Page 1

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

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