 20 ProgrammeCoreLeading People and Performance 20 ProgrammeCoreLearning and Development in Organisations (generic and20 PathwayEngineering)CoreAdvanced Skincare and Bodywork Techniques (Beauty) 20 PathwayCoreHair Styling for Photography (Hair) 20 PathwayCoreFood and Beverage Management in Hospitality (Hospitality) 20 PathwayCoreCoaching Behaviour (Sport) 20 PathwayCoreLevel 5 Semester 2Code Title Credits StatusWork Related Learning 20 ProgrammeCoreStrategy, Innovation and Enterprise 20 ProgrammeCoreManaging Continuous Improvement and Change (generic and 20 PathwayEngineering)CoreBalanced Nutrition (Beauty) 20 PathwayCoreContemporary Colouring (Hair) 20 PathwayCoreHospitality and Retail Management (Hospitality) 20 PathwayCoreInclusive Recreation (Sport) 20 PathwayCoreNon-CompensatableNon-CompensatableYesCompensatableYesYesYesYesYesYesYesCompensatableNoYesYesYesYesYesYesFdA Leadership and Management. Approved 11/06/2013 – Version 1

22. Programme StructureOverview of structure of the modules across the Academic Year.Full-time route:Level 4:The programme has potentially three themes: equipping the student with core leadership andmanagement skills, application of these skills and knowledge through work based experiences, andunderstanding contexts of leadership and management within chosen occupational sectors (forthose who choose so). Consistent contextualisation and application of module theory, to theoccupational sector of focus, will further link the learning of leadership and management skills,principles and concepts to the practical workings and employment opportunities of a chosenoccupational sector.The first semester aims to provide students with strong foundations in leadership andmanagement, rooting it into an awareness of traditional versus modern management, managinghuman resources, and staff management (recruitment, disciplining, and person development). Theindustry application, however, is focussed around the need for practical application of these skillsinto the specific occupational sector; understanding the sector-specific demands and including 1pathway module choice from the sector curriculum (or a further generic leadership andmanagement module).The second semester moves towards a more reflective and contextualised perspective ofleadership and management, requiring learners to reflect on their own practices. Learners will alsodevelop generic leadership and management concepts and principles from semester one, toconsider in more detail financial and marketing issues. Further links to the sector context are to bemade more specifically in terms of influences, legal and social responsibilities, and regulatory andprofessional bodies.The continual contextualisation and application of leadership and management theory to sectorspecificpractice of the modules ensure the student is fully engaged on a practical level whichsupports good retention.Programme Core• Introduction to Leadership and Management: 20 credits• Professional Development: 20 credits• Sector Contexts: 20 credits• Finance and Marketing for Managers: 20 credits• Managing Resources: 20 creditsPathway-Specific Modules (one from sector specialism)• Managing Customer Relations: generic module, 20 credits• Physiology of Ageing: Beauty module, 20 credits• Operations Management: Engineering module, 20 credits• Introduction to Trichology: Hair module, 20 credits• Management of Conferences and Events: Hospitality module, 20 credits• Coaching Process: Sport module, 20 creditsLevel 5:At this level students are challenged to become independent learners, to further apply theoreticalaspects to the occupational sector. Students are offered 2 pathway modules from the sectorcurriculum (or a further 2 generic leadership and management modules). Synthesising leadershipand management skills, principles and concepts from Level 4 and semester 1 of Level 5 withsector-specific skills, principles and concepts will be emphasised and applied through the projectbased modules and, again, maximised with work based experiences and application. Equally itrequires personal organisation, the ability to lead and communicate and to develop a leadershipethos. Specific projects will further link the learning of leadership and management skills, principlesand concepts to the practical workings and employment opportunities of a chosen occupationalsector.Programme Core• Project Management: 20 credits• Leading People and Performance: 20 creditsFdA Leadership and Management. Approved 11/06/2013 – Version 1

• Work Related Learning: 20 credits• Strategy, Innovation and Enterprise: 20 creditsPathway-Specific Modules (two from sector specialism)• Managing Continuous Improvement and Change: generic and Engineering module, 20credits• Learning and Development in Organisations: generic and Engineering module, 20credits• Advanced Skincare and Bodywork Techniques: Beauty module, 20 credits• Balanced Nutrition: Beauty module, 20 credits• Hair Styling for Photography: Hair module, 20 credits• Contemporary Colouring: Hair module, 20 credits• Food and Beverage Management in Hospitality: Hospitality module, 20 credits• Hospitality and Retail Management: Hospitality module, 20 credits• Coaching Behaviour: Sport module, 20 credits• Inclusive Recreation: Sport module, 20 creditsFdA Leadership and Management. Approved 11/06/2013 – Version 1

Structure DiagramsLevel 4 - Full-timeSemester 1Programme CoreIntroduction to Leadership and Management: 20 creditsProfessional Development: 20 creditsPathway-Specific Modules (one from sector specialism)Managing Customer Relations:generic module, 20 creditsPhysiology of Ageing:Beauty module, 20 creditsOperations Management:Engineering module, 20 creditsIntroduction to Trichology:Hair module, 20 creditsManagement of Conferences and Events:Hospitality module, 20 creditsCoaching Process:Sport module, 20 creditsSemester 2Programme CoreSector Contexts: 20 creditsFinance and Marketing for Managers: 20 creditsManaging Resources: 20 creditsLevel 5 – Full-TimeSemester 1FdA Leadership and Management. Approved 11/06/2013 – Version 1

Programme CoreProject Management: 20 creditsLeading People and Performance: 20 creditsSemester 1Pathway-Specific Module (one from sector specialism)Managing Continuous Improvement and Change:generic and Engineering module, 20 creditsFood and Beverage Management in Hospitality:Hospitality module, 20 creditsAdvanced Skincare and Bodywork Techniques:Beauty module, 20 creditsHair Styling for Photography:Hair module, 20 creditsCoaching Behaviour:Sport module, 20 creditsSemester 2Programme CoreWork Related Learning: 20 creditsStrategy, Innovation and Enterprise: 20 creditsSemester 2Pathway-Specific Module (one from sector specialism)Learning and Development in Organisations:generic and Engineering module, 20 creditsContemporary Colouring:Hair module, 20 creditsHospitality and Retail Management:Balanced Nutrition:Hospitality module, 20 credits Inclusive Recreation: Beauty module, 20 creditsSport module, 20 creditsFdA Leadership and Management. Approved 11/06/2013 – Version 1

Part-time route:A part-time route is an option, over two years, studying 4 hours per week on one weekday evening,aimed at those individuals who have full-time employment in the occupational-sector. Each modulewill include 5 weeks delivery, with some assessments submitted at the end of a 15 week semester.Other forms of assessment will be scheduled into the scheme of work. Each 15 week semester willinclude 3 modules (5 weeks each). In order to support students, group and individual tutorials willbe scheduled, as well as support offered through the use of on-line resources; Moodle activities,forums, blogs, for example; and also Adobe Connect for seminar and theory delivery (whererequired).All students (full-time and part-time) will be allocated an academic module tutor, who will beresponsible for delivering each core module, but also a sector-specific tutor to support thecontextualisation of theory to the workplace, as well as application to vocational practice.Level 4 - Part-timeWeeksInductionWks 1-5Wks 6-10Wks 11-15Wks 16-20Wks 21-25Wks 26-30ModuleEnrolmentInduction EventIntroduction to ProfessionalDevelopment ModuleSemester 1Introduction to Leadership andManagementPathway Specific ModuleProfessional DevelopmentSemester 2Managing ResourcesSector ContextsFinance and Marketing forManagersLevel 5 – Part-TimeWeeksInductionWks 1-5Wks 6-10Wks 11-15Wks 16-20Wks 21-25Wks 26-30ModuleEnrolmentInduction EventIntroduction to Work RelatedLearning moduleSemester 1Project ManagementPathway Specific ModuleLeading People andPerformanceSemester 2Work Related LearningPathway Specific ModuleStrategy, Innovation andEnterpriseFdA Leadership and Management. Approved 11/06/2013 – Version 1

23. Support for Students and Their LearningThe award adopts the approach to student learning support as identified in the Scheme programmespecification.• A structured pre-enrolment and on-course support system is to be in place. All students areinterviewed and support needs and systems are discussed at this point. Contact with theAward Leader will be maintained during the application-to-enrolment period, as well as oncourse. Support services are further discussed and signposted at enrolment and duringinduction, as well as through the structured tutorial programme.• Tailored induction support begins before students arrive with the admissions team, and isreinforced within the detailed induction programme, involving both the Leadership andManagement team and sector-specific curriculum tutors.• A robust communications system functions to give students access to the course team; thisincludes e-mail, on-line texting system (WebAdmin), the VLE (Moodle) and course noticeboards.• All necessary information about the programme is provided by means of the studenthandbook, module handbooks and the VLE.• Each student is allocated at least one tutor for regular tutorials and personal developmentplanning. Where a student is to study modules focussing on the occupational sector (ratherthan a generic leadership and management pathway), 2 tutors will be allocated; one fromleadership and management and one from the sector-specific curriculum area. This isimplemented in the first term and continued throughout the two years of study. Tutorialsare tracked throughout the use of the on-line WebStar / ProMonitor software.• For part-time students, and modules adopting a blending-learning methodology, a robustsupport system will be in place to provide students with seminar recordings / notes, tutorialinformation, on-line activities, blogs, forums, quizzes, etc. This will involve the use of theVLE and Adobe Connect. Full-time students will also be able to access these resources.• Students are fully supported in their work related experience / placements, continually frompre-enrolment to programme completion, by both a placement mentor and a programmework placement supervisor. Although students are encouraged to find and negotiate theirown placements, the programme team will assist students in this process wherenecessary. Whilst on placement, 1:1 tutorials will provide learners with the opportunity todiscuss any issues or concerns about their placement activities. There will also bethorough tracking throughout the evidence gathering for portfolios in the ProfessionalDevelopment and Work Related Learning modules, as well as a VLE based logbook. Workplacement visits will also be carried out where possible. The placement mentor (employerbased)will be fully supported and provided guidance by the programme work placementsupervisor, and programme team. They will be provided with a mentor handbook, includingthorough information of placement expectations and communication processes betweenthe employer and the college.• There is an extensive range of learning resources in the Library, supported by subjectspecialiststaff, as well as staff providing bespoke study skills sessions for students.• There are a range of student services such as welfare, counselling, financial and careersadvice.• Leeds City College provides an extensive range of services for students, including supportfor those with special needs.24. Distinctive Features• This is an innovative and dynamic programme of study, offering pathways in either genericFdA Leadership and Management. Approved 11/06/2013 – Version 1

leadership and management or within a specified occupational sector.• The optional pathways of Beauty, Engineering, Hair, Hospitality, and Sport offer theopportunity to apply generic leadership and management skills to an occupational contextalready trained and/or employed in.• An emphasis on the balance between core leadership and management skills, a range ofindustry focused application, and sector- related modules, maximises employability and thedevelopment of appropriate transferable skills.• Students will have the opportunity to contextualise all theory to their occupational sectorand vocational experience(s) in every module, whilst also benefiting from sharingexperiences with students and those working in other alternative contexts. Professionalpractice and sharing of good practice will be enhanced throughout.• Modules have been developed to continually encourage and maximise the development ofwork based experiences and transferable employability skills. In doing so, students willalso develop generic leadership and management skills, with focus on a particularoccupational sector, increasing employability upon course completion.• The programme will be offered on a full-time and part-time basis, devised to adopt highqualitypart-time and blended learning delivery methodologies, thus increasing theopportunities for those who are in employment to gain leadership and management skillsvia an academic qualification.• The programme hosts a wide range of adapted delivery methodologies in response tosector, employer and students demands. This includes the blended learning approach forpart-time students as well as a 2-2.5 day timetable for full-time students, thus maximisingthe opportunities for work-related learning and vocational practice. Furthermore, theprogramme strives to respond to the patterns of employment observed within theoccupational sectors, responding accordingly. For instance, the hair industry is traditionallyquieter on a Monday and Tuesday, or even has business closures, therefore study onthese days is more accessible than on commercially busy days.• Further flexible and adapted delivery methodologies are planned to consider employerbasedworkshops, study days and weekend timetables, to reflect the demands of thesector.• Students will be allocated 2 ‘supervisory’ tutors whilst on programme, 1 for core theory,pastoral care and academic support, and 1 for specialist occupational sectorcontextualisation and support.• The programme will be mapped to the Chartered Management Institute (CMI) Level 5Diploma in Management and Leadership, meaning students will graduate from theFoundation Degree with an accredited professionally recognised qualification. This diplomais the benchmark qualification for full CMI membership, thus making positive steps towardsgaining Chartered Manager status.• Full-time students not already employed in the occupational sector will be supported ingaining vocational practice, and all students will have the opportunity to gain furthervocational experience and work placements in the UK.• Students will be fully supported in their work related experience / placements, continuallyfrom pre-enrolment to programme completion, by both a placement mentor and aprogramme work placement supervisor. The placement mentor (employer-based) will alsobe fully supported and provided guidance by the programme work placement supervisorand programme team.• Developments are currently being made for placements overseas, which will offer allFdA Leadership and Management. Approved 11/06/2013 – Version 1

students the opportunity to make a competitive application for experience that will enhanceprofessional, cultural and personal development.• As well as international work placements, study placements (as part of the Erasmusprogramme) are being explored with the potential for 3-month overseas study placements,studying mapped Leadership and/or Management modules and achieving European CreditTransfer and Accumulation System (ECTS) credits.• Potential overseas work and study placements provide students with the opportunity tofully explore alternative cultures, whilst enhancing their leadership and management,sector-specific, and transferable skills, to meet the demands of an ever-increasinginternational labour market and increase employability.• Strong teaching team in terms of industry experience and academic qualifications.• Strong focus will be on peer-assessment and self-reflection throughout all modules.• Excellent working relationships with employers and key partners have been establishedand will be developed and maintained further.• The Higher Apprenticeship team and a range of employers have been heavily involved withthe development of the programme and as such the course will be able to respond quicklyto demands from employers providing bespoke provision to meet the needs of a range ofoccupational sectors.• Employers were consulted at the very early stages of programme and moduledevelopment and as such have had a key role in curriculum design. There are also a goodnumber of employers coming together to form a ‘bank’ of potential work placements forthose students who are not already employed in the occupational sector, or are findingdifficulties in securing a placement on their own.• Continued employer and key organisation engagement will enhance the quality andrelevance of the programme of study, increasing vocational experience and employmentopportunities. Career development will also be enhanced for students on the programme ofstudy.• Students have access to an excellent range of facilities including a dedicated teachingroom containing shuttle based laptop PCs, enabling interactive online activities andassessment to take place during class sessions, as well as HE study areas on a number ofcampuses.• Students will also have access to subject specific technology relevant to theoccupational sector. For example; Hairdressing and Beauty Therapy - commercialsalon premises fitted to the highest specification, creative hair studios, graduate salons,media make-up imagery studios including photographic room, and specialist treatmentequipment, with the aim of purchasing an electronic triology kit; Engineering -Engineering laboratories, wide range of industry standard software applications andinteractive virtual simulation software (including MATLAB, LabVIEW, Multisim, MSProject, MPLAB, PSPICE, C+ and PLC-specific software); Hospitality – On-site trainingkitchens and bakeries, meat technology and food manufacturing department, state-ofthe-artinternational kitchen, commercial outlets – deli, bakery, butchers shop, and anacclaimed restaurant – Farthings; Sport – Dartfish software for performance analysis,SPSS software for statistical analysis.• For those on the hospitality pathway, Leeds City College is one of 5 colleges in the UK tobe chosen as a Gold Member of the Hospitality Guild. The college has earned thisaccolade for its quality standards, breadth of expertise, provision and physical and staffresources.FdA Leadership and Management. Approved 11/06/2013 – Version 1

Future focussed:• As well as gaining a Chartered Management Institute (CMI) Level 5 Diploma inManagement and Leadership, on completion of a Foundation Degree in Leadership andManagement:- An application is currently being discussed and developed for Institute of HospitalityLevel 3 (Supervisory) Accreditation (QCF Level 4-5) of the Foundation DegreeLeadership and Management (Hospitality). Students will graduate from the FoundationDegree with an accredited internationally professionally recognised qualification.Students who complete the Foundation Degree successfully will be able to apply forAssociate (AIH) grade membership. OR: Mapping of the programme to the Institute ofHospitality Diploma in Advanced Hospitality and Tourism Management (QCF Level 4).- An application is being discussed and developed for SkillsActive Higher EducationEndorsement for Sport and Leisure Management, of the Foundation DegreeLeadership and Management (Sport). Students will graduate from the FoundationDegree with an endorsed professionally recognised qualification.• Further optional pathways are being considered for future proposal, offering the opportunityfor an even wider spread of students to apply generic leadership and management skills toan occupational context already trained and/or employed in.FdA Leadership and Management. Approved 11/06/2013 – Version 1

Stage Outcomes (Foundation Degrees)ProgrammePlease give the learning outcomes for interim stages of the programme for each named pathway or award, e.g. for Honours degreesprogramme, Stage/Level 4(1) outcomes, and Stage/Level 5(2) outcomes and for Foundation Degrees, Stage 1/Level4 and programmeoutcomes. Separate Stage/Level 6(3) outcomes are not required as it is assumed that these are consistent with the programme outcomes I theprogramme specification. (If there have been no significant changes made to the programme outcomes as part of the review, then the stageoutcomes from the original programme documentation can be included). Please add additional rows where necessary.Key:K = Knowledge and Understanding C = Cognitive and Intellectual P = Practical Professional T = Key Transferable [see programme specification]NO Programme Outcome Stage/Level 4(1)K1 Plan, undertake and evaluate a negotiated, self-managed leadershipand management-related project using research methodsK2 Evaluate leadership and management theories, concepts and principlesin specific areas such as human resources, financial management,marketing and innovation & enterprise, within the chosen occupationalsectoroccupational sectorK3C1C2P1P2T1Explore and analyse the impact of the legal, ethical and socialresponsibilities of leaders, managers, and organisations, relevant in thechosen occupational sectorAccess, appraise and evaluate evidence from a range of appropriateleadership & management sources to be able to make independentjudgements and to solve complex problems.Adopt intellectual flexibility, and the ability to apply new knowledge andunderstanding, with an openness to new ideas in leadership andmanagement, taking into account strategy within a changingenvironmentOperate ethically in complex and unpredictable people and projectmanagement contexts, requiring selection from and application of awide range of techniquesOperate autonomously with limited supervision or direction withinagreed guidelines and/or constraintsReflect systematically on performance to further develop learning, beinga reflective practitioner who appreciates issues associated withpersonal and professional development, and compares own values andFdA Leadership and Management. Approved 11/06/2013 – Version 1Describe and explain leadership and management theories, conceptsand principles in specific areas such as human resources, financialmanagement, marketing and innovation & enterprise, within the chosenIdentify the role of legal, ethical and social responsibilities relevant tothe generation of knowledge in leaders and managers, within thechosen occupational sectorAccess, record, and describe, with guidance, Access, appraise andevaluate evidence from a range of appropriate leadership &management sources to be able to develop judgements and to solveproblems.Describe appropriate and effective ideas in leadership andmanagement, communicating accurately and reliably, employingbalanced, logical and supported argumentsOperate ethically in predictable and defined leadership andmanagement contexts, using standard techniquesOperate with some autonomy, with supervision or direction, withinagreed guidelines and/or constraintsReflect on own strengths and needs, using feedback from assessmentsand work based experiences, and develop and implement a personaldevelopment plan

T2T3T4T5practices with alternativesDemonstrate a realistic match between career aspirations and personalaptitudes, interests and motivations, using external reference pointsand making clear connections between leadership and managementand the occupational sectorSelect and use a range of communication methods appropriate toleadership and management and occupational contexts. Prepare,deliver and evaluate presentations to an audienceApply numerical and statistical skills in more complex multi-disciplinarycontextsUse a range of specialist software appropriate to the occupationalcontextIdentify personal skills, abilities, interests and motivations and relatethese to leadership and management career opportunities in theoccupational sectorIdentify and use appropriate writing skills, relevant to leadership andmanagement and occupational contexts. Use clear and appropriatespeech in group discussion and as an individualDemonstrate numerical and statistical skills at basic levels withinleadership and management and occupational contextsUse basic IT tools (e.g. word-processing; spread sheets; informationsearching) tutor-defined occupational and/or leadership andmanagement contextsStage Outcomes (Foundation Degrees)Pathway SpecificPlease give the learning outcomes for interim stages of the programme for each named pathway or award, e.g. for Honours degreesprogramme, Stage/Level 4(1) outcomes, and Stage/Level 5(2) outcomes and for Foundation Degrees, Stage 1/Level4 and programmeoutcomes. Separate Stage/Level 6(3) outcomes are not required as it is assumed that these are consistent with the programme outcomes I theprogramme specification. (If there have been no significant changes made to the programme outcomes as part of the review, then the stageoutcomes from the original programme documentation can be included). Please add additional rows where necessary.FdA Leadership and Management. Approved 11/06/2013 – Version 1

Key:K = Knowledge and Understanding C = Cognitive and Intellectual P = Practical Professional T = Key Transferable [see programme specification]Pathway NO Programme Outcome Stage/Level 4(1)LeadershipandManagementS1 Evaluate appropriate and effective customer relations skills andorganisational quality systems, communicating accurately andreliably, using structured, coherent and supported arguments ina range of contextsS2 Select and use appropriate tools in change management andlearning and development management to implement changeand/or improvement within an organisationBeauty S1 Evaluate the ageing process, and appropriate and effectiveskincare and bodywork treatments, communicating accuratelyand reliably, using structured, coherent and supportedarguments in a range of contextsS2 Explore and analyse the impact of nutrition, metabolism, anddigestion on health and diseasesEngineering S1 Evaluate appropriate and effective operational managementskills and organisational quality systems to manage change andlearning development, communicating accurately and reliably,using structured, coherent and supported arguments in a rangeof contextsS2Select and use appropriate tools in operational management,change management and learning and developmentmanagement to implement change and/or improvement withinan organisation from the engineering sectorHair S1 Evaluate concepts and principles relating to hair and scalpconditions, taking into account products and treatmentsavailableS2 Access, synthesise, appraise and critically evaluateenvironmental and influential factors in hair styling forphotography and the science behind hair colouring, usingevidence from a range of appropriate sources to gainunderstanding and make independent judgementsHospitality S1 Evaluate appropriate, strategic and operational planning ofconferences and events, communicating accurately andreliably, using structured, coherent and supported arguments ina range of contextsS2 Access, synthesise, appraise and critically evaluate the retailDescribe appropriate and effective customer relations skills andorganisational quality systems, communicating accurately andreliably, employing balanced, logical and supported argumentsin a range of contextsDescribe the ageing process and show knowledge ofappropriate and effective skincare and bodywork treatments,communicating accurately and reliably, employing balanced,logical and supported arguments in a range of contextsDescribe appropriate and effective operational managementskills and organisational quality systems, communicatingaccurately and reliably, employing balanced, logical andsupported arguments in a range of contextsIdentify and use appropriate tools, with support if required, inchange management and learning and developmentmanagement to implement change and/or improvement withinan organisation from the engineering sectorDescribe concepts and principles relating to identified hair andscalp conditions and identify treatments availableDescribe knowledge of appropriate, strategic and operationalplanning of conferences and events, communicating accuratelyand reliably, employing balanced, logical and supportedarguments in a range of contextsFdA Leadership and Management. Approved 11/06/2013 – Version 1

environment and influential factors on retail operations, and theoperational and economical characteristics of food andbeverage operations, using evidence from a range ofappropriate sources to gain understanding and makeindependent judgementsSport S1 Evaluate appropriate and effective skills in leading / managingthe coach-athlete relationship and an athlete-centred approachto coaching, communicating accurately and reliably, usingstructured, coherent and supported arguments in a range ofcontextsS2 Explore and analyse the roles, skills, and theories of leadershipin relation to leading sport and recreation in the widercommunity, applying inclusion strategies needed in planningcreative recreation sessionsDescribe knowledge of appropriate and effective skills inleading / managing the coach-athlete relationship and anathlete-centred approach to coaching, communicatingaccurately and reliably, employing balanced, logical andsupported arguments in a range of contextsIdentify the effect of the roles, skills, and theories of leadershipin relation to leading sport and recreation in the widercommunity, and suggest inclusion strategies needed inplanning creative recreation sessionsMap of Programme Outcomes to ModulesPlease provide a map for each named pathway or separate award. Insert outcomes key across the top of each column, adding in additionalcolumns where necessary, insert module names in the left of the grid and place an “A” in the box where the programme outcome is assessed.For Undergraduate programmes please provide a map for each Stage, e.g. Stages 1 and 2 and programme outcomes for Honoursdegrees, and Stage 1 and programme outcomes for Foundation Degrees.Outcome KeyModule Name Level 4 K1 K2 K3 C1 C2 P1 P2 T1 T2 T3 T4 T5Introduction to Leadership andA A A A AManagementSector Contexts A A A A A AFdA Leadership and Management. Approved 11/06/2013 – Version 1

Managing Resources A A A A A AProfessional Development A A A A A A A AFinance and Marketing forA A A A A AManagersManaging Customer RelationsA A A A A A(generic pathway)Physiology of Ageing (BeautyA A A A A A Apathway)Operations ManagementA A A A A A A A A(Engineering pathway)Introduction to Trichology (HairA A A A A Apathway)Management of ConferencesA A A A A A A Aand Events (Hospitalitypathway)Coaching Process (SportA A A A A A A Apathway)Module Name Level 5 K1 K2 K3 C1 C2 P1 P2 T1 T2 T3 T4 T5Project Management A A A A A A A ALeading People andA A A A A APerformanceWork Related Learning A A A A A A A A A A AStrategy, Innovation andEnterpriseManaging ContinuousImprovement and Change(generic and Engineeringpathway)Learning and Development inOrganisations (generic andEngineering pathway)Advanced Skincare andBodywork Techniques (BeautyA A A A AA A A A A AA A A A AA A A A A A A AFdA Leadership and Management. Approved 11/06/2013 – Version 1

pathway)Balanced Nutrition (Beautypathway)Hair Styling for Photography(Hair pathway)Contemporary Colouring (Hairpathway)Food and BeverageManagement in Hospitality(Hospitality pathway)Hospitality and RetailManagement (Hospitalitypathway)Coaching Behviour (Sportpathway)Inclusive Recreation (Sportpathway)A A A A AA A A A A A A A A AA A A A A A AA A A A A A AA A A A A A AA A A A A A A A AA A A A A A A A A AMap of Pathway Specific Outcomes to ModulesPathway 1(Leadership andManagement)Pathway 2 (Beauty) Pathway 3(Engineering)Pathway 4 (Hair) Pathway 5(Hospitality)Pathway 6 (Sport)Module Name Level 4 S1 S2 S1 S2 S1 S2 S1 S2 S1 S2 S1 S2Managing Customer ARelations (genericpathway)Physiology of Ageing(Beauty pathway)AOperationsManagement(Engineeringpathway)Introduction toTrichology (Hairpathway)AAAFdA Leadership and Management. Approved 11/06/2013 – Version 1

Management ofConferences andEvents (Hospitalitypathway)Coaching Process(Sport pathway)AAAPathway 1(Leadership andManagement)Pathway 2 (Beauty) Pathway 3(Engineering)Pathway 4 (Hair) Pathway 5(Hospitality)Pathway 6 (Sport)Module Name Level 5 S1 S2 S1 S2 S1 S2 S1 S2 S1 S2 S1 S2Managing ContinuousImprovement andChange (generic andEngineering pathway)A A A ALearning andDevelopment inOrganisations(generic andEngineering pathway)Advanced Skincareand BodyworkTechniques (Beautypathway)Balanced Nutrition(Beauty pathway)Hair Styling forPhotography (Hairpathway)ContemporaryA A A AAAAAFdA Leadership and Management. Approved 11/06/2013 – Version 1

Colouring (Hairpathway)Food and BeverageManagement inHospitality (Hospitalitypathway)Hospitality and RetailManagement(Hospitality pathway)Coaching Behaviour(Sport pathway)Inclusive Recreation(Sport pathway)AAAAAFdA Leadership and Management. Approved 11/06/2013 – Version 1

Lectures Seminars Tutorials Practical DemonstrationsCase studiesGroupactivitiesGuestspeakersProject Management Leading People and PerformanceWork Related LearningStrategy, Innovation and EnterpriseManaging ContinuousImprovement andChange (generic andEngineeringpathway)Learning and Development inOrganisations(generic andEngineeringpathway)Advanced Skincare and BodyworkTechniques (Beautypathway)Balanced Nutrition (Beauty pathway)Hair Styling for Photography (Hairpathway)Contemporary Colouring (Hairpathway)Food and BeverageManagement inHospitality FdA Leadership and Management. Approved 11/06/2013 – Version 1

(Hospitality pathway)Hospitality and RetailManagement(Hospitality pathway)Coaching Behaviour(Sport pathway)Inclusive Recreation(Sport pathway) FdA Leadership and Management. Approved 11/06/2013 – Version 1

Map of Assessment MethodsLevel 4 Year : 1DevelopmentplanReportPractical andReflectionRole PlayManagementPlanCase studyProfessionalDiscussionPortfolioPresentationExamIntroduction to 60% 40%Leadership andManagementSector Contexts 70% 30%ManagingResourcesProfessionalDevelopmentFinance andMarketing forManagersManagingCustomerRelations(genericpathway)Physiology ofAgeing (Beautypathway)OperationsManagement(Engineeringpathway)Introduction toTrichology (Hair40% 60%50% 50%50% 50%50% 50%30% 70%100%60% 40%FdA Leadership and Management. Approved 11/06/2013 – Version 1

pathway)Management ofConferencesand Events(Hospitalitypathway)CoachingProcess (Sportpathway)50% 50%50% 50%Level 5 Year : 2ReportBusiness CaseWRL projectRole PlayPractical andReflectionPlanPortfolioProject ReviewBusinessGameEvaluationProfessionalDiscussionCase StudyPresentationExamProject50% 50%ManagementLeading People 60% 40%andPerformanceWork Related50% 50%LearningStrategy,50% 50%Innovation andEnterpriseManaging 40% 60%ContinuousImprovementand Change(generic andEngineeringpathway)Learning and 70% 30%FdA Leadership and Management. Approved 11/06/2013 – Version 1

Development inOrganisations(generic andEngineeringpathway)AdvancedSkincare andBodyworkTechniques(Beautypathway)BalancedNutrition(Beautypathway)Hair Styling forPhotography(Hair pathway)ContemporaryColouring (Hairpathway)Food andBeverageManagement inHospitality(Hospitalitypathway)Hospitality andRetailManagement(Hospitalitypathway)CoachingBehaviour(Sport pathway)InclusiveRecreation(Sport pathway)50% 50%30% 70%50% 50%60% 40%60% 40%50% 50%50% 50%50% 50%FdA Leadership and Management. Approved 11/06/2013 – Version 1

ASSESSMENT CHARTWhere there are more than one components of assessment, please give details of both asseparate bullet points within the box.Module NameModule Name – LEVEL 4Introduction to Leadershipand ManagementSector ContextsManaging ResourcesProfessional DevelopmentFinance and Marketing forManagersFormative Assessment Typeand Week of CompletionFormative feedback is giventhroughout the module in responseto embedded learning activitieswithin class, thus informinglearning development. Suchactivities include, groupdiscussions, direct and indirectquestioning, research tasks, androle plays.Formative feedback is giventhroughout the module in responseto embedded learning activitieswithin class, thus informinglearning development. Suchactivities include, groupdiscussions, direct and indirectquestioning, analytical toolpractice, research tasks, and roleplays.Formative feedback is giventhroughout the module in responseto embedded learning activitieswithin class, thus informinglearning development. Suchactivities include, groupdiscussions, case study reviews,direct and indirect questioning,research tasks, and role plays.Formative feedback is giventhroughout the module in responseto embedded learning activitieswithin class, thus informinglearning development. Suchactivities include, groupdiscussions, direct and indirectquestioning, research tasks, actionplanning, and role plays.Formative feedback is giventhroughout the module in responseto embedded learning activitieswithin class, thus informinglearning development. Suchactivities include, groupdiscussions, direct and indirectquestioning, research tasks, casestudy review, and role plays.Summative AssessmentType and Week ofSubmission1. Case Study (1,200 words) -40%Submission:FT & PT: w/c 04.11.132. Human Resource andDevelopment Plan (1,800words) - 60%Submission:Ft & PT: w/c 6.01.131. Professional Discussion (600word equivalent) - 30%Submission:FT: w/c 24.03.14PT: w/c 12.05.142. Report (1,400 words) - 70%Submission:FT: w/c 12.05.14PT: w/c 24.03.141. Report (1,200 words) – 40%Submission:FT & PT: w/c 10.03.142. Resource Management Plan(1,800 words) – 60%Submission:FT & PT: w/c 19.05.141. Professional Discussion(1,500 word equivalent) - 50%Submission:FT & PT: w/c 13.01.142. Academic Portfolio (1,500words) - 50%Submission:FT & PT: w/c 13.01.141. Finance Case Study (1,500words) - 50%Submission:FT: w/c 17.03.14PT: w/c 19.05.142. Marketing Presentation (1500word equivalent) - 50%Submission:FdA Leadership and Management. Approved 11/06/2013 – Version 1

FT & PT: w/c 19.05.14Managing CustomerRelations (generic pathway)Physiology of Ageing (Beautypathway)Operations Management(Engineering pathway)Introduction to Trichology(Hair pathway)Management of Conferencesand Events (Hospitalitypathway)Coaching Process (Sportpathway)Formative feedback is giventhroughout the module in responseto embedded learning activitieswithin class, thus informinglearning development. Suchactivities include, groupdiscussions, direct and indirectquestioning, research tasks, casestudy review, and role plays.Formative feedback is giventhroughout the module inresponse to embedded learningactivities within class, thus informinglearning development. Such activitiesinclude, distributed questioning,research tasks, consolidationactivities, idea sharing, group tasks,role plays, discussions, simulations,practical exercises and case studyreviews.Formative feedback is giventhroughout the module inresponse to embedded learningactivities within class, thus informinglearning development. Such activitiesinclude, distributed questioning,research tasks, consolidationactivities, idea sharing, group tasks,role plays, discussions, simulations,practical exercises and case studyreviews.Formative feedback is giventhroughout the module in response toembedded learning activities withinclass, thus informing learningdevelopment. Such activities includedistributed questioning, researchtasks, consolidationactivities, idea sharing, group tasks,role plays, discussions, simulations,practical exercises and case studyreviews.Formative feedback is giventhroughout the module inresponse to embedded learningactivities within class, thusinforming learning development.This will be done in regular 1 to 1sessions as well as in groups, andactivities including planningmeetings, group discussions,direct and indirect questioning,and idea sharing.Formative feedback is given at keystages to inform draft and learning1. Case Study (1,500 words) -50%Submission:FT: w/c 04.11.13PT: w/c 13.01.142. Role Play (1,500 wordequivalent) -50%Submission:FT: w/c 13.01.14PT: w/c 25.11.131. Exam (2,100 word equivalent)- 70%Submission:FT & PT: w/c 18.11.132. Research Presentation (900word equivalent) - 30%Submission:FT: w/c 13.01.14PT: w/c 25.11.131. Written assignment: casestudy (3,000 words) - 100%Submission:FT & PT: w/c 6.01.141. Exam (1,200 word equivalent)- 40%Submission:FT: w/c 04.11.13PT: w/c 25.11.132. Case Study (1,800 words) -60%Submission:FT & PT: w/c 13.01.141. Report (1,500 words) - 50%Submission:FT: w/c 04.11.13PT: w/c 13.01.142. Presentation (1,500 wordequivalent) - 50%Submission:FT: w/c 13.01.14PT: w/c 25.11.131. Presentation (1,500 wordequivalent) - 50%FdA Leadership and Management. Approved 11/06/2013 – Version 1

Module Name – LEVEL 5Project ManagementLeading People andPerformanceWork Related LearningStrategy, Innovation andEnterpriseManaging ContinuousImprovement and Change(generic and Engineeringpathway)development. Such activitiesinclude, tutor observationchecklists, direct and indirectquestioning, self – tutor- and peerassessment,group discussion,and practice session delivery.Formative feedback is giventhroughout the module in responseto embedded learning activitieswithin class, thus informinglearning development. Suchactivities include, groupdiscussions, direct and indirectquestioning, research tasks, andplanning meetings. A draftsubmission can be submitted 2weeks prior to the hand in date ofthe official summative assessmentfor formative assessment.Formative feedback is giventhroughout the module in responseto embedded learning activitieswithin class, thus informinglearning development. Suchactivities include, groupdiscussions, direct and indirectquestioning, research tasks, androle plays.Formative feedback is giventhroughout the module in responseto embedded learning activitieswithin class, thus informinglearning development. Suchactivities include, groupdiscussions, direct and indirectquestioning, research tasks, andscenario / simulated problemsolving.Formative feedback is giventhroughout the module in responseto embedded learning activitieswithin class, thus informinglearning development. Suchactivities include, groupdiscussions, direct and indirectquestioning, research tasks, anddesign planning meetings.Formative feedback is giventhroughout the module in responseto embedded learning activitieswithin class, thus informinglearning development. Suchactivities include, groupdiscussions, direct and indirectquestioning, research tasks,scenario / simulated problemFT & PT: w/c 4.11.132. Practical and Reflection(1,500 words) - 50%FT & PT: w/c 6.01.141. Business Case (2,000 words)- 50%Submission:FT: w/c 03.11.14PT: w/c 13.10.142. Project Management Report(2,000 words) - 50%Submission:FT & PT: w/c 12.01.151. Reflective Report (2,400words) - 60%Submission:FT: w/c 10.11.14PT: w/c 05.01.152. Role Play (1,600 wordequivalent) - 40%Submission:FT & PT: w/c 12.01.151. Presentation (2,000 wordequivalent) - 50%Submission:FT: w/c 16.03.15PT: w/c 23.02.152. Project Report (2,000 words)- 50%Submission:FT & PT: w/c 18.05.151. Report (2,000 words) - 50%Submission:FT: w/c 09.03.15PT: w/c 11.05.152. Dragon’s Den PresentationProposal (2,000 wordequivalent) - 50%Submission:FT & PT: w/c 18.05.151. Quality Audit Report (1,600words) - 40%Submission:FT: w/c 20.10.14PT: w/c 05.01.152. Business Game Evaluation(2,400 words) - 60%Submission:FdA Leadership and Management. Approved 11/06/2013 – Version 1

solving and case study reviews. FT: w/c 05.01.15PT: w/c 24.11.14Learning and Development inOrganisations (generic andEngineering pathway)Advanced Skincare andBodywork Techniques(Beauty pathway)Balanced Nutrition (BeautyPathway)Hair Styling for Photography(Hair Pathway)Contemporary Colouring(Hair pathway)Formative feedback is giventhroughout the module in responseto embedded learning activitieswithin class, thus informinglearning development. Suchactivities include, groupdiscussions, direct and indirectquestioning, research tasks, casestudy reviews and role plays.Formative feedback is giventhroughout the module inresponse to embedded learningactivities within class, thus informinglearning development. Such activitiesinclude, distributed questioning,research tasks, consolidationactivities, idea sharing, group tasks,role plays, discussions, simulations,practical exercises and case studyreviews.Formative feedback is giventhroughout the module inresponse to embedded learningactivities within class, thus informinglearning development. Such activitiesinclude, distributed questioning,research tasks, consolidationactivities, idea sharing, group tasks,role plays, discussions, simulations,practical exercises and case studyreviews.Formative feedback is giventhroughout the module inresponse to embedded learningactivities within class, thus informinglearning development. Such activitiesinclude, distributed questioning,research tasks, consolidationactivities, idea sharing, group tasks,role plays, discussions, simulations,practical exercises and case studyreviews.Formative feedback is giventhroughout the module inresponse to embedded learningactivities within class, thus informinglearning development. Such activitiesinclude, distributed questioning,research tasks, consolidationactivities, idea sharing, group tasks,role plays, discussions, simulations,practical exercises and case studyreviews.1. Report and Skills Matrix(2,800 words) - 70%Submission:FT: w/c 02.03.15PT: w/c 11.05.152. Coaching / Mentoring RolePlay (1200 word equivalent)- 30%Submission:FT: w/c 11.05.15PT: w/c 30.03.151. Professional Discussion(2,000 word equivalent) - 50%Submission:FT: w/c 20.10.14PT: w/c 24.11.142. Case Study (2,000 words) -50%Submission:FT & PT: w/c 05.01.151. Exam (2,800 wordequivalent) - 70%Submission:FT & PT: w/c 30.03.152. Menu Plan (1,200 words) -30%Submission:FT & PT: w/c 11.05.151. Proposal Presentation (2,000word equivalent) - 50%Submission:FT & PT: w/c 24.11.142. Project review (2,000 words) -50%Submission:FT & PT: w/c 05.01.151. Presentation (1,600 wordequivalent) - 40%Submission:FT: w/c 02.03.15PT: w/c 30.03.152. Portfolio (2,400 words) - 60%Submission:FT & PT: w/c 11.03.15FdA Leadership and Management. Approved 11/06/2013 – Version 1

Food and BeverageManagement in Hospitality(Hospitality pathway)Hospitality and RetailManagement (Hospitalitypathway)Coaching Behaviour (Sportpathway)Inclusive Recreation (SportPathway)Formative feedback is giventhroughout the module in responseto embedded learning activitieswithin class, thus informinglearning development. This willinclude 1 to 1 and group sessions,as well as activities such as groupdiscussion, research tasks, andpractice menu construction.Formative feedback is giventhroughout the module in responseto embedded learning activitieswithin class, thus informinglearning development. This will bein 1 to 1 and group sessions.Formative feedback is given at keystages to inform draft and learningdevelopment. Such activitiesinclude, tutor observationchecklists, direct and indirectquestioning, self – tutor- and peerassessment,group discussion,and practice session delivery.Formative feedback is given at keystages to inform draft and learningdevelopment. Such activitiesinclude, group sharingexperiences, draft sessionplanning, idea generation, andresearch tasks.1. Presentation (1,600 wordequivalent) - 40%Submission:FT & PT: w/c 24.11.142. Work based report (2,400words) - 60%Submission:FT & PT: w/c 05.01.151. Report (2,000 words) - 50%Submission:FT: w/c 02.03.15PT: w/c 30.03.152. Case Study examination(2,000 words) - 50%Submission:FT & PT: w/c 11.05.151. Presentation (2,000 wordequivalent) - 50%FT & PT: w/c 3.11.142. Practical CoachingAssessment and Review(2,000 words) - 50%FT & PT: w/c 5.01.151. Portfolio (2,000 words) - 50%FT & PT: w/c 30.05.152. Practical Session andEvaluation (2,000 words) -50%FT & PT: w/c 18.05.15FdA Leadership and Management. Approved 11/06/2013 – Version 1