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What makes Child and Adolescent Mental Health at Worcester special?

Our Child andAdolescent Mental Health Foundation Degree blends high quality teaching with practical work-based learning. Foundation degrees are a recognised qualification that will contribute to your professional development and provide a route into employment or further study. You'll work with academics, clinicians and researchers with a broad range of expertise and experience.

Overview

Overview

Key features

“Having no prior experience in this field, placements were vital in helping me gain relevant experience, develop excellent communication and people skills, and boosting my confidence overall. Completing the FD CAMH enabled me to successfully apply for BSc Nursing Mental Health here at Worcester. I am now qualified and enjoying my new job as a Staff Nurse in CAMH inpatient services.”

Neil Donnell, Child and Adolescent Mental Health FdSc

Entry requirements

Entry requirements

32
UCAS tariff points

Entry requirements

Passes at C/4 and above in 4 GCSE subjects and a minimum of 32 points at A level which must include at least one 6-unit award.

Other acceptable qualifications include:

  • AVCE
  • BTEC
  • Pre-2002 qualifications (e.g. GNVQ, BTEC ND etc.)
  • NVQ Level 3
  • European Baccalaureate (65%)
  • Foundation Year/Access course pass

An Enhanced Disclosure & Barring Service check is required for this course.

Other information

If you have any questions about entry requirements, please contact the Admissions Office on 01905 855111 or email admissions@worc.ac.uk for advice.

Further information about the UCAS Tariff can be obtained from the UCAS website.

T Levels may be used to meet the entry tariff requirements for this course. Find out more about T levels as UCAS tariff points here.

Why study FdSc Child and Adolescent Mental Health at Worcester?

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Course content

Course content

Our courses are informed by research and current developments in the discipline and feedback from students, external examiners and employers. Modules do therefore change periodically in the interests of keeping the course relevant and reflecting best practice. The most up-to-date information will be available to you once you have accepted a place and registered for the course. If there are insufficient numbers of students interested in an optional module, this might not be offered, but we will advise you as soon as possible and help you choose an alternative. 

Year 1
  • Therapeutic Communication and Counselling Skills with Children, Young People and Families
  • Values and Ethics for Practice; Children and Young People
  • An Integrated Approach to Safeguarding Children & Young People
  • Child and Adolescent Development
  • Introducing Child and Adolescent Mental Health
  • Work Based Learning Theory into Practice

Year 2
  • Applied Research and Evidence Based Practice
  • Mental Health and Interventions with Children, Young People and Families
  • Working with Vulnerable Groups
  • Mental Health Promotion Strategies with Children, Young People and Families
  • Individual Project - Work Based Learning 
Teaching and assessment

Teaching and assessment

The University places emphasis on enabling students to develop the independent learning capabilities that will equip you for lifelong learning and future employment, as well as academic achievement. A mixture of independent study, teaching and academic support through the personal academic tutoring system enables you to reflect on progress. You will develop a profile of skills, achievements and experiences that will enable you to flourish, be successful and plan for your future career and studies.

Teaching

Students are taught through a combination of interactive workshops, lectures, seminars, practice skills and simulated learning opportunities/case studies, directed study, group projects and self-study packages. Interactive workshops take a variety of formats and are intended to enable the application of learning through discussion and small group activities. Seminars enable the discussion and development of understanding of topics covered in lectures, and practical sessions are focused on identifying subject and / or profession specific skills and applied knowledge through individual and group project work. Delivery of learning sessions are inclusive, providing varied opportunities for learning through active participation of learning activities designed to enable students to achieve the modular learning outcomes.

The University places emphasis on enabling students to develop the independent learning capabilities that will equip them for lifelong learning and future employment, as well as academic achievement. A mixture of independent study, teaching and academic support from Student Services and Library Services, as well as the Personal Academic Tutoring system enables students to reflect on progress and build up a profile of skills, achievements and experiences that will help them to flourish and be successful.

Contact time

In a typical week students will normally have 10 hours of contact hours of teaching. Typically, class contact time will be structured around: 

  • Lectures and seminars
  • Workshops
  • Group work 

Independent self-study

In addition to the contact time, you are expected to undertake around 18 hours of personal self-study per week. Typically, this will involve completing online activities, reading journal articles and books, working on individual and group projects, undertaking research in the library and online, preparing coursework assignments and presentations, as well as preparing for examinations.

A range of excellent learning facilities, including the Hive and library resources, the virtual learning environment, and extensive electronic learning resources, supports independent learning.

Assessment

The course provides opportunities to test understanding and learning informally through the completion of practice or formative assignments. Each module has one or more formal or summative assessment which is graded and counts towards the overall module grade.

Assessment methods include role play and reflection, presentations (both group and individual, oral and using IT based methods, case study analysis, essays, work based learning portfolio’s, work based learning projects, reports, poster presentations)

The precise assessment requirements for an individual student in an academic year will vary according to the mandatory and optional modules taken, but a typical formal summative assessment pattern for each year of the course is:

Year 1 project proposal, reflective essay, work-based learning portfolio, role play, group presentation, essay

Year 2 essay, case study-based essay, oral presentation, critical literature review presentation, reflective essay, project proposal, poster presentation, report, work-based learning portfolio.

This is based upon students following a full-time programme of study. Please see individual course handbooks for part time study information.

Feedback

You will receive feedback on practice assessments and formal assessments undertaken. Feedback supports learning and you are encouraged to discuss it with personal academic tutors and module tutors as appropriate.

We aim to provide you with feedback on formal course work assessments within 20 working days of hand-in.

Programme specification

For comprehensive details on the aims and intended learning outcomes of the course, and the means by which these are achieved through learning, teaching and assessment, please download the latest programme specification document.

Meet the team

Teaching is based on research and consultancy. The course team lecturers have a higher education teaching qualification or are Fellows of the Higher Education Academy. You can learn more about the staff by visiting our staff profiles.

Kirsty

Kirsty Fraser

Before joining the University full time, Kirsty worked within the Local Authority as the Youth Voice Development Worker supporting children and young people to have a say on issues that are important to their lives and to influence decision-makers. With over 13 years of experience, Kirsty has worked alongside children and young people helping them share their views of the world and what they need to reach their potential.

Denisse Levermore

Denisse Levermore

Denisse is the Course Lead for BSc (Hons) Child and Adolescent Mental Health Top-up. She blends her experience in practice with theory to enhance students CAMH knowledge and expertise. Denisse is a dual qualified Registered General Nurse (Adults and Children), Social worker (child protection) and a Systemic Practitioner at Intermediate level. 

Prior to joining the University of Worcester in 2014, she was an NHS Family nurse working with young parents and prior to that within NHS Child and Adolescent Mental Health Services as a CAMHS Nurse. She maintains her clinical practice under an honorary contract with NHS Specialist Community CAMHS, working within a Family Work Clinic. 

Kate-Evans

Kate Evans

Teaching and learning are things Kate is passionate about both professionally and personally. She has professional experience of working as a social worker, counsellor and teacher across primary, secondary and further education. In all of her roles she has worked closely with mental health of children and young people.

Parvin Michelle - Face

Michelle Parvin

Michelle teaches across multiple courses within the Department of Health and Wellbeing. In her previous role as a Deputy Early Help Area Manager, she had the opportunity to work with young people, families, and professionals. As part of her role, Michelle identified areas of difficulty and created action plans to improve outcomes. 

Careers

Careers

Employability

Graduates of our Child and Adolescent Mental Health Foundation Degree can expect greater employability and enhanced promotion prospects.

The Foundation Degree Child and Adolescent Mental Health is excellent preparation for future employment opportunities in education, social care and health settings. You'll be ideally suited to work in support roles in statutory, voluntary and private organisations.

There are also opportunities to progress via a third year of top-up study to:

Skills gained:

  • Practical skills developed through work-based learning
  • Values, knowledge and skills relevant to working in child and adolescent settings
  • Assess and make sound judgements in planning and implementing support for children, young people and their families
  • Develop skills and strategies necessary for working in partnership with a range of service users and their families, services, professionals and groups across the education, health & social care settings
  • Evaluation and application of research
  • Wide variety of personal and transferable skills including assessing and planning, problem solving and decision making, mental health promotion, interdisciplinary working and interpersonal skills
  • Reflective practice
A group of students are being read a story by a teacher sitting on the floor of a classroom next to them.

Opportunity to study our Teaching In Primary Education (With QTS) BA (Hons) Top up degree

On successful completion of your Foundation Degree you are eligible to apply for our our Teaching In Primary Education (With QTS) BA (Hons) Top up degree. 

This course offers an exciting opportunity for you to train to become a primary school teacher over a 16 month period. 

Find out more about our Teaching In Primary Education (With QTS) BA (HONS) Top up degree
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Careers and Employability

Our Graduates pursue exciting and diverse careers in a wide variety of employment sectors.

Find out how we can support you to achieve your potential
Costs

Fees and funding

Full-time tuition fees

UK and EU students

The standard fee for full-time home and EU undergraduate students enrolling on BA/BSc/LLB degrees and FdA/FdSc degrees in the 2024/25 academic year is £9,250 per year.

For more details, please visit our course fees page.

International students

The standard tuition fee for full-time international students enrolling on BA/BSc/LLB degrees and FdA/FdSc degrees in the 2024/25 academic year is £16,200 per year.

For more details, please visit our course fees page.

Part-time tuition fees

UK and EU students

The standard tuition fees for part-time UK and EU students enrolling on BA/BSc/LLB degrees and FdA/FdSc degrees in the academic year 2024/25 are £1,156 per 15-credit module, £1,542 per 20-credit module, £2,312 per 30-credit module, £3,083 per 40-credit module, £3,469 per 45-credit module and £4,625 per 60 credit module.

For more details, please visit our course fees page.

Additional costs

Every course has day-to-day costs for basic books, stationery, printing and photocopying. The amounts vary between courses.

If your course offers a placement opportunity, you may need to pay for an Enhanced Disclosure & Barring Service (DBS) check.

Accommodation

Finding the right accommodation is paramount to your university experience. Our halls of residence are home to friendly student communities, making them great places to live and study.

We have over 1,000 rooms across our range of student halls. With rooms to suit every budget and need, from our 'Chestnut Halls' at £131 per week to 'Oak Halls' at £221 per week (2024/25 prices).

For full details visit our accommodation page.
How to apply

How to apply

Applying through UCAS

Child and Adolescent Mental Health FdSc L514

UCAS is the central organisation through which applications are processed for entry onto full-time undergraduate courses in Higher Education in the UK.

Read our How to apply pages for more information on applying and to find out what happens to your application.

UCAS Code

L514

Apply Via UCAS

Get in touch

If you have any questions, please get in touch. We're here to help you every step of the way.

Admissions Office

admissions@worc.ac.uk
01905 855111

Kirsty Fraser

Admissions tutor
k.fraser@worc.ac.uk
01905 542672

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