In order to meet the objectives of UCBs Teaching, Learning and Assessment Strategy (2015-20), the programme has been designed to ensure students are supported in order to enable them to develop to their full potential. Activities have taken place to support students progressing from FE to HE to ensure they are clear about the programme content and the expectations of such progression. Transition to HE can be challenging for some and therefore significant support will be provided for any student who requires it.

Staff are highly qualified with regards to their subject knowledge but also with regards to their teaching ability and dedicated support for students, regardless of their starting point. The programme aims to develop the wider employability skills and graduate attributes essential in the workplace. There is a strong emphasis on the development of technical skills at each level aiming for confidence and proficiency at Fd level.

Potential accreditation by the Joint Council of Cosmetic Practitioners (JCCP) following successful validation of the programme.

There are no barriers to access

The programme complies with the University's regulations.

The programme complies with the University's progression rules.

Well-established principle in their field of study and the way in which those principals have developed

Research, theories and principles

A range of advanced skin technology treatments

Human structure and function

The physiology of the ageing process

The impact and role of aesthetic treatments on individuals

Relevant legislation surrounding non-surgical procedures

Scientific understanding of product development

Effective clinical consultation methods

Successful application in the workplace of the range of knowledge and skills learnt throughout the programme

Learning and Teaching Methods:

Learning experiences on the programme include lectures, tutorials, demonstrations, guest speakers and access to online and multi-media. Lectures are supported by theory or practical workshops.

A highly experienced teaching team allow for a variety of learning and teaching methods which will enhance the students' individual learning experiences and requirements.

Due to the practical nature of the programme, students learn from hands-on experience at each level. This encourages self-reflection and evaluation of their own practices. Knowledge of evidence based practice is also considered.

Assessment Methods:

Practical assessments are a key feature of the technical modules to ensure practical and safe competence.

Students are assessed not only on their technical skills and knowledge but also on their ability to review, reflect and evaluate a range of treatments.

Further methods of assessment are included and are aimed to assess the development of academic skills and include essays, reports, exams, presentations, case-studies.

Learning and Teaching Methods:

The emphasis is on developing the practical skills required of an aesthetic practitioner.

Learning is enhanced by way of access to the most appropriate facilities and equipment.

Evidence-based practice is developed and encouraged throughout all levels.

There are numerous opportunities for students to experience a variety of learning methods. These include salon/clinic based activities as well as compulsory placement.

Reflection and analysis of treatments provides a means of evaluating practice and identifying areas for development.

Learning and teaching methods are aimed to promote employability opportunities.

Assessment Methods:

Assessments on the programme have been designed to develop skills relevant to current professional aesthetic practices.

Written assessments are included but not limited to essays and reports which, along with presentations, enable students to develop their communication skills.

Practical assessments enable students to demonstrate their practical skills safely.

Where relevant, assessments make use of the Generic Grading Criteria whilst bespoke grading criteria sheets are used for practical assessments.

The ability to identify the influences of technological changes

The ability to take and demonstrate responsibility for their own learning

Apply safely, a range of advanced technology treatments

The ability to research and evaluate evidence based information that informs current practice

The ability to communicate in a variety of formats

The ability to evaluate different approaches to solving problems in their field of study and apply these in a work context

Reflect and evaluate work-based practices

Recognise and respond to moral, ethical, sustainability and safety issues

The ability to work effectively independently and with others

Tariff:Level 3 qualification in Beauty Therapy (general beauty therapy which must include Level 3 Face and Body Electrotherapy) or a minimum of 56 UCAS Tariff points from at least two A Levels or equivalent BTEC qualifications.

Non-tariff:Non-UCAS Tariff based Level 3 qualifications are also considered for entry.

EU/international students

For entry requirements for EU and international students, please visit the Country Specific Information <http://www.ucb.ac.uk/our-courses/international/country-specific-information.aspx>page.

When designing the programme, UCBs Teaching, Learning and Assessment Strategy (2015-20) assisted in informing good practice.

Principle 1

This programme provides a range of assessment methods which are in the context of the aesthetics industry. Support is provided at each level and module assessments are designed to ensure students progress successfully in to the industry and to better prepare them for their intended future employment.

Principle 2

In order to better prepare students for employment, the programme incorporates a compulsory placement module at Level 5 which is supported by hired@UCB and a also has the benefit of a dedicated work placement officer. Work placement ensures students develop the skills of problem solving and working efficiently and professionally with others outside of the formal UCB setting.

Principle 3

Programme staff regularly engage in staff development activities which enhance and inform teaching. A number of staff are also external examiners which allows for scholarly activity to be shared.

Principle 4

Programme staff are extremely pro-active with regards to digital technologies and where possible incorporate this into their teaching to enhance the student learning experience.

Principle 5

All staff hold a relevant teaching qualification.

Principle 6

The majority of staff aim to engage in regular industry updating in order to enhance the quality of their teaching further. Where necessary staff share teaching sessions in the practical environment which allows for peer working and the sharing of good practice.

Principle 7

From Level 4, staff aim to support students and develop their ability to become independent learners who progresses further through each level of study. As per Principle 1, transition periods take place to introduce students new to entering HE. This programme continues to build on UCBs subject specialisms and also provides a structured curriculum and progression pathway for our FE students.

Yes. The Widening Participation Strategy states the following characteristics:

'A developed curriculum offer that covers FE craft courses to Masters level study in most of our specialist subjects' and 'Long-standing experience of supporting learners through progressive stages of education'

This programme will provide a specific progression opportunity for FE students who wish to work in the aesthetics industry.

'UCBs student population exhibits an ethnically mixed profile, being very similar in composition to the West Midlands profile, and suggests that the University is currently effective at attracting people from all communities.'

The programme is designed to ensure that students from a range of ethnic and academic backgrounds are able to access and enjoy all aspects of the course. This programme equips learners from all backgrounds to apply for work opportunities both locally and nationally.

The teaching team are trained in equal opportunity, diversity and disability issues. This has prepared them to support students with varying needs.