Specifications

Qualification Overview

The Extended Diploma is combination of both the Level 4 and Level 5 Diplomas. All aims and outcomes are duplicated.

Completing the Extended Diploma has a value of 240 credits. This is equivalent to a Foundation Degree and as such allows access to the final year at one of our University partners for a related Honours Degree. Learners who do not complete Extended Diploma but achieve a minimum of 120 credits at Level 4 will be awarded the BATHE Level 4 Diploma in Psychology 610/2149/0.

Units

• The Scope of Psychology
• Social And Developmental Psychology
• Biopsychology
• The Development of Psychological Attachments
• Processes Of Human Memory
• Research Methods and Investigating Psychology
• Psychological Approaches to Depression and Schizophrenia
• Visual Perception in a Psychological Context
• Social Psychology: Pro and Anti-Social Behaviour
• The Diversity of Addiction
• Individual Differences: Intelligence, Personality and Criminology
• Contemporary Issues and Debates in Psychology

Learning Outcomes

1. Understand the key methodological issues and theorising in social psychology.
2. Understand the main theoretical v views in cognition and development.
3. Understand the structure and function of the nervous system and the system’s location in
   the brain.
4. Understand learning theory of attachment.
5. understand the diagnosis and classification of schizophrenia;
6. understand the concepts of criminological psychology;
7. understand the explanations for substance abuse and dependence;
8. understand the contribution of debates to the field of psychology.

Entry Requirements

Approved centres are responsible for reviewing and making decisions as to an applicant’s ability to complete the learning programme successfully and meet the demands of the qualification. The initial assessment by the centre will need to consider the support that is readily available or can be made available to meet individual learner needs as appropriate.

The qualification has been designed to be accessible without artificial barriers that restrict access. For this qualification, applicants must be aged 18 or over.

In the case of applicants whose first language is not English, then IELTS 6 (or equivalent) is required. International qualifications will be checked for appropriate enrolment to UK higher education postgraduate programmes where applicable. Applicants are normally required to produce two supporting references, at least one of which should preferably be academic.

In certain circumstances, applicants with considerable experience but no formal qualifications may be considered, subject to interview and being able to demonstrate their ability to cope with the demands of the qualification.

Specifications

Qualification Overview

The overall aims of the BATHE Level 5 Diploma in Psychology qualification is to provide learners with a specialist programme of study that provides a depth of knowledge and understanding of key aspects within the field of Psychology.

The Level 5 units allow learners to specialise and progress in a variety of relevant subject areas and focus on how our understanding of psychology is applied today. Learners will develop and enhance their skills in the following areas: mental health and psychopathology, cognitive psychology, visual perception, the diversity of addiction, social psychology with a focus on pro and anti-social behaviour, individual differences relating to criminology, intelligence and personality as well as becoming aware of contemporary debates and issues in the field of Psychology.

Successful completion of the BATHE Level 7 Diploma in Psychology provides learners with the opportunity to progress to further study or employment.

Units

• Psychological Approaches to Depression and Schizophrenia
• Visual Perception in a Psychological Context
• Social Psychology: Pro and Anti-Social Behaviour
• The Diversity of Addiction
• Individual Differences: Intelligence, Personality and Criminology
• Contemporary Issues and Debates in Psychology

Learning Outcomes

1. understand the diagnosis and classification of schizophrenia;
2. understand the concepts of criminological psychology;
3. understand the explanations for substance abuse and dependence; 4: understand the contribution of debates to the field of psychology.

Entry Requirements

Approved centres are responsible for reviewing and making decisions as to an applicant’s ability to complete the learning programme successfully and meet the demands of the qualification. The initial assessment by the centre will need to consider the support that is readily available or can be made available to meet individual learner needs as appropriate.

The qualification has been designed to be accessible without artificial barriers that restrict access. For this qualification, applicants must be aged 18 or over.

In the case of applicants whose first language is not English, then IELTS 6 (or equivalent) is required. International qualifications will be checked for appropriate enrolment to UK higher education postgraduate programmes where applicable. Applicants are normally required to produce two supporting references, at least one of which should preferably be academic.

In certain circumstances, applicants with considerable experience but no formal qualifications may be considered, subject to interview and being able to demonstrate their ability to cope with the demands of the qualification.

Specifications

Qualification Overview

The aim of the Level 4 Diploma in Psychology qualification is to provide learners with a specialist programme of study that provides a depth of knowledge and understanding of key aspects within the field of Psychology. Learners will be introduced to historical and contemporary approaches to psychology, including biopsychology, social and developmental psychology, attachment theories, human memory processes and contemporary research and investigation methods.

Successful completion of the BATHE Level 4 Diploma in Psychology provides learners with the opportunity to progress to further study or employment.

Units

• The Scope of Psychology
• Social And Developmental Psychology
• Biopsychology
• The Development of Psychological Attachments
• Processes Of Human Memory
• Research Methods and Investigating Psychology

Learning Outcomes

1. Understand the key methodological issues and theorising in social psychology.
2. Understand the main theoretical v views in cognition and development.
3. Understand the structure and function of the nervous system and the system’s location in the  brain.
4. Understand learning theory of attachment.

Entry Requirements

Approved Centres are responsible for reviewing and making decisions as to the applicant’s ability to complete the learning programme successfully and meet the demands of the qualification. The initial assessment by the centre will need to consider the support that is readily available or can be made available to meet individual learner needs as appropriate.
The qualification has been designed to be accessible without artificial barriers that restrict access. For this qualification, applicants must be aged 18 or over.

In the case of applicants whose first language is not English, then IELTS 6 (or equivalent) is required. International qualifications will be checked for appropriate enrolment to UK higher education postgraduate programmes where applicable. The applicants are normally required to produce two supporting references, at least one of which should preferably be academic.

In certain circumstances, applicants with considerable experience but no formal qualifications may be considered, subject to interview and being able to demonstrate their ability to cope with the demands of the qualification.

In the case of applicants whose first language is not English, then IELTS 6 (or equivalent) is required. International qualifications will be checked for appropriate matriculation to UK higher education postgraduate programmes. The applicants are normally required to produce two supporting references, at least one of which should preferably be academic.

Introduction

The BATHE Level 7 Diploma in Strategic Educational Leadership and Management for Headteachers and Principals is a 100-credit Ofqual regulated qualification.

The BATHE Level 7 qualifications in Strategic Educational Leadership and Management have been developed to conform to the requirements of the RQF, to meet the requirements of the education sector and to respond to the needs of schools, colleges and training providers. The qualifications take account of the Professional Teaching Standards underpinning Qualified Teacher Status in the UK and the National Standards for Excellence in Headteachers. The qualifications therefore support the professional development of those managing and leading organisations or specific functions in organisations, in the educational sector. The qualifications will provide a framework for developing knowledge, understanding and the skills needed to enhance the quality of leadership and management, The qualifications recognise that headteachers, principals and managers in education occupy an influential position shaping the organisation in which they work and the teaching profession. As stated in the UK National Standards for Excellence in Headteachers ‘they are lead professionals and significant role models within the communities they serve’. These qualifications are designed therefore to embed improved practice leading to higher levels of institutional success, including outcomes for students.

This is a core qualification available to existing and interested centres of BATHE.

Grading
This qualification is graded at Pass or Fail.

Delivery Mode
This qualification can be delivered either in the classroom, via distance learning or blended.

Entry Requirements

Typical Age

This qualification is designed for learners who are typically aged 21 and above.

Qualifications

For learners who have recently been in education or training the entry profile is likely to include one of the following:

• a first degree
• a level 6 qualification
• achievement of a nationally recognised qualification at level 2 or above in English/literacy and Mathematics/numeracy
• other equivalent international qualifications
• relevant experience of working with students/participants in assisting teaching/training

Language

For those whom English is not their first language we recommend the following standards of proficiency in English language skills or an approved equivalent for this qualification:

• IELTs 5.5
• Common European Framework of Reference (CEFR) B2
• Cambridge English Advanced (CAE) 162 or above
• Pearson Test of English (PTE) Academic 42-49

Qualification Content

A learner must achieve 100 credits by passing each of the 6 mandatory units and 1 of the optional units.

Unit Name	Unit Aims	Credits	Group
Understanding Educational Leadership and Management	This unit aims to develop knowledge and understanding of the fundamental concepts, principles and practices related to educational leadership and management, including different leadership styles, theories and how context, values and external factors influence educational leadership and management practices. This will enable learners to review leadership skills and qualities and will help them to develop a personal leadership philosophy and vision.	15	Yes
Research into Contemporary Issues and Developments in Education	This unit will increase learner’s knowledge and understanding of current contemporary issues and developments in education and their impact on the provision of teaching and learning.	10	Yes
Managing Change to Improve Teaching and Learning	This unit will provide learners with the knowledge and understanding of factors that trigger the need for change and the different approaches to overcome any resistance to change. Learners will also develop skills in managing change so they are effective change agents.	15	Yes
Leading the School Strategically	This unit will provide learners with the knowledge and understanding of strategic leadership and its role in achieving the quality of provision in schools or colleges. The unit will also develop learners’ skills in leading stakeholders in developing and implementing a strategy for improvement.	15	Yes
Leading and Managing School Operations and Resources	This unit will provide learners with the knowledge and understanding of strategic leadership and its role in achieving the quality of provision in schools or colleges. The unit will also develop learners’ skills in leading stakeholders in developing and implementing a strategy for improvement.	15	Yes
Leading the Developing of Effective Teaching and Learning	This unit will provide learners with the knowledge and understanding of different types of curriculum and attainment standards. The learners will understand the role of the Principal/ Head Teacher in creating a positive environment and standards in developing effective teaching and learning. The learners will also get an insight into how data can be used to improve teaching and learning and how policy changes impact on the educational provision.	15	Yes
Managing Resources to Enable Teaching and Learning	This unit will allow learners to develop knowledge and understanding of the conditions which enable effective teaching and learning to take place. Learners will also develop skills in organising and managing resources to enhance learning in an educational institution.	10	Opt
Using Data to Improve Instructional Practice and Enhance Student and Organisational Performance	his unit will provide learners with the knowledge and understanding of how the use of data will inform decision making and foster instructional improvement to enhance student attainment. In this unit learners will develop skills in identifying questions to ask and searching a variety of data sources to find answers leading to decision taking.	5	Opt
Leading the Quality of Teaching, Learning and Assessment Process	This unit will enable learners to develop knowledge, understanding and skills required to lead and further develop the quality of teaching, learning and assessment across the school/college. Learners will also understand the purpose of curriculum management and timetabling in ensuring the quality of teaching and learning in schools/colleges.	15	Opt
Managing Professional Development to Enable Teaching and Learning	This unit will provide learners with the knowledge and skills needed to manage professional development to enable effective teaching and learning. The unit will also develop knowledge and skills in evaluating the impact of professional development programmes and the role of learning communities in professional development.	15	Opt

Specifications

Qualification title:	BATHE Level 8 Diploma in Health and Social Practice
Qualification type:	Vocational Related Qualification (Higher Education)
Level:	8
Accreditation status:	Accredited
Credit Equivalency:	160
Progression routes:	Research proposal to potentially continue to DBA or equivalent at UK University
Availability:	UK and international
Modes of Delivery:	Full Time/ Part Time
Study Mode:	On Campus/ Distance learning/ Blended learning

Summary

This programme is designed to extend and deepen an individual’s professional practice and apply an advanced body of knowledge in a range of fields of health and social practice which include, but is not limited to physiotherapy, occupational therapy, nursing, midwifery, social work, counselling and human services. It will offer learning opportunities designed to inform your practice and develop valued knowledge in Treaty-based practice. You will learn and grow professionally while undertaking interactive and experiential-based education.

This postgraduate diploma will extend students’ existing qualifications and will allow higher-level professional development that is interprofessional. Students will gain the skills to develop, analyse and generate solutions to complex and sometimes unpredictable problems. This qualification is relevant to practitioners from a wide range of practice contexts, and the resulting interprofessional interaction of health and social services practitioners will enhance and strengthen service delivery in the region.

An interprofessional context will enable graduates to extend their capacity for critical and professional/clinical reasoning for specialist practice, leadership, and management in complex professional environments.

Candidates may take up to three years to complete the postgraduate diploma. This programme is delivered by a combination of block courses and online.

This programme will not lead to New Zealand health or social service professional registration.

The Post Graduate Diploma in Health and Social Practice Mental Health and Addiction endorsement is a DAPAANZ Accreditation Programme and will meet the educational requirements for DAPAANZ registration.

Units

1. Professional Practice in Context
2. Professional Supervision 1
3. Professional Supervision 2
4. Midwifery Praxis I
5. Midwifery Praxis II
6. Leadership and Management in Professional Practice I
7. Leadership and Management in Professional Practice II
8. Coaching, Mentoring and Clinical Supervision
9. Facilitating Learning in Professional Practice
10. Advanced Practice Skills in Mental Health and Addiction
11. Applied Theoretical Approaches for Mental Health and Addiction 
12. Comprehensive Assessment and Treatment Planning for Mental Health and Addiction

Career/further opportunities
The aim of this programme is to provide you with greater capacity to work in specialised practitioner, practice leader, manager, educator, or researcher roles either in a student’s current field or within specialised fields of practice which include: working with children and youth, the elderly, people with disabilities, refugees and migrants and in the area of mental health. Graduates can become skilled in a new field, or further advance their current specialisation.

Entry criteria

a) Candidates are required to have gained:

i. an undergraduate degree assessed as relevant by the Programme Manager, or
ii. a qualification approved as equivalent by the Programme Manager.

b) Candidates who have not gained a relevant undergraduate degree or equivalent qualification may submit a portfolio and, if the application is successful, may be admitted on an ad eundum statem basis.

c) Candidates for the Postgraduate Diploma in Health and Social Practice, (Professional Supervision), and the Postgraduate Certificates in Professional Supervision are required to have a minimum of two years post qualifying experience in their professional field of practice or the equivalent. This is in recognition of the requirement to have consolidated and developed their own practice to a level sufficient to embark in the role of supervisor of others.

d) Candidates for the Postgraduate Diploma in Health and Social Practice (Midwifery) and the Postgraduate Certificate in Midwifery are required to:

i. be registered with the Midwifery Council of New Zealand; and
ii. hold a current Annual Practising Certificate; and
iii. have a minimum of one-year post-qualifying experience in midwifery practice (or the equivalent as approved by the selection committee).
iv. and be in practice for an average minimum of 16 hours per week over a year.

Selection criteria

a) In order to comply with the provisions of the Vulnerable Children’s Act, 2014 and Child Protection Policies for all ‘specified organisations’ providing a ‘regulated service’, all candidates/students may be subjected to safety checks. These may include but are not limited to;

i. A Formal Interview
ii. Referee Checks
iii. A Police Vet Check
iv. A Risk Assessment

Any unsatisfactory result arising from the full safety checking process may result in the candidate/student being precluded/declined entry or withdrawn from the programme of study.
Furthermore, students must declare any pending or new convictions arising during any stage throughout the entire enrolment period. A conviction or failure to declare a conviction may also result in the student being immediately withdrawn from the programme. Persons who are convicted of ‘specified offences’ will not be accepted onto any programme that requires that Person to work in an organisation providing a regulated service.

b) All candidates are required to supply the names and contact details of two professional referees.

c) All candidates are required to complete a professional disclosure form.

d) Candidates may be required to attend an individual interview.

English language requirements

Candidates whose first language is neither English nor Māori are required to have score of 7 or better in all bands of the academic International English Language Test Score (IELTS), or equivalent and will be required to demonstrate the likelihood of being able to successfully achieve programme learning outcomes.

The face of higher education is changing; it’s flexible, it’s global and it’s connected. Universities now export its prestige, opening campuses abroad, offering distance learning options and affiliating with local campuses to improve reach and accessibility. One could say, it is the golden era of international higher education.

The landscaping is changing; higher education is no longer bound to campuses, collages and four-year programmes. This change breaks age barriers that were traditionally tied to higher education. One can study his first degree right after high school or 20 years, bit of savings and 2 kids later.

To embrace this change in average age of graduates, some schools have started day-care and evening childcare services. Some schools, like Brookhaven College in Texas, have designed entire programs for learners 55 and over.

Three changes that has taken place in the higher education landscape that allows older students are:

Online courses

Distance learning is the best thing that happened to adult learners. It removes the rigidity of traditional learning, giving the student the flexibility to decide when to study, how to study and what to study. As an adult learner, if you feel conscious sitting in a class and doing group assignments with those who are half your age, distance learning removes all that awkwardness.

Flexibility

Adult learners often find maintaining a healthy work-life-study balance as the biggest challenge. Making it on time for classes, strict assignment deadlines and difficulty in finding/affording childcare are some of the main factors that discourage adult learners. When your children are sick and your assignment is also due on the same day, what would you pick, one may wonder. Awarding bodies now acknowledge that students need some level of flexibility to be academically sound and have introduced special programmes especially for adult learners.

Recognition

Most awarding bodies now value work experience and previous studies and award due credit to offer accelerated entry for study programmes. This helps adult learners to minimise the time and money spent on education.

According to the National Center for Education Statistics, close to 3 million people who are 35 years or older were enrolled in college. It is clearly never too late to return to school and better your life.

At BATHE, we offer a range of higher education pathways depending on both the learner’s needs and timescales. Our accelerated programmes help adult learners to secure due recognition and save time and money spent on completing their education.

Without a doubt, everyone agrees on the importance of higher education. It empowers learners with career options, financial security and secures a comfortable lifestyle. Higher education expands your skills and knowledge and provides a competitive edge in the career market.

When we say higher education; traditional University undergraduate degrees and postgraduate degrees are well publicised, but what about regulated diplomas from awarding organisations? Here are top five reasons why you should consider studying a BATHE reguated diploma.

1. More accessible entry criteria

Many walk away from higher education because of how difficult it is to be accepted onto a degree programme. University degree programmes have competitive application processes for acceptance into their limited-seats courses. Regulated diplomas have more accessible entry criteria and often give recognition to work experience and previous studies, giving you a better chance of being accepted into the course of your choice.

2. Accelerated entry to degree courses

Regulated Diplomas and Advanced Diplomas pave the way to study a degree of your choice. They provide progression opportunities and accelerated entry to degrees and Masters programmes through partnerships with Universities. Most Diploma programmes are internationally recognised and allow students to join the final year of degree programmes, upon successful completion.

3. Cost effective

Higher education can be expensive. Both financially and time consuming. Diplomas delivered through our approved centres are more cost effective with the same recognition and equivalent years in a degree programme. Many students opt to study a Diploma and progress on to the final year of a degree programme to make use of the cost and often time savings.

4. Diplomas prep you for a fast track career

Most degrees provide academic knowledge whereas diplomas are often vocationally related and can focus on delivering practical knowledge. As a result, diplomas give you the confidence and capability to take up employment faster than a traditional degree programme. Diplomas also take less time to complete than a degree and are a perfect match for someone who wants to start working as soon as possible.

5. Provides flexibility

BATHE’s approved centres can offer open registration providing year round start dates. Giving you the flexibility to join a programme at any time you want. Most Diplomas are also supported online, giving you the flexibility to study without giving up on your other priorities such as working or looking after family.

An awarding body is an institution that sets examinations and awards qualifications. Finding the right awarding body to obtain a qualification brings more value than one would think. Here are five things to look for when deciding on an awarding body to study for a Diploma.

1. International recognition

Globalisation makes international borders blurry, highlighting the importance of studying a qualification that is internationally recognised. You will never know when you will need to migrate or work in a different country. A good awarding body designs qualifications that meet the demands of employers and learners globally, both vocationally and academically.

2. Credibility

The value of good education is no secret. Everyone understands the difference a qualification can make on a CV, a paycheck and even a marriage! While the desire to earn a qualification is in everyone, money and time often holds back. Having understood this dilemma, there are many institutions that offer the easy way out; a fake diploma from a fake awarding body. But reality hits when the fake qualification holder applies for a job and HR goes above and beyond to validate it.

A fake qualification is a time bomb, where you have no idea of when it could go off. It could happen when you claim the qualification for the first time, or it might take years before it explodes in your face – taking your riches and your reputation with it. Therefore, you should make sure to research the authenticity of the awarding organisation before you commit to studying a qualification.

3. Networks and pathways

Progression routes add tremendous value to a qualification. Before selecting an awarding body to study a Diploma, learners must research and see which ones give the most flexible, cost effective route to achieve degrees and masters. There are many routes to higher education, it comes down to selecting a qualification that best recognizes your previous learning and experience. The qualification should also help you accelerate your way to the next level of learning.

4. Standards

Quality standards of an awarding body define the quality of the education it provides. Standards include governance arrangements, effectiveness of leadership, efficiency of planning processes and accountability. Regulatory bodies look for these criteria when regulating awarding bodies to ensure that students receive valid and valued learning. Therefore, when selecting an awarding body, you have to make sure it is regulated.

5. Flexibility

In education, what matters most is the quality of what you learn in terms of accuracy and relevance. How you study, where you study and when you study should be in your hands to have a good study experience. When looking for an awarding body, you should see which ones provide such flexibility in its qualifications. This allows you to blend education to your lifestyle without putting your life behind. Your campus should be where you want it to be!

BATHES customised qualifications are delivered in partnership with a global network of our accredited centres, who are training providers, colleges and professionals. BATHE Quality Assurance Committee (QAC) places special emphasis on maintaining quality and value across all our innovative, but affordable qualifications. BATHE Qualification Development Team and Quality Assurance Team have many years’ experience in designing, developing, delivering, and awarding qualifications. With our global presence and established partnerships with centers in Americas, Europe, China, Africa and Asia, BATHE strives for its recognition as provider of choice for learners, employers, training providers and educational establishments around the globe.

Now that the festivities and celebrations for a brand new year have died down a little, it’s time to really focus on your goals and try to make the best out of another trip around the sun. For those of you who aim to pursue further higher education, there’s no time like the present to get started.

Studying is an important part of one’s path towards career success. If you would like to see yourself in 10 years as a well-established individual working for a reputed company, a professional diploma course coupled together with a degree will surely get you there. But with many courses and assignments to study for, it can sometimes be difficult to efficiently manage your time. This is precisely what this blog aims to help you with.

A solid study schedule is just what you need to help you prioritise your studies while also giving you room to juggle other responsibilities such as family, friends and entertainment. Not only does it keep you focused, but it also helps you maintain a healthy life-study balance. You don’t end up having to cram before deadlines, or have to set aside your social life.

Here’s how to get started:

1. Establish short-term and long-term study goals:

The task of creating and managing your schedule will be much easier when you have a clear idea of what you want to achieve. For short-term goals, such as creating a power point presentation in 10 days or completing an assignment due in a week, break up your tasks on a daily basis.

Long-term goals might include preparing for an exam 6 months ahead or completing your diploma programme by mid-June. For these, break down your goals by week and month to make them more manageable. It’s important to know how much time you have to achieve each of these goals and pen down the end dates in a way that’s easily visible.

2. Sub-categorise work for each subject or module:

By listing down all of your subjects or modules in the course you are studying for per semester, it will help you get a better idea of how much work you have to do. Depending on the amount of work required for each subject, and the deadlines assigned for each, you will find that you need to devote more time on some subjects and less on others.

3. Prioritise your list:

After completing the above steps, you need to ensure that you prioritise the list. Straying away from it even for a few days can be chaotic and you will find yourself procrastinating and unable to meet deadlines. Divide your available time throughout the week into study blocks and assign subjects to blocks accordingly. A little tip here is to plan your study schedule in such a way that you study at the same time every day, so it becomes routine and you will develop a positive study habit. Your study sessions are not recommended to be more than 45 minutes per block.

4. Reserve time for non-academic activities:

You also need to make sure that you have set aside specific time slots for family, friends and other personal commitments. By creating a healthy balance between personal and academic life, you develop a peaceful mindset that would otherwise cause you stress and bring about de-motivation.

5. Maintain good sleeping habits: Studies have shown that it’s ideal to get at least 6 hours of sleep each day to bring out your maximum potential to focus on your daily goals. Professionals like LeBron James – the world’s top NBA player is known to get 12 hours of sleep each night!
   6. Make use of technology:

   You can easily sync the calendar on your smartphone to coincide with your study plan, so it is easily accessible wherever you go. Use colour codes to differentiate important tasks from the others. There are also plenty of free apps available for smart devices to remind you to take a break from looking at the computer screen too long, go for a small walk or drink a glass of water.

   To study effectively is to be in control of what you need to do and a study plan is the perfect way to get about it. Writing a plan may seem like a waste of time, but if you are someone who is prone to get nervous and leave things till the very last minute, it is well worth dedicating a few hours to create one. No more forgetting to do your homework and no more frantically trying to scribble down answers for a take-home assignment, hours before its due. Good luck and get studying!