FACULTY OF HEALTH and SOCIAL CARE
BSc (Hons) Support for Families and Communities (Top-up) Programme Handbook September 2011
Programme Leader Alison Whelan Email: whelana@edgehill.ac.uk Tel: 01695-657008
CONTENTS
Page Welcome
3
Section 1: Introduction to the Programme Handbook What do we offer in the Faculty of Health and Social Care? Equal Opportunities Statement
4
Section 2: Student Facilities
8
Section 3: Student Academic, Pastoral and Welfare Support Systems
10
Section 4: Learning Resources including Library, Media and ICT Facilities
12
Section 5: Programme Details
17
Section 6: Assessment, Progression and Achievement
23
Section 7: Appendix 1: Student Code of Conduct Appendix 2: Procedural Points Appendix 3: Marking Criteria
35
2 KFA/July2011
WELCOME It gives me great pleasure on behalf of
Meaningful practice experiences allied to the programme.
myself and the staff of Edge Hill University Faculty of Health and Social Care, to welcome you to Edge Hill University. I trust that you will find the next year (for full-time students) or twofive years (for part-time students) stimulating, exciting and rewarding.
Our
innovative
and
challenging
programme of study will enable you to develop or enhance existing skills in integrated services.
work By
within
the
end
children’s of
the
programme, you will be prepared for a lifelong career working with children
The Faculty of Health and Social Care (FoH&SC) has an excellent record of success
in
delivering
academic,
young people and their families, or to continue and further develop your career within this area.
professional and vocational education relating to health and social care.
This handbook is specifically designed to give an insight into the structure of the BSc (Hons) Support for Families and Communities. committed
to
All lecturers are
supporting
you
and
facilitating learning opportunities to help you achieve. However, your own contribution and commitment to the programme
is
probably
the
most
important determinant of your success. This programme provides students with the following opportunities:
I wish you every success in your endeavours.
Access
to a
wide range
of
student learning resources and support;
Alison Whelan Programme Leader – BSc (Hons) Support for Families and Communities September 2011
3 KFA/July2011
Section 1 Your attention is drawn to the following INTRODUCTION to the HANDBOOK
It
is
important
to
retain
this
handbook throughout the duration
list of policies and procedures:
1. Edge Hill University Policies and Procedures:
of your course; read and familiarise yourself with its content, along with the Edge Hill University Student Handbook as they contain vital information about your rights and duties as a student.
Equal Opportunities Policy Statement; Code of Conduct and Disciplinary Procedures for Students; Complaints Procedure; Disciplinary/Grievance Procedure;
The
following
pages
provide
an
introduction to the BSc (Hons) Support for Families and communities.
This
handbook is designed to provide you with the opportunity to find out more about your programme. It contains all the
information
you
need
assessment
Malpractice by Students – Revised Procedure; Policy on Smoking: Revised Procedure; Health and Safety.
to
understand its structure, organisation, management,
Academic Regulations;
and
2. Faculty of Health and Social Care Policies and Procedures include:
progression, along with information about teaching and learning resources as well as academic and pastoral support.
FoH&SC Health and Safety Policy; FoH&SC Code of Conduct for Students; Protocol for student supervision in
Whilst time will be allocated in your timetable to introduce you to its contents and address any issues or concerns you have, it may simply be
community placements; Policy and procedures for dealing with breaks in a course arising from sickness/absence;
used as a reference text or as a resource to get the most out of your studies. 4 KFA/July2011
Protocol for management of cause
Copies of EHU and FoH&SC policy
for concern in practice related to
statements
child and/or client care;
available for viewing on the Intranet or
Policy and procedures in relation to
on Faculty Campus on request.
and
documents
are
problem drinkers and drug abuse; Failure
to
meet
standards
of
We would welcome any suggestions
academic or practical progress as
as to how this programme handbook
set down in the course regulations.
might be improved in future for the benefit of our students. Please pass
NB: This list is not exhaustive and is
on any suggestions to the Programme
altered or updated periodically in light
Leader.
of statutory, educational and other changing circumstances. WHAT DO WE OFFER IN THE As a registered student of Edge Hill
FACULTY OF HEALTH and SOCIAL
University (EHU) and the FoH&SC,
CARE?
you agree to abide by all the University rules and regulations.
This includes
the Student Code of Conduct, the University Equal Opportunities Policy Statement
and
policies/procedures
any
codes
relating
to
or the
FoH&SC and practice placement areas utilised within the programme. These policies and procedures are designed
The core purpose of the Faculty of
to ensure that all students are aware of
Health and Social Care is to provide
their rights and responsibilities during
a responsive, high quality education
their course of studies with Edge Hill
and training for individuals working
University.
in/or seeking to work in health and
these
Reference is made to
in the
Course
Regulations,
social care.
individual Module Handbooks and EHU Student Handbook(s).
The Faculty of Health and Social Care offers a wide range of post-qualification 5
KFA/July2011
modular
programmes
for
nurses,
midwives, health visitors, allied health
EQUAL OPPORTUNITIES STATEMENT
professionals and social care related professionals on both the Ormskirk and
We are committed to providing an
Aintree
inclusive
Campuses.
Opportunities
environment,
which
is
include Foundation Degree Studies,
comfortable and welcoming to all
BA/BSc
students.
(Hons)
Degree
Studies,
We aim to identify and
Masters level study or M.Phil/PhD
prevent
any
studies by research.
sexism,
and
discrimination
instances
of
homophobia against
or
people
with
disabilities,
in
economic backgrounds or because of
and
focusing
its
research profile and participated fully in
particular
of
Edge Hill University continues to invest strengthening
from
racism,
socio-
age.
the Research Assessment Exercise. Research areas have been identified
We have an equal opportunities policy,
and the Faculty has developed a
which we expect all staff and students
Centre for Research and Evaluation in
to follow – failure to do so is a serious
Health and Social Care, which has a
matter.
number
of
research
fellows
and
students.
We recognise that equal opportunities must also be central to our teaching
In addition, Edge Hill University was
and the programmes, which we offer.
recognised as an “Investors in People” (IIP) by Merseyside TEC in 1998. This
Our Equal Opportunities and Student
has also recently been successfully
Support
reviewed in June 2004.
guides the equal opportunities policy of
Committee
monitors
and
the University, and includes members The Faculty has long established links
of staff and students with specialised
with NHS and non-NHS sectors.
equal opportunities experience.
The
group organises arts and cultural All BA (Hons) Support for Families and
events and is happy to talk to anyone
Communities students will be based at
who has equal opportunities concerns
Ormskirk Campus.
or issues. 6
KFA/July2011
an awareness of their own culture, A
full
copy
of
our
equal
preferences and prejudices, along
opportunities statement is available
with
from the Enquiries Unit, Tel 01695
different groups, in a variety of
584554.
settings.
Your programme has been developed
specific
information
about
To promote the development of
in full accordance with Edge Hill
anti-discriminatory practices and a
University’s Equal Opportunities Policy.
growing awareness of the potential
It aims to encourage an awareness of
barriers that cultural diversity can
Equal Opportunities issues amongst all
create for effective care delivery
staff and students connected with
(Focus, 2000) and the need for
them, in line with Edge Hill University
cultural competence in order to
policy.
meet the needs of an ethnically
The broad spectrum of the
programme reflects various aspects of
diverse population.
equal opportunities as well as a variety of teaching, learning and assessment strategies.
The curriculum content relating to issues of age, disability, gender, race, sexuality and social class form a substantial element of the course and are
integrated,
developed
and
reflected upon within modules units and themes that run throughout the whole programme.
A major feature of the curriculum as it relates to Equal Opportunities is:
To enhance students’ awareness of cultural diversity, this incorporates 7
KFA/July2011
Section 2
professional
sites.
This
can
be
accessed, by entering the Edge Hill STUDENT FACILITIES
University home page on the Internet and
Counselling Service
clicking
on
careers
(www.edgehill.ac.uk).
A confidential Counselling Service is
Occupational Health Services
available for all staff and students. The Counselling Service has offices based within The Wellbeing Centre in Milton House, Ruff Lane, Ormskirk. Centre
is
staffed
by
The
qualified
counsellors who are experienced in dealing with a wide range of problems, especially those associated with health
The Health & Well Being Centre, Edge Hill University Situated in Milton House, 41 Ruff Lane Tel: 01695 657265 Internal Ext: 7265 Open: Mon-Fri during term time 08.30am-5.00pm
care settings. The counselling service
Doctor available Tues, Wed and Thurs mornings by appointment
is offered to students free of charge.
only. Students who live more than 7
The contact number is as follows:
miles from the usual GP are
Ormskirk: 01695 650988
strongly advised to register with
Email: Counselling@edgehill.ac.uk
Edge Hill doctors or another doctor in the area for the duration of their
Careers Centre
studies.
The Careers Centre staff are based in the Student Information Centre (SIC) on the Ormskirk Campus. The Centre is open in term time from 9.00am to 4.45pm Monday to Friday. In vacation time the Centre is open from 9.00am to 4.00pm 1.00pm).
(closing
between
12.30–
There is also a Careers
Centre webpage with links to nursing, midwifery
and
allied
Nurse available Mon-Frid during term time – 8.30am-4.30pm: Please feel free to drop in for any health related issue and see Sister on
duty.
necessary completely Information
No and
the
appointment service
is
confidential. on how to
access
advice on alcohol use, smoking
health 8
KFA/July2011
cessation, emergency sexual
contraception, contraception
health
issues
can
Aintree
Hospital
Centre
for
Women’s Health
and be
University Hospital Aintree
provided.
Tel: 0151-529-3416 Service
Health, Work and Well Being Centre,
available
Monday
and
Thursday, 5.30 to 7.00pm
University Hospital Aintree Situated on the right at the Longmoor
Student Communication System
Lane entrance. Tel: 0151-529-3803
Student communication will take place
Open: Mon-Fri. 08.45am to 16.30pm.
via Faculty’s Notice Boards as well
Closes: 12.00-13.30pm
as
If you are a smoker you will NOT be
communications system, and tutors will
able to smoke in work.
direct you at appropriate stages in your
If you want to stop smoking advice
studies.
BlackBoard,
the
electronic
is available from the Occupational Health Service.
You are advised to regularly consult the electronic BlackBoard and e-mail
Southport and Ormskirk Hospital
where information (including personal
NHS Trust
communications) will be placed.
Tel: (01695) 656872/(01704) 704621 Open: Mon-Thurs 09.00am to 5.00pm
Banking Service
(closed on Fri). Cash machine available at Ormskirk Family Planning Clinics
Campus. Cash machine available at Aintree:
Southport and Ormskirk Hospital
UHA main reception.
NHS Trust Situated at the Ormskirk Site Tel: 01695-656945 Service
available
Monday
and
Thursday 7.00-8.30pm
9 KFA/July2011
Section 3 Reports
will
be
generated
as
STUDENT ACADEMIC, PASTORAL
required by Edge Hill University. In
and WELFARE SUPPORT SYSTEMS
addition, the Programme Leader will liaise with Deputy Head of
The Faculty of Health and Social Care
Faculty
comprises of over 110 academic staff
about
who
curriculum issues.
work
closely
with
a
large
to
inform
appropriately
programme,
student
and
administrative/clerical support team to provide
teaching
learning
The Programme Leader has the
opportunities for you throughout your
lead role in the provision of this
period
programme
of
study
and
with
Edge
Hill
University.
and
will
be
the
sustained link and overall point of contact for students throughout the
Student academic, pastoral, welfare
two-year programme.
advice and support is available from a range of sources and all students have
You are advised to contact the
access
facilities.
Programme Leader if you have
Counselling and student services are
any issues or concerns related to
available in addition to the support
the programme. The Programme
from:
Leader provides continuity for you,
to
campus
the student, throughout the two 1. A Programme Leader who is responsible
for
the
years.
day-to-day
management, administration and
2. Module Co-ordinators have the
quality of the programme. The aim
responsibility for organisation and
is to ensure guidelines, policies,
day-to-day delivery of the modules.
procedures
The
and
identified
by
Regulations
standards the
as
Academic
and
Programme
Module
available
to
issues,
that
module(s).
students
receive
appropriate experience.
an
offer
support
are and
advice to students on academic
specifications are adhered to and all
Co-ordinators
which
relate
They
will
to
their
provide
specific guidance in relation to your 10
KFA/July2011
theoretical they
assessments,
will
mark
and
which
sickness and absence issues, or
internally
other matters relating to personal
moderate.
progress.
3. Personal
Teachers
will
be
4. Teaching
and
Learning
allocated to each student to provide
Development Support Officer: In
general academic, professional and
addition to your personal tutor and
pastoral support.
Your personal
the programmed study skills sub-
tutor will be one of your first points
theme, Edge Hill University has a
of contact if there are any problems
resident
that you wish to discuss about the
development support officer who
programme, your own study needs
provides workshops and individual
or
or group support for all students on
any
academic
guidance
that
you
or
personal
may
need.
teaching
and
learning
a range of skills such as essay
These might include programme
writing,
work
referencing, seminar presentations.
problems,
placements
issues,
practice
exam
technique,
referencing,
study skills, assignment deadlines
Should
you
or personal problems.
support
over
already
require and
additional above
that
you
may
provided;
Students are encouraged to seek
telephone
advice from their personal tutor
individual advice and support or ask
regarding progress. It is essential
your personal tutor to arrange it for
that an appointment is made with
you.
your
Personal
Tutor
at
01695-584242
for
the
beginning of the modules, during
5. Finance and Welfare Rights and
the modules and on completion
Disability:
of the modules.
Welfare Rights Advisers based in
It is your
The
the
appointments with your personal
(SIC) on the Ormskirk Campus are
tutor.
there to support and advise you on
practical progress are discussed as
matters
well
consumer
as
your
learning
profile,
Information
and
responsibility to make and keep
Issues of theoretical and
Student
Finance
relating rights,
to
Centre
financial,
grants
and 11
KFA/July2011
benefits and access funds as well
issues
as offering support and advise to
practical
students with disabilities.
exercises.
Contact details:
Students will also derive support from
Helen Long
a
Finance
and
Welfare
Rights
relating
to
theoretical
assessments,
mentor
in
practitioners
reflective
practice.
will
be
and
These
experienced
Adviser
practitioners within the area of delivery
Tel: 01695 584122
of children and young people services
Email: longh@edgehill.ac.uk
and who have been appropriately prepared to undertake the mentor role
Learning Infrastructure and Support
by
either
classroom-based,
online
workshops or a guidance handbook. Academic Support Students
may
also
access
a
All students who enter the programme
confidential
will be allocated a Personal Tutor for
(details as per Section 2) within Edge
the duration of their study. This role is
Hill University, as appropriate, or,
well established within the Faculty and
indeed, other central services including
is an additional means of student
for
support, largely in relation to pastoral
Student Services.
example
Counselling
Student
Service
Union
and
support. Students may also utilise the Personal Tutor for academic support in
Practice Placements
addition to that which is provided by the Module Co-ordinator.
The Faculty has a long established positive
experience
of
managing
The Module Co-ordinator for each
practice placements, which are integral
module is also available to provide
to our programmes.
academic support and supervision.
that we will build upon our portfolio and
The student has the opportunity to
develop further suitable placements.
discuss
their
development tutorials.
progression during
It is anticipated
and
structured
These are used to explore 12
KFA/July2011
Section 4
see
the
web
pages:
www.edgehill.ac.uk/ls LEARNING RESOURCES INCLUDING LIBRARY, MEDIA and
ICT FACILITIES
Ormskirk – Learning Innovation Centre (LINC) 01695-584286
Learning Services key purpose is to
24/7 access to PCs with UniCard
support learning and to develop a
Helpdesk Open:
responsive learning environment for
Mon-Thurs: 0845-19.00
all, through services and facilities,
Friday: 08.45-17.00
research and development, information and
support.
The
service
now
incorporates learning resource centres and information provision, learning support, ICT user support for learning and teaching, e-learning development and
support,
media
services
Aintree – Library and Information Resource Centre (LIRC): 0151-529-5851 Mon-Thu: 08.30-20.00 Fri: 08.30-17.00/Sat: 10.00-14.00
and
disability and dyslexia support. These services are currently provided in libraries, as well as remotely with partners and electronic services.
Learning Services Resource Centres Hours of Opening:
Ormskirk – University Library
Loan Allocations
01695-584286 Mon to Fri: 08.00-21.00 (Out of term 08.45-17.00) Sat/Sun: 11.00-18.00 (Out of term
Edge Hill University students can borrow 15 items from any of the Learning Services libraries:
closed) Books are either: Extended opening until midnight
21 days
during assessment periods, please 13 KFA/July2011
7 days
study places with PCs
Overnight
study places
Reference only
Bookable quiet study carrels Silent study area
Fines for late return of items are as
Social learning and coffee bar
follows: 21 day loans
5p per day
7 day loans
50p per day
Overnight
50p per day
Electronic Resources
Electronic journals
Approximately 11,000 titles
You will not be able to borrow books if you have a fine of £10.00 or more.
The
electronic
journals
can
be
You will also be unable to renew your
accessed in any of our libraries whilst
items via telephone renewals or the
using the Edge Hill University network
Internet if fines reach £10.00 or above.
or via the Internet at work or home. Access to e-journals is via the library
University Card – UniCard
catalogue. http://library.edgehill.ac.uk
All students need a library card to borrow items and get help at a Help
Electronic Books
Desk. University registration sessions
Students have access to a number of
are held at Ormskirk. The registration
collections of e-books, as well as some
letter
reading list titles where an e-book is
also
contains
important
information regarding your username,
available.
Learning Services total
and password and how to access the
collection is now more than 60,000.
Edge Hill University network. There are specialist health e-resources Study Facilities in Learning Services
(databases, journal collections and
Resource Centres
health e-book collections) which are available via the library catalogue or
Aintree LIRC: Tables and seating
the health resources web pages.
for 70
www.edgehill.ac.uk/ls/resources/health
Ormskirk University Library: 14
KFA/July2011
24/7 Access to e-resources
Inclusive Services
All the above electronic resources can be accessed from any PC with an
It is Edge Hill’s aim to make our
Internet connection. This means that
services and provision accessible to all
health students have access to a
our users. If you need us to present
wealth of electronic health information
our training/ resources/information in a
resources from home or whilst on
different format (eg electronic copy,
placement.
large
print),
modifications,
or
need
please
any
other
contact
your
Blackboard
Personal Tutor and we will do our best
You will have access to and be
to accommodate your requirements.
expected to use a Virtual Learning environment during the course of your
If you have a disability or a specific
studies.
Learning
learning difficulty, such as Dyslexia or
Environment is known as Blackboard
Dyspraxia, EHU will be able to support
and will provide access to course
you better, if you let us know about it.
documents, e-resources and a very
If you feel your ability to study, read,
useful discussion facility.
write or concentrate is affected by a
This
Virtual
disability, mental health need or a Students with any queries regarding
specific learning difficulty Edge Hill can
passwords, access to resources or
offer learning support and guidance
general help and advice regarding
tailored
using Learning Services can get
requirements.
help and support via telephoning
appointment for a confidential chat to
the Learning Services Helpline:
explore your learning requirements and
Ormskirk: 01695 584286
help
Or
regarding support.
Aintree: 0151 529 5851
your personal tutor for more guidance
you
to
your
individual
You can arrange an
make
informed
choices
Please contact
or contact Inclusive Services: Visit the Learning Services web
Email:
pages for more information about
inclusiveservices@edgehill.ac.uk
resources and support
Web:
www.edgehill.ac.uk/ls
www.edgehill.ac.uk/inclusiveservices 15
KFA/July2011
The Inclusive Services Team aims to
Contact: 01695 584554 or 01695
provide:
584372
A holistic service to students with a
You could also talk to your personal
wide
range
additional
of
needs
learning
and
tutor or another member of staff within
arising
from
your department, who will signpost you
physical or sensory impairments,
to support services as appropriate.
mental health or complex needs;
Confidential advice, guidance and
One-to-One Study Skills
support to applicants and students with
disabilities,
needs,
visual
mental or
health hearing
impairments;
Support
and
These sessions are tailored to your requirements.
Availability may be
limited so please ring and book a advice
regarding
session. Students should get in touch
applications for disabled Students
with Inclusive Services who are based
Allowance (DSA);
in the University Library at Ormskik to
Support in organising a Needs
make an informal inquiry or book an
Assessment;
appointment.
Individual academic and learning support;
Ormskirk Campus, 1st floor University
Advice and guidance, awareness
Library
and training tailored to meet the
Telephone: 01695 584372
needs of individuals and groups of
E-mail:
staff regarding individual student
inclusiveservices@edgehill.ac.uk
needs,
inclusion,
equality
and
diversity issues.
For group sessions please contact your tutor who can liaise with Learning
For
further
information
or
Services.
assistance or a confidential chat, please call in and see us in the Student Information Centre (SIC) or 1st Floor of the University Library.
16 KFA/July2011
Section 5
management applied to individual working practices.
PROGRAMME DETAILS The overall aim of this BSc (Hons) programme is to provide an innovative programme
that
broadens
the
6. Utilise a range of work based competencies which are relevant to the student’s area of practice.
knowledge, understanding and skill base of students, enabling them to be responsive to the changing demands of the children’s workforce.
The
7. Effectively
communicate
information arguments an analysis in a variety of forms to a range of activities.
programme aims to:
1. Develop analytical approaches to the use of an appropriate evidence
Since the publication of ‘Putting People First’ (HM Government, 2007) ‘Lifetime Homes,
base to inform practice.
Lifetime
Neighbourhoods’
(Communities and Local government, 2. Develop theoretical problem solving skills and the ability to identify appropriate methods for problem
2008),
‘The
Strategy’, and ‘The NHS Next Stage Review,
‘Our
Government 3. Recognise learning needs through process
of
self
reflection
underpinned by the concept of life
Our
future’
skills on
embarked
upon
an
ambitious programme of reform to ensure that the care and support systems that are in place work both
quality.
reflecting
NHS,
better for people and is of a high
long learning.
4. Develop
Living
(Department of Health, 2007) the
resolution.
the
Independent
of both
analysis theory
in and
Accordingly a new care and
support system requires a workforce equipped with the skills to bring together a range of activities, services
practice.
and relationships that underpin care 5. Explore
underpinning
theoretical
concepts of integrated practice and
and support delivered. The NHS Next Stage Review (Department of Health, 2007) challenges frontline staff to 17
KFA/July2011
review evidence and outcomes of the
contribution and achieve economic
services that they provide and organise
well-being.
them more efficiently around the needs of patients and their families. This has
The
Integrated
Qualifications
led to a demand for educational
Framework (2007): This framework
programmes that equip those working
enables practitioners to move more
with
freely between roles within the
families
and
communities
develop new skills. enable
them
to
to
children’s workforce.
These skills will assist people
in
shaping their own care and to identify
HM Government Working Together
the support that is most valuable to
to
them.
National
This BSc (Hons) Support for
Families and Communities aims to
Safeguard
Children
guidance
on
(2006): effective
multi-professional working.
provide students with high quality, flexible,
accessible,
portable
and
Children’s Workforce Development
professionally relevant and coherent
Council (2007) Building the Vision:
learning experiences, whilst at the
Developing and implementing local
same time, maximising the use of
Integrated
academic
Strategies (2007). Much work is
resources
across
the
University.
Children’s
Workforce
being done at a national level to strengthen integrated working.
This BSc has taken on board the findings and requirements as indicated
in the documents below:
DCSF Effective Integrated Working (2007): Findings of an operational study to inform the way forward.
Department
for
Education
and
Skills (2004) Every Child Matters: Change
for
Children:
National Service Framework for
The
Children,
Young
People
Government’s aim is for every child,
Maternity
whatever their background or their
Standards have been set to ensure
circumstances, to have the support
the quality of care that children
they need to be healthy, stay safe,
receive.
Services
and
(2004):
enjoy and achieve, make a positive 18 KFA/July2011
On completion of the programme,
qualifications, for example, PGCE, MA
students will be able to:
in
Explore
underpinning
Social Work
and
Early Years
Professional Status (EYPS).
theoretical concepts of the family and community and
Programme Outcomes
apply to individual working
practises
Upon successful completion of Level 6
Critically review current risk
studies, students will be able to:
assessment tools advocated by
government
relation
to
policy
in
Demonstrate approach
safeguarding
an
to
the
children and young people
appropriate
Critically
inform practice
evaluate
the
services provided locally and
analytical use
evidence
of
an
base
to
Demonstrate skills of analysis in
nationally for individuals and
reflecting
on
both
theory
and
families
practice
of
safeguarding
and
Develop enhanced skills for
analysing
the
agenda and assessing its effect on
empowerment
of
the
current
political
the Health, Economic and Social
individuals and groups
Well Being of Children and Young People.
The development of this BSc route enables the student to further develop
Effectively
communicate
these skills through a range of taught
information arguments an analysis
and student led modules.
in a variety of forms to a range of
modules reflective
will
engage
practice to
These
learners
and
develop
analyse
activities.
in
students’
ability
evaluate.
They will develop meta-
the
and
In
process
of
self
reflection
underpinned by the concept of life long learning.
cognition in a systematic manner directly from their experience.
Recognise learning needs through
Explore
underpinning
theoretical
addition, students will be afforded the
concepts of applied to individual
opportunity to focus on developing
working practices.
competencies
to
inform
further 19
KFA/July2011


Identify key elements of problems
year will be 32 weeks. To successfully
and select appropriate methods for
achieve the summatively assessed
their resolution.
component
Utilise a range of work based
student must achieve a minimum mark
competencies which are relevant to
of 40% in each piece of work in order
the student’s area of practice.
to achieve the commensurate credit.
of
each
module,
the
Students who fail to achieve the Programme Outline
minimum mark to be awarded a pass in any module will be allowed two
In addition to the compulsory research
automatic further attempts to recoup
module HEA 3102, 20 credits and the
the fail.
HUG 3100 research dissertation, 30
Regulations (2004-5) further attempts
credits, students will undertake two
may be permitted at the discretion of
further
the
core
modules,
HUG
3113
In line with the Academic
Assessment
Board.
Details
Protecting Children & Young People at
relating to this are outlined in the
Risk, 20 credits and HUG Support for
Academic Regulations.
Families and communities, 30 credits. Both of these modules reflect the exit
The mark for any re-assessed work is
award and are, therefore, core to the
capped at 40%.
programme. Students will then select a further 20 credit optional module (this can be negotiated with the programme
Diagram 1: Illustrative Example BSc Support for Families and Communities Full-time route)
lead). Semester 1
Part-time students can accumulate module credits in consultation with the programme leader over a period of two to
five
years.
In
keeping
with
University guidelines each 20 credit module is made up of 200 notional hours, and each 30 credit module is 300 notional hours. Each year is made up of two semesters. The academic
Semester 2 HUG 3100 Undergraduate Dissertation (core) (30 credits) HUG 3115 Support for Families and Communities (core) (30 credits) HUG 3113 Protecting Children and (Optional) Young People at Risk 20 credits level 6 (core) (20 credits) HEA 3102 Research Methods (compulsory) (20 credits) 20
KFA/July2011
Student Representation
programme broadly reflects the Edge Hill
The formal means of achieving student feedback
on
provision,
involves
student representation across various
‘Teaching
University
Learning Policy’.
and
There is a
commitment to provide all students with the opportunities to:
levels within the academic structure. The Faculty of Health and Social Care
Acquire an extensive knowledge base together with the associated
operates a Faculty Board for assuring
skills involved in applying that
the overall quality of provision across
knowledge within a professional
the Faculty and students’ views are
discipline.
sought through evaluations and other consultative
processes.
representatives
form
Student
part
of
the
skills
Foundation Degree Programme Board and
the
various
reflection, primary
highly valued.
as
conceptual
critical
analysis,
reasoning,
enquiry,
research
skills
and
research application skills.
If you wish to raise a particular
programme related issue, the best
Understand how to learn effectively and develop a deep approach to
formal means is through one of your
learning and flexibility in learning
student representatives.
approaches.
Student feedback is always welcome, and this can be achieved through evaluations,
such
understanding,
staff/student
consultative groups and their input is
student
Develop a range of core intellectual
student
satisfaction surveys and informally to members of academic staff.
Acquire a range of skills, which are transferable
between
academic
and employment situations. These will
include,
inter
alia:
communication skills (oral, written computer-based), problem-solving
Learning and Teaching
skills, interpersonal skills (group
The strategy for learning and teaching
work, team work), and information
adopted for the Foundation Degree
retrieval skills. 21
KFA/July2011
The transferable skills identified above
practice, role models and mentors
in a fundamental sense reflect core
or assessors, self-directed study,
skills that are required at all levels in
supervised independent study.
the health and social care sectors as the relevant professions wrestle with
In developing learning opportunities
ongoing changes in both the structure
for
and function of the services they
programme, the module will play a
provide.
key role in:
Over the last few years Edge Hill University commitment development
has
demonstrated
to
the of
its
following
this
Recognising individual differences in learning styles and in supporting
systematic the
students
students
above
in
developing
their
preferred style and in exploring
transferable skills in all its students
others.
by significant expenditure on teaching and learning support structures. The purpose-built
Learning
Resources
Providing academic and pastoral support for students.
Centre provides ‘state of the art’ learning aids and a hi-tech learning environment,
which
encourages
Supporting
the
development
alternative/flexible
of
ways
students to become familiar with the
programme
use of information technology.
widening access to professionals.
Learning Opportunities
Evaluating
delivery
the
experience, The learning opportunities included in
exchange
the range of theory and practice
Lectures,
workshops,
work
organising
the
ideas,
and
of
practice. Arranging to meet the differing requirements
Group
teaching/learning
seminars,
tutorials.
enable
encouraging the spread of good
modules available to students include:
to
of
problem-based
of
students
from
different backgrounds.
learning activity, case studies, work based
learning,
supervised 22
KFA/July2011
Section 6
learning outcomes and the particular academic level of the module.
ASSESSMENT, PROGRESSION and ACHIEVEMENT
The primary aim is to support students within an inclusive environment that
The
following
together
must
with
be
the
read,
University
fosters equity of opportunity and meets the
needs
of
a
diverse
student
Academic Regulations, which can
population. A student entering into an
be found on the University website:
academic programme with Edge Hill
http://www.edgehill.ac.u.uk/aqu/UDF-
University may expect the following
Handbook.htm
elements of support for learning:
Assessment of students will mainly
Academic guidance and learning
occur at the end of each module.
services eg registry, personal tutor
Students as they progress through the
system,
assessment
learning services;
process
will
develop
increasing levels of skills in analysing
access
to
cross
Personal support and guidance
and critiquing the literature, research
systems
methods and an ability to recognise
careers and counselling;
how that information can be interpreted and
applied
situations.
to
future
Assessment
working will
be
site
eg
student
services,
Practice placement support eg a designated mentor;
Peer support and networks eg staff
undertaken in a variety of formats, as
student
consultative
well as assignments these include
student union.
groups,
presentations in HUG 3113. This form of assessment will further develop the
Students will receive a range of written
student’s communication and public
materials, aimed to support and guide
speaking skills which will be of benefit
them throughout their studies and in
to their future places of work.
Each
addition have access to relevant rules,
assessment task will provide students
policies and guidelines via the internet.
with an opportunity to demonstrate
The written materials include:
their ability in relation to the stated
23 KFA/July2011

Programme Handbook specific to
b. Analysing
this award;
and
synthesising
ideas and information.

Student Handbook;
c. Problem-solving.

Module Handbooks relating to each
d. Reviewing
module.
evidence
and
objective reasoning. e. Making informed judgements.
Edge Hill University key skills for
f. Thinking laterally and creatively.
graduates are as follows:
g. Reflecting on and evaluating subject material.
1. Effective learning skills a. Understanding the context and
3. Information and retrieval skills
meaning of study in higher
a. Constructing search strategies.
education;
personal
b. Accessing information via Library
responsibility of the student for
catalogue; journal searches; on-line
learning; the roles of tutors and
databases.
the
of learning support services. b. Developing
autonomy
learning;
c. Retrieving the information and data in
learning
independently;
self-appraisal;
reflection on learning. c. Managing planning
own
storing that data effectively. d. Judging
the
relevance
and
appropriateness of the information learning;
learning;
in whatever form it is stored and
time
accessed and extracted. e. Recognising,
identifying
and
management; recording learning
selecting appropriate information
and action-planning for future
technology for a task or project.
learning. d. Making best use of all learning
4. Communication
and
opportunities; understanding the
skills
use of.
a. Communicating appropriate
2. Critical thinking skills a. Developing understanding.
presentation
effectively
written
form
in e.g.
essays, reports, reviews etc. conceptual
b. Communicating
effectively
in
appropriate oral form.
24 KFA/July2011
c. Using
ICT
to
aid
efficient
c. Provide holistic care and evaluate
communication by use of electronic mail
on-line
telephone
discussion
and
fax
groups;
its effectiveness. d. Develop
technology;
video-conferencing etc.
core
practice
skills
relevant to the speciality. e. Work collaboratively with others.
d. Communicating ideas effectively in examination/time
constrained
sessions.
Submission of Summative Course Theoretical Assessments
e. Developing presentation skills for own
work
e.g.
using
word-
All students must submit their course
processing; overhead projectors/
work or present seminars by the
poster presentations; power point
deadline set.
presentation package. Failure to produce work or present 5. Interactive and group skills
seminars on the date due will be
a. Working with others in various
treated
as non-submission
types of group situation e.g. tutor-
REFERRAL
led groups; tutor-less groups.
extension has been previously agreed,
c. Acquiring leadership skills - the
Leader. Extensions are only granted
negotiation
and
assertiveness techniques. d. Understanding equal opportunity
Programme
for exceptional occurrences such as family bereavement. Failure of wordprocessing equipment, printers etc. are
issues involved in group situations
not
and valuing diversity.
extensions.
6. Subject specific skills
your
an
in
of
with
unless
b. Learning to work in a team.
skills
writing,
recorded
and a
All
valid
reasons
assignments
for
must
granting
be
word-
This section will include:
processed and must be submitted on
a. Utilise evidence as a basis for
metric A4 paper (ie this size). Only use
practice. b. Practice in an anti-discriminatory manner.
one side of each page and leave a 2.5cm margin on both left and right sides of each page.
25 KFA/July2011
Assignments guidelines
must on
conform
presentation
to and
summative
elements
of
this
programme.
referencing. The student is provided with an Assignments must be submitted in a
overview of the assessment strategies
clear plastic folder with the front page
relating to the programme as a whole
conforming to Faculty requirements.
within
Please do not submit your work in
Comprehensive detail and guidance
bulky binding, as samples of the work
regarding each individual module is
have
included within the module handbooks.
to
be
posted
to
External
Examiners.
the
This
programme
information
appropriate,
handbook.
includes,
assessment
as
weighting
Edge Hill will do its utmost to ensure
along with submission dates, times and
the
the criteria against which the work will
security
of
students’
work,
however, in your own interest; you
be marked.
must keep a copy of any work submitted.
Marking
and
moderation
of
summatively assessed work adheres Due
to
limited
completion
space,
of
the
following
course,
to the marking processes outlined in
any
the Quality Management Handbook.
assignments or other documentation
The work is marked in accordance with
not collected by students will be
the specified marking criteria and a
destroyed!
sample internally moderated.
The
marker and moderator prior to external Assessment Regulations
scrutiny
must
agree
the
marks
awarded. The internal moderator also Assessment is a key part of the
produces a report outlining their view
learning
on
process
to
demonstrate
the
marks
awarded,
the
achievement of the learning outcomes
appropriateness of the feedback and
of the programme and the modules
any issues, which require potential
within it.
action.
The assessment process
They also comment on any
involves summative elements. This
changes of marks and provide detail of
section
the discussions that have taken place
relates
exclusively
to
the
26 KFA/July2011
and the rationale for such changes
assessment.
Recommendations
being made. This report is issued with
agreed by the Committee are ratified at
the sample of scripts to the external
the Assessment Board.
examiner. Turnitin The
External
programme
Examiner(s) are
for
approved
the and
The
University
has
introduced
a
appointed by Edge Hill University. All
software package to be used by all first
scripts below 40% and above 70% will
year students since September 2008
be moderated, along with 20% sample
called 'turnitin'.
of those ranging from 40% to 69%, but
designed to help students understand
will take account of, in consultation
the requirements of and to develop
with External Examiners, any new
their academic writing and prevent the
guidelines
use of plagiarism.
issued
by
Edge
Hill
This package is
University. The sample size should not normally fall below the square root of
Students receive instruction into how
“n” (where “n” is the total number of
‘turnitin’ functions in the submission of
scripts) with the sample size not being
written assignments during the first
less than 5 scripts.
module and how to submit their work via the ‘turnitin’ 'drop box' in the virtual
The Assessment Board relating to the
learning environment (VLE).
BSc (Hons) Support for Families & Communities will come under the
Edge Hill will do its utmost to ensure
umbrella of the Applied Health & Social
the
Care Portfolio.
However, in your own interests, you
security
of
students’
work.
must keep a copy of any work Independent of the Assessment Board,
submitted.
but reporting to it, the Exceptional Circumstances Committee, meets prior
Due to limited space, following
to the Assessment Board to consider
completion
issues identified by students, which
assignments
may
documentation
have
adversely
affected
the
outcome of specific theory or practice
of
the
course, or
not
any other
collected
by
students will be destroyed! 27
KFA/July2011
ii. STUDENT
PROGRESSION
and
an ability to deploy accurately established techniques of analysis
ACHIEVEMENT
and enquiry within a discipline; iii.
Progression
conceptual
understanding
that
enables the student:
How will my grades be determined?
to
devise
and
arguments, problems,
sustain
and/or using
to
solve
ideas
and
The grading criteria to be used at Level
techniques, some of which are
6
at the forefront of a discipline;
for
both
assignments
and
presentations are included in this
and
document and are the framework
to describe and comment upon
which internal and external examiners
particular aspects of current
will use to assess your work.
research
or
equivalent
advanced scholarship, in the How do the award of marks relate to levels?
discipline; iv.
an appreciation of the uncertainty, ambiguity and limits of knowledge;
Your course
is structured around
modules to provide you with academic and professional progression to Level 6.
v.
The ability to manage their own learning, and to make use of scholarly sources
reviews (eg
and
refereed
primary research
articles and/or original materials Level 6 (Honors Level)
Students will demonstrate:
appropriate to the discipline).
These initiatives have informed the focus and the curriculum content of the
i.
a systematic understanding of key aspects of their field of study, including acquisition of coherent
modules within the programme. This ensures
that
the
programme
is
contemporaneous, reflects the national
and detailed knowledge, at least
children’s
some of which is at or informed by,
developing children’s workforce and,
agenda
within
the
the forefront of defined aspects of a discipline; 28 KFA/July2011
thereby,
facilitates
a
programme
relevant to meet service.
Criteria for successful achievement of your award will be based on your satisfactory attendance and on the
Achievement
results of your theoretical assessment.
The assessment details can be found
Pass/Fail Criteria (Theory – Level 6
within
Study)
each
Handbook
individual with
Module
details
of
submission/exam dates. Please note
1. Students must complete and reach
the dates carefully, as late submissions
a satisfactory standard i.e. pass all
will result in a fail grade being
summative
awarded.
assessments in each module of the
component
programme. Students should be aware that their work will be subject to internal and external
2. Each candidate will be allowed
moderation.
This
is
to
TWO opportunities to
internal
consistency
in
theory, with any additional re-sit
marking and to make sure that the
being at the discretion of the
standards of our programmes equate
Assessment Board.
guarantee
re-sit in
to those in other institutions. 3. Failure at the maximum allowed During the programme, each student
attempts will normally result in
will be assessed on a continuous
the student’s withdrawal from
basis.
the course.
Students are required to
achieve minimum acceptable criteria in order
to
progress
to
subsequent
modules.
4. Note that any successful reattempt following REFERRAL
All candidates must be successful in
the
award will
of
a
receive
a
maximum mark of 40%.
the assessment of theory to qualify for the award of Foundation Degree.
29 KFA/July2011
Grading Criteria for all Summative Component
Assessments
within
Implement policy guidelines in the event of students failing to meet
each Unit of Assessment
minimum criteria of assessment.
70+
A
Role of Module Co-ordinator/
60-69
B
Markers
50-59
C
40-49
D
Feedback to students
39 and below REFERRED/FAIL
Students will receive written feedback on
theory
assessments
and
are
Role of the Student’s Personal Tutor
encouraged to contact the marker of
in the Assessment Process
the work who will be pleased to guide
includes:
and support the student.
Providing ongoing comprehensive
Similarly,
students
feedback
feedback
from
on
the
student’s
theoretical and practice progress.
will
their
receive
work-based
learning facilitator in practice on their achievement and progress.
Offering
the
discussion
on
opportunity progress
for with
NOTE:
students during and at the end of Students are encouraged at all times to
specific modules.
use the available learning resources on
Ensuring summative and formative
each Campus and seek guidance from
assessment data is documented
tutors
and accurately recorded.
maximise
and
mentors
opportunities
assessment criteria.
in
order to
to
achieve
Any clarification
Undertaking appropriate remedial
required in relation to the process of
action
additional
continuous assessment of theory and
support and referral for individual
practice should be addressed to the
students as required.
Programme Leader or module co-
and
providing
ordinators as appropriate. 30 KFA/July2011
Any Referral
to
student
information
given
on
an
counselling
Exceptional Circumstances form must
services may be required in order to
be verified in writing by a third party
assist students to overcome/resolve
(eg a medical certificate).
personal problems, which may be
party
impeding
professional; a counsellor; a tutor or
their
individual
progress
against agreed criteria.
may
be
a
The third
health
care
member of service staff at Edge Hill, or other appropriate person.
Exceptional Circumstances Completed forms should be submitted Edge
Hill
recognises
that
the
performance of some students in
to the Assessment Team, Academic Registry, Ormskirk Campus.
assessment of theory and/or practice may
be
adversely
affected
by
Please
note
the
Exceptional
exceptional circumstances such as
Circumstances information relates to
personal illness, illness or accident to a
specific periods of assessment within
close
specific modules and these procedures
dependent
or
sudden
bereavement. In such cases students
are
should complete a “Notification of
circumstances
Exceptional
form
performance over a longer period of
copies of which, plus notes of guidance
time. NB: This procedure cannot be
for completing the form, are available
used in conjunction with an agreed
from the FoH&SC Reception Helpdesk
extension of submission date.
Circumstances�
not
designed that
to
deal
have
with
affected
and from Student Information Centre on the Ormskirk Campus.
In considering what action to take, the sub-group of the Assessment Board
This should be submitted before the
will be required to consider the full
assessment period is completed in
details
practice and prior to the submission
circumstances,
date for assignments or the date set for
provided, the piece(s) of assessment
formal written assessments.
affected and the time span when the
of
the the
exceptional verification
exceptional circumstances applied. A
31 KFA/July2011
judgement will normally be made that
d. Students
either:
have
a
right
to
be
accompanied by a representative or friend at any hearings in the
a. Performance in assessment is not
Appeals process.
affected. e. A student whose case is under b. Performance
in
assessment
is
consideration via an appeal shall
severely affected; in which case a
have the right to continue with
recommendation
his/her
to
defer
assessment may be considered.
programme
(provided
he/she is in good standing with Edge Hill) until such time as a
Appeals against Assessment Board
decision is reached.
This right is
Decisions
designed solely to ensure that a student whose appeal is upheld is
Principles:
not disadvantaged and it shall not be interpreted as acceptance of a
a. An appeal cannot be made against
failed student on a subsequent
the academic judgement of the examiner(s),
properly
stage of the course.
exercised.
Appeals on this basis will be invalid.
Grounds for Appeal
b. Appeals must be made within 7
Academic Appeals can be submitted
days of receipt of results. Appeals
on one or both of the following
received
grounds:
outside
the
stated
timescales without good reason will be ruled invalid.

Material
administrative
irregularity c. Requests for appeals must be in
in
the
error
or
conduct
of
assessment in contravention of the
writing and state the ground(s) for
assessment
regulations
or
the appeal. Documentary evidence
structures for the given award;
must be provided.
and/or
32 KFA/July2011
Details of mitigating circumstances which were, for good reason, not
d. The
deliberate
and
detailed
previously made available to the
presentation of another person’s
appropriate Assessment Boards.
concept as one’s own.
Plagiarism/Collusion/Dishonest
Collusion occurs where a student:
Practice a. Knowingly
submits
his/her
work as one’s own that which is not
collaboration with another person,
one’s
without official approval;
It
includes
the
work
entirely
Plagiarism is attempting to pass off own.
own,
as
done
in
representation of work, written or otherwise, including
of
any
another
other student
person, or
b. Collaborates with another student
any
in the completion of work, which
institution as the candidate’s own.
he/she knows is intended to be submitted as that other student’s
It may take the form of:
own unaided work;
a. Verbatim copying or insertion of
c. Knowingly permits another student
another person’s work (published or
to copy all or part of his/her own
unpublished and including material
work and to submit it as that
freely available in electronic form)
student’s own unaided work.
without acknowledgement; Any of the above or other dishonest b. The close paraphrasing of another
practices (including forging signatures,
person’s work by simply changing a
cheating etc) will be dealt with severely
few words or altering the order of
according to the policy of Edge Hill.
presentation,
Penalties may include:
without
acknowledgement; c. Unacknowledged phrases work;
from
quotation another
of
person’s
Reducing the mark of the specific element of assessment;
Deeming the student to have failed the assessment; 33
KFA/July2011
Deeming the student to have failed
Any action, which results in court
the course;
proceedings other than minor traffic
Deeming the student to have failed
offences.
the course and bar them from further study in the Institution.
This list is intended to be indicative only and is neither comprehensive nor
Discontinuation from the
exhaustive.
Programme on Grounds Other than Failure to Achieve Minimum
Holiday Entitlement
Assessment Standards See course plan for holidays. Students may be discontinued from the programme as a result of factors other than assessment and in accordance with
the
agreed
disciplinary
procedures. Examples of such factors include:
Excessive absenteeism;
Misuse of drugs;
Falsification of official records or documents;
Disciplinary reasons - any action which results in actual or potential harm to a patient/client, or damage to
a
client/Edge
Hill/placement
property, or to any member of placement/university staff;
34 KFA/July2011
Section 7 3. Take every reasonable opportunity APPENDIX ONE
to maintain and improve knowledge and competence.
FACULTY of HEALTH and SOCIAL CARE:
STUDENT
CODE
of
CONDUCT
4. Acknowledge
any
limitations
of
competence and refuse in such cases
to
accept without
delegated
The following Student Code of Conduct
functions,
was developed on a negotiated basis
received instruction in regard to
between students and staff of Edge Hill
those functions and having been
University’s Faculty of Health and
assessed
Social Care. The purpose of this Code
supervision.
as
first
having
competent
under
is to outline areas you should be aware of, as a representative of the Faculty of
5. Work in a collaborative and co-
Health and Social Care. It is in your
operative
manner
with
other
own interest to familiarise yourself with
members of the inter-professional
the contents of this Code, in order to
children/young people team and
facilitate positive relationships between
respect their particular contributions
yourself, the Faculty of Health and
within the team.
Social Care and placement areas.
need to show due respect to
Recognise the
colleagues and others, both in 1. Act always in such a way as to promote and safeguard the well
Edge
Hill
University
and
on
placement.
being and interests of patients and clients. You are representative of the Faculty and your student group.
6. Recognise
and
respect
the
involvement of clients and others in the management of children/young
2. Ensure that no action or omission on your part or within your sphere
people services within the interprofessional team.
of influence is detrimental to the condition or safety of patients or clients.
7. Consult with an appropriate person or authority e.g. Personal Tutor or 35
KFA/July2011
Work-Based Learning Facilitator,
operation in each of your placement
should you have any conscientious
areas.
objection, which may be relevant to your professional practice.
Punctuality
8. Avoid any abuse of your privileged
As accountable individuals and out of
relationship with clients and protect
respect for each other, you have a
all
information
responsibility to be punctual both in
concerning clients and placements,
Faculty and whilst on placements.
obtained
of
Persistent
is
represent conduct unbecoming in an
essential that client, their families’
intended assistant practitioner and will
circumstances or the organisation,
result in disciplinary action.
confidential
in
professional
the
course
practices.
It
lateness
and
absences
are NOT discussed where any member of the public may listen to that
information.
This
Uniform
means
discussion about any aspect of
The wearing of uniform must comply
work should not occur in the street,
with your placement area.
shops,
public
transport,
other
placements or places where it may
In areas where uniform is not worn, it
be overheard.
will be necessary to negotiate at preplacement visits or by ‘phone’, suitable
9. Report to the Placement Manager, Practice-Based Learning Facilitator or
Personal
circumstances,
Tutor
any
which
are
parameters in respect of appropriate dress.
Classroom Conduct
detrimental to any aspect of client’s management or the Health and
1.
It is expected by staff and fellow
Safety of colleagues. You should
students that you will be on
also ensure that you are aware of
time.
the procedures for dealing with
cause unnecessary disruption.
complaints
Start times are as per timetable.
and
grievances
in
Students arriving late
36 KFA/July2011
2.
Whilst
the
session
in
This will make life easier and
progress, please show respect
more pleasant for us all. Please
for
do not leave your rubbish for
fellow
is
students
and
speakers. Attention in sessions
others to deal with.
PLEASE
is expected out of respect for
SHOW CONCERN FOR OUR
others. Mobile phones must be
ENVIRONMENT.
switched off during lectures, except in exceptional agreed circumstances.
3.
Bins are provided for your use, please
dispose
of
litter
as
appropriate. This will enhance the
environment
Smokers,
please
for
all.
use
the
designated areas only.
4.
It is your individual responsibility to sign-in before each session. Falsification of this document represents unbecoming conduct and will lead to disciplinary action for yourself
and
the
absent person. Once you have signed as being present for the morning or afternoon, then you must stay until sessions are completed, unless you have negotiated otherwise with your tutor.
5.
Classrooms and common rooms should be left as you find them. 37
KFA/July2011
APPENDIX TWO
confidential and will not be given to unauthorised persons.
PROCEDURAL POINTS All
staff
and
students under
the
have
Credits are awarded on the successful
responsibilities
completion of modules in both Year 1
Protection Act 1998.
and Year 2.
observes the eight Data Protection
The College
principles of good practice. Change of Circumstances
Data
Care
should be taken by anyone processing or accessing information on VDU
To ensure that our records are up-to-
terminals or using computer printouts.
date you must advise Edge Hill and
You must also read and abide by
your FE Colleges of any changes in
Computer Services Acceptable Use
your circumstances. This is vital so we
Policy.
can
keep
ourselves
and
other
appropriate organisations informed of any changes. no
Suspected Abuse of Clients
The institution takes
responsibility
of
If a student suspects child/client abuse
communication should the student
in any setting they should follow the
not
of
protocols which will be distributed at
placement
the relevant point of the programme
notify
circumstances
a
for
failure
change
to the
departments.
and must, as soon as is practicably possible,
notify
their
Personal
Change of Circumstances include:
Tutor/Programme Leader to allow a
Change of: Name, Address, Telephone
thorough investigation to take place.
number etc. Please note that Edge Hill University Security of Personal Information,
staff will offer full support to students
Data Protection and Computer Use
who report instances of suspected client abuse.
Personal details held by Edge Hill University about staff and students are
38 KFA/July2011
Withdrawal from the Programme
We hope that you enjoy your time at Edge Hill and will not wish to leave before
the
end
of
your
studies.
However, if you are unhappy about your programme, college life, or any aspect of your life seek advice as early as possible from your Personal Tutor. The Help Desk Officer in the Student Information Centre may also be able to help.
If you make the decision to withdraw from your course you must contact your Programme Leader to complete simple withdrawal procedures.
Hours of Attendance
You are advised to refer to your module relating
handbooks to
for
information
commencement
and
finishing times.
39 KFA/July2011
APPENDIX THREE
Weighting Descriptor
Grade 90-100%
st
(1 Class)
80-89%
st
(1 Class)
70-79%
st
(1 Class)
Assignment Marking Criteria: Academic Level 6 75% 25% Relevant Application Level of Level of Structure knowledge and of theory to analysis investigation presentation understanding practice and use of and grammar supporting (If relevant) evidence Demonstrates deep and comprehensive knowledge and understanding. Critically evaluates a range of wider issues and perspectives. Excellent evidence of independent thought and creativity. Contributes own ideas to current knowledge base.
Demonstrates deep and comprehensive knowledge and understanding. Critically evaluates a range of wider issues and perspectives. Excellent evidence of independent thought and creativity.
Demonstrates comprehensive knowledge and understanding. Evaluates a range of wider issues and perspectives. Strong evidence of independent thought and creativity.
Outstanding evidence of application of theory to practice. Is able to critically evaluate all aspects of theory and practice. Demonstrates an outstanding ability to use reflective skills in a critical and analytical manner where appropriate. Excellent evidence of application of theory to practice. Is able to critically evaluate the impact of theory on practice. Demonstrates a well developed ability to use reflective skills in a critical and analytical manner where appropriate. Strong evidence of application of theory to practice. Is able to critically evaluate the impact of theory on practice. Demonstrates a well developed ability to use reflective skills in a critical and analytical manner where appropriate.
Excellent evidence of the ability to critically analyse and evaluate concepts and theories. Excellent synthesis of elements to support a substantial conclusion.
Discussion is fully supported by reference to an extensive range of contrasting source material. Accurate use of the current Harvard referencing system.
Outstanding organisation of material, discussion is articulate and fluent. Excellent concise use of language, grammatically sound, presented in accordance with assignment guidelines.
Excellent evidence of the ability to critically analyse and evaluate concepts and theories in depth, drawing together ideas and perspectives in order to reach a substantial conclusion.
Critical use of an extensive range of relevant further reading/research findings, which add depth and breadth to the discussion. Accurate use of the current Harvard referencing system.
Excellent organisation of material, discussion is articulate and fluent. Excellent use of language, grammatically sound, presented in accordance with assignment guidelines.
Strong evidence of the ability to critically analyse and evaluate concepts and theories in depth, drawing together ideas and perspectives in order to reach a substantial conclusion.
Engages with an extensive range of relevant further reading/research findings, which add depth and breadth to the discussion. Accurate use of the current Harvard referencing system.
Work is clearly and logically structured, discussion is articulate and fluent. Excellent use of language, grammatically sound, presented in accordance with assignment guidelines.
40 KFA/July2011
Assignment Marking Criteria: Academic Level 6 continued ‌ Weighting 75% Descriptor Relevant Application Level of knowledge and of theory to analysis understanding practice Grade 60-69%
(If relevant) Thorough knowledge and understanding of key and a range of wider issues and perspectives. Good evidence of independent thought and creativity.
Good evidence of application of theory to practice. Demonstrates a well developed ability to use reflective skills in a critical manner where appropriate.
Sound knowledge and understanding of key and some wider issues. Clear evidence of independent thought and creativity.
Clear evidence of application of theory to practice. Demonstrates an ability to use reflective skills where appropriate.
(ii.ii)
40-49%
Meets the assessment outcomes at threshold level. Adequate knowledge and understanding of key issues. Limited evidence of independent thought and creativity.
rd
(3 Class)
30-39%
(U)
20-29%
(Fail)
25% Structure presentation and grammar
Demonstrates the ability to critically analyse and evaluate concepts and theories in some depth, drawing together ideas and perspectives in order to reach a balanced and supportable judgement. Demonstrates the ability to critically analyse and evaluate concepts and theories, drawing together ideas and perspectives.
Good use of a range of relevant further reading/ research findings, which add depth and breadth to the discussion. Accurate use of the current Harvard referencing system.
Work is clearly and logically structured, discussion is articulate and fluent. Very well written, grammatically sound, presented in accordance with assignment guidelines.
Good use of relevant further reading/research findings to illustrate and extend the discussion. Accurate use of the current Harvard referencing system.
Limited attempts to apply theory to practice. Developing the ability to use reflective skills where appropriate.
Demonstrates a developing ability to critically analyse and evaluate concepts and theories.
Adequate use of further relevant reading/research findings in support of the discussion. Largely accurate use of the current Harvard referencing system.
Assessment outcomes are not met. Limited knowledge and understanding of the key issues. Very little evidence of independent thought and creativity.
Theory is applied to practice in a superficial manner. Difficulty in selecting appropriate theory.
Work has a tendency to be descriptive in places. Discussion is not developed. Little evidence of critical thought.
Reading is limited from a narrow range of sources. Valid points are made without the supporting literature/theory.
Assessment outcomes are not met. Key issues are not addressed. There is evidence of misunderstanding/ errors. No evidence of independent thought and creativity.
Only occasional application of theory to practice.
Many areas of description. No evidence of critical analysis or critical thought.
Narrow reading, key texts not accessed. Work is generally unsupported Inaccurate/ incomplete use of referenced material. A substantial number of referencing errors/ omissions.
Work is well structured and aids clarity and coherence of the discussion or argument. Well written with few grammatical errors and presented in accordance with assignment guidelines. Work is clearly structured and supports developing discussion or argument. Clearly written and presented in accordance with assignment guidelines. Few grammatical errors. Work tends not to flow and is disjointed in places. Spelling/ grammatical errors are present. Work requires careful proof reading. Work is disjointed/ disorganised with many spelling/ grammatical errors, which impede the flow of the work. Work requires careful proof reading.
(ii.i)
50-59%
Level of investigation and use of supporting evidence
41 KFA/July2011
Assignment Marking Criteria: Academic Level 6 continued ‌ Weighting 75% Descriptors Relevant Application Level of knowledge and of theory to analysis understanding practice Grade 10-19%
(Fail)
1-9%
(Fail)
0%
If relevant)
Level of investigation and use of supporting evidence
Assessment outcomes are not met. There is evidence of significant misunderstanding.
No application of theory to practice.
No evidence of critical analysis. Work is descriptive throughout. No evidence of critical thought.
Very little reading evident. Work is unsupported. Many referencing errors/omissions throughout the work.
Assessment outcomes are not met. No knowledge of understanding of key issues.
No application of theory to practice.
Work is a descriptive narrative.
No evidence of reading to inform approach.
25% Structure presentation and grammar
High levels of disorganisation. No logical progression to lines of discussion. Numerous spelling/ grammatical errors, which seriously impede the flow of the work. Work is very disorganised, difficult to read and understand. No attempt at discussion. Language used, is inappropriate.
Late submissions without relevant permission. Evidence of academic malpractice as defined by Institutional Policy. Major breach of confidentiality as defined by Course Regulations. Evidence of unsafe/harmful or discriminatory practice or presentation of misinformation. Failure to word process assignment.
NB: Criteria and weightings are open to some degree of professional interpretation. Where a student demonstrates strengths and weaknesses, which cross the identified grade criteria, the marker will be required to exercise a balanced judgement. All work submitted is expected to adhere to guidance regarding the recommended wordage. Failure to do so is likely to influence the final grade awarded.
42 KFA/July2011
Appendix 2
Weighting Descriptor
Grade 90-100%
st
(1 Class)
80-89%
st
(1 Class)
70-79%
st
(1 Class)
60-69%
Presentation Marking Criteria: Academic Level 6 65% 35% Relevant Application of Level of Level of Structure and knowledge and theory to analysis investigation organisation understanding practice and use of of supporting presentation (If relevant) evidence Demonstrates deep and comprehensive knowledge and understanding. Critically evaluates a range of wider issues and perspectives. Excellent evidence of independent thought and creativity. Contributes own ideas to current knowledge base.
Demonstrates deep and comprehensive knowledge and understanding. Critically evaluates a range of wider issues and perspectives. Excellent evidence of independent thought and creativity.
Demonstrates comprehensive knowledge and understanding. Evaluates a range of wider issues and perspectives. Strong evidence of independent thought and creativity.
Thorough knowledge and understanding of key and a range of wider issues and perspectives. Good evidence of independent thought
Outstanding evidence of application of theory to practice. Is able to critically evaluate all aspects of theory and practice. Demonstrates an outstanding ability to use reflective skills in a critical and analytical manner where appropriate. Excellent evidence of application of theory to practice. Is able to critically evaluate the impact of theory on practice. Demonstrates a well developed ability to use reflective skills in a critical and analytical manner where appropriate. Strong evidence of application of theory to practice. Is able to critically evaluate the impact of theory on practice. Demonstrates a well developed ability to use reflective skills in a critical and analytical manner where appropriate. Good evidence of application of theory to practice. Demonstrates a well developed ability to use reflective skills in a
Excellent evidence of the ability to critically analyse and evaluate concepts and theories. Excellent synthesis of elements to support a substantial conclusion.
Discussion is fully supported by reference to an extensive range of contrasting source material. Accurate use of the current Harvard referencing system.
Well structured and high standard of presentation. Effective use of materials and group dynamics. Excellent communication skills. Excellent time management.
Excellent evidence of the ability to critically analyse and evaluate concepts and theories in depth, drawing together ideas and perspectives in order to reach a substantial conclusion.
Critical use of an extensive range of relevant further reading/ research findings, which add depth and breadth to the discussion. Accurate use of the current Harvard referencing system. Engages with an extensive range of relevant further reading/ research findings, which add depth and breadth to the discussion. Accurate use of the current Harvard referencing system. Good use of a range of relevant further reading/ research findings, which add depth and breadth to the
Well structured and high standard of presentation. Effective use of materials. Excellent communication skills. Excellent group dynamics. Very good time management.
Strong evidence of the ability to critically analyse and evaluate concepts and theories in depth, drawing together ideas and perspectives in order to reach a substantial conclusion.
Demonstrates the ability to critically analyse and evaluate concepts and theories in some depth, drawing
Well-structured and high standard of presentation. Effective use of materials. Manages time well. Very good communication skills.
Clear structure and organisation of presentation observed. Demonstrates an ability to use materials and
43 KFA/July2011
and creativity.
(ii.i)
critical manner where appropriate.
together ideas and perspectives in order to reach a balanced and supportable judgement.
Presentation Marking Criteria: Academic Level 6 continued ‌ Weighting 65% Descriptors Relevant Application of Level of knowledge and theory to analysis understanding practice Grade 50-59%
(ii.ii)
40-49%
rd
(3 Class)
30-39%
(U)
20-29%
(Fail)
10-19%
(Fail)
If relevant) Sound knowledge and understanding of key and some wider issues. Clear evidence of independent thought and creativity.
Clear evidence of application of theory to practice. Demonstrates an ability to use reflective skills where appropriate.
Demonstrates the ability to critically analyse and evaluate concepts and theories, drawing together ideas and perspectives.
Meets the assessment outcomes at threshold level. Adequate knowledge and understanding of key issues. Limited evidence of independent thought and creativity.
Limited attempts to apply theory to practice. Developing the ability to use reflective skills where appropriate.
Demonstrates a developing ability to critically analyse and evaluate concepts and theories.
Assessment outcomes are not met. Limited knowledge and understanding of the key issues. Very little evidence of independent thought and creativity.
Theory is applied to practice in a superficial manner. Difficulty in selecting appropriate theory.
Work has a tendency to be descriptive in places. Discussion is not developed. Little evidence of critical thought.
Assessment outcomes are not met. Key issues are not addressed. There is evidence of misunderstanding/ errors. No evidence of independent thought and creativity.
Only occasional application of theory to practice.
Many areas of description. No evidence of critical analysis or critical thought.
Assessment outcomes are not met. There is evidence of significant misunderstanding.
No application of theory to practice.
No evidence of critical analysis. Work is descriptive throughout. No evidence of critical thought.
discussion. Accurate use of the current Harvard referencing system.
manage time. Good communication skills.
35% Level of Structure and investigation organisation and use of of supporting presentation evidence Good use of relevant further reading/ research findings to illustrate and extend the discussion. Accurate use of the current Harvard referencing system. Adequate use of further relevant reading/ research findings in support of the discussion. Largely accurate use of the current Harvard referencing system. Reading is limited from a narrow range of sources. Valid points are made without the supporting literature/theory.
Narrow reading, key texts not accessed. Work is generally unsupported. Inaccurate/ incomplete use of referenced material. A substantial number of referencing errors/omissions. Very little reading evident. Work is unsupported. Many referencing errors/ omissions throughout the
Presentation demonstrates overall structure and organisation. Demonstrates an ability to use materials. Developing ability to manage time. Good communication skills. Presentation demonstrates overall structure and organisation. Developing ability to use materials. Awareness of time management. Satisfactory communication skills. Presentation demonstrates overall structure and organisation. Limited use of materials. Awareness of time management. Limited communication and management of group dynamics. Lack of structure and organisation. Limited use of materials. Limited communication skills. No management of group dynamics or awareness of time.
Lack of structure and organisation. Limited use of materials. Limited communication skills. No management of
44 KFA/July2011
work.
Presentation Marking Criteria: Academic Level 6 continued ‌ Weighting 65% 35% Descriptors Relevant Application of Level of Level of knowledge and theory to analysis investigation understanding practice and use of supporting Grade (If relevant) evidence Assessment No application of Work is a No evidence of 1-9%
(Fail)
0%
outcomes are not met. No knowledge of understanding of key issues.
theory to practice.
descriptive narrative.
reading to inform approach.
group dynamics or awareness of time.
Structure and organisation of presentation No structure or organisation. No use of materials. Incoherent communication. No management of group dynamics or awareness of time.
Failure to present without prior permission granted. Evidence of academic malpractice as defined by Institutional Policy. Major breach of confidentiality as defined by Course Regulations. Evidence of unsafe/harmful or discriminatory practice or presentation of misinformation.
NB: Criteria and weightings are open to some degree of professional interpretation. Where a student demonstrates strengths and weaknesses, which cross the identified grade criteria, the marker will be required to exercise a balanced judgement. All work submitted is expected to adhere to guidance regarding the recommended wordage. Failure to do so is likely to influence the final grade awarded.
45 KFA/July2011