Musical Theatre Foundation Course Handbook - 2021-2022

Cert HE

Musical Theatre Foundation Course

Student Handbook 2021–2022

Being a student at ArtsEd

September 2021 THE STUDENT HANDBOOK Welcome to ArtsEd! This Handbook has been designed to help you understand, and get the most out of, the Full Time Musical Theatre Foundation Course. It sets out exactly what you will be doing in each module, and gives you details of all the rules and regulations, as well as other advice on being a student at ArtsEd. Make sure you read it, and keep it with you so you can refer to it as you progress through the year. If you are unsure about anything or have suggestions for additions to the handbook please let us know. Please note that the information contained in this Handbook is correct at the time of going to press in July 2021. The School reserves the right to make amendments in response to obligations or legislation beyond its control. The timetable may, on occasion, be affected by national holidays or extra-curricular enrichment activities. You will, of course, be informed of any changes. In response to the Covid-19 pandemic, we have been able to deliver our courses through a blended learning approach, combining face to face and online teaching. In 2021-22 we hope to deliver all teaching on site, but if further lockdowns are imposed, we may need to transition to remote learning.

Director of the School of Musical Theatre

TERM DATES Autumn 2021 Induction Classes Start Half Term break Last day of term

Friday 10 September Monday 13 September w/c Mon 25 October Friday 17 December

Spring 2022 Classes Start Half Term break Last day of term

Monday 10 January w/c Mon 14 February Thursday 31 March

Summer 2022 Classes start Last day of term

Tuesday 19 April Friday 27 May

Note: ArtsEd will be closed for the bank holiday on Monday 2 May

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Being a student at ArtsEd

Welcome to ArtsEd

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Who are all these people and what do they do? What are the rules? Student Charter Staff Code of Conduct Student regulations Lateness/Absence Professional Discipline Drugs and Alcohol Security Digital media Computers

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How does the school work on a day-to-day basis? Absences Accidents Accommodation Assessment Bikes Box Office Buddy Scheme Cars Catering Changing rooms Common area Complaints Computers Contact details Counselling Council Tax Dentist/Doctor Drinks Emails Equal Opportunities Fees Fire Drill First Aid Gym Health and Safety Injury Lanyards Learning Support Library Lockdown Drill Lockers Lost Property Pastoral Care Photocopying

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Physio Post Pupils Recycling Smoking Swipe cards Theft Tutor Group Visitors What if you’ve got a problem? Administrative staff Tutorial support Student Representatives Equality, Diversity & Inclusivity Wellbeing Accommodation Audition support Counselling Dyslexia and disability support Helplines What student support is available? Induction Student Representatives Heads of Year Board of Studies meeting Student Complaints Library, IT and other resources

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The Course Programme Specification Outline and Programme Aims What will I be expected to achieve? How will I learn? Learning hours and credits How will I be assessed? What do I have to do to pass? What degree can I get? Course Content Careers & Accreditation Module Specification FMT 1 Audition Preparation Audition Preparation Dance Audition Technique Acting Pieces Audition Songs FMT 2 Dance Skills Jazz Contemporary/Commercial Ballet 3

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Being a student at ArtsEd

Fitness, Stamina & Conditioning Nutrition and Injury Prevention FMT 3 Singing Skills Singing Technique Ensemble Song Workshop FMT 4 Acting Skills Acting Speech & Voice FMT 5 Performance Skills Song & Dance Acting Project Cabaret

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Policies

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Assessment Regulations

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Welcome to ArtsEd! Who are all these people and what do they do?

When you start anywhere new: school, college, university or job, it can take time getting to know who everyone is. Here is a list of some of the people who you may come in contact with. Remember – we have an open door policy so never feel you can’t talk to anyone. CENTRAL ADMINISTRATION THE ACTING PRINCIPAL

THE FINANCE DIRECTOR HEAD OF FACILITIES HEAD OF PRODUCTION THE IT DEPARTMENT THE LIBRARY

Julie Spencer has overall responsibility for ArtsEd, including the School of Musical Theatre, the School of Acting and the Day School and Sixth Form. Yewande Akindele is Deputy Principal. Nichola Milner is PA to the Principal. Mike Stewart deals with fees. These must be paid before the first day of term. Frank Daniel is responsible for anything to do with the building. Di Stedman is responsible for the technical side of all productions in the theatres The IT Manager, IT Administrator and IT Assistant look after ArtsEd’s IT network and computers. You can contact them at helpdesk@artsed.co.uk John Antrobus is responsible for the Library, assisted in the afternoons by Karen Smith.

THE SCHOOL OF MUSICAL THEATRE EXECUTIVE TEAM THE DIRECTOR ACTING HEAD OF DANCE HEAD OF MUSIC HEAD OF ACTING FOUNDATION COURSE LEADER THE ADMINISTRATORS THE REGISTRAR

Jonathan O’Boyle has overall responsibility for all musical theatre courses Karen Edwards is in charge of all dance classes and for monitoring your progress in dance Chris Whitehead is responsible for all singing classes and for monitoring your progress in singing Rohan Tickell is responsible for all acting classes and for monitoring your progress in acting Heather Robbins is your Head of Year. She will meet with you and all the other Foundation Course students each week. Discuss with her any problems you or the group might have. Laurie-Ann McQuire and Simon Robinson are your first port of call for any day-to-day queries. David Bumpstead is the Registrar, and also arranges learning support for students who need it. 5

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WE HAVE AN OPEN DOOR POLICY, SO NEVER FEEL YOU CAN’T TALK TO ANYONE

What are the rules? Any institution needs to have rules so it can run smoothly and so everyone understands what they are supposed to do (or not do). The rules are designed to be helpful; to give you an indication of how professionals work and to make sure that the training is fair for everyone. In addition to the student regulations, ArtsEd has a Student Charter and a Staff Code of Conduct, which outlines the responsibilities of the institution, the students, and the students’ union and the staff.

ArtsEd Student Charter

ArtsEd undertakes to: • Ensure that its employees treat students and colleagues equitably, professionally and respectfully. ArtsEd undertakes to provide: • A safe, supportive and inclusive environment in which to study. • High standards of teaching, support, advice and guidance. • Access to activities that will enhance employability and personal development. • Regular continuing professional development for its staff. • Support for student participation in academic development and course management, including elections of representatives. • Access to a range of pastoral support services. • Clearly defined access to library, IT, and other facilities. ArtsEd undertakes to provide students with the following information: • Timetables, including changes, cancelled classes, re-scheduling of content • Clear deadlines and timeframes – detailed in Course documentation – for feedback on submitted work. • Student and Course information detailing: assessment criteria, contact hours, mode of delivery of course, assessment arrangements and regulations, academic guidance and support, appeals and complaints procedures and professional requirements (where appropriate). • Course costs and tuition fees, payment options and deadlines, and an estimate of necessary additional costs. Students undertake to: • Treat staff, visitors and their fellow students equitably, professionally and respectfully. • Respect the academic judgement of the institution. 6

Being a student at ArtsEd

• • •

• • • •

•

•

Attend induction, participate in timetabled classes, rehearsals and performances, and attend meetings with tutors. Obtain agreement from the School, in advance, for any essential absences. Take responsibility for managing their own learning: actively engaging in their course; ensuring they spend sufficient regular time in private study, and participating fully in group learning and assessment activities. Submit assessed work by stated deadlines and actively participate in feedback. Make prompt payment of charges made by the institution. Return promptly and in good condition any equipment loaned by the institution. Support Course Representatives and participate in systems which will lead to improvements in the quality of learning and teaching as detailed in the Student Handbook. Respect the physical environment of the institution and behave respectfully towards all members of the ArtsEd community and its neighbours as set out in the Student Codes of Conduct. Abide by all of the School’s Health and Safety policy and all other codes and policies.

The Students’ Union undertakes to: • Support all students to ensure they receive equal treatment and are aware of their responsibilities and rights. • Support student participation in quality enhancement activities. • Provide students with advice on welfare problems. • Represent the interests of students at local and national level. • Support active student/community engagement, especially as regards combating antisocial behaviour. STAFF CODE OF CONDUCT The purpose of this Code of Conduct is designed to give clear guidance on the standards of behaviour all ArtsEd staff are expected to observe. At ArtsEd staff are expected to: • • • •

Demonstrate consistently high standards of professional conduct in order for students to do the same. Maintain high standards of ethics and behaviour both in and outside ArtsEd. Create an inclusive, welcoming and safe learning environment. Maintain appropriate boundaries between professional and personal life. 7

Being a student at ArtsEd

• • • •

Treat students, colleagues and visitors equitably, professionally and respectfully. Place the needs and safety of the student at the centre of any decision they make. Be aware of how behaviour may be perceived: intention is not the same as impact. Avoid any professional or personal behaviour which could risk damaging ArtsEd’s reputation within the industry or the local community.

STUDENT REGULATIONS – MUSICAL THEATRE FOUNDAITON General regulations 1. Foundation Course students must sign in every morning, fifteen minutes before the first class of the day. Penalties for lateness or absence are set out in the Lateness/Absence Regulations below which also form part of these regulations. 2. Student performance is monitored constantly. Two written warnings are given to students who are not progressing or if attendance is poor. If progress and attendance continues to be unsatisfactory, the Director of the School of Musical Theatre will ask the student to withdraw from the course. 3. Assessment. Your progress will be monitored continuously in all classes. Any student whose overall progress through the year is unsatisfactory will be asked to discontinue the course. 4. You will be given plenty of advice about when to apply for auditions for drama school. As soon as you receive your audition dates, you must inform your Course Leader. If the audition means you will miss any Foundation Course classes, you must first obtain leave of absence from your Course Leader. 5. Students may not accept any professional or amateur engagements during the course, (even during the holidays) without prior approval of the Director of the School. 6. If a student is deemed incapable of work because of the effect of drink or drugs he/she will be suspended immediately pending an inquiry (see Misconduct and Drugs and Alcohol below). 7. ArtsEd disclaim responsibility for loss, accident or damage of any kind that may occur to the property of students, wherever it occurs - private arrangements are advised, if insurance is desired. 8. Misconduct. Misconduct will lead to disciplinary action, which could result in the dismissal of a student from ArtsEd. Examples of misconduct 8

Being a student at ArtsEd

are provided below, although the list is not exhaustive. ArtsEd may choose to investigate and take action on misconduct offences whether they take place on ArtsEd premises or elsewhere, including online and in social media. a. Disrupting any ArtsEd activities; b. Violent, indecent, disorderly, threatening or offensive behaviour or language (whether expressed orally, in writing or electronically) including harassment; c. Conduct which unjustifiably infringes freedom of thought or expression whilst on ArtsEd premises or engaged in ArtsEd activity; d. Possession or use of illegal drugs or weapons on the premises; e. Fraud, deceit, falsification of documents, deception or dishonesty; f. Behaving in a way likely to cause injury to any Person or to impair safety; g. Harassing, victimising or discriminating against any Person on grounds of age, disability, race, ethnic or national origin, religion or beliefs, sex, sexual orientation, gender reassignment, pregnancy, maternity, marriage or civil partnership, colour or socio-economic background; h. Failing to comply with any ArtsEd rule, regulation or policy; i. Damaging, defacing, stealing or misappropriating ArtsEd property or the property of any student, member of staff or visitor to ArtsEd; j. Misusing or making unauthorised use of ArtsEd premises or items of property, including IT facilities or safety equipment; k. Deliberately doing, or failing to do, anything which thereby causes ArtsEd to be in breach of a statutory obligation; l. Behaving in a way which brings ArtsEd into disrepute; m. Making false, frivolous, malicious or vexatious complaints; n. Any misconduct prior to a student’s enrolment at ArtsEd, which was not previously known, which raises questions about the fitness of the student to remain a member of the ArtsEd community. 9. Misconduct and the Law a. ArtsEd may report to the police any allegation that a criminal offence has been committed. b. ArtsEd encourages any student who has been the victim of an alleged criminal offence to report this to the police. 10. Students must be correctly attired in the communal areas of any site where Foundation classes take place. 11. Students are not permitted to park their cars on the facilities any time. Any student found parking will be barred for the day. 9

Being a student at ArtsEd

12. The building, including its outside spaces, is non-smoking. Students are not permitted to smoke by the front door of the school. 13. All students and staff are issued with a Security (swipe) card which is needed to gain entry to the building. You will be refused entry into the college without a valid swipe card. If your swipe card is lost or stolen you will be charged £5 for a replacement card. 14. Students must not post course-work or performances on Facebook, Youtube or any other social-networking sites. 15. All fees must be paid on or before the first day of each term. The course fees are split into three instalments, with higher fees payable in the Autumn and Spring terms to reflect the longer teaching terms. 16. In the event of a student being dismissed from the course, no further fees will be payable by the student (as long as all fees until the point of dismissal have been paid in full) and the student will not be entitled to claim the return of any fees or any part thereof already paid, including the deposit. 17. In the event of a student withdrawing from the course, a term’s notice is required or fees for the term following the student’s withdrawal will be payable and the student will lose their deposit. One of the most important things to say about the course is that strong selfdiscipline is crucial. It doesn’t matter how good you are at acting, if you are late or lazy or difficult to work with, no one will want to work with you. So read the following carefully. It’s how we operate! Lateness/Absence Regulations 1. Students must sign in every day, 15 minutes before the first class. Any student who is late or who fails to sign in will result in the student being barred for the rest of the day. 2. If you are running late for reasons outside your control (e.g. cancelled trains or a tube strike) you must inform the office by calling 020 8987 6663. 3. If there are genuine extenuating circumstances (which can be evidenced) for lateness or failure to sign in, the barring will be lifted. 4. Sometimes students are on time for their first class of the day but forget to sign in, perhaps because they have come in early to rehearse. The first time this happens no caution will be issued and the barring will be lifted. The second or subsequent time this happens, the barring will be enforced. 5. Each day a list of those barred for the day will be emailed to staff and students for reference, and details will be noted in the students’ files. 10

Being a student at ArtsEd

6. Second and subsequent barrings for lateness, absence or failure to sign in will be considered to be a breach of the Rules and Regulations and will result as follows: a. Second barring: formal verbal warning b. Third barring: first formal written warning c. Fourth barring: final formal written warning d. Fifth barring: immediate dismissal from the course. 7. All students have some free time during the week and appointments with banks, doctors, dentists etc. should be arranged, if possible, for these times so that classes/rehearsals are not missed. Preferably such appointments should be made for weekends or holidays. Unless it is an emergency, 24 hours’ notice must given for doctors, dentists and any other necessary appointments. All such appointments must be signed off by the student’s Course Leader or the Director of the School. 8. Notification of illness must be reported to the office before 8.00am on the day in question by leaving a message on 020 8987 6663. Any notification after this time will be marked as absence without reason, and this will be noted as a barring. 9. Where a student has been absent due to illness for more than three consecutive days, a medical certificate must be provided. 10. All classes on the timetable are compulsory. A member of staff will refuse admission to a class if a student arrives late or is not correctly attired. 11. The director of a production or project may exclude a student from the production or project concerned (and re-cast it accordingly) if a student has been late or absent on three occasions on which he/she was called. 12. If a student is to be unavoidably absent from any single class or rehearsal, she/he must inform the departmental office by telephone 020 8987 6663 by 8.00am on the day concerned, stating the reason. If such absence continues for more than one day, such information must be provided by 8.00am on each succeeding day. Professional Discipline The nature of the course with its focus on both individual and group development is such that it requires 100% student attendance for all modules. The following are understood to be reasons for excluding a student from a project:

• • • •

Persistent absenteeism whether because of illness or for any other reason Repeated lateness Disruption to the work of the group by way of conduct and/or attitude Lack of evident commitment to the work 11

Being a student at ArtsEd

• In addition, violent or other unacceptable behaviour as outlined in the School’s Code of Conduct, can result in immediate dismissal from the course.

If a Project Director feels that a student is behaving in any of the above ways, they can ask the Director of the School for the student to be permanently excluded from the project. The Director of the School will then discuss the matter, first with the Project Director and then with the student. The final decision is made by the Director of the School. The student may be allowed to return to the project with reduced casting. Any student who is excluded from a project has the right to appeal against the decision. Details of how to appeal will be issued in the event of such an occasion occurring. Drugs & Alcohol The course is very intense and you need to be able to concentrate properly and to always be physically and mentally alert. Even at 8.30 in the morning! We realise that students may use alcohol socially but you must not use alcohol during school time. You must never be under the influence of alcohol or drugs (illegal substances) during school time and you must make sure that any indulgence the night before does not affect your work the next day. It’s your responsibility to ensure that you are fit to work. You are reminded that using, possessing or dealing in drugs and other banned substances on school premises will lead to immediate dismissal from the course and will be placed in the hands of the police. Any student who is considered to be unfit for work due to the effect of alcohol or drugs (illegal substances) will be told to leave the School premises immediately and will be required to attend a meeting with the Director of the School, normally within three working days. Evidence of drug and/or alcohol abuse in the School can result in Immediate Dismissal Help is available if you have a problem. Security All students and staff are issued with an ArtsEd lanyard and security (swipe) card. The swipe card is needed to enter and leave the building. Lanyards, with swipe cards showing, must be worn in all public areas of the building. If you lose your lanyard or your card you must pay for a replacement. Replacement cards cost £5 and lanyards £2 . Swipe card replacements must be ordered via https://artsed.co.uk/artsed-replacement-id-card by 5pm on the second day without a card. On the third day without a card you will be 12

Being a student at ArtsEd

reported to the Administrator and the Course Leader and may be barred. If your card has been stolen you must provide a crime reference number to avoid the replacement charge. Your card will be de-activated at the end of the course. Digital media Unless given express permission by the tutor or director, mobile phones, tablets, laptops or other digital media is not permitted within the classroom or rehearsal room. Out of courtesy to fellow actors and directors/teachers students are requested to keep their phones switched off at all times. Permission may be given to take notes on tablets, phones or laptops, but not for other use.

Action taken if regulations are breached:

Any student whose phone rings during class/rehearsal will be dismissed from the class. Computer regulations The school computers must only be used for activities related to the course. You are not allowed to use the equipment to view obscene, hateful or offensive material. The full IT regulations can be found in the policies section of the website along with the other policies referred to therein.

A form will be given to each student, which they must sign before starting the Course, signifying that he/she has read, understood, and accepted all of the above rules.

How does the school work on a day-to-day basis? Absences

Every student has to 'sign in' every day (see Lateness/Absence Regulations above). If you are ill, you must ring in on 020 8987 6663 before 8.00am and leave a message on the office answerphone. Do not leave messages on the main switchboard. If you are ill or if you miss the 'signing in' time you are EXCLUDED for the day. Calls to explain the delay are not acceptable. Being 'ill' in the morning and 'O.K.' in the afternoon is not acceptable. If you are ill you must ring in each day. If you are absent for five days or more you must get a doctor's note. If you need to take time off college for any other reason you must discuss it with your Course Leader first. Use your free time during the week including your lunch breaks to sort out any personal matters.

Accidents

Accident or injury must be reported immediately to the office, and Laurie or Simon will contact one of the School’s appointed First Aiders. There is also a First Aid Box in the office. First Aiders include Heather Robbins, Laurie McQuire, Simon 13

Being a student at ArtsEd

Robinson, Jules Cannon (Reception), Nichola Milner (Principal’s PA), Frank Daniel (Head of Facilities), Luis Rodriguez (Maintenance). Accommodation If you need to change your accommodation, or have a problem with where you are staying, talk to Laurie or Simon in the office. They have contact details of reputable estate agents. You must let the office know your up-to-date phone number and address. Assessment

Your progress will be monitored continuously in all classes. Your tutors will let your Course Leader and the relevant Head of Department know immediately if they have any concerns about your level of attainment, discipline or attendance. You will receive verbal feedback from all of your tutors as you progress through the course.

Bikes

Bikes can be parked at the front of the building or there are more bike rails the other side of the railway bridge near the tube station. NEVER LEAVE YOUR BIKE UNLOCKED. You are advised to invest in a strong D lock. Students are not permitted to lift bikes over the barriers.

Box Office

Students are offered standby seats for 3rd year public productions, subject to availability. Alternatively students are often invited to open dress rehearsals. All other tickets must be paid for. Box office opening hours are 10-12pm and 1-5pm Monday to Friday. Payment can be made by cash or card (cheques will not be accepted). There is a 50p charge for each ticket when paying by card. Full list of terms and conditions of sale are on the ArtsEd website.

Please note – tickets cannot be refunded or exchanged. Buddy Scheme

Each Foundation student is allocated a 3rd year student to be their buddy. Your buddy should have made contact with you over the summer to provide useful information and to answer any questions regarding accommodation, equipment, reading material etc. During the first year you will have your buddy on hand should you experience any problems you would rather discuss with a fellow student.

Cars

There are no parking facilities on site. The area around the School is a Controlled Parking Zone; if you park your car in any of the surrounding streets you will have to purchase a ticket.

Catering

The canteen in the main building serves subsidised hot meals at lunchtime, and breakfast from 8-11am. Lunch breaks on the 14

Being a student at ArtsEd

Foundation Course vary – on some days you may need to bring a packed lunch but on others you are welcome to come to the canteen for lunch from 12.30 onwards. The Day School pupils’ lunchbreak is 11am to 12:30 so all other students are asked to avoid the canteen during those times. Please observe the canteen code of conduct:

Clear the table after you have finished and return your tray to the stands provided. Respect others who are eating and keep the noise to an acceptable level. Also in the canteen there is a café which is open during term time from 8am to 4.45pm, serving hot and cold drinks, snacks and sandwiches. On show nights and for special student events, the bar in the foyer serves wine, beer and soft drinks for the use of all students over the age of 18. It is also open to members of the public coming to see third year productions. It is very important that you behave responsibly in the bar. As well as the general public, you could be sharing the space with agents and casting directors and it is important we maintain the school’s good reputation, both with the local community and with the industry. Changing Room The changing rooms can be very congested so please be tidy and use your lockers at all times. Do not leave your possessions lying about the floor or the changing rooms will not be cleaned. There are spot checks from time to time and anything left lying around will be disposed of. Common Area

There is a student common area on the 2nd floor. This space is shared with students from both schools. Although this is a meeting place for students, it is also designated as a quiet study area, so you must respect others’ need to concentrate. If you need somewhere to rehearse, ask in the office if there are rooms available. If you see others rehearsing, feel free to ask them to do the same!

Complaints

At ArtsEd we pride ourselves on our openness and approachability. You are encouraged to raise issues as soon as possible with your Course Leader or any member of staff, and informal resolution is encouraged. If the issue is not resolved, the Complaints Policy is explained in the Policies section of the website.

Computers

The computers and printers in the common area are available all day for student use. In order to use the school computers 15

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you must have a Network Account. Your account will be set up during the first week of term and you will be issued with your own user-name and password. Printer and photocopier credit can be purchased from a machine on the second floor, or from the librarian. The Network account will provide you with access to all of our software packages, including the ArtsEd Intranet. ArtsEd will not be held responsible for any loss of data. You should save all your work onto USB memory sticks or external hard drives. Contact details

THE OFFICE MUST KNOW HOW TO CONTACT YOU DURING TERM TIME – YOU MUST REMEMBER TO TELL THEM IF YOU MOVE OR CHANGE MOBILE NUMBER OR EMAIL. Office phone 020 8987 6663.

Counselling

If you are struggling and need emotional support, the ArtsEd counselling service is here to help. The school has partnered with Togetherall to provide an online digital mental health service which offers 24/7 support with trained clinicians, as well as a range of helpful tools and resources. A number of staff are also trained mental health first aiders. Please speak with your Course Leader or a member of the Admin staff if you feel that you need help.

Council Tax

If you are over 18 you must complete a form to send to your local council to confirm that you are a full time student and therefore not liable for Council Tax. When you get a Council Tax Bill ask Simon in the Office to provide you with a letter confirming your status as a student.

Dentist

It is very important that you register with a Dentist. To find your nearest NHS dentist search www.nhs.uk/servicesearch/Dentists

Doctor

You must register with a local Doctor (see ‘Healthcare’ for more information). For emergency appointments, there is a walk in clinic at Charing Cross Hospital, 10 minutes’ walk from Hammersmith tube station.

Drinks

Only water in reusable plastic bottles is allowed in the studios and classrooms. Drinks in cans and glass bottles are not permitted. There are water fountains in the canteen, in the foyer and on the second and third floors.

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Emails

You will be given an ArtsEd email address. Messages and timetable changes will be sent to you so please check your email regularly.

Equal Opportunities The School does not discriminate on the grounds of race, colour, ethnic or national origins, marital status, sex, sexual orientation, disability, religious beliefs or age. The full Equal Opportunities Policy is available on the website. The School aims to: • foster the sense of the intrinsic worth of each individual • encourage in each student the sense of her/his unique individuality • make the commitment to the performing arts the sole measure of value. The School will not tolerate unfair discrimination against any student by any other student or member of staff. Any student who feels she/he has been treated unfairly within the scope of this policy should raise the matter with the Director of the School. Fees

Fees must be paid before the start of term. You will not be admitted to college, or be allowed to continue with your training, until your fees are paid. If you are asked to leave the course no further fees will be payable as long as all fees until the point of dismissal have been paid in full. However you will not be entitled to claim the return of any fees, including your deposit, in whole or in part, which have already been paid.

Fire Drill

If the fire bell rings go out of the building immediately by the nearest available door. There are several clearly marked FIRE EXIT. There will be Fire Marshalls on hand to show you where to go. Please leave in a calm, ordered and disciplined way. Fire marshals will show you where to wait until it is safe to return to the building. DO NOT STOP TO COLLECT YOUR BELONGINGS.

First Aid

See ‘Accidents’ above.

Gym

There is a gym which is open on weekdays in term times unless a timetabled class is taking place. A gym instructor is on hand to teach you safe use of all the gym equipment, and to help you prepare a suitable fitness programme. You cannot use the gym until you have completed an induction.

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Health and Safety Please read the sections in the course document about Health and Safety. The performing arts are physically taxing. The School aims to help you understand how to acquire and maintain good levels of fitness, and to be aware of your own and others’ health and safety. Injury

If vocal or physical injury is preventing you from participating fully in any classes your Course Leader will give you a form, to let your tutors know that you cannot take part in those classes.

Lanyards

You will be issued with a lanyard in which to display your swipe card. You must wear your lanyard in all public areas of the ArtsEd building during the working day. Replacement lanyards cost £2.

Learning Support If you are experiencing difficulties in any area of the curriculum, you may be referred for Learning Support sessions, arranged by David Bumpstead. If you think you may need additional support, or you already have a diagnosis of dyslexia and wish to find out if you are eligible for Disabled Students Allowance, please see David (see ‘Dyslexia Policy’ on the website). Library

Although there is little academic work involved in the Foundation Course, if you want to succeed in gaining a place on a BA course and building a career in Musical Theatre you need to be curious about every aspect of the business. The library has a great store of plays, scores and dvds for you to borrow – use it! You will be given a library induction during your first week of term. The Library is open at the following times: Monday to Thursday 7.45am – 7pm Friday 7.45am – 3pm

Lockdown Drill The lockdown alarm will ring for 3 minutes. Remain in your classroom or go immediately to the nearest occupied classroom or office. Turn off any music, draw the curtains or blinds and sit quietly on the floor until you are told by a member of staff that the danger has passed. The all-clear alarm will sound again for 20 seconds. Lockers

You will be allocated a locker. It is your responsibility to provide a suitable padlock; coded ones are useful as they do not require a key. USE YOUR LOCKER AT ALL TIMES. Lockers must be emptied of all possessions at the end of the academic year. 18

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Lost Property

Anything found should be brought to the Office. If you have lost anything check there first. At the end of each half term anything unclaimed will be thrown away or sent to charity.

Pastoral Care

Heather Robbins is the Personal Tutor to Foundation Students. She should be your first port of call if you have any kind of problem. You can also contact the Director of the School.

Photocopying

There are photocopiers in the student common area and on the 2nd floor corridor outside room 204. Photocopier credit can be purchased either from the librarian or from machines on the 2nd floor. FOR REASONS OF COPYRIGHT STUDENTS ARE EXPRESSLY FORBIDDEN TO PHOTOCOPY MUSIC.

Physio

The programme is very hard physically and injuries can and do happen. We offer physio and massage treatments at heavily subsidised student rates. Appointments are made via Reception. Treatments include Sports Physio and Sports Massage.

Post

You will be informed if you receive any post. You may only have parcels delivered which are relevant to your course, e.g. books, scripts, dance wear, etc. Any items which must be signed for, such as laptops, phones, passports etc will only be accepted if agreed in advance by reception. Signedfor items will be held in reception for you to collect. You must collect them on the day of delivery. The school will not be held responsible for items left unclaimed.

Pupils

We share the building with the ArtsEd Day School and 6th form. It is very important that you do not put yourself at risk by making any kind of contact with the pupils. In particular you must not use the changing rooms or toilets dedicated to the pupils' use.

Recycling

Recycling bins are available throughout the building.

Smoking

Smoking is forbidden on all ArtsEd premises. Students are not permitted to smoke within sight of the main building in Bath Road.

Swipe cards

All students and staff are issued with a Security (swipe) Card which must be used to enter and leave the main building. If you lose your card you must pay for a replacement. Replacement cards cost £5. Swipe card replacements must be ordered via https://artsed.co.uk/artsed-replacementid-card by 5pm on the second day without a card. On the third day without a card you will be reported to your Course Leader 19

Being a student at ArtsEd

and may be barred. If your card has been stolen you must provide a crime reference number to avoid the replacement charge. Your cards will be de-activated at the end of the course. Theft

Unfortunately, as in any large institution, your belongings may be at risk if you do not use sensible security precautions. Use your lockers. Do not bring in any more cash then you need for the day or wear expensive clothes and jewellery. The school is not responsible for theft or loss.

Tutor Group

Your group meets with your Course Leader once a week to share information, discuss problems and monitor well-being, injury and attendance. This is a good time to arrange a private chat with your Tutor.

Visitors

Students are not allowed to bring visitors into the college, apart from as guests to public productions.

What if you’ve got a problem?

To start with you could talk to the other new people, or the people you share a house with, but as the course moves on it may be better to talk about things with the various staff members who are practiced in dealing with them. Administrative Staff The administrative staff are here to help you with practical problems. Ask Laurie or Simon who it would be best to talk to about your practical problems. The HE Admin Office is usually open from 8am to 5pm, Monday to Friday. Tutorial Support Monitoring of students’ progress is continual, and you will receive verbal feedback from your tutors throughout the course. As you progress through the course you may have problems coping with the work for some reason or other. Although you will have regular tutorials, the tutors of individual modules or projects will be ready to talk to you at a mutually convenient time. They are not trained counsellors, but they will always do their best to help, giving you time, support and guidance on a whole range of matters. Just ask. Personal Tutorial Support Students are often subject to outside pressures which may be affecting their work. Students will have weekly group tutorial meetings with their Course Leader, and can make appointments at mutually convenient times for one-toone tutorials (as above). Appointments can be made to see the Director of the School at any time. Students with more complex problems may be referred to the School’s counselling service. 20

Being a student at ArtsEd

Student Reps You will elect two students to represent you as a year group, and it will be their job to make sure any issues you raise are heard by staff (see more about Student Reps in the section below). Equality, Diversity and Inclusivity (EDI) We are committed to creating a culture of equity at ArtsEd, which provides a truly inclusive learning environment. Our ethos is to consistently promote diversity of all kinds across the school, in both students and staff. If you experience any form of discrimination, we encourage you to report it. We have several different ways you can do this: • We have an Open Door Policy, which means you can talk to any trusted member of staff • You can send a confidential email to report@artsed.co.uk • Our Equality, Diversity & Inclusivity Co-ordinators (contact details below) are there to guide you through our reporting procedures and to support you • Each year group will elect Equality, Diversity & Inclusivity reps – you can talk to them, and they can raise your concerns at meetings with the EDI co-ordinators and senior staff • The Student Union has EDI reps and they will introduce themselves to you during induction week Equality, Diversity and Inclusivity (EDI) Co-ordinators Nadine Higgin, School of Musical Theatre: nhiggin@artsed.co.uk Erica Jeffrey, School of Acting: ejeffrey@artsed.co.uk We are dedicated to addressing all forms of discriminatory behaviour, so that we can create a healthy and productive environment in which we can all thrive and do our best work. Wellbeing Officer The Wellbeing Officer is Health and Fitness Co-ordinator Benjamin Ensall. Ben is available to offer advice and provide support on a range of issues including mental and sexual health and wellbeing as well as fitness, diet and nutrition. We have an open door policy, so never feel you can’t talk to anyone Healthcare You are advised to register with a doctor as soon as possible. The NHS website has detailed advice on how to choose a GP on http://www.nhs.uk/choiceintheNHS/Yourchoices/GPchoice/Pages/ChoosingaGP. aspx. To find a local GP surgery, type in the postcode of your term time address on this website http://www.nhs.uk/Service-Search/GP/LocationSearch/4. Sexual Health 21

Being a student at ArtsEd

The nearest NHS sexual health clinic is just opposite Hammersmith tube station at 10 Hammersmith Broadway, London W6 7AL. For an appointment call 020 3315 6699. For confidential sexual health advice, you can speak to a sexual health adviser on 020 3315 9779. Accommodation ArtsEd does not provide accommodation for its students. Most students find accommodation in shared student flats in the local area. The Registrar has the contact details of reputable local estate agents. Support for new students in finding accommodation is also provided by their buddies, and further information can be found on the ArtsEd freshers page on Facebook. Audition Support Students are given continual guidance throughout the course on how to behave in a professional manner and present themselves to their best advantage at auditions for full time BA/Diploma courses. Counselling If you need any help with personal problems you should first approach your Course Leader, who will discuss the best course of action to support you. This may be requesting a referral from your GP for counselling, or suggesting relevant outside agencies who can offer specialist help and support. You may also be referred to the School’s counselling service. Dyslexia and Disability Support ArtsEd is committed to supporting any students with disabilities who have contact with the school, whether it be at auditions, workshops, Summer schools or participating in any of the programmes that are on offer. Applicants are encouraged to disclose any learning disabilities, mental health issues or physical impairments at the earliest opportunity so that appropriate support can be arranged. Dyslexic students will be referred to the Registrar who is also the Disability Coordinator. Texts can be printed either in a larger format or on different coloured paper, as appropriate; and students can be referred for additional learning support. The School will do its best to support any student who has already been diagnosed as being on the dyslexic spectrum or has a disability of some sort that needs accommodating. The sooner a student's needs are properly assessed, the more we can help. The largest single disability group at drama school tends to be people with dyslexia or dyspraxia. This can mean people find things such as sight-reading, memorising lines, picking up multiple instructions in a class and time management extremely difficult. Dyslexia is not a sign of lower intelligence but it can be distressing and demoralising, as it can interfere with studies. 22

Being a student at ArtsEd

Sometimes, people slip through the net and are not diagnosed prior to coming to ArtsEd. We can arrange for dyslexia/dyspraxia and related SpLD assessments. If agreed, costs for all such assessments are paid for by the school. If the student is eligible, a Needs Assessment is carried out and Disabled Students Allowance (DSA) may be made available for specialist equipment, assistive software, and other costs. Additionally, regular 1-2-1 Study Skills Support can be accessed for students with dyslexia, dyspraxia, ADHD and/or processing issues. If you think you may need support, make an appointment to see David Bumpstead, the Registrar. The earlier you come forward the better, as it might be something you want to talk about later in your training. Useful Helplines and Outside Agencies Many of these are Freephone numbers which means you can call at no cost from any UK landline or mobile. Most of these agencies also offer help online. Anxiety UK Mind The Mix – support for under 25s Samaritans CALM 10 Hammersmith Grove NHS sexual health advice LGBTQ Switchboard Rape Crisis Beat eating disorders Cruse-Bereavement Care Talk to Frank – confidential drugs advice

08444 775 774 0300 123 3393 0808 808 4994 116 123 0800 58 58 58 020 3315 9779 01273 234009 0808 802 9999 0808 801 0811 0808 801 1677 0300 123 6600

ArtsEd policies supporting student welfare ArtsEd operates the following policies and procedures: 1. Equal Opportunities 2. Dignity & Respect 3. Safeguarding 4. Fitness to Study 5. Dyslexia 6. Complaints 7. Academic Misconduct 8. Student Charter 9. Code of Conduct 10. Access Control all of the above policies and others are available to students on the website www.artsed.co.uk or above in this handbook.

What student support is available?

When everyone is working so hard on a course like this, it is very important that the students have the opportunity to talk regularly about how things are going. 23

Being a student at ArtsEd

The whole group needs to be able to get together to talk on a regular basis and then they need to be able to communicate their thoughts with the staff. In order to allow that to happen, we have set up the following: Induction Students are given a thorough induction into school regulations and systems in the week before timetabled classes begin. Tutors will provide induction seminars in a range of teaching and learning techniques as well as in the Health and Safety systems in operation in the school. You are given a tour of all the school premises and facilities and are introduced to the student union, the staff group and each other. You are given an induction to the library, gym and IT facilities, and each student is given an ArtsEd email address and log in code to the school’s server. Tutors will brief you on the content of each module or class in their first timetabled session. Incoming students are assigned a “Buddy” from amongst the BA 3rd year students who makes contact during the summer prior to the new term and acts as the point of contact for the new student in the first weeks of term. Student Representatives Each year group selects two representatives at the beginning of each academic year. These student reps will organise meetings of the year group so students can talk about problems etc. without members of the staff being present. The student reps will then be able to tell the staff how the year group, or individuals within it, feel about things. No names need to be mentioned. The student reps either speak directly to a member of staff or they speak at Board of Studies meetings (see below). Heads of Year Group tutorials are held once a week for each year group. A member of staff (the Head of Year) will be at these meetings to give students information and to listen to what they have to say. The Head of Year will then feed back the details of these meetings to the Musical Theatre Executive. If there is anything you want to say about the course, this is a good time to do it. Board of Studies Meetings The Board of Studies is made up of the Student Reps from each year, the Musical Theatre Executive team and senior members of staff. The Board meets once a term in order to monitor the student experience, assess teaching standards and to clarify learning outcomes. Student complaints You are encouraged to raise issues as soon as possible with the Course Leader, Director of the School or any member of staff, and informal resolution is encouraged. If the issue is not resolved, the procedure for submitting a formal complaint is set out in the Complaints policy on the website. 24

Being a student at ArtsEd

Library, IT and other Resources ArtsEd Library ArtsEd facilities are specialist and limited. Students are encouraged to use them in conjunction with the more general London public libraries. The mission of the library is to provide the very best possible library service to the entire community of library users at ArtsEd. The library houses a substantial collection of musicals and music on CD, and a very comprehensive collection of musical scores and librettos. Personal CD Players with earphones are available for listening to CDs. The library collection consists of specialist books on Acting, Musical Theatre, Film, Movement and Dance, Voice, Stagecraft, Media plus a substantial collection of Plays, and a collection of over 8,000 DVDs for use as research. These include Play and Musical performances and ‘genre’ films as well as new release purchases. Library Hours Monday to Thursday Friday

7.45am – 7pm 7.45am – 3pm

Access to City, University of London Library All students will be issued with a City, University of London library card which gives them access to the university’s extensive collection of research material.

25

Programme Specification

Programme Specification KEY FACTS Programme

CertHE: Foundation in Musical Theatre

Awarding Institution

City, University of London

Teaching Institution

The Arts Educational Schools

Location

ArtsEd

Type of study

Full time

UK Credits

120

ECTS

60

OUTLINE The CertHE: Musical Theatre Foundation is a 1-year full-time training programme designed to give you an insight into life at drama school, and to prepare you for vocational training at Honours level. Acceptance onto the CertHE: Musical Theatre Foundation does not guarantee entry to the BA (Hons) Musical Theatre programme. The Foundation year is normally 30 weeks, divided into three terms of approximately 13 weeks, 11 weeks and 6 weeks respectively. On average there are a minimum of 30 hours of timetabled teaching per week. Since a core aim of the course is to prepare students for entry to 3 Year Honours programmes, most of which complete their audition cycle in the Spring of each year, teaching is top-loaded into terms 1 and 2 to maximise teaching time before the majority of students’ auditions take place. Programme Aims The programme aims to: • Enable you to decide whether musical theatre training at Honours level will suit you • Prepare you for auditions for vocational musical theatre training programmes and other higher education courses • Develop your communication and presentation skills • Develop your competence in dance, singing and acting

26

Programme Specification

Pre-requisite modules, co-requisite modules and upgrades All modules on the programme are compulsory. Some modules and units do not contribute to the overall grade for the year, these are set out in the module specifications below. There are no pre-requisite or co-requisite modules. Upgrades from one programme to another are not available. What will I be expected to achieve? Through participation and engagement with the training on the CertHE Foundation in Musical Theatre, on successful completion you will be expected to have a knowledge and understanding of: • the range of Musical Theatre vocational training available in the UK • some of the key current musical theatre creative practice • which area of higher education would be best suited to you You will gain practical experience and will be expected to demonstrate the following skills: • the ability to reflect on your own progress and practice • progress in your imaginative, expressive and technical skills in all three core musical theatre disciplines You will be expected to develop and demonstrate the following values and attitudes: • a collaborative approach to the creative process • personal values and qualities which will enhance personal life and attitude to study and training How will I learn?

Learning and Teaching Methods The teaching ethos is the same throughout the course, although each of the three core musical theatre disciplines may involve different methods and approaches. This section is an attempt to list and describe the major types of formal learning situation you may experience at ArtsEd. If you are not sure about your role in a learning situation, please speak to the tutor concerned or to your Course Leader. Technique Classes Technique Classes are designed to develop your technical and practical skills in the core disciplines of dance, singing and acting. These classes will require a certain amount of repetition as you practice control and gain an understanding of how your body works. You will often work as individuals within a group all performing the same task. Although the tutor will give you personal attention and correction, it is your own commitment to the exercises that will pay the biggest dividends.

27

Programme Specification

The tutor will be looking for concentrated effort; commitment to the work; growth in your understanding of the techniques and the development of control. Technique classes include: • Jazz, Ballet • Acting, Speech and Voice • Individual and Ensemble Singing Workshop Classes Workshops offer a way for students to express their own ideas, skills and creativity within a group. The tutor will have an area of work they wish to explore and they may start the session with games and/or exercises that will prepare the group to focus on that particular area of work. Different tutors will have different methods of working. You may be asked to work in smallish groups to explore and create as a group with guidance from the tutor, or you may work one to one with the tutor, exploring ways to approach a variety of material and there will be guidance from the tutor only when it is necessary. In acting classes you will explore various techniques for studying the text, building a character and shaping a scene that will help you become inventive and creative actors, and you will workshop exercises to develop your imagination, concentration and observation. Groups and/or individuals will usually be asked to show the results of their work during or at the end of the session. It is important to note that the exploration of ideas and skills is the prime objective of workshops. They are designed to help you grow as creative performers and to understand that both success and failure are part of the creative process. Tutors will be looking for openness to new techniques and a positive exploration of them; imagination; risk taking; hard work, energy and commitment, and generosity of spirit towards the other students. Workshop classes include: • Dance auditions • Audition songs • Acting pieces • Song and Dance • Song Workshop • Fitness and Stamina Lectures and Talks, Seminars, Tutorials Throughout the course you will experience Lectures and Talks led by ArtsEd staff and staff from other training establishments, to introduce you to the broad range of options available to you for vocational training at Honours level, and in some cases, Masters level, upon successful completion of the CertHE Foundation.

28

Programme Specification

Seminars are designed to be inter-active. The speaker may give a short presentation and then introduce a topic or a number of topics. The students may then be asked to discuss these topics in small groups and be asked to share a summary of their discussion with the rest of the groups towards the end of the session. e.g. Talks on Health and Safety, nutrition, injury prevention Weekly group tutorials with the Course Leader provide an opportunity for support, advice and information. In one-to-one tutorials with module tutors or the Course Leader, students can discuss their progress, receive individual coaching or seek pastoral support. Group tutorials with the Course Leader take place weekly throughout the course and provide a forum for discussion of any aspect of the course. Reflective writing You will be encouraged to write journals for all your classes. Journal writing gives you the opportunity to reflect, to think through challenges and record breakthroughs. These journals are primarily for you, but tutors will regularly ask to see them to ensure you have recorded and understood the feedback you have been given. Rehearsals and Performance Rehearsals are designed to introduce you to different performance styles and rehearsal methods. Performance projects give you the opportunity to apply the skills and techniques you are acquiring as you progress through the programme. Project rehearsals will involve research into the period or culture; study of the text or source music; creation of character and exploration of style. There are many different approaches to the rehearsal period and the lead creative of each project will have their own way of doing things. You should remain open and positive to the particular methods of the individual director, choreographer and MD. Your tutors will be looking for commitment; hard work; evidence of private study; a positive attitude and the development of your skills. In the CertHE Musical Theatre Foundation you will take part in the following projects:

Song and Dance – Terms 1 and 2 (four projects) Acting Project Cabaret

29

Programme Specification

Learning hours and credits Learning hours and credits - CertHE Musical Theatre Foundation Module/ components

FMT1: Audition Preparation Audition preparation 1.5 hr workshop/talks x 10 " Mock auditions 4 hrs Dance audition technique 1.5 hr class x 24 weeks Acting Pieces 2 x 1.5 hr classes x 7 weeks " 2 x 1.5 hr classes x 5 weeks " 1 x 1.5 x 5 weeks Audition songs 1 x 1 hr class x 15 weeks Totals FMT2: Dance skills Jazz Contemporary/Commercial Ballet Fitness, Stamina and Conditioning " Nutrition and Injury prevention

3 x 1.5 hr class p/w x 30 1 x 1.5 p/w x 30 weeks 2 x 1.5 hr classes x 30 weeks 1 x 1hr 15m p/w x 30 weeks additional 1 x 1.5 hr class x 6 weeks

Ensemble Song workshop

FMT4: Acting skills Acting " " " Speech and Voice

Total learning hours

15 4 36 21 15 7.5 15 113.5

31 4 2 15 10 10.5 14 86.5

46 8 38 36 25 18 29 200

135 45 90

20 7 10

155 52 100

37.5

40

77.5

9

1.5

10.5

5

5 hours tutorial time Totals

FMT3: Singing skills Singing technique

Self directed Study

Contact hours

Timetable

Credits

20

5

321.5

78.5

400

22.5

2

24.5

2 x 1.5 hr class p/w x 30 weeks 1 x 1.5 hr class p/w x 30 weeks 1 x 1.5 hrs class p/w 24 Totals

90 45 36 193.5

2.5 2

92.5 47 36 200

20

4 2 2 3 4 1

36 21 33 22.5 6 45 163.5

24

60 21 33 22.5 6 57.5 200

20

45m x 30 weeks

x x x x x x

1.5 1.5 1.5 1.5 1.5 1.5

hr classes x 6 weeks hr classes x 7 weeks hr classes p/w x 5 weeks x 5 weeks x 1 week hr class p/w x 30 weeks Totals

(continued on next page)

30

6.5

12.5 36.5

40

Programme Specification

FMT5: Performance skills Song and Dance Acting Project Cabaret "

1.5 hr class p/w x 24 weeks 4 x 1.5 hrs p/w x 6 weeks 2 x 1.5 hrs p/w x 6 weeks 4 hours on showing day

36 36 18 4 Totals 94

42 20 44

78 56 62 4

106

200

20

TOTAL LEARNING HOURS AND CREDITS: 849

357.5

1200

120

PLEASE NOTE THAT THE ABOVE MAY CHANGE DUE TO COVID-19 PANDEMIC RESTRICTIONS

How will I be assessed?

Rehearsal and Performance: The Performance Skills module you will take part in six in-house projects: in terms 1 and 2 you will rehearse and perform four short Song and Dance projects, and in the Summer term you will rehearse an acting project. The culmination of the CertHE Musical Theatre Foundation is a cabaret, performed to an audience of tutors, family and friends at a West End venue. In all performance projects you will be assessed by the creative team on your rehearsal process and by the Heads of Department on your standard of performance. The marks for your first two Song and Dance projects in the Autumn term will be indicative only, and will not carry any weight in the calculation of your mark for the module.

Classwork: Towards the end of the course your tutors in Singing Technique, Ensemble, Jazz and Acting will mark your classwork in each discipline. This grade incorporates effort and attendance as well as the level of attainment reached. Assessment is made with reference to the unit-specific learning outcomes described in the relevant module and the following general criteria based on the standards required for acceptance onto conservatoire training programmes: • commitment, preparedness for work; self-directed study • concentration; application; personal motivation • receptiveness to the process • ability to accept, and act on, notes and corrections • ability to work within group (listening; sensitivity; responsiveness generosity; co-operation). • progression: growth and development of skills and knowledge • development of flexibility and spontaneity; • capacity to experiment and take risks • development of awareness of the working process • quality of reflective/critical understanding and expression

31

Programme Specification

Written Assignments You will prepare a Portfolio containing notes on your lectures and seminars, mock auditions and audition technique classes, and detailed research and reflection on the direction you wish to take upon successful completion of the course. The Portfolio is marked pass/fail, but it is a requirement of the course that this element be passed. The module specifications outline the other journals you are required to keep during your progress through the course. Your tutors will carry out ‘spot checks’ of these journals at regular intervals, but the journals are not marked. What do I have to do to pass? To pass the CertHE Foundation in Musical Theatre, a student must have acquired 120 credits and passed each module in accordance with the requirements for the module as set out in the Module specifications and summarised below under ‘Content’ 70%-100% - with Distinction

Marks awarded in this band will reflect an excellent standard of work.

Work is highly refined, demonstrating imagination and detail, choices are interesting and engaging. Technical skills are highly developed and appropriate to the material and/or content, and accurately and consistently applied. There is evidence of indepth research, showing excellent knowledge and understanding. The standard of behaviour, attitude and focus are excellent. 60% - 69% - with Merit

Marks awarded in this band will reflect a very high standard of work, which may be excellent in some areas, but without the all-round consistency of the band above.

Work is imaginative, and demonstrates a very good understanding of the technical and creative demands of the material and/or content. The work demonstrates a very good application of technical skills in most areas and may be excellent in some. There is evidence of a very good level of relevant research. The standard of behaviour, attitude and focus are very good. 50% - 59% - Pass

Marks awarded in this band will reflect a good standard of work, with no outstanding and few very good features. Work is diligent and largely in keeping with the technical and creative demands of the material and/or content, but shows only a small degree of definition or flair. Application technical skills is good, although may be stronger in some elements than in others. Research demonstrates good knowledge and understanding, and is relevant. The standard of behaviour, attitude and focus are good. 40% - 49% - Pass

Marks awarded in this band will reflect a satisfactory standard of work.

Work fulfils the basic requirements but is characterised by generality and competence rather than by originality, commitment or creativity. Technical skills are adequate, and may be inconsistently applied. Research is satisfactory, and 32

Programme Specification

demonstrates a basic level of knowledge and understanding. The standard of behaviour, attitude and focus are satisfactory. 30-39% - Fail

Students may fail to meet the standard required for a number of reasons, the most common of which are likely to be:

Work is superficial, and lacking in focus and imagination. There is hardly any evidence of understanding of the technical and creative demands of the material and/or content. Technical skills are limited and not consistently applied. Research is patchy, and demonstrates an unreliable level of engagement with the source material. Behaviour, attitude and focus do not meet the standard required. under 30% - Fail

Marks awarded in this band will reflect an unacceptable standard of performance.

Work is very poor. There is no evidence of connection to the material or content. Technical skills are well below the standard required. There is little evidence of research, and knowledge and understanding are unsatisfactory. Behaviour, attitude and focus are well below the standard required. What happens if I fail a unit or module? Compensation The assessment regulations for ArtsEd’s CertHE programmes allow you to gain your certificate when you have not passed all of your modules but the Assessment Board confirms you have met all of the following criteria pertaining to your level of study. This is known as compensation. To be eligible for compensation you must have: • • •

Passed modules to the value of at least 95 credits and Obtained a mark of at least 30% in any failed module up to 25 credits and Obtained an average mark of 40% or greater for the whole level (across all 120 credits studied)

Compensation is only applied when the full profile of marks covering all 120 credits is available to the Assessment Board. If compensation is applied, the student will not be offered any further reassessment opportunities for the compensated module. Re-sits If you do not meet the criteria for compensation, re-sits may be available. A re-sit is a second attempt at an initial failed assessment without having to repeat the original period of teaching and learning. The re-sit mode may vary depending on the nature of the initial assessment. A re-sit is granted by the Assessment Board which also makes the final decision on re-sit arrangements.

33

Programme Specification

Where there is more than one assessment component in a Module, an Assessment Board will need to make clear which assessment components a student is required to re-sit. A student normally has a maximum of two attempts to pass each assessment component; a first attempt and a re-sit. Students who have approved Extenuating Circumstances may be granted a further attempt (see Section 4.7). Resits will not normally be offered if a student fails two or more modules or two or more components within a module. More detail about re-sits is set out in the assessment regulations. What degree can I get? In order to qualify for the award of Certificate of Higher Education: Musical Theatre Foundation, you must satisfy the pass requirements for all modules within the programme and achieve 120 credits overall. The overall aggregate degree marks will be weighted as follows: Dance Skills Acting Skills Singing Skills Performance Skills

20% 20% 20% 40%

The class of the award of the CertHE will normally be: CertHE with Distinction with Merit Pass

Minimum Overall Aggregate Mark 70% 60% 40% Course Content

Module FMT1: Credit value: Units

Audition Preparation 20 Audition Preparation

How do I pass Audition Preparation? You are required to pass your Audition Preparation portfolio and your classwork, but the module has no weighting in the calculation of the overall mark for the CertHE. Module FMT2: Credit value: Units

Dance Skills 40 Jazz Contemporary/Commercial Ballet

How do I pass Dance Skills? 34

Programme Specification

You must achieve a mark of 40% or above for your classwork in each unit. The overall mark for the module is calculated according to the following weightings: Jazz Ballet Contemporary/commercial Module FMT3: Credit value: Units

50% 30% 20%

Singing Skills 20 Singing technique Ensemble Song Workshop

How do I pass Singing Skills? You must achieve a mark of 40% or above for your classwork in Singing technique and Ensemble.

Module FMT4: Credit value: Units

Acting Skills 20 Acting Speech and Voice

How do I pass Acting Skills? You must achieve a mark of 40% or above for your classwork in Acting and Speech and Voice. The overall mark for the module is calculated according to the following weightings: Acting Voice Module FMT5: Credit value: Units

70% 30% Performance Skills 20 Song and Dance Acting project Cabaret

How do I pass Performance Skills? You are required to pass each unit. The marks for the first two Song and Dance projects will be indicative, and will not be included in the calculation of the overall mark for the module. In all Performance Skills projects you must achieve a mark of 40% or above for both your rehearsal process and performance in each project. All students are also required to produce journals demonstrating research and reflection on all aspects of the training. These are pass/fail assessments and do not carry any weighting in the degree. 35

Programme Specification

The overall mark for the module is calculated as follows: Song and Dance 3 Song and Dance 4 Acting Project Cabaret

15% 15% 30% 40%

Careers The aim of the CertHE is to prepare students for progression to conservatoire training at Honours level. However some of our Foundation students have chosen, either voluntarily or because they were not successful in gaining places at their first attempt, to enter into the profession straight away. One of our 2019 Foundation students went straight into Once on This Island at the Southwark Playhouse, a recent leaver played Aladdin in Scunthorpe, and another is working on a cruise ship playing a Disney princess. The Foundation course is also designed to help students decide whether a career in musical theatre is right for them; on occasion the answer to this is no. The skills and personal qualities developed on the course equip students for work in a huge variety of sectors. Study Abroad/Work Placements Study abroad and work placements are not available on this programme. Accreditation ArtsEd is accredited by the Council for Dance, Drama and Musical Theatre. CDMT has provided the industry benchmark of quality assurance for professional training in the UK since 1979. ArtsEd’s most recent accreditation visit was in January 2020. https://cdmt.org.uk/ In 2017 ArtsEd joined a group of 20 drama and musical theatre schools in creating the Federation of Drama Schools, which provides a forum for discussion across the sector and hosts a website providing information about each school’s courses for potential students. http://www.federationofdramaschools.co.uk/ In 2018 ArtsEd became a founder member of the Alliance of Musical Theatre Conservatoires. The Alliance brings together a group of like-minded institutions who collaborate and share good practice, in order to deliver world class musical theatre education and vocational training. https://amtc.uk.com/

36

Module Specification

Module FMT1:

Audition Preparation

UK Credits

20

ECTS

10

Level

4

Outline You will be provided with opportunities to develop your skills in preparation for auditions for higher education conservatoire training. Aims • to prepare you for auditions for 3-year vocational training at Honours level • to provide you with opportunities to apply technique to the presentation of audition songs, dances and monologues • to signpost you to appropriate higher education opportunities What will I be expected to achieve? You will be expected to demonstrate your ability to:

Skills • •

apply singing, dance and acting techniques to the performance of audition material present yourself at audition with confidence and competence in all three disciplines

Knowledge and understanding • •

select and research appropriate audition material research a range of higher education courses to enable you to make informed choices

Values and attitudes •

gain awareness of your own strengths, interests and needs

How will I be assessed? Your classwork will be marked by the tutors in each unit at the conclusion of each unit. Classwork in this module is marked pass/fail and carries no weighting in the calculation of the overall mark for the programme. You will prepare a Portfolio containing notes on your lectures and seminars, mock auditions and audition technique classes, and detailed research and reflection on the direction you wish to take upon successful completion of the course. The Portfolio is marked pass/fail, but it is a requirement of the course that this element be passed. Your tutors will carry out ‘spot checks’ of this portfolio at regular intervals, but the journals are not marked. How will I receive feedback? You will receive continual verbal feedback from your tutors and from mock audition panels as you progress through the course. 37

Module Specification

Audition Preparation Tutor Tutor led hours Timetable

Heather Robbins, visiting tutors and speakers 19 A minimum of ten x 1.5 hour workshops, mock auditions and talks with ArtsEd tutors and staff from other training establishments

Aim To introduce you to the range of courses you might choose to apply for, and the audition requirements of each. What will I be expected to achieve? On successful completion of the course, you will be expected to be able to:

Knowledge and understanding • •

understand what will be expected of you at audition in each of the three disciplines understand what material you will need to prepare for your chosen course/s and/or training establishments

Skills •

present yourself with confidence in a variety of audition situations

Values and attitudes •

value and respect the self-discipline expected of musical theatre students at BA level

How will I learn? Class content will be tailored to the needs of the group. You will take part in a sequence of workshop classes, mock auditions, and lectures and seminars led by staff from other training establishments, focusing on the techniques demanded and qualities sought by different training establishments. You will receive guidance on appropriate alternative higher education programmes or other progression pathways, should you decide to broaden your HE study to beyond musical theatre. Your Course Leader will provide guidance on the process of applications, and will provide you with references for your UCAS applications. You will write and present a research portfolio, in which you will record reflections on your technical progress, research into your chosen audition material, and research into the training establishments you decide to audition for, or other pathways you choose to pursue.

Dance Audition Technique Tutor Tutor led hours

Heather Robbins 1.5 x 24 weeks = 36 hours 38

Module Specification

Timetable

1 hour and 30 minutes a week in terms 1 and 2

Aim To prepare you for dance auditions at undergraduate level. What will I be expected to achieve? Class content will be tailored to the needs of the group and may include: • what will be expected of you at dance auditions • how to perform a range of dances in a variety of styles with confidence and competence • how to develop an individual warm up routine for use at auditions How will I learn? You will take part in a sequence of workshop classes focusing on the techniques demanded for dance auditions at undergraduate level.

Acting Pieces Tutor Tutor led hours Timetable

Matthew Gordon-Martin, Amanda Stephens-Lee 43.5 2 x 1.5 hour classes a week, second half Autumn term 2 x 1.5 hour classes a week in the first half Spring term 1 x 1.5 hour class a week in the second half Spring term

Aim To enable you to select, research and perform appropriate monologues for BA auditions. What will I be expected to achieve? You will be expected to demonstrate your ability to:

Knowledge and understanding • •

Understand what is required for an acting audition at BA level Broaden your knowledge of contemporary and classical texts

Skills • • • • • •

prepare appropriately for an acting audition at BA level perform with confidence in front of a panel perform truthfully and maintain character throughout a monologue release character as intended by the playwright respond creatively and positively to direction engage the listener and communicate character and narrative

Values and attitudes •

demonstrate the focus, discipline and self-belief required for successful auditions

39

Module Specification

How will I learn? You will take part in a sequence of workshop classes. Under the guidance of a tutor, you will select and rehearse suitable audition material, and will perform it in class to the group.

Audition Songs Tutor Tutor led hours Timetable

Tim Whiting 15 1 x 1.5 hour class a week for 15 weeks

Aim To enable you to select, research and perform appropriate songs for BA auditions. What will I be expected to achieve? You will be expected to be able to demonstrate your ability to:

Knowledge and understanding • •

Understand what is required for a singing audition at BA level Broaden your knowledge of the musical theatre canon

Skills •

prepare appropriately for a singing audition at BA level

Values and attitudes •

demonstrate the focus, discipline and self-belief required for successful auditions

How will I learn? You will take part in a sequence of workshop classes. Under the guidance of a tutor, you will select suitable audition material for notebashing in class. MODULE TEACHING PATTERN Self Directed Study Hours

Total Student Learning Hours

19

35

54

Workshop classes

36

2

38

Acting pieces

Workshop classes

43.5

35.5

79

Audition songs

Workshop classes Totals

15

14 86.5

29

Contact Hours

Teaching Unit

Type

Audition Preparation

Workshop classes

Dance audition tech

113.5

200

MODULE ASSESSMENT PATTERN Assessment Unit

Assessment Type

Audition Preparation

Written assignment 40

Weighting

n/a

Pass Mark

n/a

Pass/Fail

yes

Module Specification

Acting Pieces

Classwork

100%

40%

no

What do I have to do to pass Audition preparation? You are required to achieve a mark of 40% for your classwork in Acting pieces and to pass your Audition Preparation portfolio. The module has no weighting in the calculation of the overall mark for the CertHE. READING LIST Title

Author

Publisher

Year

The Excellent Audition Guide Musical Theatre Auditions and Casting

Andy Johnson Neil Rutherford

Nick Hern Books Methuen Drama

2013 2012

41

Module Specification

Module FMT2:

Dance skills

UK Credits

40

ECTS

20

Level

4

Outline You will develop competence and confidence in weekly classes in the core dance techniques of jazz and ballet. Health and safety is a feature of all the disciplines within the dance department, and you will learn how to avoid injury, develop fitness and stamina, and become aware how to maintain your own and others’ health and safety. Aims of the module • To provide you with a basic foundation in dance technique • To develop your competence and confidence in jazz, ballet and physical conditioning • To develop your understanding of history of dance in musical theatre • To develop your understanding of the human body to avoid injuries and develop technique and freedom of expression • To begin to develop the relationship between Acting, Singing and Dance • To provide you with a foundation dance training in a Musical Theatre context What will I be expected to achieve? You will be expected to demonstrate your ability to:

Knowledge and understanding • •

understand and apply appropriate technique in dance understand choreographic techniques and terminology used in professional theatre

Skills • • •

begin to demonstrate imagination, concentration and observation in performance develop belief, energy and focus in performance work confidently within a range of dance styles and techniques

Values and attitudes • •

appreciate the value of working in a disciplined way as an individual within the context of a group respect health and safety and safe practice in dance

How will I be assessed? At the end of term 2 your tutors will mark your classwork in Jazz, Ballet and Contemporary/commercial. 42

Module Specification

How will I receive feedback? You will receive written feedback from all your tutors at the end of the Autumn and Spring terms. You will have the opportunity to discuss this feedback with your Course Leader in a one-to-one tutorial.

MODULE FMT2 UNITS: Jazz Tutor Tutor led Hours Timetable

Heather Robbins and Vikki-Marie Ryan 135 3 x 1.5 hour classes each week

Aims to enable you to begin to acquire • stability, placement and foundation in technique • an understanding of basic American jazz technique What will I be expected to achieve? Through participation and engagement with the training, you will develop:

Skills • • • •

progress in technique, alignment, placing, control, strength flexibility, fluidity of movement, dynamics and accuracy the acquisition and application of communication skills the ability to sustain and apply technique

Knowledge and understanding • •

an understanding of safety in dance to prevent injury an awareness of musicality and subtlety of jazz dance style, energy, concentration, imagery, personality, feeling and communication through dance

How will I learn? You will participate in a sequence of technique classes introducing basic American Jazz Technique based on body mechanics and conditioning. You will keep a journal in which to record your tutor’s feedback and your own reflections on your learning. Term 1 Dance etiquette Preparation for Dance: basic warm up, stretch, limbering and strengthening Correct posture, body alignment, use of footwork, legs and port de bras Body Awareness and placing Isolations, weight distributions, dynamics and flow Counting and Rhythm Correct use of turn out and parallel Basic travelling steps 43

Module Specification

Theory of turning & basic jumping Dance vocabulary and technical terms Introduction of basic combinations Term 2 Continuation and development of first term’s work Routines in preparation for auditions for BA level courses Development of personality and interpretation Further development of adagio and allegro Term 3 Continuation and development of first two terms’ work Spatial awareness

Contemporary/Commercial Tutor Tutor led Hours Timetable

David Blake, guest tutors 1.5 x 30 = 45 hours 1 x 1.5 hour class each week

Aims To enable you to begin the acquisition of • the basic technical dance skills that will assist and develop a wider spectrum of dance styles in musical theatre • use of the body in a dynamic and safe manner • an understanding of Horton technique What will I be expected to achieve? On successful completion of this unit, you will be expected to be able to demonstrate:

Skills • • •

progress in technique body dynamics and communication musicality and rhythm

Knowledge and Understanding • •

an understanding of safety in dance to ensure an injury free career an awareness of the musicality and subtlety of contemporary technique in relation to Musical Theatre training

How will I learn? The technique is a contemporary technique, which bases its skills on body mechanics and conditioning. Term 1 Preparation for Dance: basic warm up, stretch, limbering and strengthening Correct Posture, body alignment, use of footwork, legs and Port De Bras Body Awareness and placing 44

Module Specification

Isolations, weight distributions and flow Counting and Rhythm Basic travelling steps Theory of turning, jumping and falling Dance vocabulary and technical terms Terms 2 and 3 Continuation and development of first term’s work More involved and complicated combinations

Ballet Tutor Tutor led Hours Timetable

Joshua Tuifua 3 hours x 30 weeks = 90 hours 2 x 1.5 hour classes each week

Aims to enable you to begin to acquire • the technical dance skills that feed into Jazz dance and the Musical Theatre dance repertoire • a technical ballet foundation and vocabulary What will I be expected to achieve? Through participation and engagement with the training, you will develop: • progress in technique • understanding of safety in dance to prevent injury • awareness of musicality, energy and concentration How will I learn? You will participate in a sequence of technique classes in Ballet taught as a springboard to the other dance disciplines and not as a separate entity. You will build and acquire a solid foundation of knowledge, technique and vocabulary from which to develop your skills in the Jazz and Musical Theatre dance repertoire. You will keep a journal in which to record your tutor’s feedback and your own reflections on your learning. Term 1 Dance etiquette Preparation for Ballet; strengthening, body placement and alignment, use of feet, Port de Bras, correct posture; correct use of turn out; basic placement Basic Barre work Simple centre practice and transfer of weight Basic Adage Preparation for basic pirouettes finishing in 5th position Petit Allegro Preparation for Mid Allegro Ballet vocabulary and technical terms (including handouts of terminology)

45

Module Specification

Term 2 Continuation and development of first term’s work Basic Mid Allegro Term 3 Continuation and development of first two terms’ work Communication and focus Dynamics More demanding Enchâinement Spatial Awareness Musicality FITNESS HEALTH AND SAFETY The Dance Department aims to maintain fitness, health and safety as a priority amongst the staff and students. Health and Safety

Health and Safety is not taught as a separate class but embedded in the teaching throughout all of the dance disciplines.

The Course Leader ensures each student completes a weekly written injury report to be kept in their personal files. If students cannot take part in a class due to injury or illness they must obtain dance rest form signed by the Head of Dance or the Course Leader. This form is presented to the class tutor as affirmation of the students’ inability to take part in the class. Students with continued or recurring injury and illness may be referred to one of the resident support team. These include a Physiotherapist; Sports Massage Therapist and a Fitness coordinator. Reports on treatment given are recorded by the Head of Dance (with the exception of GP referral). Jazz The warm up in the jazz class is designed to increase in intensity and difficulty as the year progresses. Half socks or thongs are worn so that the students can feel and use the floor, progressing to wearing jazz shoes. Suitable supportive clothing is worn. Depending on the group’s ability, the warm-up may begin gradually and accumulate in intensity, or may commence with aerobic activity. Both are monitored and both are highly effective at warming up the body in preparation for more vigorous activity. 46

Module Specification

Great importance is placed on strengthening and warming up areas of potential weakness. These areas include the back, groin, ankles and knees. Particular care is given to warming up the upper back, neck and weaker joints. Ballet The students are given safety information with their corrections Body conditioning may be suggested. What will I be expected to achieve? You will be expected to demonstrate your ability to: • check dance studio floors before class to ensure that they are in a good condition i.e. not slippery, splintered and have an even surface • wear appropriate clothing for dance class e.g. not to wear jewellery or clothing that may be a danger to you or others • warm up before class to enable the body to perform to its full potential with complete safety • take action in the event of pain and or injury • work back after a holiday • understand your physical limitations and how to work around them

Fitness, Stamina and Conditioning Tutor Tutor led Hours Timetable

Benjamin Ensall, Guest tutor 46.5 1 x 1 hour 15 minute class each week, with an additional 1.5 hour class in the Summer term

Aim To enable students to understand how to acquire stamina, strength and fitness so as to achieve a healthy, fit and injury-free career. What will I be expected to achieve? Through participation and engagement with the training, you will learn: • how to use basic gym equipment • the benefits of regular exercise through aerobic activity, strength training, muscular endurance and flexibility • how to build core strength • the need to strengthen and tone rather than build bulk muscle

Nutrition and Injury Prevention Tutor Tutor Led Hours

Benjamin Ensall, Heather Robbins, visiting speakers 5 – Seminars and tutorial

You will take part in a series of lectures and seminars on various issues relating to Health, Safety and Injury Prevention. These include safe sex and sexual health, safety on the street, drugs and alcohol, nutrition for the performer and eating disorders. Any health or injury problems should be reported to your Course Leader. 47

Module Specification

What will I be expected to achieve? Through participation and engagement with the training, you will learn: • how to maintain your health, fitness and safety at all times • how take action in the event of pain or injury • how to take account of your physical limitations MODULE TEACHING PATTERN Contact Hours

Self Directed Study Hours

Total Student Learning Hours

Teaching Unit

Type

Jazz

Technique classes

135

20

155

Contemporary/Commercial Technique classes Ballet Technique classes Fitness and Stamina Workshop classes

45

7

52

90

10

100

46.5

41.5

88

5

0

5

321.5

78.5

400

Nutrition and Injury Prevention

Seminars and tutorials Totals

MODULE ASSESSMENT PATTERN Weighting

Pass Mark

Assessment Unit

Assessment Type

Pass/Fail

Jazz

Classwork

50%

40

no

Contemporary/Commercial

Classwork

20%

40

no

Ballet

Classwork

30%

40

no

How do I pass Dance skills? You must achieve a mark of 40% or above for your classwork in Jazz, Contemporary/Commercial and Ballet. The overall mark for the module is calculated according to the weightings given above. Dance skills carries a weighting of 20% in the calculation of the overall mark for the CertHE. READING LIST Title

Author

Publisher

Year

Jazz Dance Training

Meyer & Meyer

2000

Gus Giordano Jazz Dance Class

Dorte WesselTherhorn Gus Giordano

Princeton Book Company

1992

Jump into Jazz Anatomy, dance technique, and injury prevention

Justin Howse, Moira McCormack

Methuen Drama

2009

48

Module Specification

Module FMT3:

Singing skills

UK Credits

20

ECTS

10

Level

4

Outline You will develop your technical ability, musicality and confidence in singing. Overall Aim To provide you with the foundations needed to sing with technical control, safety, confidence, concentration, discipline and energy. What will I be expected to achieve? Through participation and engagement with the training, you will develop:

Skills • • • • • •

presentational skills for auditions the ability to use the voice safely in performance application of appropriate vocal technique ability to work in an effective and disciplined way as a soloist and as a member of a chorus the foundation of a ‘legit’ singing style the ability to perform a range of songs to suit a variety of audition requirements

Knowledge and understanding • •

understanding of the techniques and terminology of professional musical theatre a broader understanding of a variety of musical theatre styles

How will I be assessed? At the end of the course you will be assessed on your classwork throughout the module by your tutors. The marks for Singing Technique and Ensemble will be given equal weighting in the calculation of the overall module mark. Song Workshop is marked pass/fail. How will I receive feedback? You will receive continual verbal feedback from your tutors as you progress through the course. You will receive written feedback from your one-to-one singing tutor at the end of terms 1 and 2.

49

Module Specification

FMT3 UNITS: Singing Technique Tutors include Tutor led Hours Timetable

Miri Gellert, Mary King, Rachel Dussek, James Spilling, Besfort Williams 22.5 hours 1 x 45 minute one-to-one class each week

Aims To enable you to develop a basic understanding and application of: • a sound vocal technique • confidence and expression in singing, regardless of the size of the voice • how to protect and sustain the voice. What will I be expected to achieve? You will develop: • progress in singing technique • increased confidence in performance of a song • an understanding of safe singing How will I learn? You will participate in a sequence of one-to-one lessons focusing on the following singing techniques: • breath control • posture • vocal placement • diction • intonation You will keep a journal in which to record your tutor’s feedback and your own reflections on your learning.

Ensemble Tutor Tutor led Hours Timetable

Matt Abrahams, Guest tutors 90 hours 2 x 1.5 hour class each week

Aim To introduce you to the discipline of ensemble singing and to lay the foundation for the ensemble work required in vocational training. What will I be expected to achieve? Through participation and engagement with the training, you will develop an understanding and basic application of: • the musical skills needed by members of the ensemble in musical theatre productions • four-part harmony 50

Module Specification

•

the importance of working effectively and generously as a member of an ensemble

How will I learn? You will work on a number of ensemble pieces, usually in four-part harmony (soprano, alto, tenor and bass) to be performed to the group in class. Group numbers selected from: • Gilbert and Sullivan operettas • West End and Broadway Musicals • Specific harmonised arrangements by different composers, classical and popular. You will keep a journal in which to record your tutor’s feedback and your own reflections on your learning.

Song Workshop Tutors Tutor led hours Timetable

Norma Attallah, Tim English, Guest tutor 81 hours 3 hours a week throughout the year, except the final six weeks where there is 1.5 hours a week

Aims To develop your ability to • bring together the technical and performance skills of acting and singing • perform with clarity, truthfulness and focus What will I be expected to achieve? You will be expected to be able to demonstrate your ability to:

Skills • • •

tell the story of a song communicate the song clearly to an audience structure the song so as to achieve variety and sustain the audience’s interest • make a personal connection with the lyric • discover and play the subtext of a song How will I learn? Under the guidance of the tutor, you will workshop a variety of musical theatre songs. You will keep a journal in which to record your tutors’ feedback and your own reflections on your learning.

Fitness, Health and Safety Health and Safety is not taught as a separate class but embedded in the teaching throughout the module.

51

Module Specification

The safe use of the voice is central to all singing classes. The Head of Music has the responsibility for monitoring vocal problems. Singing tutors inform the Head of Music about any of their students who have problems. Typical of the more serious problems include chronic tonsillitis, chronic sore throats and early stages of nodules. If any such problems arise, the student is immediately encouraged to see his or her doctor and, if necessary, referred to an ENT specialist and/or a Speech Therapist. What will I be expected to achieve? Through participation and engagement with the training, you will develop your ability to demonstrate understanding of and basic application of: • the vocal mechanism • how to maintain the condition of the voice and guard and protect it in the future. • suitable vocal warm-up exercises MODULE TEACHING PATTERN Self Directed Study Hours

Total Student Learning Hours

22.5

2

24.5

Technique classes

90

2.5

92.5

Workshop classes Totals

81

2 6.5

83 200

Contact Hours

Teaching Unit

Type

Singing technique

Technique classes

Ensemble Song Workshop

193.5

MODULE ASSESSMENT PATTERN Assessment Unit

Assessment Type

Singing technique Ensemble

Classwork Classwork

Weighting

70% 30%

Pass Mark

Pass/Fail

40 40

No No

How do I pass Singing skills? You must achieve a mark of 40% or above for your classwork in Singing Technique and Ensemble. Singing Skills carries a weighting of 20% in the calculation of the overall mark for the CertHE. READING LIST Title

Author

Publisher

Year

Acting the Song

Tracey Moore with Allison Bergman D Garfield Davies and Anthony Jahn Meribeth A. Dayme David Devenney

Allworth Press

2008

ButterworthHeinemann Springer Scarecrow Press

1998

Care of the Professional Voice Dynamics of the Singing Voice The New Broadway Song Companion

52

2009 2009

Module Specification

Module FMT4:

Acting skills

UK Credits

20

ECTS

10

Level

4

Outline You will begin to develop a personal approach to acting through exploration of a variety of techniques. You will also begin to build a technical foundation in vocal technique. Overall Aims To enable students to act in a variety of performance situations, with confidence, concentration, discipline, energy and technical control. What will I be expected to achieve? Through participation and engagement with the training, you will develop your:

Skills • • • •

imagination, concentration and observation in performance understanding of the basics of character creation through body and voice ability to apply voice techniques into text work confidence in working with text

Knowledge and understanding • •

progress in your understanding and speaking of theatrical texts confidence in using the techniques and terminology of professional theatre

Values and attitudes • • • •

belief, energy and focus in performance self-discipline and openness as a member of a group in performance appreciation of the value of feedback and constructive criticism respect and value for the work of others.

How will I be assessed? At the end of the summer term your tutors will mark your classwork in Acting and Voice. You are required to keep journals of your work in each unit, and your tutors will regularly check that these are being completed satisfactorily, but they will not be marked. How and when do I receive feedback? You will receive written feedback from all your tutors at the end of the Autumn and Spring terms. You will have the opportunity to discuss this feedback with your Course Leader in a one-to-one tutorial.

53

Module Specification

FMT4 UNITS: Acting Tutor Tutor led hours Timetable

Matthew Gordon-Martin, Amanda Stphens-Lee 118.5 4 x 1.5 hr classes a week, first half Autumn term 2 x 1.5 hr classes a week, second half Autumn term 2 x 1.5 hr classes a week, first half Spring term 3 x 1.5 hr classes a week, second half Spring term

Aims To develop your ability to: • observe your environment and use your observations creatively in realisation of character and text • use your own experiences to inform character interpretation • understand how to research and link that research into your practical character work • work productively as an ensemble member • create believable characters from observation of yourself and the people around you What will I be expected to achieve? You will be expected to demonstrate your ability to:

Skills • • • • • • • • •

work effectively both individually and in groups use your own experiences and emotional responses in the creation of character use observation of others in the creation of character deliver believable characterisation appropriate to the demands of a text use research productively in the creation and realisation of character maintain a character throughout an improvised context display spontaneity in the creative process focus and concentrate in rehearsal create and maintain a character diary

Knowledge and understanding • •

understand the initial practical approaches to a piece of text understand basic stagecraft

Values and attitudes • • • •

recognise the value of working as an individual within the context of a group value the necessity for discipline in the rehearsal room appreciate the value and importance of research demonstrate self-discipline and focus in self-directed study

54

Module Specification

How will I learn? You will take part in workshop classes, tutorials, and improvisations, and will keep a journal in which to record your tutor’s feedback and your own reflections on your learning.

Speech & Voice Tutor Tutor led hours Timetable

Caitlin Stegemoller 45 1 x 1.5 hour class every week throughout the course

A sequence of technique classes in voice and speech involving: • Physical preparation: relaxing and centring the body, encouragement of neutral physicality so as to free the breathing mechanism and to open up the possibilities of a free, supported and expressive voice • Exercises to develop breathing capacity, control, connection and support for the sound • Exercises to begin to have an open channel and good resonance • Exercises to develop vocal expression and variety (pitch, pace, volume and emotional tone) • Exercises to develop articulation and clear speech • Applying vocal technique to text to begin to meet the communicative need of the actor and the text Aims • begin to develop a relaxed, centred and aligned body • begin to develop abdominal release, optimal breathing and a free supported voice • begin to develop clear, vibrant, dynamic and flexible speech • To develop effective listening • To develop storytelling, communication of ideas and imagery and verse speaking What will I be expected to achieve? You will be expected to demonstrate your ability to:

Skills • • • •

Demonstrate progress in your ability to let go of restrictive physical and vocal habits Demonstrate improved alignment, abdominal release and supported breathing and voice begin to use the voice with expression and freedom and clear articulation. engage in storytelling, communicating ideas and speaking short verse texts with understanding and a connected voice

Knowledge and understanding 55

Module Specification

• •

understand the anatomy and physiology of vocal production understand how to maintain and protect the condition of the voice

How will I learn? You will take part in a sequence of technique classes, and you will keep a journal in which to record your tutor’s feedback and your own reflections on your learning.

Fitness, Health and Safety

Health and Safety is not taught as a separate class but embedded in the teaching throughout the module.

The planning, implementing and maintaining of personal health and fitness is an intrinsic part of the programme. Students are instructed on all aspects of theatre discipline, health and safety and best practice. Learning takes place during timetabled classes. Acting Theatre practice including Health & Safety is taught as part of acting classes. Voice Students are given instruction on how to use the voice safely. Emphasis is placed on the individual’s responsibility for the voice, its development and care What will I be learn? On the Foundation Acting module you will learn how to: • Prepare and execute suitable warm-up exercises in order to protect the body and the voice • Use the voice and body safely • Demonstrate a sense of physical self-awareness • Understand and implement the principles of fitness health and safety • Behave professionally and safely in a rehearsal room/class room MODULE TEACHING PATTERN Contact Hours

Teaching Unit

Type

Acting

Workshop classes

118.5

Speech and Voice

Technique classes Totals

45

56

163.5

Self Directed Study Hours

Total Student Learning Hours

24

142.5

12.5 36.5

57.5 200

Module Specification

MODULE ASSESSMENT PATTERN Assessment Unit

Assessment Type

Weighting

Pass Mark

Pass/Fail

Acting

Classwork

70%

40

no

Speech and Voice

Classwork

30%

40

no

How do I pass Acting skills? You must achieve a mark of 40% or above for your classwork in Acting and Speech and Voice. The overall mark is calculated according to the weightings given in the table above. Acting Skills carries a weighting of 20% in the calculation of the overall mark for the CertHE. READING LIST Title

Author

Publisher

Year

Acting, the basics Acting through Song Finding your Voice Work on your Accent

Bella Merlin Bella Martin Barbara Houseman Helen Ashton and Sarah Shepherd

Routledge Nick Hern Books Nick Hern Books Harper Collins

2017 2002 2002 2012

57

Module Specification

Module FMT5:

Performance Skills

UK Credits

20

ECTS

10

Level

4

Outline You will develop your confidence and skills through a variety of performance projects. Aims To develop your confidence and skills in preparation for drama What will I be expected to achieve? You will be expected to demonstrate your ability to:

Skills • •

apply basic singing, dance and acting techniques to the performance of a range of songs, dances and acting pieces demonstrate increased confidence in presenting yourself to an audience

Knowledge and understanding • •

undertake appropriate and relevant background research and analysis of the material chosen for performances broaden your awareness of the breadth of styles and genres in the musical theatre canon

Values and attitudes • •

gain awareness of your own strengths, interests and needs work actively as a generous and supportive member of an ensemble

How will I be assessed? The first two performances, Song and Dance in the Autumn term, will be marked pass/fail and will not contribute to the overall mark for the module. After the performance of all other units has been completed you will be assessed on your rehearsal process and your standard of performance as follows: • •

The creative team will mark your rehearsal process Heads of Department will mark your standard of performance

How and when will I receive feedback? You will receive verbal feedback throughout the rehearsal process and written feedback from the lead tutor/creative of each unit within 20 working days of the performance. 58

Module Specification

MODULE FMT5 UNITS: Song and Dance Tutors Tutor led hours Timetable

In-house and guest choreographers and musical directors 1.5 x 24 weeks = 36 hours 1 hour and 30 minutes a week for five weeks x 4 projects

Aims to enable you to develop your technical and performance skills in the performance of musical theatre chorus numbers. What will I be expected to achieve? You will be expected to demonstrate your ability to:

Skills • • • • •

progress in technique in all three disciplines develop your ability to dance, sing and act at the same time demonstrate progress in applying performance skills learn, memorise and execute musical staging develop increased stamina and versatility

Knowledge and Understanding • •

develop your understanding of a variety of musical theatre styles and genres develop an awareness of musicality and an understanding of how musical numbers are constructed

Values and attitudes •

respect and value the discipline of choral singing

How will I learn? In the Autumn and Spring terms you will take part in a sequence of workshop classes in which a musical theatre number is rehearsed by a choreographer and a musical director to be performed at the end of each half term in front of an audience of tutors and students. Recent examples of numbers from musicals performed have included ‘Mame’, ‘Crazy For You’, ‘Beauty and the Beast’.

Acting Project Tutors Tutor led hours Timetable

Matthew Gordon-Martin 36 hours 4 x 1.5 hour classes a week for six weeks

Aims To enable you to apply your developing skills to an acting performance. What will I be expected to achieve? You will be expected to demonstrate your ability to: 59

Module Specification

Skills •

demonstrate progress in your personal acting process

Knowledge and Understanding •

research the world of the play

Values and attitudes • •

reflect on the value of rehearsal techniques in developing a confident performance value the work of others in creating an ensemble acting piece

How will I learn? In the six-week Summer term you will take part in a sequence of workshop classes in which you will work with a director on selected scenes from a contemporary play, for presentation to fellow students and tutors. Recent examples of plays and/or themes include Contractions by Mike Bartlett and There is a War by Tom Basden.

Cabaret Tutors Tutor led hours Timetable

Heather Robbins and guest musical director 22 hours 2 x 1.5 hour classes a week for six weeks plus 4 hours on the day of the performance

Aims to enable you to develop your presentation and singing skills in the performance of musical theatre songs. What will I be expected to achieve? You will be expected to demonstrate your ability to:

Skills • • • •

progress in singing technique develop your ability to present yourself with confidence to an audience demonstrate progress in applying performance skills to the presentation of musical theatre songs demonstrate a basic ability to respond creatively to direction and musical direction

Knowledge and Understanding • •

develop your understanding of a variety of musical theatre styles and genres further develop your understanding of musicality

Values and attitudes • •

respect and value the discipline of choral singing support your fellow students in celebrating the culmination of your Foundation training

60

Module Specification

How will I learn? With direction from your tutor and a musical director, you will rehearse and perform a selection of musical theatre songs to an invited audience of tutors, family and friends, in an external venue. You will select several songs and present these to the tutor, and you will choose at least one solo, 2 duets or 3 trios. You will also perform at least four ensemble songs. Each student will also write and perform a short speech to present as part of the cabaret. MODULE TEACHING PATTERN Self Directed Study Hours

Total Student Learning Hours

36

42

78

Rehearsals and performance

36

20

56

Rehearsals and performance Totals

22

44

66

94

106

200

Contact Hours

Teaching Unit

Type

Song and Dance

Workshop classes

Acting Project Cabaret

MODULE ASSESSMENT PATTERN Assessment Unit

Song and Dance 1 Song and Dance 2 Song and Dance 3 Song and Dance 4 Acting Project Cabaret

Weighting

Assessment Type

Performance 20% Rehearsal process Performance 20% Rehearsal process Performance 20% Rehearsal process Performance 20% Rehearsal process Performance 50% Rehearsal process Performance 50% Rehearsal process

80% 80% 80% 80% 50% 50%

Pass Mark

Pass/Fail

n/a

40

no

n/a

40

no

15%

40

no

15%

40

no

30%

40

no

40%

40

no

What do I have to do to pass? You must achieve a mark of 40% or above for all your performance projects. The overall grade for the module will be calculated according to the weightings provided in the table above. Performance Skills carries a weighting of 40% in the calculation of the overall mark for the CertHE. READING LIST Title

Author

Publisher

Cabaret Secrets Bounce Outlier The Chimp Paradox

Gary Williams Matthew Syed Malcolm Gladwell Prof Steve Peters

BOS Entertainment Ltd 2013 Fourth Estate 2009 Penguin 2009 Random House 2012

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Year

Policies

ArtsEd Policies ArtsEd operates a number of detailed policies and procedures, which can be found in the Polices section of the website: https://artsed.co.uk/about-us/policies/ These include: • Access Control policy • Assessment and Feedback policy • Casting policy • Complaints Policy and Procedure • Data Protection policy • Dignity & Respect policy • Disability Statement • Dyslexia policy • Equal Opportunities policy • Fitness to Study policy • Health & Safety policy • IT Acceptable Use policy • Plagiarism policy • Privacy Notice • Safeguarding policy • Teaching, Learning and Support Strategy ArtsEd also endorses Equity’s Safe Spaces campaign:

Equity – Safe Spaces As a training provider, we are committed to creating a safe space for students and staff to work in. Here is Equity’s statement: “Every single one of us working on this project is entitled to work in a safe space: a space free of fear, a space free of bullying and harassment of any kind. We will work together honouring our differences and celebrating the gifts we each bring to the table. We will treat one another with politeness and respect at all times and, if we are subjected to or witness bullying and harassment, we will speak out knowing that our voices will be heard and we will be taken seriously. Together we can create a Safe Space.”

62

Assessment Regulations

Assessment Regulations 1

INTRODUCTION TO THE ASSESSMENT REGULATIONS

These Regulations are written for ease of use by students and staff of ArtsEd, and aim to support transparency in the operation of City, University of London’s assessment and award framework. The Regulations should be read together with the Programme information provided in the Programme and Module Specifications, any specific Programme Regulations where applicable and related Regulations and policies. These Assessment Regulations are also subject to relevant external legal and regulatory requirements including, but not limited to, the Equality Act 2010. 2

General Principles

i.

The Assessment Regulations apply to all undergraduate and postgraduate programmes taught at ArtsEd that lead to an award of City, University of London. The Regulations should be read in conjunction with the Assessment and Feedback Policy and City’s other relevant regulations, policies and procedures.

ii.

The Assessment Regulations cover all aspects of the conduct of assessment, how students progress and how Awards are made.

iii.

All members of ArtsEd and City’s community are responsible for upholding the Assessment Regulations. Consistent use of these Regulations ensures: • that all students are treated fairly, • independence in the assessment process, and • that the assessment of students is appropriate to maintain the academic standards of ArtsEd’s programmes and City’s Awards.

iv.

The process of registration and/or re-registration will confirm a student’s acceptance of these Assessment Regulations and any amendments made for the academic year.

2.1

Awards of CITY involving validated and partner institutions

As a validated institution, ArtsEd is bound by these Regulations. For Validated Programmes, any variations are considered and approved by the Collaborative Provision Committee on behalf of Senate. Reference to Boards of Studies in these Regulations is synonymous with Course Boards for Validated Programmes. As ArtsEd’s programmes are validated by City, these regulations refer to the Course Board rather than the Board of Studies. 3

3.1

PRINCIPLES OF THE ASSESSMENT FRAMEWORK

Framework for Academic Awards

City has a Credit Framework to guide how academic Programmes are structured and how student achievement is measured. The Credit Framework sets out the amount and level of Credit that is required for each Award. The Awards of City are governed by Senate Regulations 15 (Undergraduate Programmes), 16 (Graduate Programmes) and 17 (Postgraduate Programmes). Specific requirements for each Programme are set out in Programme Specifications (as described in Section 3.2.1 below). 63

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3.2 3.2.1

Definitive Programme Information Programme Specifications A Programme Specification is published for each Programme leading to an Award. The Programme Specification describes the Programme content and states what a student must do to satisfy the overall Programme outcomes for the Award in order to pass, including any Programme Regulations approved by Senate (as set out in Appendix 1). The Programme Specification must set out the amount of credits available for each Module, information on assessment for the Programme and the how the Award classification will be calculated.

3.2.2

o

Undergraduate Programmes are made up of a series of Modules that make up a Programme Stage. Each Programme Stage must be completed and passed before a student can progress to the next Programme Stage, except in exceptional circumstances where permitted by the Assessment Board (see Section 4.7).

o

One year CertHE and Postgraduate Programmes are made up of a series of Modules. These Programmes are not divided into Programme Stages.

Module Specifications Module Specifications provide an overview of the Module content and describe the Learning Outcomes, the requirements to take, complete and pass that Module and any specific regulation that might apply. If the assessment of a Module has more than one assessment component, the Module Specification will detail the method of assessment for each one, how much each component contributes towards the final mark and any other conditions that must be met to satisfy the Learning Outcomes and pass the Module.

3.3

Purpose of assessment

Assessment schemes are designed to enable students to demonstrate the extent to which they have met the objectives (the ‘Learning Outcomes’) and standards for a Module, Programme Stage, Programme and Award. A range of assessment methods will be used that are appropriate to the Programme and all types of assessment are considered equally valuable. The weighting of each component of assessment will be appropriate to reflect its content and contribution to the module’s Learning Outcomes. The volume of assessment for each Programme will not exceed the amount required to demonstrate the achievement of Learning Outcomes.

3.4

Language of assessment

City requires that the language of assessment is in English except when competency in another language is being tested. 4 4.1

Progression and Award Requirements to pass a Module

To progress through a Programme, students are required to complete and pass modules in order to accumulate an amount of academic credit to the value of the Award they are registered for. The progression criteria are detailed in the Programme Specification. 64

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The amount and level of credit for each Module is clearly set out in the Module Specifications. A Module may include a number of assessment components (or tasks) and requirements that must be completed in order to pass that Module. Some assessment components and/or Modules may be designated as pass/fail, as detailed in individual Module Specifications. Credit is awarded by the Assessment Board where all the Learning Outcomes, and any other requirements of a Module, are met and that Module is deemed to be passed. The mark for a specific Module is calculated as a weighted average of the marks for the individual components. The weightings assigned to each component are set out in the Module Specification. Components assessed on a pass/fail basis do not contribute to the calculation of the Module mark. 4.2

Module Pass marks

To successfully pass a Module a student must achieve the Module pass mark(s) of at least 40%. Any other requirements stated in the Module specification must also be met. 4.2.1

Module Assessment Components Students are expected to participate in and pass all required assessment components in order to pass the Module. Some Modules specify pass requirements (‘minimum qualifying marks’) for individual assessment components in addition to requiring that the overall Module pass mark must be met. Where minimum qualifying marks for assessment components exist within a Module: • • •

4.2.2

they must be clearly set out in the Module Specification the student will be regarded as having passed a component where they achieve at least the minimum qualifying mark in that component, and have achieved the pass mark for the Module overall the mark to be shown in the record of marks and used to calculate the student’s Module mark will be the original mark achieved for that component or, if the assessment component has been passed at a resit attempt, the capped resit mark for that component.

Module Failure In certain circumstances, academic credit may be awarded in the event of Module failure. The Regulations provide for this where certain conditions are met (see Section 4.7.1 - Failure of a Module – Compensation).

4.3

Requirements to Pass a Programme

To pass a Programme Stage, a student must achieve the total amount of credit for that Programme Stage at the specified level for the Award, as set out in the Programme Specification. Credit will be achieved through passing the required modules or by exemption through Recognition of Prior Learning. At the end of each Programme Stage, students who have passed all Modules and/or have been awarded the required credit will be allowed to progress to the next Programme Stage. At the end of the Programme, once all Programme Stages and/or Modules have been completed and all the requirements of the Programme have been met, an Assessment Board will consider the appropriate Award to be made.

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4.4

PARTICIPATION AND ATTENDANCE

Attendance and participation in scheduled classes, workshops, rehearsals, performances, lectures and tutorials is mandatory. All students are required to participate in all assessment components by the specified deadlines. Assessments must be submitted in line with the arrangements approved by the Course Board. Where a student participates in, but fails a component or Module, resit and, in the case of one year CertHE programmes, compensation rules apply (see Section 4.6). 4.4.1

Late Participation in an Assessment Where late submission is permitted, the penalties for late submission and arrangements for extensions are determined by Programme Teams, approved by the Course Board and published in the relevant Programme Handbook. If late submission is permitted, penalties will apply where a student: • participates in an assessment after the due date where a deadline has not been extended and there are no Extenuating Circumstances. • has been given an extension but participates in the assessment after the extended date but within any stipulated timeframe.

4.4.2

Failure to Participate Where a student fails to participate in an assessment component and has no Extenuating Circumstances, then that component will be considered to be failed. No mark or credit will be awarded and a resit opportunity will be offered subject to the rules in Section 4.7.2. A student who has not met the pass requirements for the Module, and who does not complete any required resit assessment by the required date will be withdrawn from the Programme by the Assessment Board in accordance with the rules in Section 4.6.2.

4.5

Award and classification

Award classifications are determined by Assessment Boards and conferred by Senate. To qualify for the Award of a Certificate, Diploma or Degree a student must have: • •

gained the appropriate credit for the relevant Programme satisfied any additional requirements set out in the Programme Specification.

The Award classification for a Certificate, Diploma and Degree is calculated from the marks received for Modules: •

The credit value of each Module normally determines their weighting in the aggregation of marks. The method used to aggregate marks to calculate a degree classification is set out in the Programme Specification.

•

Where modules have been assessed on a pass/fail basis, credit is awarded for a pass but no marks are awarded and these Modules do not contribute to the overall aggregate mark calculation.

The award classification for BA (Hons) Acting or BA (Hons) Musical Theatre is determined as follows: Award

Overall aggregate mark

Award classification

Bachelors Degree with Honours

70-100%

Class I (1st) 66

Assessment Regulations

60-69%

Class II upper division (2.1)

50-59%

Class II lower division (2.2)

40-49%

Class III (3rd)

The award classification for the MA Acting is determined as follows: Award Masters Degree Postgraduate Diploma

Overall aggregate mark

Award classification

50-100%

Without classification

The award classification for CertHE Musical Theatre or Acting Foundation is determined as follows: Award

Overall aggregate mark

Award classification

Certificate of Higher Education

70-100%

With Distinction

60-69%

With Merit

40-59%

Without classification

A student who has completed the requirements for a named Award cannot re-register for the same Award to improve the classification attained. A student who does not meet the requirements for the Award for which they are registered, but meets the requirements for an approved Exit Award, will normally be conferred that Award as set out in the Programme Specification. 4.6

Failure of a Module

If a student fails a Module due to failure in an assessment component, the Assessment Board will normally offer one of the following options: • •

Compensation (where this option is permitted and detailed within the Programme Specification, and the student has met specific criteria), as detailed in Section 4.6.1 Resit, as detailed in 4.6.2

Where a student is eligible for compensation at the first assessment attempt, this should be applied in the first instance rather than offering a resit opportunity. A student may not progress to the next Programme Stage until they have successfully passed the current Programme Stage, except in exceptional circumstances as detailed below. If a student has multiple failed assessments at the first attempt, an Assessment Board may offer a partial repeat year, as detailed in Section 4.6.3. If a student has Extenuating Circumstances affecting multiple assessments, an Assessment Board may offer a repeat year, as detailed in Section 4.6.4. Exceptionally, where a student has: • •

had approved Extenuating Circumstances during either the main assessment periods and/or the reassessment periods, and where the nature of the assessment and Programme permits, and 67

Assessment Regulations •

taking into account PSRB requirements, where applicable

an Assessment Board may exercise discretion in permitting a student to complete a limited number of outstanding assessments (no more than 15 credits) in the following academic year whilst continuing with the next block or stage of the Programme. The specific arrangements for completing these assessments must be approved as a Special Scheme of Study in accordance with the arrangements set out in the Special Scheme of Study Policy and must take account of the maintenance of academic standards, and any legal obligations. The Assessment Board must make it clear to the student that failure to pass the assessments being completed will normally result in withdrawal from the Programme, even if Modules from the next block or Programme Stage of the Programme have been successfully completed. 4.6.1

Compensation Compensation allows students on one-year CertHE programmes to gain an award when they have not passed all of their modules but the Assessment Board confirms they have met all of the following criteria pertaining to their level of study. The student must have: • • •

Passed modules to the value of at least 95 credits and Obtained a mark of at least 30% in any failed module up to 25 credits and Obtained an average mark of 40% or greater for the whole level (across all 120 credits studied)

Compensation is only applied when the full profile of marks covering all 120 credits is available to the Assessment Board. If compensation is applied, the student will not be offered any further reassessment opportunities for the compensated module. The actual mark for the compensated module will be included on the results with the letters ‘CP’ to denote a Compensated Pass. Compensation is not available for failed Modules on other Undergraduate or Postgraduate Programmes. 4.6.2

Resits A resit is a second attempt at an initial failed assessment without having to repeat the original period of teaching and learning. The resit mode may vary depending on the nature of the initial assessment. A resit is granted by the Assessment Board which also makes the final decision on resit arrangements. Where there is more than one assessment component in a Module, an Assessment Board will need to make clear which assessment components they are required to resit (see 4.6.2v below). A student normally has a maximum of two attempts to pass each assessment component; a first attempt and a resit. Students who have approved Extenuating Circumstances may be granted a further attempt (see Section 4.7). Resits will not normally be offered if a student fails two or more modules or two or more components within a module. Resit provision is subject to all the following conditions: i.

Where possible the student will be assessed by repeating the same activity. Where not possible for example when the failed or missed assessment is a performance in a play or 68

Assessment Regulations

other group dependent exercise, the student may be required to carry out a separate piece of work in place of the original assessment ii.

In cases where an entire module and its corresponding assessment point(s) are missed (for example, being absent for four weeks or more) the Director of the School, in consultation with the student, will consider if the student can continue on the programme in the current year or whether they should interrupt their studies. If the student interrupts their studies they may rejoin at the appropriate term in the following year to retake the assessment. If the student is allowed to continue on the programme in the current year an aggregate of the students’ previous marks will be used.

iii.

If the student fails the attempt at the failed or missed assessment then they may not progress with their studies and must withdraw from the course.

iv.

If a student fails to participate in one assessment component at the first attempt and has no Extenuating Circumstances, the first attempt will be recorded as a fail and a resit will be offered for that component. However if the student fails two or more assessment components within the same module, and has no Extenuating Circumstances, resits will not normally be offered.

v.

No resits can be undertaken until failure of the assessment component has been confirmed by the Assessment Board, or an Interim Assessment Panel or, where a final decision is pending following a meeting of the Assessment Board, by the Assessment Board Chair and External Examiner.

vi.

The method and date of resit will be set by the Assessment Board or by Chair’s action following initial consideration by the Assessment Board. Interim Assessment Panel decisions on resits are provisional and subject to approval by the Assessment Board.

vii.

Resit arrangements will be as follows:

a. If the student fails any component, they must resit that component regardless of the aggregate Module mark, and regardless of whether the component has minimum qualifying marks or not (i.e. pass/fail components as well as those with a minimum pass mark of 40%). b. The mark for each assessment component that is subject to a resit opportunity will be capped at the pass mark for the Module (40% for undergraduate Modules or 50% for Postgraduate Modules). This capped mark will be used in the calculation of the final Module mark (which will be used in the Award calculation), together with any original marks for components that were passed at first attempt. c. If a student receives a lower mark in a resit for an assessment component than that achieved at the first attempt, the lower mark stands (not the first attempt mark even where this was failed); the Assessment Board cannot exercise discretion over which to accept. viii.

ix.

4.6.3

Where the pass mark for the Module overall is achieved and any component requirements are satisfied, the student will be awarded the credit for the Module. A student who has not met the pass requirements for the Module(s) and does not complete the resit by the date specified will not normally proceed on the Programme; the Assessment Board will require them to be withdrawn.

Multiple Failed Assessments (Resits or Partial Repeat Year) 69

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If a student: • •

has multiple failed assessments at the first attempt and has not met the requirements to progress to the next Programme Stage (and has no approved Extenuating Circumstances), or has approved Extenuating Circumstances affecting the second (resit) attempt at their assessments

and has not met the requirements to progress to the next Programme Staqe or complete their Award, an Assessment Board may, at their discretion and where permitted, offer either option (i) or (ii) below:

i.

Resits at the next opportunity The student must resit any failed components (i.e. all those where the pass requirements have not been met) at the next opportunity to complete: • •

their second attempt at the failed assessments (if the student had no Extenuating Circumstances), or an additional resit attempt (if the student has approved Extenuating Circumstances that related to a resit attempt).

The student is not expected to attend City other than to participate in relevant assessments. Marks for the resit attempt are capped at 40% (undergraduate) or 50% (postgraduate) and no further resit or compensation opportunities will be permitted. If a Module is failed, the student will be withdrawn unless they are eligible for compensation and the Assessment Board agrees that they have therefore met the requirements for progression to the next Programme Stage or an Award.

ii.

Partial Repeat Year Based on the nature and number of assessments that have been failed, the Assessment Board may offer the student a partial repeat year (with attendance) to complete: • •

their second attempt at the failed assessments (if the student had no Extenuating Circumstances), or an additional resit attempt (if the student has approved Extenuating Circumstances that related to a resit attempt).

If a partial repeat year is undertaken: •

The student is not permitted to progress to the next Programme Stage of the Programme but must repeat the failed Modules and/or assessment components in full (with attendance) during the following academic year.

•

The student retains the marks for the Modules and/or components already passed in the previous academic year.

•

The student attends City, and has full access to all facilities during the partial repeat year.

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Assessment Regulations •

The student must resit any failed components where the pass requirements have not been met.

•

Marks for the resit attempt are capped at 40% (undergraduate) or 50% (postgraduate) and no further resit or compensation opportunities will be permitted.

•

If a Module is failed during a partial repeat year, the student will be withdrawn unless they are eligible for compensation and the Assessment Board agrees that they have therefore met the requirements for progression to the next Programme Stage or an Award.

•

Normally, the opportunity to repeat a year of study for progression purposes can only be offered once in the duration of the registration and will be counted as part of the student’s maximum period of registration.

There is no automatic right to a partial repeat year. Repeats may not be used to improve the classification of the Award where a student has passed. City must comply with relevant external legal and regulatory requirements, therefore partial repeat years may not be offered to students where legal or other restrictions apply1. If the Assessment Board offers a partial repeat year, the student may decline this and decide to participate in the resits at the next opportunity. If a student declines the offer of a partial repeat year, and participates in the resits at the next opportunity they will not be offered any further attempts at the failed assessments if they fail their resit attempts. 4.6.4

Full Repeat Year A full repeat year is only permitted where the student has approved Extenuating Circumstances (see Section 4.8) affecting multiple assessments or the student has been suspended in accordance with the Fitness to Study Regulation (see Senate Regulations). Either the student or the Assessment Board can propose this approach. Where a student recommends a full repeat year, the Assessment Board will use its discretion in deciding whether the request is approved and will consider the requirements of any PSRB where applicable. If a full repeat year is undertaken:

1

•

The student does not progress to the next Programme Stage but repeats all the Modules in the current Programme Stage during the following academic year.

•

The student is not able to carry forward any marks or credit from previous attempts at the Programme Stage in the previous academic year. Previous marks for the Programme Stage are disregarded and all assessment components are repeated including any which the student has previously passed.

•

The student attends City and has full access to all facilities during the full repeat year.

Legal or other restrictions include Home Office requirements in relation to Tier 4 students. Schools should consult the Visa Compliance Team in advance of the Assessment Board(s) for guidance. 71

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4.7

•

The marks that can be achieved are not capped, and the student is normally entitled to the resit opportunities available. If, however, the repeat year was granted in relation to resit assessments, the marks will be capped and no further resit opportunity will be offered.

•

Normally, the opportunity to repeat a year of study for progression purposes can only be offered once in the duration of the registration and will be counted as part of the student’s maximum period of registration.

Extenuating Circumstances

Students are expected to plan their work in order to meet assessment deadlines and to be aware of the relevant regulations and requirements detailed in Programme Handbooks. The Extenuating Circumstances process is for students who have experienced unforeseen significant disruption to their studies due to reasons beyond their control. Extenuating Circumstances criteria Extenuating Circumstances are defined as circumstances which are: • •

unforeseen and outside a student’s control, and which can be shown to have had a direct and substantial impact on their academic results (this may include an impact on the student’s capacity to study prior to an assessment, on their ability to complete an assessment, and/or on performance during an assessment).

An application for Extenuating Circumstances must demonstrate that it meets these criteria. Students with disabilities or long-term conditions Arrangements for students with disabilities or long-term conditions are detailed in Section 4.8.4 and are separate from the Extenuating Circumstances process. However, where a student is • •

awaiting formal diagnosis of a disability, or experiences an acute phase of an ongoing condition that has been previously notified to City which is likely to have seriously impaired the student’s performance at the same time as an assessment event, or before an assignment deadline,

this may be considered as an Extenuating Circumstances claim. 4.7.1

Submission of applications City sets strict deadlines for the submission of requests for consideration of Extenuating Circumstances relating to assessment, progression or Award. This is to safeguard the fairness of the assessment process and to avoid creating an unfair advantage. Students are encouraged to raise issues early and before the assessment(s) if possible. Claims for Extenuating Circumstances must be submitted by the student to the relevant Extenuating Circumstances Panel: • not later than 7 calendar days after the assessment said to have been affected, and • all submissions must be made before the meetings of the relevant Extenuating Circumstances Panel and Assessment Board. Students will be notified of the relevant deadlines for their Programme in the Programme Handbook. The claim must be supported by evidence. The form can be submitted initially without supporting evidence but any outstanding evidence must be submitted by the deadline agreed by the School. 72

Assessment Regulations

If further assessments are affected by the Extenuating Circumstances after the initial claim, a new form should be submitted. The claim will be considered in accordance with Section 4.8.2 below) If, for a valid and overriding reason, the student is unable to meet the deadline for submitting a claim or supporting evidence for an Extenuating Circumstance, an appeal can be lodged (see Section 6.11) The full procedures which must be followed for the submission and consideration of Extenuating Circumstances claims is set out in the Extenuating Circumstances Guidance for Students and the Guidance for Extenuating Circumstances Panels. 4.7.2

Extenuating Circumstances Panel Each Board of Studies will establish a Panel to consider applications for Extenuating Circumstances claims (see Appendix 2 for membership). •

The Extenuating Circumstances Panel will determine whether the claim meets the criteria for Extenuating Circumstances and whether supporting evidence is sufficient. The Panel will not have sight of the student’s individual marks when considering the application.

• Where the Extenuating Circumstances Panel is satisfied that the criteria have been met and the evidence received is sufficient, it will report the outcome of its consideration as a recommendation to the relevant Assessment Board (responsible for considering the student’s results and for making a decision on Award or progression). • Where an application for Extenuating Circumstances is accepted by the Panel, the most usual recommendation is for the student to be offered an additional opportunity to take the assessment(s). The Panel may, at its discretion, highlight particular factors in its recommendation which it is satisfied are worthy of consideration by the Assessment Board when deciding on the appropriate course of action, as outlined in the Guidance for Extenuating Circumstances Panels. A formal record will be kept of the meeting and Panel’s recommendations. • The student will be informed within 14 days from the date of the Panel’s recommendations and when the Assessment Board will meet to ratify the decision. • The decision on the course of action taken remains with the Assessment Board and will take into account the need to uphold academic standards and demonstrate that Learning Outcomes have been met as well as the Panel recommendation. • If a claim has not been accepted by the Panel this will be reported to the Assessment Board; no adjustment should be made and the student’s results should be considered in the usual way. • Extenuating Circumstances Panels should not normally approve second or multiple submissions for the same circumstances from any one student but there may be some cases where unforeseen circumstances last beyond the submission of the original claim. Students who have on-going medical conditions or other circumstances which cannot be described as unforeseen should be referred to the appropriate service for assessment of their needs (except where a student experiences an acute phase of an ongoing condition that has been previously notified to City which is likely to have seriously impaired the student’s performance at the same time as an assessment event or before an assignment deadline). 73

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4.7.3

Assessment Board consideration of Extenuating Circumstances Recommendations Based upon the report and recommendation from the Extenuating Circumstances Panel, the Assessment Board will consider the most appropriate course of action from the following: i.

The attempt at the affected assessment(s) should be set aside and the student offered an additional opportunity of taking the assessment/s. This will be either: • as an additional first attempt (if the Extenuating Circumstances related to a first attempt) or • as an additional resit attempt (if the Extenuating Circumstances related to a resit attempt). If a student chooses to take up the offer of an additional attempt, any mark received for the previous affected attempt will be permanently disregarded. If the student decides not to take up the offer of an additional attempt, the mark received for the previous attempt will stand. Where appropriate, (normally where there are multiple assessments affected by the Extenuating Circumstances) the Assessment Board may offer a repeat year option to enable the student to re-access learning and teaching, and take the assessments as a first attempt (or as a resit with a capped mark if the repeat year option is granted following resit assessments) (see Section 4.7.4).

ii.

Where the Assessment Board is satisfied that a further opportunity to take the original assessment is not possible or is inappropriate, it may arrange for an alternative assessment task to be set, on the condition that it must be an equivalent task which will enable the relevant Learning Outcomes to be demonstrated.

iii.

In exceptional cases, where a student’s performance in one or more Modules has been affected by Extenuating Circumstances, and the Assessment Board considers the options available under (i) and (ii) above to be unsuitable, it may review borderline progression/Award decisions based on the affected performance. Recommendations arising from such reviews of borderline progression/Award decisions will require the approval Chair of the Board of Studies and will be reported to Senate on an annual basis.

If Extenuating Circumstances prevent a student from completing the final assessment, the Assessment Board may recommend to Senate that an Aegrotat Award should be made (see Section 4.15). When selecting any of the options set out in (i) to (iii) above, the Assessment Board’s decision must take account of the need to ensure parity of treatment of all students, and to avoid any action which might compromise academic standards and integrity. It must also have regard to any PSRB requirements.

iv.

In exceptional circumstances where soon after assessment(s) a student presents new evidence of a previously unsuspected disability after the deadline for submission of an Extenuating Circumstances claim, and the student could not have reasonably suspected they had the condition, or obtained a diagnosis at an earlier time, the student may request consideration under the Extenuating Circumstances Regulation and Policy. The student should submit a Stage 1 Appeal on the grounds of Undisclosed Extenuating Circumstances, in accordance with the appeal regulations. An Extenuating Circumstances Panel may only consider the claim once formal diagnosis is confirmed.

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For the avoidance of doubt, Assessment Boards cannot alter a student’s marks or re-consider assessment decisions that were made prior to receiving formal notification of a potential disability via an Extenuating Circumstances claim. On the basis of subsequent diagnosis of disability, an Assessment Board may either: •

offer an additional first attempt at the relevant assessment(s) with reasonable adjustments in place (if the Extenuating Circumstances related to a first attempt),

•

offer an additional resit attempt (if the Extenuating Circumstances related to a resit attempt and the student has not yet attempted the resit(s) for the relevant assessment(s)) or

•

uncap the marks for the relevant resit assessment(s) (if the student has already completed the resits for the relevant assessments(s) or offer an additional discretionary resit attempt with reasonable adjustments in place.

The above would apply to the student’s current Programme Stage only.

4.7.4

Students with ongoing health-related conditions or disabilities Where a student is admitted to a Programme with declared disabilities or on-going health conditions, City will agree learning and assessment strategies to provide the student with reasonable adjustments, additional support and/or facilities (see Disability Support). Students can declare a disability or ongoing health condition prior to admission and at any time whilst they are registered at City. It is expected that when a student consents for information to be shared, it will be shared sensitively with all relevant services and the personal tutor for the assessment of their needs and not just the initial point of contact. A record of formal diagnosis of ongoing health conditions, specific learning difficulties or other disability will be requested to enable City to implement reasonable adjustments to support the student. If the student fails to provide records of formal diagnosis, this will hinder City's ability to implement the necessary reasonable adjustments. Students awaiting formal diagnosis of disability should submit a claim to the Extenuating Circumstances Panel for consideration with supporting evidence to follow. If the student experiences a health condition after their initial admission to a Programme which may have a temporary but significant impact on their ability to engage with their studies, the student may be advised to interrupt their studies if it is considered that the Extenuating Circumstances and/or extensions procedures would be insufficient (see Section 4.19). Otherwise, City will endeavour to provide support and guidance to enable the student to complete their Programme of study.

4.8

recognition of PRIOR LEARNING (RPL) and PRIOR EXPERIENTIAL LEARNING (RPEL)

Recognition of Prior Learning and Prior Experiential Learning are not available for degree programmes taught at ArtsEd and validated by City, University of London.

4.9

Failure to Pass a Programme

If having exhausted all permitted resit attempts and compensation opportunities a student still fails a Module (and therefore a Programme Stage or Programme) the student will be withdrawn from the Programme. 75

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This rule applies even if a student has exceptionally been admitted to the next Programme Stage of the Programme with assessments outstanding from the previous Programme Stage, and has successfully completed Modules from the next Programme Stage (see Section 4.7). The student may be eligible to receive an Exit Award if they satisfy the requirements of that Award as detailed in Section 4.11. Section 4.14 sets out the Regulation relating to re-enrolment following failure.

4.10

Exit Awards

If a student does not fully complete a Programme of study, the Assessment Board will consider whether they are eligible for an Exit Award where this is an approved option within the Programme specification. The non-completion may be due to failure to pass some components of the Programme or a decision by the student to withdraw from the Programme of study before the final assessment.

4.10.1

Ordinary Degrees The award of Ordinary Degree is not available at ArtsEd.

4.10.2 Diplomas of Higher Education and Certificates of Higher Education The Assessment Board will award a Certificate of Higher Education to those students who successfully complete the CertHE Foundation in Musical Theatre or CertHE Foundation in Acting. The Assessment Board may award a Diploma of Higher Education or Certificate of Higher Education where the student has successfully completed Years Two or One of an Honours degree programme, and has achieved sufficient credit at the appropriate academic level(s) for a Diploma or Certificate of Higher Education as detailed in the Credit Framework. 4.10.3 Postgraduate Diplomas and Postgraduate Certificates Where it is an approved exit route from a Programme and detailed in the Programme Specification, a Postgraduate Diploma or Postgraduate Certificate may be awarded where a student has not satisfied the requirements to be awarded a Masters Degree.

4.11

TRANSFER PROVISIONS

The only entry point onto ArtsEd’s courses is at the start of each programme. Therefore students cannot transfer credits achieved at another higher education institution to join ArtsEd’s programmes part way through. Normally, degrees can only be awarded on successful completion of all years or parts of the programme. However, as stated above at 4.10.2, students who have successfully completed either year 1 or year 2 of their undergraduate study, and who wish to transfer from ArtsEd to another institution, may, at the discretion of the Assessment Board, be granted an exit award. Transfer between programmes at ArtsEd is not permitted. 4.12

Topping up to a Diploma or Degree

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If a student has been Awarded a Certificate or Diploma of City and then wishes to return to complete the Diploma or Degree for the same Programme, they may apply to be re-admitted to complete the higher Award provided that: • the student was not withdrawn from the Programme due to academic failure • the credit already Awarded remains current • the maximum period of registration for the Programme will not be exceeded • the student returns within a maximum of five years from the start of their original period of registration. It is not necessary for students topping up to a diploma or degree to be considered through the Recognition of Prior Learning (RPL) process (Section 4.9) but the previous Award must be rescinded as follows: • A student returning to top-up to a Diploma must rescind their Certificate on successful completion of the Diploma. • A student returning to top-up to a Degree must rescind their Certificate or Diploma on successful completion of the Degree. If the student fails to achieve the higher Award, they will retain their original Certificate or Diploma.

4.13

Re-enrolment

A student who has been withdrawn from a Programme or who has accepted an Exit Award is not permitted to re-enrol on the same Programme or to transfer to a Programme that is significantly similar in content to the original Programme (e.g. from Acting to Musical Theatre). 4.14 Aegrotat Award A student prevented by illness or other sufficient cause from completing an Award may, at the discretion of the appropriate Assessment Board and subject to PSRB requirements, receive an Aegrotat Award. An Aegrotat Award will be awarded without classification. Candidates must normally have completed the penultimate Programme Stage (or assessment) of their Programme of study to be recommended for an Aegrotat Award. For undergraduate and postgraduate Awards, the Aegrotat Award should correspond to the level of study that is interrupted. To be eligible for this Award, both the Internal and External Examiner(s) must confirm that an Award would have been likely to be awarded if the final assessment for a Programme had taken place. The Assessment Board may make a recommendation for an Aegrotat Award of a qualification up to but not exceeding the final qualification for the Programme on which a candidate is registered. Aegrotat Awards are approved by the Director of Student and Academic Services on behalf of Senate. 4.15

Posthumous Awards

A Posthumous Award may be recommended by an Assessment Board where a student has died, provided that the student had completed all assessments for the penultimate progression point of the Programme. Posthumous Awards are approved by the Director of Student and Academic Services on behalf of Senate, and are reported to Senate. The Assessment Board can recommend that a posthumous degree should be awarded with honours and classification. If the student had completed all assessments for the Award, the case should then be considered by the relevant Assessment Board in the usual way.

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4.16

Revocation of Awards

In exceptional circumstances, City may revoke an Award made to a student. Such cases will be subject to the provisions of Senate Regulation 13 - Student Discipline and will be investigated by a Senateappointed City Disciplinary Panel which will approve and apply sanctions in accordance with the Regulation.

4.17

Periods of Registration

Each Programme will be subject to a minimum period of registration (as defined in Senate Regulation 15) and the following maximum period of registration, except where a different period is prescribed by the relevant Programme Regulation. The periods of registration are subject to relevant external legal and regulatory requirements. Periods of Registration Normal length of (Full-time)

Maximum period of Registration (Fulltime)*

Maximum period of Registration (Parttime)*

Taught Masters Degree

1 year

3 years

5 years

Postgraduate Diploma

2 terms

2 years

3 years

Postgraduate Certificate

1 term

2 years

3 years

Sandwich Integrated Masters Degree with Honours

5 years

8 years

10 years

Integrated Masters Degree with Honours

4 years

7 years

9 years

Sandwich Bachelor Degree with Honours

4 years

7 years

9 years

Bachelors Degree with Honours

3 years

6 years

8 years

Ordinary Degree

3 years

6 years

8 years

Graduate Diploma

2 terms

2 years

3 years

Graduate Certificate

1 term

2 years

3 years

Foundation Degree

2 years

4 years

6 years

Diploma of Higher Education

2 years

4 years

6 years

Certificate of Higher Education

1 year

2 years

3 years

Foundation Year

1 year

2 years

3 years

Award

Programme

* The normal lengths and maximum periods of registration for academic Programmes are set out above and will apply to all Programmes except where City is required to vary or limit those periods to comply with legal, statutory and regulatory requirements. A Programme of study must be followed continuously and completed within the maximum period of registration. Maximum periods of registration will normally include resits, repeats and any periods of interruption of studies. A student who has reached the end of the maximum registration period without achieving their intended qualification will be awarded the highest qualification they are entitled to (from their accrued credits) see Section 4.11 Exit Awards.

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4.18

Interruption of Studies

A student can apply to take an authorised break in their period of study (an ‘Interruption of Studies’) of up to one year for on-going medical or personal reasons. Personal reasons include, but are not limited to, financial reasons. If a student wishes to apply for an Interruption of Studies, they must make an application to the Dean’s nominee for approval. The application must include a description of the circumstances, together with any directly relevant evidence. In exceptional circumstances, where a student’s ability to study has been seriously impacted and the student is unable to apply for an Interruption of Studies, the Fitness to Study Regulation may be invoked. The normal period of interruption that may be granted is one year. At the end of this period, in exceptional circumstances, a student may apply to extend the interruption by a further year. Following a period of interruption, a student should normally start their studies at the beginning of the equivalent term in which the interruption commenced. A student may re-commence their study at a different point if this is considered the most appropriate timing for them re-join the Programme. This will be decided on a case-by-case basis and the rationale for the timing will be documented. An interruption of studies of less than one year may be approved in exceptional circumstances. Where this is approved, the student’s return to the Programme must be dealt with via the Special Scheme of Studies procedure. The Special Scheme of Study should take into account the elements of the Programme that a student has been absent for. Consideration of Interruption of Studies applications will take account of any overriding professional, statutory and regulatory body (PSRB) or legal requirements and the maximum period of registration for the Programme. Where the teaching for one or more Modules has been completed at the point of interruption, a student may apply to complete the assessments for that Module during the period of interruption. This will normally only be permitted where the nature of the student’s circumstances leading to the interruption would not affect their performance in the assessments. Where the student is permitted to sit assessments during the interruption period, they must attempt all the assessments for Modules for which teaching has been completed. Where a student has resit assessments outstanding at the start of the interruption period, they may apply to attempt those resit assessments during the period of interruption. Where the student is permitted to sit resits during the interruption period, they must attempt all resit assessments that are outstanding. If, following a student’s Interruption of Study, City has made changes to that student’s Programme and/or the availability of particular Modules, City will ensure that students who have interrupted their period of study are fully informed of the changes and the implications for their studies prior to their return to the Programme. Where appropriate, a student’s return to the Programme will be dealt with via the Special Scheme of Studies procedure to take account of changes to the Programme during the Interruption of Studies. A student who has had a break in his/her Programme and returns to City to complete the Programme will be governed by the Regulations and any statutory and legal requirements in force at the time of reentry to City.

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4.19

Leaving a Programme

If a student decides that they do not want to complete their Programme, they must advise the School, in writing, that they wish to withdraw. It is the responsibility of the student to ensure that a request to withdraw is approved by the School. Failure to formally withdraw from the Programme will mean that later assessments will be recorded as not attempted and therefore failed (see 4.10 Failure to Pass a Programme). Once a student has been withdrawn from a Programme they will be considered as a new student for any subsequent re-registration, except for where allowance is made for students to top-up to a higher qualification, i.e. from a: • • •

Certificate or Diploma of Higher Education to Undergraduate degree Postgraduate Certificate to Postgraduate Diploma or Masters degree Postgraduate Diploma to Masters degree

within the maximum registration period of the qualification (see Section 4.13). Limitations apply where a student has been withdrawn due to academic failure (See Section 4.14 Reenrolment Following Failure).

5

5.1

Academic Standards, Marking and Feedback

Marking and Moderation

Assessment criteria and grade-related criteria will be provided in the Programme Handbook to help students to understand how their academic performance will be assessed. Arrangements for marking and moderation are as set out in the Assessment and Feedback Policy. 5.2 5.2.1

External Examiners External Examiner appointments To ensure academic standards and externality in the assessment process, each Programme will have at least one External Examiner who takes an overview of the assessment process of the Programme. There may be additional External Examiners appointed for large Programmes, or to cover particular academic areas within a Programme, as determined by the appropriate Board of Studies. An External Examiner may also be appointed to cover a number of related Programmes. Nominations for External Examiners are considered by Boards of Studies and approved by the Deputy President and Provost (or their nominee) on behalf of Senate. Appointments are made according to criteria and conditions that ensure the seniority and expertise of External Examiners to carry out the full range of duties. Criteria and conditions are set out in the External Examiners Policy. External Examiners are appointed for a period of up to a maximum of four years. Exceptionally, this can be extended by one further year. Appointments can be terminated prematurely by the Deputy President and Provost (or their nominee) on behalf of Senate, or the External Examiner, in line with the approved criteria and process published in City’s Quality Manual.

External Examiner duties 80

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External Examiners are members of the Assessment Board with voting rights for the Programme(s) that they oversee. External Examiners provide essential independence in the assessment process and have the following responsibilities to: •

Review, approve or otherwise and comment on the assessments compiled by the Internal Examiners, including all assessment tasks that contribute to the final Award. External Examiners have a right to see all assessment material if they wish.

•

Review appropriately sized samples of assessed work. The scope of the External Examiner’s minimum assessment requirements will be agreed at an early stage in each academic year and/or assessment period.

•

Attend meetings of the Assessment Board(s) for the Programme as a voting member where Award or progression is being considered and to participate in decision-making. Examiners may also attend other Assessment Boards if they wish but would not have voting rights at those Boards.

•

Approve the decisions of the Assessment Board(s); or, if they are unwilling to approve any one or more of them, make independent representation to the President via Student and Academic Services.

•

Report to City on • the standard of the Award(s), the standard of student performance and the comparability of these with Awards made at other institutions, and • academic standards on Programmes, the robustness of the marking and the soundness and fairness of processes for the assessment and determination of Awards, through initial comments to be considered at meetings of Assessment Boards and a written report, submitted annually.

•

Perform such other special duties that might be requested by City and agreed with the External Examiner. This might include, by arrangement, attendance at any oral and practical assessment or interview in addition to those at which their attendance is agreed.

External Examiners have the right to submit written comments on any aspects of the assessment(s) to the President.

5.3

ACADEMIC MISCONDUCT Academic Misconduct is any action that produces an improper advantage for the student in relation to their assessment(s) or deliberately and unnecessarily disadvantages other students. It can be committed intentionally or accidentally. City actively pursues all cases of suspected misconduct. The assessment of the type and severity of individual cases will be determined by academic judgement and these may be designated as: • • •

poor academic practice academic misconduct severe academic misconduct

as outlined in the Academic Misconduct Policy and Guidance. 81

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5.3.1

Identification of poor academic practice and academic misconduct City reserves the right to use technology to detect and/or follow up cases of suspected academic misconduct. This may be used: • •

for a whole Module cohort, normally at the submission of work stage, where Programmes use technology for this purpose as part of a Preliminary Investigation for specific individuals or groups of students where academic misconduct is suspected.

A member of staff who suspects academic misconduct has been committed should first follow the Preliminary Investigation procedure set out below (see Section 5.7.2). The student will not be considered as being guilty of poor academic practice and/or academic misconduct until the matter has been investigated and the outcome determined in accordance with this Regulation and the Academic Misconduct Policy and Guidance (see Assessment policies). Where academic misconduct is suspected or discovered during an invigilated examination, the invigilator in charge will take such immediate action as they consider necessary and will then follow the documented procedures set out in Regulation 11 Conduct of Examinations.

5.3.2

Preliminary Investigation The staff member suspecting the misconduct will ascertain the initial concerns, gather evidence and notify their Head of Department (or nominee) that a preliminary investigation will be conducted. During the preliminary investigation, the student will be informed of the allegation made against them and invited to discuss the allegations suspected of committing poor academic practice or academic misconduct. The purpose of the preliminary investigation is to: • establish the facts of the allegation of academic misconduct and the evidence to support it • determine whether there is a case to answer • determine whether the case relates to poor academic practice or academic misconduct • resolve the matter, determine the action to be taken or refer the case to an Academic Misconduct Panel where appropriate (see section 5.7.3). The preliminary investigation is a matter of academic judgement and should be completed either by a member of academic staff with either: • one or more additional member(s) of academic staff, or • as a joint review with a member of professional staff (to support the investigation for regulatory advice and conducting and managing investigations). The process for investigating the evidence for the suspected academic misconduct is published in the Assessment and Feedback Policy and Guidance. The Preliminary Investigation will seek to resolve the case as follows: i. Poor Academic Practice

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Where staff have found from the evidence gathered that poor academic practice has been identified, the student will be invited to attend an informal meeting as an opportunity to resolve the matter as soon as possible within a mutually convenient timeframe. The student may be accompanied to the informal meeting by one member of City’s community on the understanding that the purpose of the meeting is to support the student to understand the allegation and the importance of good academic practice. If the matter is the student’s first instance of poor academic practice: • the work can be marked accordingly in line with the assessment criteria (as outlined in the Assessment and Feedback Policy and Guidance) • support will be provided to promote the student’s understanding and development of good academic practice • the student will receive a written warning that further breaches would be referred to an Academic Misconduct Panel and/or a more serious penalty applied For subsequent instances of poor academic practice, i.e. where the student has committed more than one instance of the same offence and has received a warning or guidance following the initial offence, the matter will be referred to an Academic Misconduct Panel.

ii. Academic Misconduct Where Academic Misconduct is suspected: • •

•

if the student disputes the allegation the case will be referred to an Academic Misconduct Panel if the student accepts they are guilty of Academic Misconduct and the case relates to: a. a minor first instance of academic misconduct, it may be dealt with at the preliminary investigation stage in accordance with Sanction 1 in Appendix 3 and a written warning issued to the student. A record of the outcome will be retained and the recommendation to apply this Sanction will be made to the Assessment Board. b. a student’s second instance of Academic Misconduct, it will be referred to an Academic Misconduct Panel. all cases of severe Academic Misconduct will be referred to an Academic Misconduct Panel.

If no agreement on the outcome of the Preliminary Investigation can be reached by the staff completing it, the case will be referred to a Panel. The student will be informed within 10 working days when the investigation is escalated from the Preliminary Investigation to an Academic Misconduct Panel to enable them to prepare for the hearing. Preliminary investigations, including those relating to poor academic practice, will be documented and noted on the student’s record for the duration of the Programme. If the offence has been committed by a student in relation to a module which is shared with another Programme, the Preliminary Investigation should: • • •

be undertaken in the School which owns the module involve staff representation from the student’s School (the School where the student is registered) if this is different from the School that owns the Module report the outcome of the investigation to the student’s School for note on the student’s record. 83

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5.3.3

Academic Misconduct Panels If a case of academic misconduct has not been resolved during the preliminary investigation an Academic Misconduct Panel appointed by the Board of Studies for considering cases of academic misconduct will be established. The Academic Misconduct Panel membership is set out in Appendix 2. The Panel will be conducted as set out in the Academic Misconduct Policy and Guidance. If the offence has been committed by a student in relation to a module which is shared with another Programme, the Academic Misconduct Panel should: • be undertaken in the School which owns the module • involve staff representation from the student’s School (the School where the student is registered) if this is different from the School that owns the Module • report the outcome of the investigation to the student’s School for note on the student’s record. The Panel will be given access to records of any previous cases of academic misconduct (including poor academic practice) committed by the student prior to the hearing (including those in previous years or in Modules owned by another School). The date of the hearing will be set for a mutually convenient date where possible. The student will be invited to attend the hearing and may choose to be accompanied by one other person. If the student chooses to be accompanied, they must provide information about the person’s relationship to them and the reason for the person’s attendance in advance of the hearing. The hearing is an opportunity for the student to discuss the suspected misconduct and, if accompanied, the student is normally expected to speak on their own behalf unless the Panel agrees that their companion may represent them. The student may present their case to the Panel in writing if they wish. The student may also respond to any evidence used by the Panel. If a student does not subsequently attend the meeting, and has not given adequate reasons for this in advance, the Panel may continue in the student’s absence. The Panel will investigate each case and decide whether or not academic misconduct has taken place. The Panel will determine its findings in relation to the evidence they have seen and heard on the balance of probabilities, i.e. the Panel will be satisfied that an event occurred if they consider that, on the evidence available, the occurrence of the event was more likely than not. If the Panel finds that academic misconduct has not taken place, no further action is taken and the student’s record is updated to remove reference to the allegation. The notes of the Panel are retained. The marking process is resumed in the normal way and the results are considered by the Assessment Board. If a student has committed poor academic practice this should be taken into account during the marking process as detailed in Section 5.72i). If academic misconduct has taken place the Panel must decide on an appropriate sanction to recommend to the Assessment Board (see Section 5.7.4). The Panel will report its decisions and recommendations, with reasons, to the Assessment Board for the appropriate Programme.

5.3.4

Sanctions The range of sanctions that may be considered by an Academic Misconduct Panel are outlined in Appendix 3. 84

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The selection of the sanction to be recommended to the Assessment Board is a matter of academic judgement and will depend on the level of academic misconduct and will take into account the following facts: • The instance of the misconduct (first or subsequent) and the nature of any previous offence(s). • The extent of the misconduct. • Whether the misconduct was deliberately fraudulent. The following circumstances may also influence the Panel’s recommended choice of sanction: • The effect a sanction would have on the student’s ability to enter their chosen profession. • The student’s year of study. • The nature of the Module (number of credits, structure, aggregation formula). • Any Extenuating Circumstances. The reasons for the recommendation must be clearly recorded in the report to the Assessment Board. The Panel must also make clear the rationale for any deviations from the usual sanctions for a particular type of misconduct. In addition to the sanctions in Appendix 3, the Panel may recommend that the student undergo training in good academic practice. Where the Panel considers that the case is serious enough to warrant a sanction greater than those it is able to recommend, it may recommend that the case is dealt with under City’s Student Discipline Regulations (Senate Regulation 13). The Panel may recommend a sanction it considers to be appropriate for consideration by the Disciplinary Panel, including any of those listed in the Student Discipline Regulations. A note will be made on the student’s record and the Panel will inform the Assessment Board of the referral to the Disciplinary Panel and the recommendation made to it. If the student has broken the law, law enforcement may occur. Where Programmes are PSRB-accredited and a student is found to have committed academic misconduct, the disciplinary and/or conduct procedures of the PSRB may apply in addition to those of City. 5.3.5

Consideration of Academic Misconduct Panel recommendations The Assessment Board will only consider recommendations for sanctions for academic misconduct received via the Academic Misconduct Panel or via the Preliminary Investigation. The Assessment Board: • will not re-consider the Academic Misconduct Panel’s finding of academic misconduct, but • will consider the recommendations of the Panel regarding the action to be taken and take these into account when awarding a student’s marks and making decisions concerning a student’s progress and Award. Where the case is being considered under the Student Discipline Regulations, the Assessment Board will note any recommendations made by the Panel but will await the outcome of the disciplinary process before implementing them or making a decision on progress and Award. Unless the student has admitted to the academic misconduct, if it has not been possible to conduct the hearing before the date of the Assessment Board, the Board can request that Chair’s Action be taken in relation to the outcome of the hearing once it has been determined.

5.3.6

Reporting and recording of Academic Misconduct cases The student will receive a written notification of the outcome of the Academic Misconduct Panel and their student record will be updated. 85

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Where misconduct is found it is recorded at the Assessment Board and a note is made on the student’s record. PSRBs may be informed of cases of academic misconduct as long as this is done in accordance with the Data Protection Act 1998 and only once the internal procedures have been completed. The student must be notified before the PSRB is informed. Records of academic misconduct will be retained in accordance with the Records Retention schedule in Appendix 4. 5.3.7

Oversight The Assessment Board will retain oversight and be informed about any students that have received confirmed academic misconduct outcomes and the Modules concerned. A summary of academic misconduct cases must be kept by the Board of Studies and the outcomes will be reported to Senate.

6

Assessment Boards

Assessment Boards are sub-committees of Senate with delegated authority to approve Awards and degree classifications. The primary purpose of an Assessment Board is to ensure the standards of City’s academic Awards and consistency and fairness in the application of the Assessment Regulations. Assessment Board membership is set out in Appendix 2. Assessment Boards convene at appropriate points in the academic year to make decisions, on behalf of Senate, on final marks, progression, Award (including the Award of credit) and withdrawal through consideration of student results. Assessment Boards will be held as soon as possible after the completion of the final assessment for each Programme Stage of a Programme, block of study or other relevant progression point. A further meeting will be held after the completion of resits. Each Assessment Board is provided with the relevant data set which must be prepared and checked in advance of the meeting (see Section 6.3). Advisory panels such as Interim Assessment Panels, Module Panels (or meetings to discuss results for Modules shared across Programmes) and Preliminary Assessment Panels may also be held (see Section 6.9). The Assessment Board may consider recommendations from its advisory panels but may not delegate decision making responsibility to them with regard to progression and Award. Where student marks have already been considered by an Examination Board of a Professional, Statutory or Regulatory Body (PSRB) in accordance with the requirements of the PSRB, the Assessment Board will note the marks already considered but will not consider them further.

6.1

The role of the Assessment Board

Assessment Board decisions are made in accordance with City’s Assessment Regulations, including specific Programme Regulations, where approved (see Appendix 1). Assessment Boards will consider results anonymously and profiling of student performance is not permitted. The role of Assessment Boards is to: •

consider and agree marks achieved by each student for assessment components, the overall Module mark and credit to be Awarded.

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consider recommendations from Extenuating Circumstances Panels, Academic Misconduct Panels, Fitness to Practise Panels, Fitness to Study Panels and other advisory panels as applicable (see Section 6.9).

•

make and approve decisions with regard to the performance of students who:

•

-

meet all requirements to pass and may progress from one Programme Stage to another

-

meet all requirements to pass and be Awarded Degrees, Diplomas or Certificates and the classification, where appropriate (see Section 4.6)

-

fail to meet requirements and are eligible for resit assessments or partial repeats (see Section 4.7)

-

have approved Extenuating Circumstances and may be permitted an additional attempt at the assessment(s) and/or, where appropriate, a full repeat year (see Section 4.8)

-

fail to meet requirements and are to be withdrawn from the Programme

-

are permitted to transfer to another Programme of study (related or unrelated), if eligible.

-

will receive a lower Award than the one for which they are registered and assessed (an exit Award, see Section 4.11)

apply any relevant PSRB requirements in accordance with approved Programme Regulations.

•

agree the application of compensation (see Section 4.7.1)

•

consideration of the final classification for eligible students in accordance with Section 6.6.

•

consider initial comments from External Examiners in advance of their written report.

•

report any matters about the content, operation and assessment of a Programme to the Board of Studies, and/or any matters of significant risk as appropriate in accordance with Senate Policy.

Following the Assessment Board the agreed student results will be verified, signed-off and released, with records retained, in accordance with the agreed protocols (Appendix 4). Any results not agreed at the Assessment Board will be deferred to the next meeting of the Assessment Board, or will exceptionally be considered by Chair’s Action where this has been authorised by the Assessment Board for the student result(s) concerned.

6.2

Membership of Assessment Boards

Members of the Course Board are also members of the Assessment Board. The Assessment Board is usually chaired by the Course Board Chair. The Assessment Board Chair will ensure the business of the Board is carried out efficiently and in accordance with the Regulations. The External Examiner(s) are members of the Assessment Board and should be present at meetings of an Assessment Board, except meetings where only resit results are being considered and where prior permission has been sought from the Assessment Board for decisions on resit results to be taken in the absence of the External Examiner. If the External Examiner(s) cannot attend the Assessment Board, the decisions of the Board will stand. In such circumstances, the views of the External Examiner(s) must be sought in advance and, if received, will be reported to the Board.

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6.3

Assessment Board Data

In advance of an Assessment Board, the data for consideration at the Assessment Board will be checked and a report will be provided to the Assessment Board to support its decision-making in relation to the statistical breakdown of marks, Module performance across and between Modules and any Modules with poor or unusual results. The report will also identify, where applicable, where recommendations for scaling of marks and/or compensation have been identified. These tasks may be undertaken by a Preliminary Assessment Panel and presented to the Assessment Board for consideration (see 6.9.3).

6.4

Quoracy

In order to conduct its business, an appropriate representation of members (see Appendix 2) must be in attendance at the Assessment Board. The quorum for an Assessment Board will be one third of the non ex officio voting membership. If the Assessment Board is not quorate, it will not have the power to make decisions affecting progression or final Award. If a meeting is not quorate it must be re-arranged at the earliest opportunity and a report must be made to Student and Academic Services. 6.5

Conflict of Interest

There must be appropriate independence in the consideration of students’ academic performance. A conflict of interest will include, but is not limited to, a current or previous personal, family or legal relationship. Where a conflict of interest exists, the person will not act as an examiner or attend the Assessment Board meeting. Any member of an Assessment Board who considers that there might be a conflict of interest with one or more of the students being considered must raise this matter with the Assessment Board Chair at the earliest opportunity and in advance of the Assessment Board meeting.

6.6

FINAL AWARD CLASSIFICATION

The rounding-up of marks for assessment components, Modules and/or at the end of a Programme Stage to enable components or Modules to be eligible for compensation or to improve students’ classifications at progression points is not permitted, to prevent any undue inflation of marks. When considering final Award marks, where students’ overall marks fall within 0.5% of a higher classification, the Assessment Board will award the higher classification. The marks will not be altered. The treatment of borderline classifications must be applied consistently by the Assessment Board across the student cohort to ensure fairness and transparency. Students’ performance in components, Modules and/or at previous Programme Stages must not be taken into account. Where a student has approved Extenuating Circumstances, any consideration of borderline cases arising from Extenuating Circumstances should be undertaken in accordance with the Extenuating Circumstances Regulations (Section 4.8). The Assessment Board will apply relevant professional, statutory or regulatory body requirements in accordance with any approved Programme Regulations.

6.7

Confidentiality

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The business of the Assessment Board is confidential to the membership of that Board except where disclosure is required by regulators or by law. The following are general principles of confidentiality: •

Access to students’ marks before and after Assessment Board meetings should be restricted to members of staff who require access in their work capacity.

•

Staff are not permitted to inform students of their classification/Award outcome before results are published. This does not preclude providing feedback to students, based on the marking criteria for the assessed work.

•

The recommendations, discussions and decisions of Assessment Boards are strictly confidential.

6.8

CHAIR’S ACTION

Exceptionally, it may be necessary for the Chair to make decisions on behalf of the Assessment Board if the Board has granted this permission and agreed the scope of the decision(s) to be made. Chair’s Action should only be used as an exceptional response to ensure that decisions are made by the full Assessment Board wherever possible. Chair’s Action can be taken: •

after the Board has convened if decisions are outstanding or when further information about specific cases becomes available, where the Board has given its permission, or

•

where circumstances meant it was not possible for a student’s results to be considered at the meeting.

The Chair will normally consult with the relevant Internal and External Examiner(s) before taking action.

6.9

ASSESSMENT BOARD ADVISORY PANELS

The following advisory panels may be held prior to an Assessment Board. These panels may make recommendations to an Assessment Board but cannot make decisions relating to progression or Award. The membership for each panel is detailed in Appendix 2. 6.9.1

Module Panel Module Panels are typically used where Modules are taken by students from more than one Programme and/or School. Module Panels do not make decisions on progression or award so there is no requirement to review marks anonymously. A Module Panel may be convened, by the Assessment Board of the School which owns the Module, to: • in advance of the Assessment Board meeting, consider student performance on the Module, provisional marks and any discrepancies between cohorts or possible issues associated with the Module. • make recommendations to an Assessment Board and/or comment on statistical analysis of student performance. Module Panels are not permitted to: • confirm final marks • apply compensation • make decisions about progression or Award • make decisions on the outcomes of Extenuating Circumstances Panels, Academic Misconduct Panels and/or Fitness to Practise Panels. 89

Assessment Regulations

6.9.2

Interim Assessment Panel An Interim Assessment Panel may be convened to make provisional recommendations to the Assessment Board with regard to student progress. Interim Assessment Panels do not make decisions on progression or award so there is no requirement to review marks anonymously. Where a Programme permits students to allow students to undertake an earlier resit of failed assessment(s) while continuing their studies and before the final Assessment Board, an Interim Assessment Panel must be held. Interim Assessment Panels are permitted to: • consider student achievement in modules completed up to a specified but nonprogression point and exercise discretion in deciding whether and how a student can undertake an earlier resit of failed assessments while continuing their studies Interim Assessment Panels are not permitted to: • make recommendations or decisions on the progression of students from one Programme Stage to another, or on final Award • apply compensation • make decisions on the outcomes of Extenuating Circumstances Panels, Academic Misconduct Panels, Fitness to Study Panels and Fitness to Practise Panels. Communications to students following an Interim Assessment Panel will clarify that any results released are provisional and may be amended following an Assessment Board. The Panel must also explain the implications for a student’s progression and/or final Award in the event of resit failure. The recommendations of an Interim Assessment Panel will be reported to the Assessment Board for approval. Assessment Boards should only overrule the recommendations of Interim Assessment Panels where the majority of those present, including the External Examiner, do not consider those recommendations to be justified. In such instances clear reasons must be given. Students cannot appeal against the decisions of an Interim Assessment Panel, but have the right to appeal against an Assessment Board decision once results have been confirmed if specific grounds are met (see Section 6.11)

6.9.3

Preliminary Assessment Panel It is recommended that a Preliminary Assessment Panel is held prior to an Assessment Board to verify data and the report to be provided to the Assessment Board (see Section 6.9.3) and resolve any initial queries. Preliminary Assessment Panels do not make decisions on progression or award so there is no requirement to review marks anonymously. External Examiners are not required to attend a Preliminary Assessment Panel. Preliminary Assessment Panels are permitted to: • make recommendations to the Assessment Board in relation to the statistical breakdown of marks, Module performance across and between Modules and any Modules with poor or unusual results •

consider proposals from the internal examiners and make recommendations for scaling of marks and compensation

Preliminary Assessment Panels are not permitted to: • make decisions on the progression of students from one Programme Stage to another, or on final Award 90

Assessment Regulations • •

6.10

apply compensation make decisions on the outcomes of Extenuating Circumstances Panels, Academic Misconduct Panels and Fitness to Practise Panels.

consideration of assessment results for shared Programmes and Modules Where Programmes involve more than one School, and/or where Modules, teaching or services are shared, the following apply:

i.

The Programme will be assigned to a School which will own, and be the ‘home’ School for, that Programme.

ii.

The Module will be assigned to a School which will own, and be the ‘home’ School for, that Module.

iii.

Where Modules are shared: Preliminary results and student performance data will be considered by the home School for the Module, in advance of the relevant Assessment Boards. This is to support the decision-making process and identify any relevant matters relating to the specific cohort or Module. Where appropriate, a briefing note will be prepared for the Assessment Board. Representatives from all Programmes involved in those Modules will be involved in these discussions and a Module Panel may be held (see Section 6.9.1). The results for the Module will be confirmed by the relevant Assessment Board for the Module in its home School

iv.

The Assessment Board for a Programme in its home School is responsible for: managing the panels which report to the Assessment Board (unless the Panel relates to Academic Misconduct for a Module owned by another School). Extenuating Circumstances Panels will normally be managed by the home School for the Programme, but may be managed by the home School for a Module if is requested by the Dean of the home School for the Programme. considering and agreeing the results for Modules owned by the School making decisions on progression and Award.

v.

If the ‘home’ Assessment Board for a Module has not yet met, results for students from another School who have taken that Module will remain provisional until confirmed by this Board.

vi.

Where a student has taken a Module owned by a different School to the ‘home’ School for their Programme, the ‘home’ Assessment Board for the student’s Programme cannot adjust the Module marks agreed by the other School.

6.11

STUDENTS’ RIGHT TO APPEAL

Students have the right to appeal against a decision of the Assessment Board if specific grounds are met (see Senate Regulations 20 and 20b).

6.12

Suspension of the Assessment Regulations

In very exceptional circumstances, where the integrity of the assessment process is compromised by unforeseen circumstances (not otherwise accounted for in the Regulations) or where the application of 91

Assessment Regulations

the Regulations would unfairly disadvantage a group of students, it may be necessary to suspend the Assessment Regulations. City’s Ordinances allow the President, in certain circumstances, to suspend or depart from Regulations to ensure that a group of students may progress or graduate where it would not be reasonable and/or equitable to adhere to the existing Regulations. Circumstances that might require suspension of the Assessment Regulations must be considered alongside any relevant case precedents and legal and regulatory considerations to ensure that students are treated fairly and consistently throughout City and to maintain academic standards. Any approved change must be comprehensively and effectively communicated to any students impacted by the decision at the earliest opportunity.

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