ba hons fdl programme handbook 13 14
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BA (Honours) Early Years Leadership
Programme Handbook
2013/14
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Contents page
Welcome to the Programme 4
This Handbook 5
Delivery of the programme this year 5
Key contacts 6
Module Content 7
Programme Calendar 8
Aims of the programme 10 Programme Requirements 10
Student Support 12
Personal Tutor Role 12 Submission of Coursework 12
Equal Opportunities 14
Assessment 14
Consultation and Evaluation 16
External Examiners 19
Learning Services: Overview 20
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Appendices
1. Coursework Extension Approval Form –
2. Regulations and Procedures in Respect of Academic Malpractice.
3. Code of Conduct
4. APRM procedure
5 Student Tracking
6. Pregnancy
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Welcome to the Programme
The Early Years Team welcomes you to the programme and wishes you well with your studies. The programme is designed to provide you with an Honours degree and the potential to gain the Early Years Professional Status to enable you to play a significant role within the sector of Children's Services. The course will equip you with robust academic knowledge and understanding necessary to work as an effective leader of practice in a variety of early years settings and environments.
We aim to ensure that you will find the programme challenging, innovative, rigorous and, we hope, enjoyable and rewarding! The course requires a great deal of commitment from you as students. It is designed to provide personal enrichment and assist your professional and vocational development.
Enjoy your studies!Jacqui BasquillBA (Honours) Early Years Leadership, Acting Course Leader, on behalf on Early Years Team
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This Handbook
This Programme Handbook should be read in conjunction with other programme documentation, such as the module handbooks produced for all elements of the Programme. This handbook is designed to provide you with a range of essential information relating to the background, content and structure of the programme. It should also answer some of the initial questions you may have about academic study and work-based learning. Module handbooks provide details of each module for each year of the programme. This handbook will support you in beginning to, and continuing to, manage your time effectively
Delivery of the programme
The flexi pathway is designed to allow students to combine employment and study. Attendance at conference days is mandatory. These will underpin the module content. They will introduce the assessment criteria and the expectations for content. As part of the course you will be required to partake in group tasks, individual presentations, contribute to course wiki or blog and attend on line classroom activities at set times. These activities form the ‘taught element’. You will be required to undertake independent study to at least the required hours per module, you will need to plan this around your personal and work commitments.
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Key contacts:
Programme Leader: Linda FranceEarly Years Programme Leader (Foundation Degree) Email: [email protected]: 01695 584206
Course Leader: Jacqui BasquillEmail: [email protected]: 01695 657337
Administration:
Academic Registry : Tel : 01695 584729
Edge Ahead
Inclusion Team [email protected] Learning Difficulties [email protected]
Module Content
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Trish Byrne
Tel: 0169550811Email: [email protected]
Module Credits Assessment titleFDL 3000 Research Project 30
Investigational study of one issue in relation to leadership and management.5,000 words 100% weighting
FDL 3001 Leading and Managing Change in Early Years Settings
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A proposal of a change within a specific aspect of early years practice identified by student with an impactful persuasive rationale as to why their change proposal should be supported.2,000 words LO1,2, Weighting 40%
A portfolio of innovation that is a visual project plan, outlining students’ detailed plan for the change with critical justification of the change initiative and all required resources.3,000 words LO1,3, Weighting 60%
FDL 3002
Managing Resources in Early Years Settings
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Part A A critical review of theoretical models of organisational management and their relationship and relevance to early years settings.1000 words LO1 (20% weighting)
A portfolio of tasks that is a business plan for an early years setting with a rationale on the management strategies for:-recruitment, selection and employment of staff-legal requirements relevant to the early years context-distribution of financial resources-selection of physical resources
4000 words LO 2,3,4 (80% weighting)
FDL 3003
Leading and Managing Quality in Early Years Settings in the UK and Internationally
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Part A Comparative critical analysis of the key quality dimensions within early years provision in a country of student’s choice and the UK.
2000 words (40% weighting) Learning Outcomes 1,2.
Part B A portfolio of tasks including a self-evaluation pro-forma completed by the student with three examples of annotated supporting evidence and an action plan identifying steps for further quality improvement based on the self-evaluation.
3000 words (60% weighting) Learning Outcomes 3,4
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Programme calendar 2013-14
Date Time Location Activity Responsible Lead
September 17th Tuesday
5pm-6pm Wilson Centre Foyer
Enrolment Academic Registry
September 19thThursday
1pm-3pm Meet at 1pm in Faculty of Education Foyer
Induction//introduction Linda France
3pm-3.30pm
Cafe Coffee Break
September 19thThursday
3.30pm-5pm
TBC FDL3001FDL3000
Linda France
January 9th 2014Thursday
1pm-5pm tbc FDL3002FDL3000
Linda France
March 20th
2014Thursday
1pm-5pm tbc FDL3003FDL3000
Linda France
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Aims of the Programme
Provide a suitable programme for students to attain the skills and knowledge required to gain Early Years Professional status.
Develop the personal, professional and transferable skills required by an Early Years Professional in an Early Years care and education setting. These skills include teamwork and problem solving, application of number, ICT and communication skills.
Develop the professional and practical skills and knowledge to match the requirements of the Common Core of Skills and Knowledge required as part of the Children’ s Workforce Strategy (2005) for Early Years Professionals.
Develop students as reflective practitioners with a commitment to lifelong learning.
Develop student’s ability to understand the significance of and apply the principles of evidence-based practice.
Provide an up to date understanding of the current regulatory and legislative framework.
Provide the detailed and specific knowledge and understanding required for practitioners delivering quality services/ care and education provision in a range of Early Years Settings.
Ensure that students can demonstrate in their theoretical work and their practice appropriate Early Years values in relation to entitlement, diversity, equality, inclusion and safeguarding.
Develop students’ self-awareness and reflection, including their ability to evaluate their own practice and work with a range of professionals in a multi-disciplinary quality services/ care and education context.
Programme requirements
There are a number of requirements that are consistent across the programme. Students must:
Have a 100% attendance and a good participation record. Attendance is compulsory across all modules. Students will have responsibilities to fellow students and will be expected to contribute actively to sessions. Occasional absence related to illness or personal difficulties will not be penalised but non-explained ones will be investigated. Students should explain absences to academic staff in advance where possible, and demonstrate their understanding of the contents of the session missed in an appropriate, negotiated manner. Students must also ensure that they are available to undertake any necessary reassessment at the end of each academic year.
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Each tutor will keep a register for each session and will report more than one unexplained absence to the relevant Course Leader. This allows for the tracking and monitoring of student progress and for action to be taken where patterns of non-attendance begin to occur. The teaching team meet on a regular basis as a Course Management Team.
It is expected that you will prepare for forthcoming sessions by reading recommended extracts of text, completing directed and independent study and tasks and identifying related materials and experiences that will be relevant. Suggestions for readings and activities to extend or consolidate knowledge and understanding are given under directed and independent study in the booklet and the recommended websites should be consulted according to interest and need. However these are by no means exhaustive and you should use the bibliography and the wider resources of the LIBRARY to assist you. You are advised to keep a file containing materials issued by tutors and notes from sessions, independent study and your responses to them. However, this is not part of the assessment process but will be beneficial when completing assignments.
Students are required to pass every module in order to complete the programme.
ABSENCE FROM EDGE HILL UNIVERSITY
On day of any absence it is the student’s responsibility to inform teaching tutor or Course Leader.• The following information will be required:
a) Name;b) Year/Course;c) Reason for absence d) Proposed return date to Edge Hill University. The Faculty of Education is required to record all absences.e) You must notify Tutor or Course Leader of your return date, if unknown at the time of notification or if different to the above.
It is essential that you behave in a professional manner at all times; all students must follow the procedures in this policy. Student tracking can be found in Appendices.
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Student Support
We acknowledge that student support and reassurance are vital and students are encouraged to seek guidance and support from personal tutors, module tutors, course leader, programme leader and Student Support Services.
Informal contact between staff and students is welcomed and those involved in the implementation and delivery of the programme will happily deal with any queries. Students have regular contact with tutors who teach and support them.
Students will be expected to take responsibility for their own learning and development with tutor guidance and support. A student’s first point of contact should be their teaching tutor.
There is extra support available from Edge Ahead, based at Ormskirk, in the Learning Resource Centre, telephone number 01695 584372.
Personal Tutor Role
Each student will be allocated a personal tutor who they will meet with throughout the year. The personal tutor should be the first point of contact in the event of any difficulties and is also there to help set realistic targets for professional and personal development.
Submission of Coursework
Please refer to Module Handbooks on Blackboard as these will identify assessment requirements in detail. The following information outlines general procedures that must be followed when submitting assessed work within the Faculty of Education.
Within the BA Hons programme, all coursework must be submitted by the required date and time, which are clearly specified in module booklets. Applications for extensions may be possible in exceptional circumstances. Extensions can only be agreed prior to the due date, in consultation with the relevant teaching tutor. Students must complete a Coursework Extension Approval form (Appendix 1) for the BA Hons Degree Programme. Any work not submitted on time without an extension agreement will receive a ‘0’ (fail) mark. Students are eligible for reassessment at the discretion of the Assessment Board. Students must notify their teaching tutors of any mitigating exceptional circumstances regarding assignments.
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All coursework is submitted electronically via Blackboard (unless specified otherwise), following the instructions below:
1. Access Assessment Cover Sheet from the module folder for the relevant module on Blackboard (e.g. FDL 3001 Assessment Cover Sheet will be found in FDL 3001 module folder on Blackboard) save this on your computer in Word.doc format as a new document, use FDL3001 John Smith
2. Copy and paste your completed assignment together with your bibliography onto page 4 of the cover sheet, where it says "copy and paste your assignment here"
3. Go to the module folder on Blackboard and click link "FDL 3001 Submit your assignment here"; scroll down to see a button "Browse computer", find your new saved assignment, e.g. "FDL 3001 John Smith" and click on it, then click OPEN. It will be uploaded onto Blackboard. Finally click SUBMIT button at the bottom of the page.
Please do not forget to click SUBMIT button!
Instructions on how to retrieve your grades together with your marked assignments can be found on Blackboard in Assessment section.
Please contact your teaching tutor if you have any problems submitting your assignments online.
All coursework should:
Be word processed Be double-line spaced Have a left-hand and a right-hand margin Have numbered pages Include a word count Use the agreed coversheet Use the Harvard referencing system Include your name, module number and tutor name as a header or footer Have bibliography attached
Marks will be awarded according to The Faculty of Education Performance Descriptors, as well as specific criteria developed for each piece of coursework. It is important that students develop a style of non-discriminatory writing and that a properly distanced and professional perspective is adopted and maintained. Students are expected to complete an accurate word count.
Tutors will give written feedback on the assignment coversheet and these will be posted on Blackboard within four working weeks. Feedback will be clear, detailed and linked to the marking criteria. A highlighted copy of the relevant
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Performance Descriptors will be completed. Concerns and development points will be identified where appropriate.
All work submitted for assessment must be a students’ own and must acknowledge other sources appropriately. There are occasions when students will be encouraged or required to work collaboratively; final written submissions will, however, have clear guidelines for the completion of individual work. Malpractice regulations do exist. The procedures concerning malpractice are applicable to the preparation and presentation of all assessed work. Malpractice may be broadly defined as an attempt to gain an advantage over other students by the use of unfair and unacceptable methods. Common to all cases of malpractice is the attempt to affect by deceitful means an assessment of academic ability, standing or progress. Types of malpractice include cheating, plagiarism, self -plagiarism and collusion. Ignorance of the procedures will not of itself constitute a defence to an accusation of infringement. The determination of whether an infringement of assessment regulations has occurred and the penalty is a matter for the appropriate Assessment/Award Board. (Appendix 3)
Please note that work handed in late without an agreed extension or completed EMC form will be marked at zero.
Exceptional Mitigating Circumstances (EMC)
An independent panel considers all applications for EMC, therefore it is vital to complete the form accurately and include relevant documentation as evidence, (e.g. medical note, death certificate etc). If you have any concerns, please contact your personal tutor in the first instance. EMC Forms can be requested from your relevant administrator.
Equal Opportunities
Edge Hill University has an Equal Opportunities policy – for further details please contact Student Services on 01695 584898.
Assessment
The assessment tasks described in the module handbooks are consistent with the aims and principles of Edge Hill University Assessment Policy. Each assessment will provide students with an opportunity to demonstrate their ability in relation to the stated learning outcomes and the particular level of the module.
Emphasis will be given to learning from the informal feedback given in tutorial situations and the formal feedback gained from other assignments within this programme.
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A variety of assessment types will be used during the course in both written and oral forms. The demands of assessment tasks are specified at the level ascribed to individual modules and reflect the level of the learning outcomes specified. Module handbooks will include details of assessment and expectations of performance at that level.
In accordance with Edge Hill University Policy, assessment will be used for a variety of purposes. It will diagnose need and potential and evaluate progress in order to ensure that any problems are addressed. It will motivate students by requiring that they demonstrate the knowledge, understanding, skills and competencies that they have developed as practitioners in a diverse range of early years’ settings. Assessment will measure achievement at appropriate levels and will provide feedback to students in order that they can improve. It will also provide staff with information about the effectiveness of their practice. Assessment also plays an important part in quality assurance by monitoring the extent to which students are achieving appropriate standards.
The learning experience in all modules will be underpinned by an awareness of equality of opportunity, both in relation to students’ own learning experience and to the experience of pupils. Assessment submissions will be expected to reflect a similar concern.
All modules are credit rated and placed at the appropriate level of study within each year of the programme. The volume of assessment is determined by the number of credits awarded to each module and the level at which they are delivered.
The development of key skills is a core component of the teaching strategies used by tutors and the assessment of these key skills takes place within the assessment of learning objectives evidenced in each module template.
The assessment methods adopted are appropriate for the stated learning outcomes and the specific modules and are supported by a range of teaching and learning strategies.
All modules will be moderated through the double marking procedures. These require a sample of assignments representative of the spread of grades 10% or 5 whichever is the greater – to be double marked. All assignments which are 80+ or fail will also be double marked.
Any student/trainee who may need to have alternative form of assessment approved following decisions made at the Assessment Modification Board will meet with the Programme Leader, to discuss the Board’s recommendation. If an alternative form of assessment is required the Programme Leader will work with relevant colleagues to develop the alternative assessment, and seek feedback and support from the appropriate External Examiner.
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Consultation and Evaluation
Students, tutors, and external consultants evaluate all Edge Hill University and work-based experience in an on-going and summative way throughout the Programme. Evaluations are summarised, reported and acted upon in a reflective and appropriate way. Module and course evaluations are considered at an Evaluation Board and feed in to the development of a programme evaluation report and the production of an Annual Monitoring Review for the Undergraduate Professional Development area. An example of a module evaluation form is provided in Appendix 3. Evaluative and consultative procedures are detailed within the programme and module handbooks.
Student Consultation
The BA Hons in Early Years teaching team is committed to providing a high quality experience for students. Evaluation and review procedures form part of the Institutional and Faculty of Education Annual Monitoring and Review process. Student consultation, evaluation and feedback are important parts of the annual review and features within module and programme evaluation.
To support the provision of a high quality experience, the team will initiate, support and refine consistent procedures to enable students to have an active role in the evaluation and development of the programme. Student perceptions and experience will help the team to develop opportunities to refine aspects of provision in a flexible, realistic and effective way, particularly when discussed in a reciprocal manner with tutors.
Consultative Groups are formed on an annual basis and students are encouraged, supported and trained to represent the views of peers and colleagues within the Faculty of Education. Students will be invited to make informed, professional and honest comment. This will form part of the Faculty of Education evaluation process, which results in an annual programme monitoring report. Students’ views are important to us. There are termly consultative meetings.
As a result the team will be able to do more than ‘make it better’ for the next cohort of students. All tutors and students have a responsibility to receive and communicate feedback in an appropriate manner and to the relevant staff. Staff are expected to read, understand and follow procedures and need to ensure that the procedures and mechanisms that exist facilitate this process in an effective and timely manner.
All actions taken as a result of consultation with students are shared with the students on Blackboard via “You said- we did” section.
It is important that students understand the process of consultation and the role that consultation plays in resolving issues in relation to the programme.
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Each member of the course, students, tutors and mentors has an important role to play, both in this process and in discussing its function/s and value.
Procedures
1. A Consultative Group will be formed at the beginning of each academic year for each year of the course.
2. A programme of meetings will be planned on a yearly basis, with dates and times decided by the Programme Leader.
3. The Chair of the Consultative Group will provide a professional forum for the students’ representatives to outline and discuss aspects of their course that their group wish to put forward for comment and discussion, thus representing the range of views within each group.
4. Approximately fifteen minutes will be built into a group session the week before the Consultative Group meeting to enable the Consultative Group representative to gain the detail of issues that will be raised from that group during the Consultative Group meeting.
5. The Administrator will produce minutes following the Consultative Meeting. The minutes of the meeting will contain action points and will indicate responsibilities and time scales for action.
6. The minutes will be circulated to participants and to all relevant Leaders. (Module Leaders, Programme/Pathway Leaders, the Foundation Degree Administrator, the Head of Area and the Dean of Faculty.) The minutes will also be posted on the relevant year notice board on Blackboard.
7. A student will be nominated by the Consultative Group to sit on the Programme Board. The Programme Leader will forward the names to the Administrator to ensure effective receipt of Programme Board papers.
Roles
The role of Consultative Group Representatives is to:
- ensure that they consult with the members of their group, to develop a detailed picture of the issues which the group believe should be discussed at the meeting
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- attend all of the Consultative Group meetings for the year and if they are unable to attend, it is the Consultative Group Representatives’ responsibility to ensure their group’s views are represented at the meeting;
- raise issues and give feedback on the basis of the views and experience of students in their group, engaging in constructive discussion which will enable the matters to be fully explored;
- feed back to their group the outcomes of the discussion within the Consultative Group meeting and follow-up actions. The Consultative Group representative will provide a verbal summary to be followed up with the distribution of written minutes.
The role of the Chair in the consultation process is to:
- organise and inform Consultative Group Representatives of the time and place of the Consultative Group meetings
- chair the meetings;- listen and respond to the views put forward by the Consultative Group
Representatives and record these so that a clear understanding of the issue is achieved;
- follow up the issues raised with appropriate staff within the Faculty of Education and/ or Institution;
- proof read minutes that identify any action which can be taken to investigate and/ or overcome issues and indicate who will be involved along with appropriate time scales;
- consult with relevant people (students, colleagues and support staff) to discuss the issues and try to reach an appropriate outcome;
- distribute the minutes as outlined above;- provide the Programme Board with a copy of the Consultative Group
minutes and summarise particular issues and responses to those issues at the next Programme Board;
- inform Consultative Group representatives of responses at appropriate intervals between Consultative Group meetings;
- bring a response to any matters still arising to the next Consultative Group meeting which will identify how the issue/s are being dealt with, by whom and when they will be resolved;
- wherever possible, be aware of and discuss in advance issues that will be raised at the Programme Board with the student representatives.
The role of the Course Leader is to:
- monitor the development of key issues for each year of the programme and the programme as a whole;
- attend Consultative Group meetings where appropriate;- support the Chair in the development of accurate minutes;- take action as identified within the minutes of the Consultative Group
meeting;
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- undertake the oversight of student preparation for Programme Board meetings;
- explore appropriate training opportunities to support students undertaking the role of Consultative Group Representative.
The role of every student is to:
- express any queries, problems or issues to the Consultative Group Representative in a positive, balanced and professional manner;
- articulate and celebrate positive aspects of the course to the Consultative Group Representative;
- recognise the significance of the consultation process within the Faculty of Education monitoring and review procedures.
The procedures and roles identified above outline a democratic and structured process to support the consultation principles and practice.
It is important that this process is adhered to, so that all students are given the opportunity to engage in the process, and also that Module Leaders and tutors are made aware of any issues and are given opportunities to be constructively involved in problem solving.
Adopting the agreed procedures, roles and responsibilities will assist us all (staff and students) in working towards achieving a high quality experience for all. It is important that we work through difficulties and to come to a shared understanding of course approaches. In this way students become student colleagues as they work with staff. We must also provide opportunities for celebrating and sharing positive aspects of the student experience together, as would any team of committed colleagues.
External Examiners
The BA Hons Degree in Early Years Leadership Programme will be assessed by an External Examiner who will monitor standards across the programme and produce an individual External Examiner report and an overall report, completed by the Chief External Examiner as per Edge Hill University regulations. The External Examiner monitors that the agreed assessment process has taken place and that students have fulfilled the stated programme objectives in their submission for conferment of the award. They examine evidence that the requisite internal moderation procedures have been adhered to by scrutinising samples of students work.
Learning Services: overview
Learning Services incorporates learning resource centres and information provision, learning support, ICT user support for learning and teaching, e-
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learning development and support, media services, and study skills and dyslexia support. These services are currently provided in the Learning Resource Centre (LIBRARY) and Learning Innovation Centre (LINC) on the Ormskirk campus, at the Woodlands Centre LIBRARY, Chorley, and at the Library and Information Resource Centre (LIRC) at University Hospital, Aintree, as well as remotely through service level agreements with partners and via electronic services.
Learning Services' key purpose is to support your learning through:
Services and Facilities Development and Research Support Information
Learning Services works closely with Faculties, Subjects and other Service areas to provide a "responsive learning environment" and proactively gathers feedback from user groups and stakeholders to ensure a flexible and user focused approach to service delivery and development.
Web-based services and informationThe Learning Services web pages are the focus of a great deal of electronic services and learner support activity as well as providing key and up-to-date information on all aspects of the service. The web pages can be found at (www.edgehill.ac.uk/ls ) and contain further information and access to electronic information resources and support.
Services, facilities and support
The total combined Library stock is over 250,000 items. There are audio and video facilities, CD-ROMs and an extensive range of networked services available on all sites including access to Internet, e-mail and electronic information sources, including over 9,000 electronic journals and approximately 40,000 electronic books.Support is available via the Help Desks in the Library and LINC, with flexible support offered by e-mail, telephone and the Learning Services web pages.
Learning Services is concerned with assisting students to understand their own learning techniques and with helping them to develop their learning skills and abilities. Learner support available includes a generic training programme and one- to-one advice (Edge Ahead), and subject specific workshops covering IT skills, e-learning, information skills and study skills. Learning Services also offers a support service for students who are dyslexic or have other specific learning difficulties. Information and guidance is available on applying for the Disabled Student Allowance, and on all aspects of personal and academic support.
The Centres
The Library at Ormskirk is a purpose-built facility containing over 220,000
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books (including an Education Resource Centre), journals, audio-visual items, electronic services, software and equipment. The Library provides access to large-scale networked PC provision (over 160 workstations), satellite television, audio-visual facilities and multimedia workstations. There are 500 study spaces for students, together with individual study carrels and bookable rooms. Within the Library the Edge Ahead Area is located on the first floor. This area provides access and support for a range of specialist software that will support students with learning difficulties and visual impairments as well as study skills support. The ground floor contains an area for social learning equipped with wireless technology and a range of study and informal seating. There is also a coffee bar and outlet for the purchase of resources including stationery.
The Learning Innovation Centre (LINC) provides access to 200 PCs (open access and ICT classrooms), TV and radio studios with the latest digital technology, satellite TV facilities and multimedia production, specialist Education equipment and video conferencing facilities. A range of media production facilities are located on the 2nd floor of the LINC, including video and audio edit suites and digital darkroom. There is also a range of equipment for students with additional requirements.
The Aintree Library and Information Resource Centre (LIRC) provides a multidisciplinary service to staff and students who are involved in medical, nursing, midwifery and related professional activities.
The Woodlands Learning Resource Centre at Chorley provides access and support to materials for all students and staff based there, with a particular focus on education. The LIBRARY holds over 20,000 items and provides a wide range of electronic resources. A learning support programme with an education is available to all users. The LIBRARY also provides access to over 40 PCs and laptops, printing and scanning facilities as well as study spaces and bookable group study areas.
Outreach Centres are also supported in a variety of ways including specialised off campus services and locally based collections.
Staff and students may use the services on all sites. There is a shared computerized system with a joint catalogue available through Millennium. Self-reservation and self-renewal services are available for most loans, along with a telephone renewal service. Many of the electronic services offered are accessible remotely from home or the workplace.
Learning Services provide expertise and support for learning through information technology. A number of on-line help facilities are available in addition to training and support sessions for staff and students on new technologies including e-learning. If you require any help or information please go to any Help Desk, telephone or email us.
Learning Services provide a wide range of printed and electronic information specifically for students studying Education. Guides about all our services are
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available in both print and electronic format and include information on opening hours, borrowing entitlements and collection details. There are also subject guides on various aspects of Education that detail resources of special interest in each area.
Many of the resources used by Education students are now available electronically through the Learning Services Web site e.g. e journals and online databases, Library catalogue, electronic journals, internet links relating to the subject including Government documents, Ofsted reports, and curriculum material. The Learning Services Subject pages for Education have been specifically designed to help students navigate through the amount of information available electronically. Advice is available on accessing these remotely from home or school.
There is a range of subject related learner support available from Learning Services. Currently, as well as the generic programme, tailored sessions are offered. These may be arranged through tutors or by the students themselves. Please contact either:Information & Research Development Co-ordinator for Education: Ruth Wilson (Tel 01257 239737 e-mail [email protected])Information & Research Development Advisor for Education: Andy Tomkins. (Tel 01695 4523 e-mail [email protected])
Disabilities / Specific Learning Difficulties (e.g.: Dyslexia, Dyspraxia)
It is Edge Hill’s aim to make our services and provision accessible to all our users. If you need us to present our training/ resources/ information in a different format (e.g.: electronic copy, large print), or need any other modifications, please contact your Module Leader and we will do our best to accommodate your requirements.
If you have a disability or a Specific Learning Difficulty (such as Dyslexia or Dyspraxia), Edge Hill will be able to support you better, if you let us know about it. If you feel your ability to study, read, write or concentrate is affected by a disability, mental health need or a Specific Learning Difficulty, Edge Hill can offer learning support and guidance tailored to your individual requirements. You can arrange an appointment for a confidential chat to explore your learning requirements and help you make informed choices regarding support.
Disability (e.g.: physical, sensory or mental health)Inclusion Team, Student Information CentreTel: 01695 584190 Email: [email protected] Specific Learning Difficulties (e.g.: Dyslexia, Dyspraxia)Skills Development Team, Edge Ahead Centre Learning Resource Centre (LIBRARY), First FloorTel: 01695 584372 Email: [email protected]
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APPENDIX 1
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Coursework Extension Approval Form
This form must be completed by all students requiring an extension to the published submission date for coursework, well in advance of the submission date.
If an extension is approved, the Module Leader/Teaching tutor must sign the form and return it to the student. The Module Leader/Teaching tutor should inform the Programme Leader via
e-mail about the reason for extension and the new submission date. Students must attach a copy of the form to the relevant piece of coursework when submitted.
Note to tutors: If an extension is granted then students should not be advised to complete an Exceptional Mitigating Circumstances form as well.
Student Details
Name:___________________________________________________________________
ID Number:_______________________________________________________________
Course:__________________________________________________________________
Year:____________________________________________________________________
Date:____________________________________________________________________
Module Details:____________________________________________________________
Module Title:______________________________________________________________
Module Number:___________________________________________________________
Coursework Title:__________________________________________________________
Submission date:__________________________________________________________
The reason for this request has been discussed with Module Leader/Teaching tutor: YES/NO
Student Signature:_________________________________________________________
Date:____________________________________________________________________
Decision_________________________________________________________________Extension is/ is not approved until (new submission date):__________________________Delete as appropriate
Module Leader/teaching Tutor Signature:_______________________________________
Date:___________________________________________________________________
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APPENDIX 2
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Regulations and Procedures in Respect of Academic Malpractice
1. GENERAL
1.1. These procedures are designed to deal with cases of deliberate malpractice. They do not preclude offering students advice and guidance in incidences where, in the judgement of a tutor, students may have unwittingly engaged in behaviour, which could be construed as malpractice in other contexts.
1.2. Advice and guidance on how to avoid common forms of malpractice (e.g. plagiarism) will be made available to students through academic and institutional induction processes. Relevant sections of these procedures will be publicised to students in their programme/module handbooks. Ignorance of the procedures will not of itself constitute a defence to an accusation of infringement.
1.3. The procedures are applicable to the preparation and presentation of all assessed work, including written and oral examinations and other time-constrained assessments; coursework, essays or assignments; projects; dissertations; laboratory or practical work; work-placement or field trip reports and the production of exhibitions or artefacts.
1.4. Where malpractice is suspected, an Assessment/Award Board shall not determine a student’s assessment result until all the facts have been established and an outcome determined. Where evidence of alleged malpractice becomes available subsequent to a decision of an Assessment/Award Board, the Board has the authority to reconsider its original decision.
1.5. Where malpractice is established after of an award has been made an Assessment/Award Board may recommend the revocation of the award under procedures detailed in Appendix 3 of the Academic Regulations.
2. DEFINITION
2.1. Malpractice may be broadly defined as an attempt to gain an advantage over other students by the use of unfair and unacceptable methods. Common to all cases of malpractice is the attempt to affect by deceitful means an assessment of academic ability, standing or progress.
2.2. Types of Malpractice
Cheating is an infringement of the rules governing conduct in examinations or other time-constrained assessment. Cheating includes the following:-
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i communicating with or copying from any other student during an examination, except in so far as the rubric may specifically permit e.g. in-group assessments.ii communicating during an examination with any person other than a properly authorised invigilator or another authorised member of staff.iii introducing any written or printed material into an examination room, unless expressly permitted by the regulations for the module or course assessment.iv introducing any electronically stored information into an examination room unless expressly permitted by the regulators for the module or course assessment.v gaining access to any unauthorised material relating to an examination during or before the specified time.vi providing or helping to provide in any other way false evidence of knowledge or understanding in examinations.
Plagiarism includes the following:-
vii attempting to pass off work as one’s own, which is not one’s own. It includes the representation of work, written or otherwise, of any other person, including another student, or any institution, as the candidate’s own. It may take the form ofviii verbatim copying or insertion of another person’s work (published or unpublished and including material freely available in electronic form) without appropriate acknowledgementix the close paraphrasing of another person’s work by simply changing a few words or altering the order of presentation, without appropriate acknowledgementx unacknowledged quotation of phrases from another person’s work xi the deliberate and detailed presentation of another person’s concept as one’s own.xii ‘self-plagiarism’, i.e. submission of the same piece of work for more than one assessment
Collusion occurs where a student:-
xiii knowingly submits as entirely his/her own, work done in collaboration with another person; without official approval; orxiv collaborates with another student in the completion of work which he/she knows is intended to be submitted as that other student’s own unaided work; orxv knowingly permits another student to copy all or part of his/her own work and to submit it as that student’s own unaided work.
Falsifying data or material in the presentation of data or material in laboratory reports; field work reports; projects; work-based learning etc. based on experimental or experiential work falsely purported to have been carried out by the student, or obtained by unfair means. It also includes the fabrication of references or a bibliography.
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Impersonation is the assumption by one person of the identity of another person with intent to deceive.
Other forms of dishonest practice not falling within the above definitions may also amount to malpractice. For example:-
xvi Attempting to obtain special consideration by offering or receiving inducements or favours.xvii Providing false information when submitting an exceptional mitigating circumstances claim.xviii Ensuring the non-availability of books or journal articles in the LIBRARY by removing the relevant article or chapter from the material, or by deliberately mis-shelving them so that other students cannot find them.
3. Student Responsibility
It is the responsibility of the student to take reasonable precautions to guard against unauthorised access by others to his/her work, both before and after assessment.
4. Procedures for Dealing with Academic Malpractice
The initial procedures for dealing with cheating in an examination, plagiarism and other forms of malpractice are dealt with separately in this document. The procedures vary with regard to plagiarism and other forms of malpractice depending upon the level of the student, the severity of the infringement and whether there has been more than one infringement. However, common procedures are followed once the Academic Registrar has recorded a report on the incident of malpractice.
4.1. Procedures for Dealing with Academic Malpractice - Examinations
4.1.1. Where an invigilator suspects that any form of cheating, as defined above, has occurred in an examination she/he will.
i inform the student of her/his suspicions and of her/his intention to report the incident.ii confiscate any relevant evidence (e.g. any unauthorised material).iii where possible have steps i and ii witnessed by a second invigilator.iv annotate the student’s script and endorse the front cover at the point at which the alleged cheating was identified.v return the script to the student and permit him/her to continue with the examination and to conclude at the normal stipulated time.
4.1.2. Where the procedure outlined above leads to such disturbance or disruption; or where the procedure is invoked against a student for a second time in an examination; the invigilator has the authority to expel the student from the examination room and to make such adjustments to the duration of the examination as she/he consider to be appropriate. The invigilator will
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record the action taken in their report of the examination, so that the tutors marking the scripts are aware of any disturbance or disruption to the other students.
4.1.3. Not later than one working day after the conclusion of the examination, the invigilator will submit a written report to the Academic Registrar and the Head of the relevant Subject/Programme Area. The report should provide an account of the incident (including the time of the incident and the student’s response to the allegation) and be accompanied by any relevant supporting evidence (including any confiscated materials). Where possible, the report should include the comments, and signatures, of other invigilators who were present at the time at which the alleged cheating took place. In this instance the examination script should be marked by the relevant marker; but should then be made available to the Panel of Inquiry or Assessment Board as appropriate.
4.1.4. Thereafter the process follows the common procedure outlined in section below
4.2. Procedures for Dealing with Academic Malpractice - Plagiarism and other forms of malpractice
4.2.1. Where the marker of a piece of assessed work suspects that infringement has occurred she/he will immediately advise the Module/Course Co-ordinator who will, if in agreement with the suspicion; institute a second marking procedure to be carried out by an appropriate subject tutor.
4.2.2. Where after the completion of the process in and where the student has not been considered under the suspicion is not allayed, the Module/Course Co-ordinator and the first marker will advise the student of their suspicions and of their intention to report the matter to the Head of the relevant Subject/Programme Area. Two members of staff should be present at this stage, and they should ensure that the student is aware of the next stages of the procedure. The student will be given prior notice of this meeting and should be advised that the may be accompanied by a friend. The meeting should be documented by one of the members of staff.
4.2.3. Where, following investigation, the Head of the relevant Subject/Programme Area feels that an undergraduate first year student, part one student or post registration student undertaking stand alone modules has committed the malpractice through naivety then she/he will have the discretion to deal with the matter informally by awarding the piece of work a zero and setting a new piece of work in its place for which a full mark may be awarded. An example of naïve plagiarism would be where work has been inappropriately referenced as a result of misunderstanding referencing requirements. Where such discretion has been exercised a record will be placed upon the student’s file. Should the student accept this penalty then the matter does not need to be referred to the matter to a full panel in below. A full report of the incident must be submitted to the Academic Registrar and the Faculty Assistant Registrar. Should there be any further incidences of
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malpractice involving the same student in the future the matter must referred to the common procedure in below. Where the student does not accept the allegation of malpractice or does not wish to accept the penalty then she/he can request that the matter be referred to the Common Procedure in Section 5 .
4.2.4. Types of Offences
Plagiarism not dealt with under will be considered as First or Subsequent offence.
4.2.5. First offences
First offences should be categorised as minor, major or grave by the Head of Subject/Head of Programme together with the marker. In all first offences a student will receive a warning letter from the Head of Subject/Head of Programme. This letter should give the student details of the infringement, advise them of where they can acquire study skills help and advise them that, if they are uncertain about how to avoid subsequent allegations, they should contact their tutors. The letter should also warn of the consequences of any subsequent offences. A copy of this letter should be sent to the Academic Registrar and the Faculty Assistant Registrar.
4.2.6. Minor First Offence
For a minor first offence the marker should set aside the sections involving plagiarism listed below and determine a mark based on the remaining work. Examples of a minor first offence would be where there is
i unattributed graphic imagesii several sentences of direct copying without acknowledgment of the sourceiii inappropriate paraphrasing iv poor referencingv unattributed quotationsvi incorrect or incomplete citations
4.2.7. Major First Offence
Where it is considered that a first offence of plagiarism is major, the student will be required to repeat and resubmit the work. The maximum mark that can be awarded for resubmissions will be the minimum pass mark appropriate to the piece of work. Examples of a major first offence would be where there is
i copying multiple paragraphs in full without acknowledgment of the sourceii taking essays from the Internet without revealing the sourceiii copying much of the work of a fellow student with or without their knowledge or consent
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4.2.8. Where the student refuses or fails to repeat and resubmit the work, a mark of zero will be awarded for that element.
4.2.9. Where a student does not accept a decision made by the Head of Subject/Head of Programme in respect of a first offence they will have the right to appear in person before a Malpractice Panel. Should the student wish to follow this process the case will be considered under the common procedure in section
4.2.10. Where a Head of Department feels that a student has committed grave malpractice such cases should be referred to the Academic Registrar for consideration by a full Panel of Inquiry as set out in . Examples of a grave offence would be where there is
i taking multiple essays from the Internet without revealing the sourceii copying all of the work of a fellow student with or without their knowledge or consent
4.2.11. A full report of an incidence of plagiarism dealt with as a first offence must be submitted to the Academic Registrar and the Faculty Assistant Registrar.
4.2.12. Each autumn term the Associate Dean for Academic Development and Quality Assurance will submit an annual Faculty review of all first offences of plagiarism to the Academic Registrar who will prepare an annual report for the Academic Quality and Standards Committee.
4.2.13. Subsequent Offences
All second and subsequent offences (both minor and major) must be referred to the Academic Registrar for consideration by a Malpractice Panel. All such cases will be treated as a serious academic offence and will be considered under the common procedure in section 5 . The marker will submit a written report to the Academic Registrar and the Head of the relevant Subject/Programme Area. The report should provide a summary of the alleged malpractice (including the student’s response to the allegation); an annotated copy of the submitted work, an account of the outcome of any process instituted under above; and any relevant supporting evidence, including a statement from the second marker.
4.3. Thereafter the process follows the common procedure outlined in section 5 .
5. Common Procedure
5.1. On receipt of a report of alleged malpractice under the relevant Head of Subject/Head of Programme in consultation with the Academic Registrar, will inform the student in writing of the allegation enclosing a copy of the report and details of the procedure to be followed in such cases. The student
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will be given five working days from the receipt of the letter to respond to the allegation, and will be informed that
i if he/she does not reply within the time stipulated, the matter will be referred directly to a Panel of Inquiry who will decide on an appropriate penalty for the malpractice. This presumes the lack of response from the student to be an admission of the malpractice.ii if he/she wishes to contest the allegation, he/she must give written notice to that effect to a specified person within the five working days.
5.2. On receipt of a written statement, within the time stipulated, confirming a student’s intention to contest the allegation, the Academic Registrar will convene a Panel of Inquiry comprising a Chair (a Dean from a Faculty other than the student’s own, the Head of Academic Quality & Standards. Head of Teaching, Learning and Development or Head of Research), two other members of academic staff with no previous involvement with the student and a member of the Students’ Union Executive who is not on the same course as the student. The Panel of Inquiry will be drawn from a list of members of staff nominated by the Deans of Faculty, and confirmed by the Chair of the Academic Standards Committee. The Panel will be serviced by a secretary from the Academic Registry.
5.3. The terms of reference of the Panel of Inquiry are:
i to investigate an allegation of malpractice, having regard to the evidence presented to it by staff and by the studentii to determine whether malpractice has occurred and, if so, the extent to which a student has attempted to gain unfair advantage (i.e. the severity of the malpractice)iii to determine the penalty which should be applied to the malpractice (within the context of section below).iv to inform the relevant Subject/Scheme Assessment/Award Board of their findings.
5.4. The Panel of Inquiry may call for written and/or oral evidence at its discretion from those staff and students who have been involved in the matter, and will invite the student against whom the allegation has been made to attend and present evidence. The student will be given at least three working days notice of the date and time of the Panel meeting and, according to his/her wishes, may be accompanied, or represented, by a friend; such person must be a member of the Edge Hill University community.
5.5. A student’s failure to attend or to submit evidence will not prevent the Panel from proceeding with its investigation. However if the student is prevented from attending through ill health or other exceptional circumstances, the Panel should adjourn its proceedings until a later date.
5.6. At the conclusion of the Panel’s proceedings, the findings will be made available to the student and a report of the Panel’s deliberations and
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conclusions will be submitted to the relevant Subject/first tier Assessment Board.
6. PENALTIES FOR MALPRACTICE
6.1. Given the wide range of possible infringements and the varying degrees of gravity of these infringements, it is appropriate that, in reaching their decision, the Panel of Inquiry is empowered to exercise discretion having regard to its findings, the circumstances surrounding the case and the extent to which the student has attempted to gain unfair advantage.
6.2. If a student is found to have committed malpractice in the course of assessment of a module or unit of a course, the Panel of Inquiry may: -
6.2.1. decide that no further action is required
6.2.2. deem the student to have failed in the specific element of assessment in which the malpractice occurred
6.2.3. deem the student to have failed in all the assessments for the module/unit of a course
6.2.4. in the case of a student who is found to have committed grave malpractice, or to have infringed more than once, make a recommendation about the student’s progression or the conferment of an award to the Scheme Assessment/Award Board, as it thinks appropriate.
6.3. The decisions of the Panel of Inquiry are binding on the Subject/Scheme Assessment/Award Board.
6.4. Having regard to the information and recommendations received from the Panel of Inquiry and where appropriate, the comments of the Subject Assessment Board, the Scheme Assessment/Award Board may in addition: -
6.4.1. deem a student to have failed all assessments taken in all modulesduring the assessment period in which malpractice has occurred
6.4.2. deem a student to have failed as above and require him/her towithdraw from the programme, in which case the student will notnormally be re-admitted to Edge Hill University within two years.
6.5. A student deemed to have failed under , and above, will not be subject to the extant rules of progression and classification; and will therefore not have the right to be re-assessed in the module(s)/unit(s) deemed failed except where the Panel of Inquiry has allowed the student to be reassessed and awarded a maximum mark of a pass.
6.6. A student will have the right to ask for any decision made under , and above to be reviewed within the existing Edge Hill University and
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Appeals Processes. The grounds for review are solely limited to concerns about fresh evidence about the malpractice becoming available and administrative or procedural error. Requests for review have to be lodged with the Assessment Officer within the specified time, as set down in the Review Procedure.
6.6.1. Where the procedure outlined in above leads to such disturbance or disruption; or where the procedure is invoked against a student for a second time in an examination; the invigilator has the authority to expel the student from the examination room and to make such adjustments to the duration of the examination as she/he consider to be appropriate. The invigilator will record the action taken in their report of the examination, so that the tutors marking the scripts are aware of any disturbance or disruption to the other students.
6.6.2. Not later than one working day after the conclusion of the examination, the invigilator will submit a written report to the Academic Registrar and the Head of the relevant Subject/Programme Area. The report should provide an account of the incident (including the time of the incident and the student’s response to the allegation) and be accompanied by any relevant supporting evidence (including any confiscated materials). Where possible, the report should include the comments, and signatures, of other invigilators who were present at the time at which the alleged cheating took place. In this instance the examination script should be marked by the relevant marker; but should then be made available to the Panel of Inquiry or Assessment Board as appropriate.
6.6.3. Thereafter the process follows the common procedure outlined in section below
6.7. Procedures for Dealing with Academic Malpractice - Plagiarism and other forms of malpractice
6.7.1. Where the marker of a piece of assessed work suspects that infringement has occurred she/he will immediately advise the Module/Course Co-ordinator who will, if in agreement with the suspicion; institute a second marking procedure to be carried out by an appropriate subject tutor.
6.7.2. Where after the completion of the process in and where the student has not been considered under the suspicion is not allayed, the Module/Course Co-ordinator and the first marker will advise the student of their suspicions and of their intention to report the matter to the Head of the relevant Subject/Programme Area. Two members of staff should be present at this stage, and they should ensure that the student is aware of the next stages of the procedure. The student will be given prior notice of this meeting and should be advised that the may be accompanied by a friend. The meeting should be documented by one of the members of staff.
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6.7.3. Where, following investigation, the Head of the relevant Subject/Programme Area feels that an undergraduate first year student, part one student or post registration student undertaking stand alone modules has committed the malpractice through naivety then she/he will have the discretion to deal with the matter informally by awarding the piece of work a zero and setting a new piece of work in its place for which a full mark may be awarded. An example of naïve plagiarism would be where work has been inappropriately referenced as a result of misunderstanding referencing requirements. Where such discretion has been exercised a record will be placed upon the student’s file. Should the student accept this penalty then the matter does not need to be referred to the matter to a full panel in below. A full report of the incident must be submitted to the Academic Registrar and the Faculty Assistant Registrar. Should there be any further incidences of malpractice involving the same student in the future the matter must referred to the common procedure in below. Where the student does not accept the allegation of malpractice or does not wish to accept the penalty then she/he can request that the matter be referred to the Common Procedure in Section 5 .
6.7.4. Types of Offences
Plagiarism not dealt with under will be considered as First or Subsequent offence.
6.7.5. First offences
First offences should be categorised as minor, major or grave by the Head of Subject/Head of Programme together with the marker. In all first offences a student will receive a warning letter from the Head of Subject/Head of Programme. This letter should give the student details of the infringement. advise them of where they can acquire study skills help and advise them that, if they are uncertain about how to avoid subsequent allegations, they should contact their tutors. The letter should also warn of the consequences of any subsequent offences. A copy of this letter should be sent to the Academic Registrar and the Faculty Assistant Registrar.
6.7.6. Minor First Offence
For a minor first offence the marker should set aside the sections involving plagiarism listed below and determine a mark based on the remaining work. Examples of a minor first offence would be where there is
i unattributed graphic imagesii several sentences of direct copying without acknowledgment of the sourceiii inappropriate paraphrasing iv poor referencingv unattributed quotationsvi incorrect or incomplete citations
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6.7.7. Major First Offence
Where it is considered that a first offence of plagiarism is major, the student will be required to repeat and resubmit the work. The maximum mark that can be awarded for resubmissions will be the minimum pass mark appropriate to the piece of work. Examples of a major first offence would be where there is
i copying multiple paragraphs in full without acknowledgment of the sourceii taking essays from the Internet without revealing the sourceiii copying much of the work of a fellow student with or without their knowledge or consent
6.7.8. Where the student refuses or fails to repeat and resubmit the work, a mark of zero will be awarded for that element.
6.7.9. Where a student does not accept a decision made by the Head of Subject/Head of Programme in respect of a first offence they will have the right to appear in person before a Malpractice Panel. Should the student wish to follow this process the case will be considered under the common procedure in section
6.7.10. Where a Head of Department feels that a student has committed grave malpractice such cases should be referred to the Academic Registrar for consideration by a full Panel of Inquiry as set out in . Examples of a grave offence would be where there is
i taking multiple essays from the Internet without revealing the sourceii copying all of the work of a fellow student with or without their knowledge or consent
6.7.11. A full report of an incidence of plagiarism dealt with as a first offence must be submitted to the Academic Registrar and the Faculty Assistant Registrar.
6.7.12. Each autumn term the Associate Dean for Academic Development and Quality Assurance will submit an annual Faculty review of all first offences of plagiarism to the Academic Registrar who will prepare an annual report for the Academic Quality and Standards Committee.
6.7.13. Subsequent Offences
All second and subsequent offences (both minor and major) must be referred to the Academic Registrar for consideration by a Malpractice Panel. All such cases will be treated as a serious academic offence and will be considered under the common procedure in section 5 . The marker will submit a written report to the Academic Registrar and the Head of the relevant Subject/Programme Area. The report should provide a summary of the alleged malpractice (including the student’s response to the allegation); an
36
annotated copy of the submitted work, an account of the outcome of any process instituted under above; and any relevant supporting evidence, including a statement from the second marker.
6.8. Thereafter the process follows the common procedure outlined in section .
7. Common Procedure
7.1. On receipt of a report of alleged malpractice under the relevant Head of Subject/Head of Programme in consultation with the Academic Registrar, will inform the student in writing of the allegation enclosing a copy of the report and details of the procedure to be followed in such cases. The student will be given five working days from the receipt of the letter to respond to the allegation, and will be informed that
i if he/she does not reply within the time stipulated, the matter will be referred directly to a Panel of Inquiry who will decide on an appropriate penalty for the malpractice. This presumes the lack of response from the student to be an admission of the malpractice.ii if he/she wishes to contest the allegation, he/she must give written notice to that effect to a specified person within the five working days.
7.2. On receipt of a written statement, within the time stipulated, confirming a student’s intention to contest the allegation, the Academic Registrar will convene a Panel of Inquiry comprising a Chair (a Dean from a Faculty other than the student’s own, the Head of Academic Quality & Standards. Head of Teaching, Learning and Development or Head of Research), two other members of academic staff with no previous involvement with the student and a member of the Students’ Union Executive who is not on the same course as the student. The Panel of Inquiry will be drawn from a list of members of staff nominated by the Deans of Faculty, and confirmed by the Chair of the Academic Standards Committee. The Panel will be serviced by a secretary from the Academic Registry.
7.3. The terms of reference of the Panel of Inquiry are:
i to investigate an allegation of malpractice, having regard to the evidence presented to it by staff and by the studentii to determine whether malpractice has occurred and, if so, the extent to which a student has attempted to gain unfair advantage (i.e. the severity of the malpractice)iii to determine the penalty which should be applied to the malpractice (within the context of section below).iv to inform the relevant Subject/Scheme Assessment/Award Board of their findings.
7.4. The Panel of Inquiry may call for written and/or oral evidence at its discretion from those staff and students who have been involved in the matter, and will invite the student against whom the allegation has been made to
37
attend and present evidence. The student will be given at least three working days notice of the date and time of the Panel meeting and, according to his/her wishes, may be accompanied, or represented, by a friend; such person must be a member of the Edge Hill University community.
7.5. A student’s failure to attend or to submit evidence will not prevent the Panel from proceeding with its investigation. However if the student is prevented from attending through ill health or other exceptional circumstances, the Panel should adjourn its proceedings until a later date.
7.6. At the conclusion of the Panel’s proceedings, the findings will be made available to the student and a report of the Panel’s deliberations and conclusions will be submitted to the relevant Subject/first tier Assessment Board.
8. PENALTIES FOR MALPRACTICE
8.1. Given the wide range of possible infringements and the varying degrees of gravity of these infringements, it is appropriate that, in reaching their decision, the Panel of Inquiry is empowered to exercise discretion having regard to its findings, the circumstances surrounding the case and the extent to which the student has attempted to gain unfair advantage.
8.2. If a student is found to have committed malpractice in the course of assessment of a module or unit of a course, the Panel of Inquiry may: -
8.2.1. decide that no further action is required
8.2.2. deem the student to have failed in the specific element of assessment in which the malpractice occurred
8.2.3. deem the student to have failed in all the assessments for the module/unit of a course
8.2.4. in the case of a student who is found to have committed grave malpractice, or to have infringed more than once, make a recommendation about the student’s progression or the conferment of an award to the Scheme Assessment/Award Board, as it thinks appropriate.
8.3. The decisions of the Panel of Inquiry are binding on the Subject/Scheme Assessment/Award Board.
8.4. Having regard to the information and recommendations received from the Panel of Inquiry and where appropriate, the comments of the Subject Assessment Board, the Scheme Assessment/Award Board may in addition: -
8.4.1. deem a student to have failed all assessments taken in all modules during the assessment period in which malpractice has occurred
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8.4.2. deem a student to have failed as above and require him/her to withdraw from the programme, in which case the student will not normally be re-admitted to Edge Hill University within two years.
8.5. A student deemed to have failed under , and above, will not be subject to the extant rules of progression and classification; and will therefore not have the right to be re-assessed in the module(s)/unit(s) deemed failed except where the Panel of Inquiry has allowed the student to be reassessed and awarded a maximum mark of a pass.
8.6. A student will have the right to ask for any decision made under , and above to be reviewed within the existing Edge Hill University and Appeals Processes. The grounds for review are solely limited to concerns about fresh evidence about the malpractice becoming available and administrative or procedural error. Requests for review have to be lodged with the Assessment Officer within the specified time, as set down in the Review Procedure.
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Appendix 3
40
Code of Conductfor Part Time Students on UGPD Programmes
Introduction
1. All Undergraduate Professional Development (UGPD) programmes are programmes of professional education. All students are expected to conduct themselves at all times in an appropriate professional manner.
2. The Professional Code of Conduct is additional and complementary tothe Edge Hill University Student Regulations, which incorporate the Student Code of Behaviour and Disciplinary procedure for all students. Each student on a UGPD programme is a student of Edge Hill University and is therefore both bound by and protected by the entitlements included in the Academic Student Regulations in force at the time of enrolment and study. These are issued to each student at the point of enrolment and subsequent updates are accessible via the web.
3. This code sets out the Faculty’s expectations of you as you engage with a professional programme. You are signing the document in order to evidence and agree to abide by the behaviour, attitudes, responsibilities and agreements outlined to you from admissions through to completion.
Behaviour and attitude:
As a student following a UGPD programme at Edge Hill University, Faculty of Education, you are expected to demonstrate professionalism in relation to behaviour and attitude.
For all aspects of the programme you are following, whether at Edge Hill University or as part of your work based training, you will:
1. Demonstrate high standards of honesty and integrity
2. Respect others including all staff in settings and at Edge Hill University
3. Demonstrate professional behaviour and relationships towards all tutors, staff, children, pupils and students in both formal and informal contexts
4. Take responsibility for your own learning, ensuring a professional and accountable approach to all aspects of the programme
5. Actively reflect on your learning experiences in order to target set, action plan, improve and achieve highly
6. Participate and actively engage in the learning experience
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7. Ensure that the requirements of all elements of the programme are carried out in line with the guidance in module, course and programme documentation and at briefings.
Professional responsibilities:
In addition, you are required to:
1. Commit to attend all university-based sessions, reflecting a 100% attendance record. You will follow the procedures for notifying absence which are clearly set out in the programme documentation.
2. Fully engage with the programme that you have enrolled upon as required by settings and by the teaching and learning strategy for your programme at Edge Hill University
3. Be punctual at all times, including all University- based sessions
4. Ensure that all assignments and assessed work are available if requested
5. Maintain a professional approach to all communications including electronic communications and social networking
6. Use the Edge Hill University email system to communicate with tutors and staff in order to maintain an appropriate approach to e-safety and to comply with the University’s policy.
IT Acceptable Use Policy www.edgehill.ac.uk/itservices/policies.htm
Breaches of the Professional Code of Conduct
1. Code of Behaviour / Misconduct
The Edge Hill University Student Code of Behaviour and Disciplinary Procedures sets out the code of acceptable behaviour and disciplinary procedures to deal with misconduct.
B.6.1 Students must comply with all other Rules and Regulations of the University, as amended from time to time. Such Rules and Regulations are supported by sanctions including fines or exclusion from facilities and services.
B.6.2 In addition to the Academic Regulations and the Academic and Professional Review Procedures, these Rules and Regulations include:
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(i) The Faculty of Education’s Code of Professional Conduct for UGPD Students(ii) The Faculty of Health’s Code of Professional Conduct(iii) The Faculty of Education’s Fitness for Practice Regulations(iv) The Faculty of Health’s Fitness for Practice Regulations(v) The Faculty of Arts & Science’s Fitness for Practice Regulations(vi) Research Ethics Policy(vii) Data Protection Policy and Procedures(viii) Provisions and Policies Relating to Confidential Information(ix) Complaints Procedures(x) Rules on Car Parking on University Premises(xi) Halls of Residence Licence Agreement(xii) Regulations Governing the Use of the Learning Resources Centres(xiii) Student ICT Acceptable Use Policy encompassing JANET Acceptable Use Policy governing internet and email systems(xiv) Staff and Student Equipment Loan Procedure and Conditions(xv) TV Studio Safety(xvi) Control of Substances Hazardous to Health (COSHH) Regulations(xvii) Code of Practice for Working in Microbiology(xviii) Code of Practice for Safe Working in Science(xix) Codes of Practice for Use of Small Boats and Inflatables; Tree Climbing and the Use of Ladders and Scaffolding; Procedures for the Event of Accidents in the Field; Working with Animals; Mountains and Uplands; The Sea Shore; Agricultural Land; Terrestrial Habitats; Freshwater; Pathogenic Organisms(xx) Use of the Gymnasium(xxi)The Conditions of Hire for Sporting Edge(xxii)The Guidance Notes for Swimming Pool Hire(xxiii)The Terms and Conditions For Membership of Sporting Edge(xxiv)The Regulations for Membership of Edge Hill University Club(xxv) The Regulations for Health & Safety and for the Conduct of Students &Disciplinary Procedures for Partner Institutions (For students studying onanother institution’s campus only). (See Section A4 of these Regulations)(xxvi) The Regulations for International Students
B.6.3 Serious or repeat breaches of local rules and conditions may involve recourse to the Student Code of Behaviour and Disciplinary Procedures. (See Section D of these Regulations.)
2. Academic Requirements
The academic and professional requirements of each UGPD programme are specified in your Programme Handbook, produced on an annual basis.
The handbook sets out what is expected and required of students in relation to academic performance and professionalism and specifies the procedures to be followed in the event of:
• Academic failure• Malpractice
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• Failure to meet the academic and professional requirements of the programme.
3. Academic and Professional Review process
The UGPD Academic Review Procedures act as a necessary first stage in the tracking and monitoring of students academic progress on their programme. The process is designed to be supportive of the student in clarifying the issue/ concern and outlining clear actions to support student success and/ or progression. The process involves Stage 1 and Stage 2 and is detailed in the appropriate Programme Handbook.
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Faculty of Education
Code of Conduct for UGPD Students
I confirm that I have read and understand the Faculty of Education UGPD Professional Code of Conduct and agree to abide by its terms
Signed: ______________________________________
Print name: ___________________________________
Date: _________________________________________
UGPD Programme: Foundation Degree in Early Years Practice/Leadership
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Appendix 4
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Academic and Professional Review Procedures 2012-13
The PD programmes Academic and Professional Review process is the Faculty- based staged approach that operates within the University’s Academic Regulations.
1. The PD Academic and Professional Review Procedures are staged, transparent, fit for purpose and documented for every PD Student.
2. The PD Academic and Professional Review Procedures act as a necessary Faculty based stage in the overall tracking and monitoring of Students academic and professional progress on their PD programme.
3. Review meetings may be triggered if tutors have concerns about a Students:
- level of attendance where appropriate- performance in University and/or during placement training where applicable- performance through assessment- ability to meet the requirements of the PD Code of Professional Conduct
4. The procedures should be easily operational in realistic timescales at Programme and Area level, taking into account appropriate issues related to ethics and confidentiality.
5. Clear, easy to understand documentation relevant to each PD Programme will be provided to Students to enable the procedures to operate smoothly and efficiently.
6. Students will be provided with a copy of the PD Code of Conduct and a proforma which they must sign and return to acknowledge receipt of this document at the beginning of their programme of study.
7. The Faculty Academic and Professional Review procedure has three stages; the stages are detailed in each PD Programme Handbook. Students who fail to meet their targets from Stage 1 are referred on to a Stage 2 review meeting. If a major concern emerges, this may trigger a direct move to Stage 2 of the review procedure, by passing Stage 1. If Students fail to meet the targets set as part of Stage 2, they move to Stage 3. The final stage of the process, Stage 4, involves referral by the Faculty Associate Dean (Teaching, Learning & Partnership) to the Academic Registrar as identified in The Professional Review Procedures within the University Academic Regulations, 2012/13. The referral will result in action dealt with under the Edge Hill University Code of Behaviour and Disciplinary Procedures.
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8. The Head of Area will liaise with the Faculty Associate Dean (Teaching, Learning & Partnership) in relation to the triggering of review procedures beyond Stage 3 and in a case which could potentially involve gross misconduct.
9. The agreed principles should be reviewed and if necessary revised on an annual basis by the PD Board.
Administrative Protocol/Procedures for the Academic and Professional Review Meeting (APRM)
1. The Chairs of the two Stage 1 APRMs will forward APRM doc.1A and APRM doc.1B to the relevant Administrator for storage and entry onto the Student Tracking Database.
2. Once the need for a Stage 2 APRM has been identified, the Year/Pathway/Programme/Course Leader should complete a request for APRM (APRM doc.Req); this should include suggested dates for the meeting that all attendees are available for, including the Administrator.
3. The request for the APRM should be emailed to the relevant PD Administrator and the PD Team Leader will be copied in. The PD Administrator will allocate a File Reference Number on the APRM Spreadsheet as follows:-
APRM/001/ANother01 etc.
The PD Administrator will create an individual electronic folder within G:\Education APRM\2011-13/PD
4. An invitation letter (APRM doc.Inv) to the Student will be generated, signed by the Programme/Course Leader and details for confirmation of attendance within a set timescale should be included for the Student to reply via email or phone.
5. If the Student has not confirmed their attendance by the required timescale, then the Administrator will attempt to contact the Student by telephone, sms , Blackboard and email and will keep the Programme/Course Leader advised accordingly. If the Student is unable to attend on the set date of the APRM meeting, the Programme/Course Leader should schedule a new date immediately.
6. If the Student fails to attend the APRM, the Programme/Course Leader must immediately arrange an alternative date for the meeting. The Administrator will then send out the new invitation within 24 hours. If the Student fails to attend the alternative APRM, this will be an automatic trigger for a Stage 3 APRM.
7. The Administrator will take a partially completed copy of the Summary of Academic and Professional Review Meeting (APRM doc.2) to the meeting
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and the Assistant Head of Area (Chair) will complete the targets/outcomes at the end of the meeting and must sign, along with the Student, to agree with the contents. A photocopy of the document will be given to the Student at the end of the meeting and the Administrator will store the original on the Student file and update the Student Tracking Database.
8. The Administrator will produce a record of the meeting in the agreed format (APRM doc.2M) within five working days. This should be agreed and signed immediately by the Assistant Head of Area. The record of the meeting will include a date for review. Two copies will be sent to the Student with a covering letter (APRM doc.2L1) requesting that the Student returns one signed copy in the pre-paid envelope by the date indicated on the letter. The Student should retain the second copy.
9. If the signed record is not returned by the Student within 2 weeks, the Administrator will send a reminder email to the Student with a one week extension.
10. If the signed record is still outstanding after the one week extension, the Administrator will send a letter (APRM doc.2L2) to the Student signed by the Assistant Head of Area requesting the signed record to be returned immediately.
11. If after a week the signed record remains outstanding, then a further letter (APRM doc.2L3) on behalf of Head of Area will be sent to the Student to request another meeting for the record of the meeting to be signed.
An electronic copy of the record of the meeting plus all other correspondence will be stored in the Student’s individual folder on the G drive.
The same process will apply to Stage 3 review meetings however the Chair is the Head of Area.
Note – the document reference will change from APRM doc.2 to doc.3 for Stage 3 review meetings
Outcomes• That at the end of Stage 1, meeting 1 the Summary of Academic and Professional Review Meeting (APRM doc.1A) must be completed with clear targets and outcomes, signed by the Course Leader and the Student. A copy is given to the Student.
• That at the end of Stage 1, meeting 2 the Summary of Academic and Professional Review Meeting (APRM doc.1B) must be completed with clear targets and outcomes, signed by the Programme/Course Leader and the Student. A copy is given to the Student.
• That at the end of Stage 2 meeting the Summary of Academic and Professional Review Meeting (APRM doc.2) must be completed with clear
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targets and outcomes, signed by the Assistant Head of Area and the Student. A copy is given to the Student.
• That at the end of Stage 3 meeting the Summary of Academic and Professional Review Meeting (APRM doc.3) must be completed with clear targets and outcomes, signed by the Head of Area and the Student. A copy is given to the Student.
• That a clear and accurate record (APRM doc.2M for Stage 2 and APRM doc.3M for Stage 3) of the Academic and Professional Review Meeting is produced and signed by the Chair within five working days. The record should follow a standard agreed format and indicate how and when a review of targets set will be undertaken.
• That all existing good practice models of progress review meetings and records are shared and developed.
• That PD Programme Teams will operate the agreed procedures through the provision of accurate and relevant documentation in PD Programme Handbooks and on Learning Edge and that this be made relevant to the specific Programme and Area concerned.
• That the Student Tracking Database is updated accordingly at each stage of the above procedures ensuring that each individual APRM is closely monitored, to ensure complete information is kept on file.
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Appendix 5
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STUDENT TRACKING
1 Unexplained absence Tutor discusses with student.Work set as appropriate
Tutor notifies Module Leader of detail of issue and action taken
Tutor monitors situation.
Module Leader maintains overview and reports issues to Course Leader on a regular basis.
2 Consecutive unexplained absences/ concerns about attendance
Tutor notifies Module Leader
Module Leader notifies Academic Registry, Personal Tutor and Course Leader. Identification of action.
Academic Registry Administrator to send first tracking letter.
Module Leader meets with student. Identification of issues and action.
Module Leader notifies Personal Tutor and Course Leader of issues and action taken.
Course Leader gains information across student.
Module Leader maintains overview and reports issues to Programme Leader on a regular basis.
3 Emerging pattern of attendance concerns/ explained yet prolonged absence
Course Leader meets with student to identify and discuss attendance issues across course.Academic Registry Administrator sends second tracking letter if first is not responded to.
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4 Pattern of attendance and assessment/ attitude concerns
Course Leader meets with student: Stage One Academic and Professional Review Procedures.
Targets set. Documents circulated to Student, Course Leader
Student placed/remains on Reserved Agenda
Course Leader meets the student again to review targets set. Establish student progress.
Course Leader monitors student and reports to next Reserved Agenda
5 Student does not respond to targets set at Stage 1 Academic and Professional Review
Stage Two Academic and Professional Review Procedure.
Head of Area and Course Leader meet with student.
Academic Registry Administrator withdraws student from the course in the event that neither the first nor the second tracking letter is responded to.
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Appendix 6
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Pregnancy
Disclosure of pregnancy is at the student’s discretion, but in the interests of health and safety and to ensure that appropriate support is provided, we strongly advise students to make this known to their tutor or other appropriate member of University staff at an early stage.
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