PROGRAMME HANDBOOK Academic Year 2014-2015 EThames Graduate School BTEC HNC/HND Health and Social Care Course Manager: Russell Kabir
Table of Contents Welcome 2 About the Programme 4 Programme Aims 5 What is BTEC 6 Programme Outcomes 7 Structure of the Programme 9 Units 10 Teaching and Learning Methods 11 Assessment Strategy 11 Assignment Submission 12 Results Published 14 Grading 15 Plagiarism 16 Live Campus 17 Attendance Policy 17 Action taken for absenteeism 18 Student Representatives & Student Responsibilities 18 Behaviour in the college 19 Comments, Suggestions, Feedback & Complaints 20 1
Welcome to EThames Graduate School It is my pleasure to welcome you to EThames and we are delighted that you have chosen to study with us. You are about to embark on a challenging Higher National Certificate/Diploma (HNC/D) in Health and Social Care course (QCF Level 5) awarded by Edexcel, the largest awarding body in the UK, with qualifications recognized worldwide. This programme is designed to provide you with the knowledge and skills to pursue a career in Health and Social Care or further studies in the Health and Social Care sector. As you progress through your programme you will develop skills needed in all walks of life. You will have to allocate your time very reasonably to combine all your tasks as students: complete assignments, study for the tests and practice presentations and do your research. This programme requires serious discipline and commitment to build the knowledge, skills and understanding needed to become a practitioner or managers in the largest employment sector in the UK. You can always count on friendly and professional advice and understanding from all the Health and Social Care team members. In return the team and the School expect you to conduct yourself with the dignity and respect which is a key requirement both of the School and Health and Social Care sector. The teaching team will do their best do provide you with all the skills and knowledge required in order to obtain the HND qualification. The team combines excellent teachers, experienced instructors and professional health and social care workers. I advise you to take every opportunity to attend lectures, tutorials, seminars and group activities that will build and broaden your understanding of working in Health and Social Care. Over the course of your studies, the programme will allow you to explore a world of issues, problems and concepts. This will enable you to develop intellectually and expand your skills set. We hope that you will find the programme both challenging and satisfying. Not every task will result in immediate success, but you will be encouraged to learn from any mistakes and to use the experience to enhance your future performance. I wish you every success and hope you enjoy your time here with us. Miranda Miranda Hobart Director of Student Learning/Academic Director 2
1.0 Purpose of Course Handbook This handbook contains key programme information and, since you will need to refer to it continually throughout your programme, you should keep it in a safe place. You will find information in this handbook relating to the structure of the programme, the key people responsible for managing the programme, your responsibilities relating to the planning and progression of your study, as well as general College information. This handbook will be useful and will answer the majority of your questions. If there is anything in it you do not understand, or if you have any other questions about your programme, please do not hesitate to contact the Course Manager or Course Administrator at EThames Graduate School. The purpose of this handbook is to provide you with information about your Course of study and to direct you to other general information about studying at EThames Graduate School. This handbook must be read in conjunction with the College Regulations, detailed in your Induction sessions and in the College Handbook. The material in this handbook is as accurate as possible at the date of production. Your comments on any improvements to this handbook are always welcome. 3
1.1 About the Programme: EThames Programme Specifications Template The BTEC Level 4 Higher National Certificate (HNCs) and BTEC Level 5 Higher National Diploma (HNDs) are widely recognized by employers, universities and professional bodies. The qualification prepares learners for employment in the health and social care sector and will be suitable for learners who have already decided that they wish to enter this area of work. Some adult learners may wish to make the commitment required by this qualification in order to enter a specialist area of employment in health and social care or progress into higher education. Learners studying the Edexcel BTEC Level 5 HND Diploma in Health and Social Care should be able to progress to the second or third year of an undergraduate degree or directly into employment in an associated profession. Every effort has been made to ensure the accuracy of the information in this programme specification. Programme specifications are produced and then reviewed annually by the relevant teaching teams and revised where necessary. However, we reserve the right to withdraw, update or amend this programme specification at any time without notice. PROGRAMME TITLE: Higher National Diploma in Health and Social Care 1. Awarding body Pearson BTEC 2. Teaching institution EThames Graduate School 3. Accreditation details QCF Accredited and Centre Approved 4. Name of final award Higher National Diploma* 5. Mode of study Full-time 6. Duration of programme 1.5 years 7. Course Manager Russell Kabir 8. UCAS code: [For undergraduate programmes only] 9. Relevant QAA benchmark Health and Social Care Professions statement(s) 10. Credit & Qualifications Level 5 - QCF framework level 11. Date specification produced November 2013 12. Date specification last reviewed September 2014 Overview. EThames Graduate offers higher education programmes in Health and Social Care as part of a broader suite of qualifications. The programmes are intended for students who wish to work as professional at supervisory or management level, and allow students to develop a clear understanding of the health and social care sector. Programme structure (Include mandatory and optional units with levels and credits) The programme consists of 6 mandatory units and 10 specialist units to provide a total of 240credits. Students are allowed to carry forward 120 credits from successful completion of all the HNC modules Mandatory core units 1. Communicating in Health and Social Care Organisations Level 4, 15 credits 2. Principles of Health and Social Care Practice Level 5, 15 credits 3. Health and Safety in the Health and Social Care Workplace Level 4, 15 credits 4
4. Personal and Professional Development in Health and Social Care* - Level 4, 15 credits 5. Working in Partnership in Health and Social Care Level 5, 15 credits 6. Research project Level 5, 20 credits Specialist units a total credit value of 115 credits 7. Social Policy Level 5, 15 credits 9. Empowering Users of Health and Social Care-Level 4, 15 Credits 10. Safeguarding in Health & Social Care Level 4, 15 credits 11 The role of Public Health in Health & Social Care Level 4, 15 credits 13. Managing Human Resources in Health and Social Care Level 4, 15 credits 19 Contemporary Issues in Health & Social Care level 5, 15 credits 21 Supporting significant life events level 5, 15 credits 23 Employability skills level 5 -, 15 credits 27 Managing Quality in Health & Social Care level 5, 15 credits 29 Health Promotion level 5, 15 credits *Unit 4 includes 200 hours of work experience which each student must complete in a Health and Social Care setting and supported to allow students to meet the learning outcomes. Students must complete all eight units and pass all assessments to gain their qualification. Aims of the Programme (Information may be included from the main national BTEC specification) The BTEC Higher National Diploma aims to help students to develop the underpinning knowledge, understanding and skills for success in employment in the health and/or social care sector at supervisory or management level & progress to a Bachelor s degree. The programme will help students skills and techniques along with personal attributes, attitudes and qualities essential for successful performance in a working & higher education context. Students will also be supported to develop transferable skills and knowledge which will prepare them to progress to further professional development or career enhancement. 5
Learning outcomes (clearly list the main learning outcomes which will be met see national BTEC subject Specification) Over the period of the course of study students will develop the practical and professional learning to enable them to understand: Key principles of practice including formal and informal mechanisms, rights, diversity and the value base of care; Concepts of professionalism, legislation and regulation including impact on self-management and broader working practices; Value & limitations of various forms of communication, including IT as a tool in health & social care services support and delivery; The value of working with others, including multi-disciplinary working and value of statutory and voluntary sectors in meeting care needs; Implementation and implications of current health and social care legislation and policies into practice and theoretical perspectives Initiate, plan and implement a project in health and social care work places Development of professional relationships in supporting care provision and practice intervention Concepts of social and developmental psychology and their impact on health and care services The importance of cultural, social and community values on social policy and contemporary issues The physiological aspects of health and impact of lifestyle choices and disease on health & care Current issues and contemporary developments as viewed through public information and the media and the impact on care provision The value and applications of technologies in the Health and social care sector Context of management in health and social care provision including through effective communications and recording of information and assuring quality of provision Effective recruitment and selection procedures and value of the development of effective teams in organisational and inter-agency working contexts The value and necessity of planning, implementing and monitoring budget expenditure Knowledge and understanding Through study on the BTEC higher nationals, students will develop higher level skills including: the ability to analyse, synthesise and summarise information critically related to health & social care policies and provision the ability to read and use appropriate literature with a full and critical understanding of its value to the health and social care sector and its applications to care the ability to think independently and solve problems the ability to apply subject knowledge, research and understanding to address familiar and unfamiliar problems within health and social care contexts the ability to recognise the moral and ethical issues of health and social care practice and research; appreciating the need for ethical standards and professional codes of conduct an appreciation of the interdisciplinary nature of health and social care service provision the capacity to give a clear and accurate account of a subject, assemble arguments in a mature way and engage in debate and dialogue both with specialists and non-specialists. 6
Skills and other attributes Through undertaking higher level study, students will also develop a broader range of skills and attributes, some of which will be transferable to other fields of study or areas of work including: A. Cognitive Skills State a personal position on an issue Critical judgement Integration of theory & practice Investigative and scholarly capabilities Reflect on evidence and exercise judgement in a range of situations B. Intellectual Skills Analyse problems and identify underlying issues Access, critically analyse and present aspects of current research in health and social care sector Implement theory into practice Devise and sustain arguments, and /or to solve problems, using ideas and techniques relevant to the area Have the capacity for independent thought and judgment work with others and develop interpersonal skills Demonstrate integration of theory and practice Consider unfamiliar ideas and ways of thinking, and to examine critically pre-suppositions and methods within the discipline itself Teaching methods Teaching will be through a combination of lecturers, supervised and interactive activities, role plays, question and answer sessions, group work, case studies and broader supervised research. Students are expected to be active participants in their own studies and to undertake directed study and research as well as identifying issues for discussion in groups. Occasionally Guest lecturers will be invited to talk about on specialist subject areas. Students will be encouraged to engage in formative assessment activities and feedback will be provided to support students to improve their work. Assessment methods A range of assessment methods will be used including both group and individual work. These will include practical activities such as role plays, and devising care strategies in response to identified care needs. Students will also be assessed through presentations, reflective journals, essays, quizzes and written reports. All assessment requirements will be clearly set out in assessment briefs and linked clearly individual learning outcomes. Grading criteria will be contextualised as appropriate. Students will have clear deadlines for each assessment and penalties for late submissions will apply. Formative assessment will support students to develop their written, presentation and team working skills. Students will also need to complete 200 hours work placement, The practice will provide the basis of evidence for assessment of the Personal and Professional Development in Health & Social Care unit. Students will be required to compile a portfolio of evidence that demonstrates their ability to work as a reflective practitioner, including looking at the planning, monitoring and revision of personal plans. This will be supported by reports from the work placement supervisor. 7
Entry requirements To be accepted on to a BTEC higher national Diploma programme, applicants should be able to demonstrate that they will be capable of studying at higher levels, normally through having achieved one or more of the following: a BTEC National Certificate or Diploma in Health and Social Care an AVCE/Advanced GS/NVQ in an appropriate vocational area a GCE Advanced level profile which demonstrates strong performance in a relevant subject or an adequate performance in more than one GCE subject. This profile is likely to be supported by GCSE grades at A* to C other related Level 4 qualifications an Access to Higher Education Certificate awarded by an approved further education institution relevant work experience. be aged 18 years or over Progression routes and options Students who successfully complete an HND are able to progress to a top-up year to achieve a Bachelors degree with Honours, along the same subject pathway. Thereafter, students may elect to go on to study at Masters level. EThames has progression options validated by 3 partner universities. Student support A range of materials will be placed on LiveCampus, the School s virtual learning environment. Students will receive log-in details as part of induction and will have a training session on how to use Live Campus. In their first term of study students will receive 12 weeks of academic skills support and development, both as academic writing classes and through Course Essentials. In addition, students can access English language support. Pastoral and academic needs are supported through access to a personal tutor, who will refer students to other sources of help and information as appropriate. Students will be allocated a personal tutor at the start of each year of study. Graduate employability and career destinations Students who complete the HND are able to work in health and social care settings as supervisors or in management capacities. Students who progress to degree level study may have access to a wider range of professional roles within the broader care sector. Management of teaching quality and standards (Reference internal verification procedures, teaching observation and performance reviews, etc.) The key approaches to management of quality and standards of teaching and learning include: All assessments are internally verified prior to being given to students. All assessed work is internally verified to ensure marks have been fairly and consistently awarded Where there are border-line grades, the work is second marked. Where agreement between the first and second marker cannot be achieved, an independent third party will review the marking and award the final grade. Work will be submitted to the standards verifier for consideration 8
Comments and feedback from the standards verifier will be reflected in an action plan which will also form part of the Annual Programme Monitoring report, and reviewed by the Course Managers and Director of Student Learning. All lecturers will be observed teaching at least once per year and feedback provided to support enhancement of teaching. Students will be asked to complete a satisfaction survey at the end of each unit. Course Boards will be held each term and student representative invited to attend. Exam Boards will be held each term to monitor student achievement, progression and overall rates of completion. Quality indicators (Include reference to achievements, student feedback surveys, external verifier reports, Course Boards and Exam Boards) The main quality indicators are: Student satisfaction surveys and student feedback analysis Confirmation of academic standards by the standards verifiers Analysis of retention, achievement and success rates through annual monitoring reports Progress against action plan points Course Boards and Exam Boards which look at module and programme performance End of module lecturer reports Performance Reviews for academic staff Teaching observations Meetings between Student Council and senior managers Links to further information Use of the UK Quality Code for Higher Education informs the development and review of the Teaching & Learning procedure and other key institution policies and procedures. As a nested qualification the HNC is an embedded component of the HND. However, it can be taken as a standalone qualification. If a learner enrols for an HNC they would be eligible to gain a grade for the HNC. If they then move onto an HND, the learner is graded on their HND performance. The grade for the HND will include units from the previously achieved HNC. If a learner opts to take an HND from the start, then on successful completion of the HND they will receive one grade for the HND achievement only. If a learner opts to take an HND from the start but later chooses to revert to an HNC programme, then on successful completion of the HNC they will receive a grade for the HNC achievement only. Existing NQF Higher National units achievement can count towards the QCF Edexcel BTEC Higher Nationals. 1.2 Aim of the qualification: Is to equip individuals with the knowledge, understanding and skills required for success in employment in the health and social care sector at supervisory or management levels and to enable progression to an undergraduate degree or related professional qualification. It is to provide specialist study relevant to individual vocations and environments in which learners are currently working, or to which learners are aiming to work within the health and/or social care sector. 9
Develop the ability of learners to contribute to the health and social care environment through effective use and combination of the knowledge and skills gained in different parts of the programme. Develop skills and techniques and personal qualities and attitudes essential for successful performance in working life and thereby enable learners to make an immediate contribution to employment. Develop transferable skills and knowledge which will enable individuals to meet changing circumstances, whether moving within their own area of employment moving up to a supervisory or management position or adapting to general changes in the provision or environment of health and social care. Prepare individuals to progress to further professional development of higher level skills through to future study or career development. Enable study to be supported by vocational practice when this is considered desirable for the chosen progression within the health and social care sector. Enable focused study in defined areas of the health and social care sector with specialized designed units. 2.1 What is BTEC? BTEC stands for 'Business and Technology Education Council', which used to run the award, first introduced in 1984. BTEC are recognised by a large number of companies across a wide range of industries. As well as being developed in partnership with industry representatives so all employer and student needs are met, many professional bodies offer successful BTEC students exemptions for their own accredited qualifications. Second, if you are not fond of taking exams and find the pressure causes you to underperform, a BTEC will allow you to undertake a number of units for which you will present evidence, based on real-life work and studies. This means you can demonstrate your skills and knowledge through a practical situation rather than sweating it out in an exam hall. You will be provided with personal guidance and support by your teacher, who will also help you meet deadlines and reach your full potential. There are different sizes of BTEC qualification at each level. Generally: The smallest is the Award Then the Certificate And the largest is the Diploma Unit results are graded as Pass, Merit or Distinction. 10
The number of units varies according to the design and focus of each qualification, and all students complete realistic work-based assignments, which are internally assessed. Assessment decisions and quality assurance procedures in each centre are regularly checked by Pearson. 3.0 Programme Outcomes: The Programme provides opportunities for students to develop abilities and skills in the following areas: A. Knowledge & Understanding Analyzing, synthesizing and summarizing information critically The ability to read and use appropriate literature with a full and critical understanding The ability to think independently and solve problems Applying subject knowledge and understanding to address familiar and unfamiliar problems Recognizing the moral and ethical issues of health and social care practice and research; appreciating the need for ethical standards and professional codes of conduct An appreciation of the interdisciplinary nature of health and social care service provision Capacity to give a clear and accurate account of a subject, assemble arguments in a mature way and engage in debate and dialogue both with specialists and nonspecialists. 11
Cognitive Skills State a personal position on an issue Critical judgment Integration of theory & practice Investigative and scholarly capabilities Reflect on evidence and exercise judgment in a range of situations B. Intellectual Skills Analyze problems and identify underlying issues Access, critically analyze and present aspects of current research in health and social care sector Implement theory into practice Devise and sustain arguments, and /or to solve problems, using ideas and techniques relevant to the area Have the capacity for independent thought and judgment work with others and develop interpersonal skills Demonstrate integration of theory and practice Consider unfamiliar ideas and ways of thinking, and to examine critically presuppositions and methods within the discipline itself C. Subject Specific/Practical and Professional skills Implement current health and social care legislation and policies into practice Initiate, plan and implement a project in health and social care work places Develop working partnership with other organizations Work in a team effectively Demonstrate management and leadership skills in workplaces Plan, implement and monitor budget expenditure Implement health and safety policies and procedures into practice Demonstrate effective communication skills in health and social care work places Conduct a primary research and present finding effectively 12
D. Transferable/Key skills Work in a self-disciplined and self-directed manner, showing both independence of mind and initiative Gather, evaluate and present different types of information Use ICT for both record keeping and presentation Demonstrate presentation skills, both oral and written Write clearly and use accurate referencing Attend closely to the meaning of written documents Demonstrate effective communication skills with diverse group of audience 4.1 Structure of the Programme BTEC Level 4 HNC Diploma in Health and Social Care 1. Qualification credit value: a minimum of 120 credits. 2. Students must achieve at least 65 credits at Level 4 with Minimum credit to be achieved at the level of the qualification (level 4): 65 credits. 3. Mandatory core unit credit: 75 credits. 4. Specialist unit credit: 45 credits. 5. A maximum of 30 credits can be centre devised or imported from other QCF Edexcel BTEC Higher National qualifications to meet local needs. Level rules and mandatory core units must not be changed. BTEC Level 5 HND Diploma in Health and Social Care 1. Qualification credit value: a minimum of 240 credits. (A minimum of 65 credits must be at level 4 and a maximum of 30 credits may be at level 6.) 2. Minimum credit to be achieved at the level of the qualification (level 5): 125 credits. 3. Mandatory core unit credit: 95 credits. 4. Specialist unit credit: 145 credits. 5. The requirements of the HNC have to be met. 6. A maximum of 60 credits can be centre devised or imported from other QCF Edexcel BTEC Higher National qualifications to meet local needs. Level rules and mandatory core units must not be changed. 13
4.2 Units for HNC/D Health and Social Care Programme (QCF) BTEC Level 4 HNC Units (8Units) BTEC Level 5 HND Units (16Units) MANDATORY UNITS Unit 1: Communicating in Health and Social Care Organisations Unit 2: Principles of Health and Social Care Practice [Level 5] Unit 3: Health and Safety in the Health and Social Care Workplace Unit 4: Personal and Professional Development in Health and Social Care Unit 5: Working in Partnership in Health and Social Care SPECIALIST UNITS Unit 9: Empowering Users of Health and Social Care Unit 11: The role of Public Health in Health and Social Care Unit 13: Managing Human Resources in Health & Social Care MANDATORY UNITS Unit 1: Communicating in Health and Social Care Organisations Unit 2: Principles of Health and Social Care Practice Unit 3: Health and Safety in the Health and Social Care Workplace Unit 4: Personal and Professional Development in Health and Social Care Unit 5: Working in Partnership in Health and Social Care Unit 6: Research Project SPECIALIST UNITS Unit 9: Empowering Users of Health and Social Care Unit 7: Social Policy Unit 10: Safeguarding in Health and Social Care Unit 11: The role of Public Health in Health and Social Care Unit 13: Managing Human Resources in Health & Social Care N.B. Units completed in the HNC (Year 1) will provide 120 credits towards the HND (Year 2) Unit 19: Contemporary Issues in Health and Social Care Unit 21: Supporting Significant Life Events Unit 23: Employability Skills Unit 27: Managing Quality in Health and Social Care Unit 29: Health Promotion HNC Year 1 Units HND Year 2 Units 14
4.3 Typical Structure of units taught: It may vary TERM (10 weeks classes) No of SUBJECTS/UNITS Term 1 2 + Course Essential Directed Independent Studies / Study Group Term 2 3 Directed Independent Studies / Study Group Term 3 3 Directed Independent Studies / Study Group Term 4 3 Directed Independent Studies / Study Group Term 5 3 Directed Independent Studies / Study Group Term 6 2 Directed Independent Studies / Study Group 4.4 Teaching and Learning Method Lecture and seminar, using PowerPoint Presentation and handouts Lectures from guest speakers Group discussion and Q& A sessions Use of case studies and researches Individual and group presentation Visit to health and social care organizations Individual learning tasks and use of IT lab for preparation of assignments and ICT skills development 4.5 Assessment Strategy 1. Assessment methods include essays, case studies, quizzes, group individual oral and poster presentation and portfolio development 2. The teaching is of the view that the use of a wide range of appropriate assessment methods provides alternative learning opportunities for many students with different abilities to demonstrate their ability. 3. In various units students are required to demonstrate additional subject related skills including the ability to analyze, appreciate, apply, build, compare, comprehend, 15
construct, contrast, criticize, document, demonstrate, design, devise, discuss, establish, evaluate, examine, explain, identify, judge, produce, recognize, restate, select, synthesize, understand and write. 4. Formative assessment takes place at the end of each semester for each unit in the form of individual and group presentation, quizzes, Q & A, individual task and personal tutorial. 5. Summative assessment takes place at the end of each semester for each unit with preparation of assignment or portfolio and followed by individual feedback. 6. Cognitive skills are developed through lectures, tutorials, group discussions and independent study. 4.6 Assignment Submission The majority of assessments are based on course work; however some modules might be assessed with the help of examination. The coursework or assignment will be provided to you by the lecturer during the term and sufficient time will be given to the students for submission. Lecturers will guide you, throughout the term, regarding the requirement of the assignments. Assessments are externally validated by Edexcel. Types of assignments may vary from unit to unit but it may involve Individual assignments Group assignments and activities Case studies Role plays Presentations Combination of above Examination It s totally up to the lecturer (if approached by the Internal and External Verifier) to decide the way of assessment and they can always select other ways as well like VIVA and in some cases exams. 16
Assessments are handed to the students utmost by the 4 th week of the term depending upon your unit and lecturer. All the assignments need to be submitted by the end of every term. You will always be informed about the deadline every term through Live Campus. One thing which we all need to be prepared is that at EThames we expect hard work from all the students and they should be mentally prepared for 4 assignments to be submitted by the end of every term. For that you have to work on weekly basis on your assignments to avoid over burden by the end. LATE submissions are not allowed and resubmission of unsuccessful modules will be charged. You must manage your time so that you allow sufficient time to prepare your assignments adequately to meet the deadlines. The College Assessment Policy is followed unless there is an Assessment Policy set out by the Institution or Body awarding the qualification which the student is studying towards, as this will take precedence. All students must submit the assessment/s for any course unit at the first available submission deadline. Students cannot voluntarily decide to defer the submission of their first assessment unless there are exceptional circumstances. In these cases the circumstances must be presented in writing to the Director of Studies in advance of the assessment deadline supported by clear evidence. Only serious attempts at any assessment (as deemed by the Course Manager, or Director of Studies), will be considered. FIRST ATTEMPT FAIL: this grade will apply to non-submission at the first attempt, or to any assessment that is either heavily plagiarised or not considered to be a serious attempt at the assessment. NUMBER OF ALLOWED ATTEMPTS: Depending on the course there will be an agreed number of attempts at any assessment, after which if still unsuccessful the student will be deemed to have failed the course. The UK Border Agency rules for International students with Visas permit a total of only 3 attempts at an assessment. Failure to achieve a pass after the 3 attempts means that a student is not achieving the satisfactory progress necessary to meet the rules of their Student Visa. At that point the College is required, as the Student s UKBA Sponsor under the Points Based Visa system, to report the student to the UKBA and expel them from the course. After any assessment period, where a tutor decides that the course may not be at the correct level for a student, the student will be invited to attend a counselling interview to discuss his/her options. 17
After the start of the course, students should expect to be assessed on an ongoing or regular basis in order to gauge their academic progress, so that the teaching staff can ensure that all students are benefiting from the course and making adequate progress towards their qualification. This assessment often takes the form of set homework. However, assessments can take many forms - not just tests and exams, or written assignments. Students may be assessed by role-plays, answering questions, or giving a presentation. Tutors are responsible for providing feedback to students on their progress, when required. There are a limited number of situations where a late submission may be accepted. These cases are referred to as Mitigating or Extenuating Circumstances and must be supported by appropriate evidence before they can be considered. Examples of such cases include illness and bereavement of a close family member. Work commitments are not accepted as a reason for late submission by full-time students. 4.7 Results Published Every term HND results are usually published within 8 weeks after assignment submission. Exact dates of result will be informed within the term. You don t have to wait for previous term s result to progress to the next term and can start the classes without the result. Up-to-date payment of Course fee is essential under all circumstances, otherwise discussed with the management, to get the result of all the terms. If up-to-date fee payments are not made it will lead to results been withheld of the units until the financial matters are cleared with the Accounts department. Please note that you need to get the result (Pass) of all 16 units, at the end of the programme, for EDEXCEL Certificate. This certificate is essential for further progress to 3 rd year of the degree. 18
5.0 Grading The grading of Edexcel BTEC Higher National qualifications is at the unit and the qualification level. Each successfully completed unit will be graded as a pass, merit or distinction. A pass is awarded for the achievement of all outcomes against the specified assessment criteria. Merit and distinction grades are awarded for higher level achievement. Summary of Grades In order to achieve a Pass grade in a unit In order to achieve a Merit in a unit In order to achieve a Distinction in a unit All learning outcomes and associated assessment criteria have been met. Pass requirement achieved All merit grade descriptors achieved Pass and merit requirements achieved All distinction grade descriptors achieved Learners will be awarded a merit or distinction qualification grade by the aggregation of points gained through the successful achievement of individual units. The graded section of HND is based on the learners best performance units at the level or above of the qualification to the value of 7 credits. The number of points available is dependent on the unit grade achieved and the credit size of the unit (as shown in the Points available per credit at specified unit grades table below). Points are available as credit as specified in unit grades. Points per credit Pass Merit Distinction 0 1 2 Edexcel BTEC Higher National Qualifications Points Range Grade 0-74 Pass P 75-149 Merit M 150 Distinction D 19
5.1 Recognition/Accreditation of Prior Learning Recognition of Prior Learning (RPL) is a method of assessment (leading to the award of credit) that considers whether a learner can demonstrate that they can meet the assessment requirements for a unit through knowledge, understanding or skills they already possess and so do not need to develop through a course of learning. Edexcel encourages centres to recognise learners previous achievements and experiences whether at work, home and at leisure, as well as in the classroom. RPL provides a route for the recognition of the achievements resulting from continuous learning. RPL enables recognition of achievement from a range of activities using any valid assessment methodology. Provided that the assessment requirements of a given unit or qualification have been met, the use of RPL is acceptable for accrediting a unit, units or a whole qualification. Evidence of learning must be valid and reliable. 6.0 Plagiarism: Plagiarism is a theft or appropriation of someone else's work without proper acknowledgement, presenting the materials as if they were one's own. At EThames Graduate School 0% plagiarism policy is followed. Plagiarism is a serious academic offence and the consequences are severe. Plagiarism is explained fully during Induction. It is especially important for EThames students to become aware of plagiarism in all its styles and dimensions, for a very specific reason. Deliberate plagiarism is regarded as a serious act of academic misconduct. Please see the Academic Honesty section of this document and Appendix B for the Plagiarism Policy of the College in full. The College has invested in plagiarism checking software, called TURNITIN, integrated directly to LiveCampus, which will be used routinely to check student work. Plagiarism is presenting someone else s work as your own. Some examples of plagiarism are: Reproducing or paraphrasing published material without acknowledging the source. Presenting information from electronic sources without acknowledging the source. Passing off ideas, designs, inventions or any other creative work as your own. Copying the work of another student, either presently studying or a past student. Undeclared collusion with another student. Getting someone else to do the work for you. Very few students commit such offences, but ETGS believes that it is important that all students understand that the College does not compromise on Plagiarism. 20
There are degrees of plagiarism, particularly where published work is concerned. Minor instances of plagiarism are dealt with at the discretion of the Subject Tutor, for example; A student fails to reference a work properly. A student fails to acknowledge the source of a short section of an assignment. Where an instance of plagiarism has been treated as minor, a warning will be issued about future conduct. The assignment may receive a lower mark than might otherwise have been awarded More serious infringements, which cannot be treated as minor, will result in a report to the Principal and a record placed on the student s file. The ETGS Academic Board will penalise students who are found to have presented plagiarised work for assessment by taking appropriate steps, ultimately resulting in the student being excluded from further studies on the programme. 7.0 Live Campus Live Campus is the School s Virtual Learning Environment (VLE) and is used extensively for both academic and administrative purposes. As part of the Induction Programme for your course you will receive log-in details and have a training session on Live Campus so that you are in a position to use it from the outset of your programme. You will find a copy of this Handbook on Live Campus along with details of all the Units you will be studying. There is also information relating to the assessment process and ALL your assignments must be submitted electronically using Live Campus. You will receive your assessment feedback and results via Live Campus. It is important that you check Live Campus regularly as any changes to your programme or your timetabled classes will be notified via this system. You may also receive emails via Live Campus into your personal email box, or SMS text messages to your mobile phone. 7.1 Attendance Policies: It is extremely important that you attend classes regularly so that you receive the support and guidance which will help you to successfully complete your course. Course attendance will be monitored closely and action will be taken against students who do not attend on a regular basis. Non-attendance can impact on your continuing on the Course and also on whether you will continue to be eligible for any Student Loans and Maintenance Grants. Non-attendance will also be reported to Transport for London, who will cancel your Student Discount Oyster card. 21
You should aim to attend 100% of teaching sessions. If you are absent due to ill health it is imperative that you inform the School administration as soon as possible and obtain medical evidence to support your absence. Research has shown that attendance and academic success are closely related and students with poor attendance records frequently fail elements of their programme of study and thus take longer than expected to complete their course. 7.2 Action Taken for absenteeism After every absence you may be telephoned by Attendance team, Course tutor, Course Manager, or member of Student Services, or receive an email or SMS. They will be trying to find out if you are facing any problems preventing you from attending the College. If you continue to miss classes you will receive a series of warning letters which will finally result in your admission being withdrawn from the school. As soon as you receive a warning letter you should immediately start attending classes or if there is a valid reason for absence you must inform your course tutor or student services. Achieving over 85% attendance is a condition of your Transport for London student photo card, allowing 30% discount. If your attendance is below this level the College is required to inform TFL will result in your Transport- the first you will know is that your card will stop working, and this may lead to your being stopped and questioned at a tube station or on the bus. If the College does not hear from you after the warning letters then steps will be taken to discontinue your registration and a report will be sent to the Student Loan Company. Note that there are no refunds of fees under any circumstances for students who are withdrawn from the course. 7.3 Student Representatives: Student representatives are elected by their peers in each cohort. During the beginning of the term there should be one representative per cohort. Student representatives are a major channel of communication between your cohort and the teaching and other academic and administrative staff. Student representatives are involved in programme monitoring teams and, as such, have input into dealing with the day to day issues that affect you now. The EThames Graduate School is very keen to maximize the use of student representatives as a way of ensuring the smooth running of the programme. 7.4 Student Responsibilities: Students should not knowingly miss a class for anything other than illness or exceptional circumstances. It is not advisable to take holiday in term time. 22
EThames Graduate School expects students to: o attend all lectures/tutorials/classes as specified in the timetable, according to their signed learning contract; o Maintain punctuality in attending classes, ensuring they arrive at least 5 minutes before class begins, and not to leave until the end of the session, unless by prior arrangement with the Lecturer. o touch in and out at reception each time they enter and leave the College (for Health & Safety purposes); o conform with all college policies; o ensure that you log in on LiveCampus to get all hand-outs, homework, assignments, exam information, etc. on a daily basis and also should they be absent for any period; o ensure you request from their lecturers any materials supplied in the class during times you have been absent; Contact the College if you are going to be late for a class session. 7.5 Behaviour in the college The School aims to provide a high quality learning environment and you can contribute to this by behaving in a polite, considerate and adult manner. Here are some of the School s expectations of you as a classroom based learner. Arrive in good time for classes as lateness is disruptive to the learning process In class you should not distract fellow students by engaging them in conversation Mobile phones must be switched off in class you will be asked to leave the class if your phone rings. Lecturers have the right to charge students a 5 fine for repeated instances of using mobile phones in class. You must only speak in English in any part of the college in order to ensure all students can mix and not feel excluded. 8.0 Comments, Suggestions, Feedback and Complaints The College encourages all students to give us their comments and suggestions on any aspect of the College or your course, as well as any positive or negative feedback. This helps us to understand how we can improve things for our students and make the College even better. Please use the Comments and suggestion boxes around the College that are checked every week 23
Course Feedback In addition we will ask our students for feedback on their courses at regular intervals, at least twice a term either by setting aside some time for a feedback discussion in class or by asking you to fill in a feedback form either on Live Campus or on a printed paper form Informal Complaints The College encourages all students to raise any complaints, give positive or negative feedback, or suggestions at the earliest opportunity, initially on an informal basis. The student is encouraged to speak to his/her personal tutor, use the Comments and Suggestions boxes around the various college buildings, or use the feedback facility in Live Campus. Where informal resolution fails to produce a satisfactory outcome, students are advised to make a formal complaint; please see the formal complaint procedure below. Formal Complaints A student wishing to make a formal complaint should do so in writing addressed to the Principal and marked Complaint Letter. You re Tutor and/or Course Manager or other appropriate staff member will be asked to comment, depending on the nature of the complaint. The student will be given the 1st response in writing, within 2 weeks, and if satisfied that this has resolved their complaint the matter is ended at that stage. Where a student remains unsatisfied with the outcome/1st Response, the complaint is passed to the Principal or Management Team. After careful consideration, a 2nd Response is provided to the student, again within 2 weeks, who has the choice of accepting the outcome or leaving a comment on record of his/her views on the outcome. And finally.. we wish you a happy and successful period of study with us at EThames. 24