pembrokeshire college handbook

STUDENT HANDBOOK (2016-17)

FOUNDATION DEGREE PROGRAMMES IN

Process Operations & Maintenance Instrumentation Electronics

Electrical & Electronic Engineering Mechanical Engineering

Power Systems Engineering

LLAWLYFR I FYFYRWYR ISRADDEDIG AR Y PYNCIAU CANLYNOL:

Gweithrediadau Proses, a Chynnal a Chadw Electroneg Offeryniaeth

Peirianneg Drydanol ac Electroneg Peirianneg Fecanyddol

Peirianneg Systemau Pŵer

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Foreword

It is my great pleasure to welcome you as a student of Pembrokeshire College and Swansea Uni- versity. This new partnership was formally established in 2014 when the College was approved to deliver Foundation Degree programmes on a franchised basis at Pembrokeshire but which would lead to awards of Swansea University. The Engineering Foundation Degree, on which you have been enrolled, is the first new qualification emerging from the development of this partnership. This qualification has been designed with input from employers and also staff at Swansea Univer- sity and Pembrokeshire College. This collaborative approach to designing the curriculum has en- abled a programme to be developed which meets the training needs of the local engineering and energy sectors. The qualification will enable the existing workforce further to develop their skills and knowledge-base whilst also providing a route into employment in these sectors for young people, locally.

As a student on this programme of study your views are highly valued. Staff will be liaising with you throughout the course to ensure that your opinions and feedback are taken into consideration as part of the monitoring and evaluation of the programme. The programme is managed by senior staff at the College and overseen by Swansea University's College of Engineering.

Your immediate contact will be your Course Tutor who will take responsibility for the delivery of the programme during your time with us and will ensure that you are provided with the support you need to complete your studies. Successful completion of your programme of study leads to Foundation Degree award by Swansea University.

May I take this opportunity to wish you every success on the course.

Sharron Lusher Principal

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DISCLAIMER

The College and University have made all reasonable efforts to ensure that the information contained within this publication is accurate and up-to-date when published but can accept no responsibility for any errors or omissions.

The College and University reserves the right to revise, alter, discontinue or replace modules and to amend regulations and procedures at any time, but every effort will be made to notify interested parties.

You will be notified of any changes and the latest version of the handbook is the one available electronically on:

http://moodle.pembrokeshire.ac.uk/my/

You are advised to contact the College directly if you require further information.

DATES OF TERMS

(week commencing)

12/9/16 – 12-12/16

02/01/17 – 03/04/17

24/04/17 – 19/06/17

http://moodle.pembrokeshire.ac.uk/my/

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1. INTRODUCTION

2. STUDENT SUPPORT AND COMMUNICATION Page 5

2.1 Key Staff Page 5 2.2 Communication Page 7 2.3 College Support for Students Page 7 2.4 Student Records Page 8 2.5 Data Protection Page 8 2.6 College Facilities Page 8

3. HEALTH AND SAFETY AND EMERGENCY PROCEDURES 3.1 Health & Safety Page 12 3.2 Fire Evacuation Procedures Page 12

4. YOUR ACADEMIC PROGRAMME/COURSE 4.1 Programme Overview Page 14 4.2 Modules Page 21 4.3 Attendance Policy Page 21 4.4 Procedures for Considering Students who engagement with the Programme is Unsatisfactory Page 22 4.5 Regulations Page 22 4.6 Professional Accreditation Page 23

5. EXAMINATIONS AND ASSESSMENT MATTERS 5.1 Background Page 24 5.2 Assessment Methods (Taught Modules) Page 24 5.3 Coursework/Assignments Page 24 5.4 Practical Work Page 25 5.5 Formal Examinations (including Time Constrained Assessments) Page 25 5.6 Grading Criteria used for Assessment Page 26 5.7 Classification of Foundation Degree Page 27 5.8 Exit Qualification Page 27 5.9 Progression Page 27 5.10 Academic Integrity and Academic Misconduct Page 28 5.11 Referencing Page 30 5.12 Students with Extenuating Circumstances Page 30 5.13 Appeals Procedure Page 32

6. WORK BASED LEARNING 6.1 Overview Page 33 6.2 Work Based Learning Modules Page 33 6.3 Academic and Industrial Support Page 33 6.4 Assessment Page 34 6.5 Work Based Learning Roles Page 34 6.6 Work Based Learning Contract Page 36 6.7 In Conclusion Page 37

7. COMMUNICATON AND GENERAL PROCEDURES 7.1 General Regulations Page 38 7.2 Your Voice Matters Page 38 7.3 Communication between Staff and Students Page 39 7.4 General Conduct and Behaviour Page 40 7.5 Complaints Procedure Page 41 7.6 Procedures and Grounds for Applying for Suspension of Studies and Withdrawing Page 41 7.7 Procedures for Transferring Programmes Page 42

8. APPENDICES 8.1 Appendix I - Module Descriptors Page 44 8.2 Appendix II – Academic Regulations for Foundation Degrees Page 86 8.3 Appendix III – Assessment Regulations for Foundation Degrees Page 95 8.4 Appendix IV – FE College’s Disciplinary Policy Page 98 8.5 Appendix V – College’s Complaints Policy Page 122 8.6 Appendix VI – College Withdrawal Form Page 128 8.7 Appendix VII – College’s Academic Appeals Policy Page 130

CONTENTS

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The following Foundation Degree programmes are available to you as a student at Pembrokeshire College

Process Operations & Maintenance

Instrumentation Electronics

Electrical & Electronic Engineering

Mechanical Engineering

Power Systems Engineering

Whilst you will be studying at Pembrokeshire College you will also be enrolled and inducted as a student of Swansea University. As such you will have access to resources and be governed by the regulations and procedures in both Pembrokeshire College and the University. These key resources are outlined within this handbook.

Due to your enrolment at Swansea University, you will be entitled to the benefits of being a Swansea University student. These benefits will be explained in detail at an introductory lecture.

Successful completion of this course will result in the award of a FdEng degree by Swansea Uni- versity. This is a respected qualification that will be of benefit to both student and their employer. At the time of going to press, Swansea University is considering the development of part-time versions of top-up BEng degrees but it is also envisaged that successful students will be eligible for direct entry into the final year of the full-time BEng Honours degrees in Mechanical or Electri- cal/Electronic Engineering at Swansea University, though this will require the completion of two bridging modules that would run at Pembrokeshire College. Details of these options will be made available during the course of your study, post-validation.

This handbook contains important information for your studies at Pembrokeshire College. You should therefore take time to read it.

Note: All relevant College regulations, processes and procedures are held on line in the College information system. They can be accessed via the College Nexus page for Higher Education learners.

For full details of Swansea University academic regulations, please refer to Appendix II or access it via the online Academic Guide, which can be found at: http://www.swansea.ac.uk/registry/academicguide

SECTION 1. INTRODUCTION

http://www.swansea.ac.uk/registry/academicguide

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Welcome

Whether you are a new student or returning for another year, welcome to Pembrokeshire College.

The College is a vibrant place of study and you will be encouraged to fulfil your potential.

Your personal tutor/Learner Coach will also be there to give you individual support should you need it at any time during your studies.

We hope you find this handbook both informative and comprehensive. It will give you a taste of life as a Pembrokeshire College student and provide information on our expectations of you. Further information, guidance College/University forms and procedures are all available on the College Nexus page.

We wish you every success and hope you enjoy your studies here at the College.

Remember, we are here to help you!

2.1 Key Staff

The following list offers the contact details of key staff at the College and the University.

FdEng Staff at Pembrokeshire College

Name Position Telephone extension

Email

Richard Wray Course Coordinator (Elec)

258 [email protected]

Peter Taylor Course Coordinator (Mech)


Jason Pointer Engineering Lecturer 279 [email protected]

Lance Ruther- ford

Engineering Lecturer (CAM)


Sarah Williams Engineering Lecturer 312 [email protected]

Rod Kirk Engineering Lecturer 420 [email protected]

Steven Roberts Engineering Lecturer


SECTION 2. STUDENT SUPPORT AND COMMUNICATION

mailto:[email protected]







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Support Staff at the College

Name Position Telepho

ne No:

Email

Maxine Thomas Head of Safe-

guarding & Learner Services

01437 753245

[email protected]

Emma Jones Learning Support

& Equality Manager

01437 753303

[email protected]

Kristal Davies Specialist Support

Assessor 01437 753304

[email protected]

Stasia Danks Admissions and

Careers Co-ordinator

01437 753439

[email protected]

Key Contacts at Swansea University

Name Position Telephone extension

Email

Dr Cris Arnold

Chair of College of Engineering’s Learning and Teaching Com- mittee

01792 295749

[email protected]

Bernadette Stratford Assistant Director (Academic Part- nerships)

01792 602406

[email protected]

To be confirmed Link Tutor To be confirmed

To be confirmed







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2.2 Communication

You are reminded that an increasing amount of official College and University information is only sent by e-mail. Such official electronic communication will be sent to your Outlook e-mail account, given to all students when they first enroll. You should check your account on a daily basis, to ensure that you do not miss any important course, financial or other information.

The University publishes end of level/year result information to students electronically. The result information is published online on your personal student Blackboard account. The information provided online will include: details of the modules pursued and marks achieved; your progression decision (if you are a non-final year student) or award/classification decision (if you are a final-year student) and an explanation of your academic decision and further information/guidance on the procedures for requesting an academic appeal/confirmation of the accuracy of your published marks.

2.3 College Support for Students

The College has an extensive range of Learner Support services. These include:

Student financial support

Careers advice and guidance

Learner Coaches

Study support

DSA assessment

Mitigating circumstances

College Nurse

College Counsellor

Learning Resource Centre

All services and support are provided by the one stop shop facility available in the College’s Learning Resource Centre. During induction the Head of Safeguarding and Learner Services and key support staff will visit your groups to introduce themselves to you and provide in detail key aspects of their service. Please refer to the Learner Services Nexus page for further information, contact addresses and service provision.

2.3.1 Learners with Learning Difficulties

The College is committed to providing additional support to learners with disabilities, learning difficulties and those under fitness to study arrangements. The College ensures that all learners are treated equally and fairly.

Additional learning support services are available from specialist support tutors. All specialist support provision is outlined in the College’s Disability Statement http://www.pembrokeshire.ac.uk/sites/default/files/public/files/disability_statement.pdf?pdf=Disabili ty-Statement.

http://www.pembrokeshire.ac.uk/sites/default/files/public/files/disability_statement.pdf?pdf=Disability-Statement

http://www.pembrokeshire.ac.uk/sites/default/files/public/files/disability_statement.pdf?pdf=Disability-Statement

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2.3.2 Learning Centre Facilities

The Learning Centre provides areas for individual group study alongside resources both online and physical, which meets the needs of all learners. Learners can also access resources remotely. Further information is available on the LRC Nexus page. The Learning Centre is also equipped with a range of PC’s and laptops. Assistive technologies are available for students who have specific learning needs.

The Learning Resource Centre’s term-time opening hours are:

Monday 08.00 – 18.00 Tuesday - Thursday 08.00 – 19.00 Friday 08.00 – 17.00

The Learning Resource Centre is open from 08.45 – 17.00 Monday to Friday during the holiday period.

2.4 Student Records At enrolment and registration, you will be required to complete documentation which will be held

securely in accordance with the Data Protection Act and will only be shared with the University as required. The information which you provide, along with that gained from other sources, will form the basis of your student record. It is imperative that this information is accurate at all times, particularly your contact details and information relating to your wellbeing. You are expected to check the information regularly and to alert the College of any changes by informing the Head of Safe- guarding and Learning Services. The information which you provide will be shared with colleagues at Swansea University and your employer.

2.5 Data Protection In accordance with the Data Protection Act, students may request to see data held about them, although a fee may be charged for this.

Furthermore, the University, College and Employers regularly exchange information on students to enable key functions to be carried out. Students need to draw the Course Leader’s attention to any facts or information of a sensitive nature that should remain confidential and request that such information is not communicated to another.

2.6 College Facilities The Learning Resource Centre (LRC)

The Learning Resource Centre within the College provides a one-stop shop facility for all learner

support services including:

• Learning Centre • Study Support • Careers Guidance (pre, on and post course) • Counselling • Student Financial Services • Welfare Services

• Medical and legal services

• Student Parliament/Union

• Student Transport

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The Learning Resource Centre has workplaces for 275 including more than 50 computer work-

stations all with Internet access. A seminar room is available for student group work. A periodical

reading room is also available in the centre. Services are run by LRC staff from the desk in the

Learning Centre and from staff situated in the Advice, Guidance, Welfare and Accommodation of-

fice.

The Centre currently holds approximately 65,000 volumes together with an extensive collection of

periodicals, learning packages and audio-visual materials. The centre provides resources for

higher education courses in compliance with the Service Level Agreement between the University

and the Accredited and Franchise Colleges. Sufficient resources will be allocated to ensure mate-

rials noted for module reading are available in appropriate numbers before the commencement of

the programme. There is also a designated area within the Centre for HE students.

The Centre holds a wide variety of resources which offer particular support to students on HE En-

gineering programmes. These texts are mainly located in Section 620, 670 and 671, but addition-

al resources are also available at other Sections e.g. 321, 344, 358, 363, 604, 670, 671, 672, 673,

680 and 681. In addition to existing resources, the College is committed to purchasing other nec-

essary additional texts to support new modules of the awards specified.

Collections within the LRC:

AVA: the wide selection of DVDs, videos, and cassette tapes, audio visual and editing equipment is supported by the services of a Resources Technician.

Reference: A wide variety of online and print encyclopaedias, directories, year books, atlases,

gazetteers, textbooks, dictionaries & statistical publications. Lending: Course textbooks and general reading are located in this section in addition to

standard academic stock. Short Loan: Books which are in heavy demand are loaned on a day or overnight basis.

New Books: All new books are displayed two weeks prior to going to loan.

Internet: Access to the Internet is available on all terminals in the Learning Resources Centre. The Open University: The College is the regional centre. All OU units are held in the library

for reference use and a loan facility is available. Careers: There is an extensive collection of most university and College prospectuses. Loose-

leaf careers publications from organisations and companies are also available together with careers reference books. The College is a member of AGCAS.

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LRC Services:

• Online catalogues and resources

• Access to Athens and University materials • Photocopying, laminating and binding service is available at nominal cost • Inter-library loans are utilised to obtain resources not available in the LRC • All College computers have Internet access • Book purchases can be made through the College Bookshop • Research • User education • AVA and media services • Reprographic Facilities

External Services:

• Interlibrary loans • Research Service • Business Subscription Service • Computer/Library Subscription Service • Internet and email

Information and Computer Technology

The College provides and IT Helpdesk and Drop-in Centre on campus. The IT Helpdesk is open during the following hours:

Monday 7:45am to 5pm Tuesday to Thursday 7:45am to 7:30pm Friday 7:45am to 4:30pm During holidays IT support is available by telephone or visit to the IT office

The College operates a 4 year rolling replacement policy for the purchase of the network servers and storage, and a 6 year policy for laptops and desktop workstations. Where appropriate older equipment is upgraded and utilised in non-critical areas of the College. This policy ensures that the hardware specification maintained is sufficient to run up to date versions of both generic and specialised software applications.

There are approximately 800 computers and laptops for student use. The Learning Resource Centre also stores laptops, projectors and cameras that can be booked out by staff and students.

A wide range of generic and specialist software is available to students including: • Microsoft Office 2013 Professional with Visio • Adobe CS6 Design Premium • Office 365 email and SkyDrive Pro file storage • AutoCAD Suite including Revit and Inventor • SolidWorks • ILT software including Mind Genius, Hot Potatoes and My Corkboard

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ILT and Blended Learning

Pembrokeshire College has a strong tradition of utilisation of new technologies. A Moodle Virtual Learning Environment (VLE) is provided for teaching resources and is well utilised. Furthermore, there has been a transition by all lecturers to electronic Individual Learning Plans (eILPs) which are delivered as a component of the Moodle system.

All classrooms and most workshops are equipped with permanent electronic whiteboard, projectors and networked PCs, the use of these electronic teaching aids is embedded into teaching practice.

There is full wireless network coverage in both the main campuses. Students have access to the Open Campus wireless network, and the College is currently rolling EduRoam out across all its sites.

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3.1 Health and Safety

The College places great importance upon the health and safety of its students and staff, and all facilities are provided and operated in accordance with safe operating practices. However, in all matters of safety each individual has a responsibility for personal safety and well-being. It is important for everyone to be aware of potential hazards and of ordinary safety measures. Any matters of concern should be brought to the attention of a member of Staff.

In the case of Work Based learning, it is vital that students ensure that all activities are performed within the safe working procedures and vetting and monitoring guidelines established by their employer. In case of doubt, any issue of concern, should be brought to the attention of the Course Tutor or Curriculum Area Manager, and clarification sought before proceeding with the activity.

3.2 Fire evacuation procedures

If the FIRE ALARM sounds and the BEACONS flash:

Leave the building by the nearest exit

DO NOT stop to get your things

Evacuate the building and go to nearest assembly point (see map).

DO NOT use the lift

Wheelchair users – go to the REFUGE area by the stairs

Trained staff will help with EVAC chairs

Go to your assembly point and stay there

Fire marshals will check their areas and report to the Health and Safety Officer

DO NOT drive any vehicle from the College car parks, staff and students waiting at the assembly points could be put at risk. You may also stop the fire engine from entering the Col- lege.

Do not re-enter a building when the alarm stops: There may still be DANGER!

Wait for instructions from a Fire Marshall

Action to be taken by a person discovering a fire

break the glass in the nearest red box

send someone to dial 9 999 – they can give the details of the fire

General evacuation of the building

Any students with difficulty walking (e.g. anyone temporarily using crutches) should wait until the room has been emptied before making their way to the exit, assisted by a third party if required.

SECTION 3. HEALTH & SAFETY AND EMERGENCY PROCEDURES

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PEEPS Personal Emergency Egress Plan If you are likely to have difficulty leaving the building in an emergency due to illness or infirmity , please ensure the learning support manager is informed, so that a personalised plan can be put in place.

College First-Aiders For a first aider please contact the College reception on extension 444.

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This section outlines details of your Foundation Degree programme, the individual components, referred to as “modules” and offers an overview of the academic regulations. Should you have any queries, please contact your Course Tutor or Curriculum Area Manager at the College, or the appropriate staff listed in Section 2.1.

Should you have queries relating to the University, you are advised to contact the University’s Link Tutor or the Foundation Degree Administrators (See Section 2.1).

4.1 Programme Overview

To achieve a Foundation Degree (FdEng) you will follow a programme of modules totalling 240 credits normally over a three-year period. However it might be possible for some students to complete the course within two calendar years. .

Your academic programme will be taught, primarily, at the Pembrokeshire College, but it is also structured in such a way that a sizable portion of the programme will be based at your place of work. These are termed “work-based learning modules”. A full section is devoted to this form of learning (see Section 6).

The College will arrange opportunities for students to visit the University for Open Days etc. during which they can have appropriate access to laboratories and facilities in the College of Engineer- ing.

SECTION 4. YOUR ACADEMIC PROGRAMME / COURSE

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4.1.1 Delivery Structures and Module Descriptors

Please note that some modules below are designated as “CORE” modules. Students MUST achieve an overall average of at least 40% in all core modules.

FOUNDATION DEGREE IN ELECTRICAL/ELECTRONIC ENGINEERING DELIVERY STRUCTURE

YEAR 2, TAUGHT ELEMENT OVER 34 WEEKS (90 credits)

TITLE CODE LEVEL CREDITS HOURS

FdEng Engineering Analysis EGF201 Core 5 20 68+132

FdEng Power Engineering EGF116 Core 4 10 51+49

FdEng Signals and Systems EGF117 (Non Core)

4 10 51+49

FdEng Electronic Circuits EGF207 Core 5 10 34+66

FdEng Advanced Design EGF211 (non Core)

5 20 34+166

FdEng Advanced Electrical

Principles

EGF208 Core 5 10 34+66

FdEng Business Management EGF214 (Non Core)

5 10 34+66

WORK-BASED LEARNING ELEMENT (50 credits)


FdEng Industrial Project 1 EGF118 Core 4 10 34+66




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FOUNDATION DEGREE IN MECHANICAL ENGINEERING - DELIVERY STRUCTURE

YEAR 1, WORK-BASED LEARNING ELEMENT (10 credits)




FdEng Strength of Materials EGF111 Core 4 10 34+66

FdEng Fluid Mechanics EGF109 Core 4 10 51+49

FdEng Thermodynamics EGF110 Core 4 10 51+49

FdEng Mechanical Properties

of Materials

EGF206

(Non Core) 5 10 34+66

FdEng Advanced Design EGF211

(Non Core)

5 20 34+166


5 10 34+66




EGF118 Core 4 10 34+66




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FOUNDATION DEGREE IN PROCESS OPERATIONS AND MAINTENANCE

DELIVERY STRUCTURE




FDEng Plant Maintenance EGF212 Core 5 10 34+66

FdEng Fluid Mechanics EGF109 (Non Core)

4 10 51+49

FdEng Thermodynamics EGF110 (Non Core)

4 10 51+49

FD Eng Process Safety EGF200 5 20 68+132

FdEng Engineering Manage-

ment 1

EGF209 (Non Core)

5 10 34+66


ment 2

EGF210 (Non Core)

5 10 34+66







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FOUNDATION DEGREE IN INSTRUMENTATION ELECTRONICS - DELIVERY STRUCTURE




FDEng Instrumentation and

Control Systems 2

EGF213 Core 5 20 68+132

FdEng Signals and Systems EGF117 Core 4 10 51+49

FdEng Electronic Circuits EGF207 (Non Core)

5 10 34+66

FdEng Plant Maintenance EGF212 (Non Core)

5 10 34+66


ment 1

EGF209 (Non Core)

5 10 34+66


ment 2

EGF210

(Non Core) 5 10 34+66






FdEng Industrial Project 4 EGF215 Core 5 10 2 + 98

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FOUNDATION DEGREE IN ELECTRICAL AND POWER SYSTEMS - DELIVERY STRUCTURE




FdEng Electronic Circuits EGF207 Core 5 10 34+66

FdEng Power Engineering EGF116 Core 4 10 51+49

FdEng Signals and Systems EGF117 (Non Core)

4 10 51+49

FdEng Advanced Electrical

Principles

EGF208 Core 5 10 34+66

FdEng Advanced Design EGF211

(Non Core)

5 20 34+166


5 10 34+66







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Programme Tables

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Module Title and Level Code Credits FdEng Fluid Mechanics 4 EGF109 10 FdEng Thermodynamics 4 EGF110 10 FdEng Strength of Materials 4 EGF111 10 FdEng Power Engineering 4 EGF116 10

FdEng Signals and Systems 4 EGF117 10

FdEng Industrial Project 1 4 EGF118 10

FdEng Process Safety 5 EGF200 20 FdEng Engineering Analysis 5 EGF201 20



FdEng Mechanical Properties of Mate-

rials

5 EGF206 10

FdEng Electronic Circuits 5 EGF207 10

FdEng Advanced Electrical Principles 5 EGF208 10

FdEng Engineering Management 1 5 EGF209 10 FdEng Engineering Management 2 5 EGF210 10 FdEng Advanced Design 5 EGF211 20

FdEng Plant Maintenance 5 EGF212 10 FdEng Instrumentation and Control 2 5 EGF213 20 FdEng Business Management 5 EGF214 10


Totals 240 240 240 240 240

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4.2 Modules A “module” is a component of the Foundation Degree. Each module has a specific syllabus, learning outcomes and method of assessment. On successful completion of the module, students will be awarded credits. Full details of each module are given in the ‘Module Descriptors’. (See Appendix I )

A standard “taught” module typically involves one 60-minute lecture per week. If passed, it leads to the award of 10 credits. Such a module is designed to demand 100 hours of work from the student. Hence over a 34 week period a typical module would involve 34 hours of lectures plus 66 hours of private study (to cover background reading, continual assessment and, where appropriate, revision and examinations/time constrained assessments).

The module descriptors found in Appendix I of this handbook list the following information;

Credits – how many credits the module is worth

Module aims - what the module covers

Pre-requisites - modules that must have been studied prior to this module

Co-requisites - modules that must be taken along with this one, to facilitate full understanding

Incompatible modules – modules that cannot be taken with this one as they are too similar

Format – how much time in lectures, self study, or practical work

Lecturer(s) – who will deliver the module

Assessment – how it is assessed e.g. what percentage coursework or formal exam

Module content – an overview of the topics covered within the module

Intended learning outcomes – what you should gain from studying the module

Reading list – suggested / recommended books for further reading

Additional notes – giving any additional information

WBL project modules are described in Section 6 below.

A breakdown of the total student effort is given with each module descriptor. Note that different size modules are scaled accordingly.

4.3 Attendance Policy The College will monitor students’ attendance and will take relevant action involving those students whose attendance is deemed to be unsatisfactory. The College expects you to attend all the teaching sessions associated with each module on which you have been enrolled.

If you are absent for any period of time you must provide the College with an explanation for your absence. Wherever possible you should seek permission in advance for any absences.

Full details of the College Attendance Policy can be found on the College Nexus page for Higher Education students.

You must check whether your attendance and progression is part of your contractual obligations with your employer. Where it is a contractual requirements, employers will receive reports on learners’ attendance.

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4.3.1 Learning and Working You are expected to:

Aim for excellence in all you do

Attend all lessons – that is achieve 100% attendance

Report any absence by calling 01437 753199 before 09.30 on each day of absence.

Be on time for all lessons

Take part fully in your course including tutorials, careers guidance, visits, work experience and any additional support arranged for you

Be equipped for all lessons with relevant materials and stationery and have your Student ID Card with you at all times when at College

Complete all your work by the agreed deadlines

Make progress against any targets agreed and set

Work together with other students to achieve your goals

Attend all examinations that you are entered for

Only use the IT facilities as outlined in the IT Acceptable Use Policy

Discuss with your Tutor any intention to change or leave your course

4.4 Procedures for Considering Students whose engagement with the Programme is Unsatisfactory

Students’ attendance and progress will be monitored throughout the academic year. In the event that a student is deemed to have been unsatisfactory in terms of attendance or engagement with the programme, he/she will be invited to an interview with the relevant College Tutor(s). A written record of the interview will be kept on the students EILP for future reference. The aim of the interview will be to determine the reason behind the poor performance and to decide if support can be offered to the student, or in extreme cases of formal action is required.

If formal action is required the matter will be passed to the Disciplinary Officer, Head of Safeguard- ing and Learner Services or his/her nominee. The Head of Safeguarding and Learner Services or his/her nominee may then:-

a) Decide to take no further action b) Arrange for additional support for the student c) To issue a warning to the student that his/her progress is causing concern and that if fur-

ther concern arises, the student may be required to suspend studies or withdraw from the programme.

d) Decide to require a meeting with the student’s sponsor (i.e. employer) before a final decision can be made.

e) Refer the matter to the disciplinary procedure f) Decide that the student should suspend studies or be withdrawn from the programme.

In any event, the student will have a right of appeal (please refer to the appeals procedure in Sec- tion 5.13 ). (below)

4.5 Regulations

All Foundation Degrees, leading to an award of Swansea University are governed by a common set of regulations. These regulations were last reviewed during the Session 2014-15 and are published in this handbook (Appendix II).

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4.6 Professional Accreditation Full accreditation will be sought for the programmes from the Institution of Mechanical Engineers and IET. It is envisaged that completion of the Foundation Degree will satisfy the full educational requirements for Engineering Technician status (EngTech) and will partly satisfy the requirements for Incorporated Engineering status (IEng). Completion of the BEng Degree will satisfy the full educational requirements for Incorporated Engineer status and will partly satisfy the requirements for Chartered Engineer status (CEng).

A summary of the progression through the scheme is shown in Table 1 below.

Table 1

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5.1 Background

The University regulates the awarding of credits and the Foundation Degree itself to successful candidates, by means of its “Assessment Regulations”. It has also published a Feedback and As- sessment Policy to ensure the assessment is fair, is designed to support learning, and that students can learn and improve their performance through feedback.

This chapter summaries the regulations and policies governing assessment and examinations, but students are advised to read the Assessment Regulations which are appended to this Handbook.

(The Assessment Regulations can also be found in Appendix III)

5.2 Assessment Methods (Taught Modules)

Each module is assessed using a mixture of formal examination and coursework. The precise mix is detailed in the module descriptors in Appendix I. Further details on the methods of assessing the modules will be given to students at the beginning of each module and such details will include:

Assessment methods and weighting

Methods of Submission and deadlines

Dates for assessment feedback and method of feedback (within 3 weeks of submission)

5.3 Coursework/Assignments

Coursework is normally assessed using written assignments. Assignments may also include practical activities. Every effort will be made to spread the assignment deadlines throughout the year but students should inform the Curriculum Area Manager of any serious clashes. Staff will endeavour to provide feedback to students within three weeks of the submission date and you should learn from such feedback to improve performance in the next assignment. Students should be aware that the College will keep submitted work for verification purposes but students are advised to keep copies of their submissions for their own reference when reviewing feedback.

Students are advised to read the sections on unfair practice and plagiarism, terms used for offences of Academic Misconduct (See paragraph 5.10).

The Module Tutor will advise students of the submission date and method for their assignments. In every case, the submission will be date recorded by a verifiable method.

A zero tolerance on late submission of work is in operation i.e. zero marks are awarded if work is handed in late. However, Candidates who are prevented from meeting such deadlines due to extenuating circumstances may apply for consideration to be granted an extension (See paragraph 5.12 below). The College and the University are keen to be informed of the challenges which you might be facing so that adjustments might be put in place. It is therefore essential that you inform appropriate staff of your extenuating circumstance, as soon as they arise.

SECTION 5. EXAMINATIONS AND ASSESSMENT MATTERS

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5.4 Practical Work Practical work is integrated into the modules to reinforce taught material and to train students in experimental and design techniques, the use of test and measurement equipment, the interpretation and presentation of experimental data and generally to develop their skills. Details are given in the module descriptors.

Specific rules and regulations regarding the performance of practical tasks will be laid out in the task instructions. However, students should be familiar with the following:

You cannot work in a laboratory or workshop without a member of staff being present.

Ensure you are aware of any risks or hazards associated with the experiment, exercise, laboratory or workshop where you are working.

Do not carry out any practical work until instructed by an appropriate member of staff. In the case of project work or site visits, a risk assessment form should have been completed.

Wear appropriate clothing for the exercise or site visit being conducted. Note: certain laboratories or workshops may require that you wear approved protective clothing. If needed, you will be responsible for providing your own protective footwear.

Report faults or accidents to a member of staff immediately

Food and drink is not permitted in any laboratory, workshop or computer room at any time.

Behave sensibly - foolhardy behaviour will lead to exclusion from the laboratory, workshop or exercise.

Keep you work area tidy. Ensure you leave the laboratory or workshop in a good order with all tools and equipment returned to their proper place.

By their nature, modules with a high level of practical content require regular attendance. Supple- mentary examinations in August are often not available for these modules. Thus failure in these modules, based on poor work or attendance, may prevent progression to the following academic year.

5.5 Formal Examinations (including Time Constrained Assessments)

The conduct of examinations is governed by strict rules, set by the College and the University, which include rules on absence from examinations, conduct during an examination, academic misconduct and plagiarism. Such rules will be made available to you during the course of your studies and before each formal examination, time constrained assessment.

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5.5.1 Examinations Procedures

Candidates must make sure that the College is made full aware of any extenuating circumstances which might have affected their studies and preparatory work leading up to any assessment (see Section 5.12). Candidates are responsible for checking their examination timetables carefully when they are published to ensure that all the examinations that they are due to sit are scheduled. Any problems should be reported to the Course Tutor concerned, or to the Curriculum Area Manager within the College.

Students who are entitled to receive specialist exam arrangements should make themselves known to the specialist support tutors well in advance of the examination.

No additional time will be given for any candidate arriving after the start of the examination.

Candidates must ensure that they take their Identity Card to the examination venue on all occasions and display it clearly on the desk during the examination. Candidates must also complete an attendance slip.

Candidates must ensure that they do not engage in any form of academic misconduct, whereby they take action which may result in them obtaining for themselves or others an unpermitted advantage. For instance:

No mobile phones, pagers or any other unauthorised electronic device are allowed in examination rooms. Unauthorised possession of a mobile phone or a prohibited mobile device which has not been used or where there is no evidence of it having been used will be reported to the appropriate staff member;

No unauthorised material should be taken into examination venues;

The passing of notes or exchange of materials is strictly prohibited;

No talking or communication with other candidates is permitted. (see Section 5.10).

Candidates are only allowed to take permitted aids for their examination into the examination venue. These aids (e.g. pencils, biros) must be carried in a clear transparent pencil case or “Poly Pocket” which will be examined on entry to the examination venue.

Candidates shall use only the official stationary provided – all rough work shall be done on stationary provided and handed in with the completed script. No script, rough work or official stationary may be removed from the venue. Students must not have in their possession in the examination room, nor make use of, any book, manuscript, electronic device, or any other aid which is not specifically allowed in the rubric of the examination paper. If calcula- tors are permitted, they will be provided by the College.

If you have been observed acting in breach of examination regulations you will be given a formal written warning. You will also be warned that if you are disruptive and act in a manner that is likely to disturb other students you will be required to leave the venue immediately. You will not be readmitted for this examination and the incident will be reported to the Chief Invigilator of the College, who is responsible for considering any cases of academic misconduct (see the section on ‘Academic Integrity and Academic Misconduct’ later in this handbook).

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5.6 Grading Criteria used for Assessment

The following criteria are adopted for assigning marks for assessed work for Foundation Degree students:

Mark (%) Grade Examination/Assignment Work - Indi- cators

100 – 80 Distinction Factually virtually faultless; clearly directed; comprehensive coverage; good evidence of supplementary reading; very well written

79 -60 Merit Factually sound to faultless; clear and logical; good evidence of outside reading; good to very good coverage; clearly written.

59-40 Pass Information limited to lecture material with possible inaccuracies; broadly relevant to the question but some key facts missing; little or no sign of outside reading; ex- pression / style / grammar – poor to mod- erate

39 -0 Fail Poorly directed at the question or even irrelevant; many errors or little or no factual content; no outside reading; Poor ex- pression / style / grammar

5.7 Classification of Foundation Degree

The University’s Progression and Awards Board will refer to the student’s overall performance throughout the programme. It will ensure that each candidate meets the University’s published requirements for an award, and any additional programme requirements, published in this Hand- book. The percentage mark for each module will be recorded and an overall weighted average mark will be calculated. (The weighted overall average means that, for instance a 20 credit module will be given twice the weighting of a 10 credit module.) The overall average for the 240 credits will be compared with the following table to arrive at a classification for the Foundation Degree.

The following classifications, based on the weighted average mark over all 240 credits, will be:

0 to 39% Fail

40 to 59% Pass

60 to 79% Merit

80 to 100% Distinction

5.8 Exit Qualification

Students who achieve at least 120 credits at Level 4 or 5 but do not complete their programme will be eligible for a Certificate of Higher Education.

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5.9 Progression

In order to proceed to the next year of the programme, or to graduate, you should aim to pass all modules, i.e. achieve at least 40% in each module. It is possible to progress with 20 credits below 40% as long as the marks achieved are at least 30% and the modules are not designated as “CORE” modules. The details of which modules are core for each scheme are listed on P18.

The majority of students are expected to pass the year at the first attempt. This assumption is based on the performances of student on University Foundation Degrees, to date.

However, the few students who fail to proceed at their first attempt may have up to three further attempts to redeem their failed modules during the particular year of study contingent upon the support of the employer or sponsor. Examination re-sits will be held in August. The progression rules and regulations governing re-sitting are given in Appendix III.

Students who fail to sit an examination due to extenuating circumstances, which are accepted by the examination board, will normally be required to sit the exam during the August re-sit period. If this is the first attempt at the paper then the marks will not be capped at 40%.

Students will be notified of their performance for the year as a whole, early in the summer vaca- tion. Some indication of performance may be given earlier, as feedback, but any such information is provisional, subject to ratification by formal University examination boards, which meet at the end of the summer term.

Students who fail to progress to the next year (or fail to graduate at the end of the final year) may, at the discretion of the Examination Board, (subject to the support of the employer, if relevant) be offered the opportunity to re-sit the entire year. Students will be given the option of applying to repeat only the failed modules.

Full details of the assessment regulations for these degrees can be found in Appendix III.

Please note that these regulations take precedent over the University’s Assessment Regulations because of the stricter requirements of the Professional Accreditation Body.

5.10 ACADEMIC INTEGRITY AND ACADEMIC MISCONDUCT

Academic Integrity

Academic integrity reflects a shared set of principles which include honesty, trust, diligence, fair- ness and respect and is about maintaining the integrity of your work and your award. Academic integrity is based on the ethos that how you learn is as important as what you learn.

Academic integrity is based upon a number of core principles. This means:

Taking responsibility for your own work and studies;

Respecting the opinions of others, even if you do not agree with them;

Respecting the rights of others to work and study within the ‘learning community’;

Acknowledging the work of others, where it has contributed to your own studies, research or publications;

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Ensuring that your contribution to group work is represented honestly;

Supporting others to behave with academic integrity;

Following the ethical requirements and professional standards appropriate to the discipline;

Avoiding actions which would give you an unfair advantage over others;

Ensuring that the results of research or experimental data are represented honestly;

Complying with the assessment requirements.

Academic integrity is the guiding principle for all student assessment, from taking exams, making oral presentations, or writing assignments, dissertations or theses for assessment.

The College and University is committed to providing support and guidance to students on study skills, to reduce cases of accidental plagiarism and you are advised to seek further advice from your Personal Tutor if you are in any doubt as to what is required.

Academic Misconduct Students should refer to the College’s disciplinary procedures, which include dealing with cases of academic misconduct, a summary copy of which is included on the Nexus page for Higher Educa- tion students and is available as Appendix IV.

For students, academic misconduct occurs when the principles and values of academic integrity are not adhered to and will often include an attempt by a student to gain an unfair advantage in assessment.

Academic misconduct is defined as any act whereby you attempt to obtain for yourself, or for another person, an unpermitted advantage. This shall apply whether you act alone or in conjunction with another/others. An action or actions shall be deemed to fall within this definition whether occurring during, or in relation to, a formal examination, a piece of coursework, or any other form of assessment undertaken in pursuit of an academic or professional qualification of the University.

Examples of academic misconduct under examination conditions (this list is not exhaustive).

It is academic misconduct to:

introduce into an examination room any unauthorised form of material such as a book, manuscript, data or loose papers, information obtained via an electronic device or any source of unauthorised information;

copy from, or communicate with, any other person in the examination room, except as au- thorised by an invigilator;

communicate electronically with any other person during an examination;

be in possession of any electronic device capable of communicating with other devices or other people during an examination;

impersonate an examination candidate, or allow yourself to be impersonated;

present evidence of special circumstances to examination boards which is false, or falsified, or which in any way misleads or could mislead examination boards;

present an examination script as your own work when the script includes material produced by unauthorised means.

You are only allowed to take permitted aids for your examination into the examination venue. These aids (e.g. pencils, biros) must be carried in a clear and transparent pencil case or “poly pocket” which will be examined on entry to the examination venue.

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Examples of Academic Misconduct in Non-examination Conditions Plagiarism is defined as using, without acknowledgment, another person's work and submitting it for assessment as though it were your own work; for instance, through copying or unacknowl- edged paraphrasing. This constitutes plagiarism whether it is intentional or unintentional. A list of illustrative examples is included in the full regulations.

Self-Plagiarism is not recognised in Swansea University regulations. The College is expected to take steps to ensure that the design of programmes/modules/assessments does not allow students the opportunity to submit the same work twice. In addition, the College should take steps to inform students that they cannot submit work or sections of their work on more than one occasion. A statement to this effect should be included on the coursework submission form. Where a stu-

dent has self-plagiarised work, the College will mark the work in accordance with the normal marking criteria.

Collusion is defined as two or more students or other persons working together without prior authorisation in order to gain unfair advantage and to produce the same or similar piece of work and then attempting to present this work entirely as their own.

Commissioning of work is the act of paying for, or arranging for another to produce, a piece of work which is then submitted for assessment as though it were your own work.

Falsification of the results of laboratory, field-work or other forms of data collection and analysis also constitutes academic misconduct.

5.11 Referencing You will be provided with guidance on acceptable referencing techniques. Further guidance is available on the College Nexus page for Higher Education students or by contacting the LRC officer/ specialist support tutors for individual support and guidance.

5.12 Students with Extenuating Circumstances

5.12.1 Submission Deadlines

It is understood that, from time to time, students may be unable to meet submission deadlines or attend for time constrained assessments or examinations for genuine reasons i.e. health problems, work requirements, family issues including bereavement involving a close relative.

Students and staff are advised to consult to the Head of Safeguarding and Learner Services with regards to all matters concerning Extenuating Circumstances. Forms for application are available on the HE Nexus page.

All applications should be submitted in a timely manner and be accompanied by evidence from an appropriate third party. Please contact:

Maxine Thomas Head of Safeguarding & Learner Services

01437 753245 [email protected] 07989 430703


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5.12.2 Continuous assessment, including time constrained assessments

Candidates, who are prevented from meeting deadlines for continuous assessment, which includes time constrained assessments and compulsory attendance at practical classes, due to extenuating circumstances may apply to the Head of Safeguarding and Learner Services for consideration of the circumstances, but you should do so before the deadline for submission (for coursework) or before the date of the time constrained assessment wherever possible.

The ‘Extenuating Circumstances Form’ can be obtained from the College Nexus page or is available for download on Blackboard. Only in very exceptional cases will a form be considered after the deadline.

The College Extenuating Circumstances Panel will assess each case on an individual basis and decide whether an extension or exemption is possible. Students will be informed of this decision by the Head of Safeguarding and Learner Services.

The College reserves the right to consult with colleagues at Swansea University on any case, before taking a decision.

Please note:

I. Students are required to apply for extenuating circumstances for each and every item of

assessment affected by their circumstances;

II. Wherever possible, the form must be submitted AHEAD of the deadline or time constrained assessment, but must be submitted within 24 hours. Forms submitted after this time (other than in very exceptional circumstances) will not be accepted;

III. Third party evidence must be provided at the time of submission (e.g. doctor’s, death cer-

tificate or employer’s note) but this can be done after submitting the form, if necessary;

5.12.3 End-of-year examinations

If you are unable to attend examinations due to extenuating circumstances or feel your performance has been significantly affected by extenuating circumstances, a claim for deferral must be submitted to your College either in advance of the examination date or within five working days of the examination taking place. Applications for examination deferrals are submitted, using an ‘Exam Deferral Form’, to the Head of Safeguarding and Learner Services. This form can be obtained from the Nexus Page or is available for download on Moodle.

Your request will be considered by the Head of Safeguarding and Learner Services and by the Link Tutor of Swansea University. Students will be informed of the decision by the Head of Safe- guarding and Learner Services.

Please note:

I. Any request for an examination deferral submitted beyond five working days of the date of

the affected examination will not normally be considered;

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II. Students are required to apply for extenuating circumstances for each and every examination affected by their circumstances;

III. Evidence must be provided (e.g. doctor’s or employer’s note) at the time of submission.

IV. If extenuating circumstances are accepted for an examination that has been partially or ful-

ly sat, either (a) the paper will not be marked or (b), the mark will be set to zero;

V.

VI. If the Exam Deferral Form is accepted, the student will be given another ‘deferred attempt’ at the examination in August.

VII. Requests for the deferral of examinations during the re-sit period will be considered on an individual basis and in full consultation with the employer. Students must note that normally no opportunity will be given to redeem failures or non-completion of modules beyond August.

5.13 Appeals Procedure

An academic appeal is defined as a request for a review of a decision of an academic body charged with decisions on student progression, assessment and awards. These appeals procedures are relevant for candidates wishing to appeal against a decision taken by an Examination Board in the following instances:

Candidates who are prevented from continuing with their studies part-way through a year or

part of a programme. Candidates who fail to qualify to proceed to the next year or stage of their programme at

the end of the academic year. Candidates who have completed their programme but who wish to appeal against the result

or candidates who are dissatisfied with the award of an exit qualification of the University. Where the implications of the progression decision taken by the Examination Board may

have a significant impact on the student’s overall result (e.g. capping of marks). All appeals are subject to an initial filtering process. Any appeals based on the grounds of extenuating circumstances not previously disclosed to an Examination Board will be dismissed at the filtering stage unless compelling reasons are shown as to why these could not have been previously disclosed. Candidates who have been granted supplementary (re-sit) examinations shall not be permitted to submit an appeal against that decision.

Full details of the College Appeals Policy can be found on the Nexus page for Higher Education students and attached in Appendix VII.

We will endeavour to deal with all valid appeals within the College. However, if an acceptable conclusion cannot be achieved, students will have the opportunity to request Swansea University to review the College’s decision via the University’s Final Review Procedures:

http://www.swansea.ac.uk/academic-services/academic-guide/conduct-and- complaints/final-review-procedure/

http://www.swansea.ac.uk/academic-services/academic-guide/conduct-and-

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6.1 Overview

Work Based Learning aims to develop your ability to apply the knowledge and skills that are developed in a workplace environment by completing work-based activities. WBL provides an opportunity for you to integrate and apply the skills and knowledge developed, both in the real workplace and in the classroom, into a major piece of industrially relevant work.

6.2 Work Based Learning Modules

Foundation degree schemes have 4 modules of WBL during Year 1 and Year 2 and extending into Year 3:

EGF118 FdEng Industrial Project (1) Brief/Plan Year 1 10 credits EGF202 FdEng Industrial Project (2) Investigation Year 2/3 20 credits EGF203 FdEng Industrial Project (3) Implementation Year 2/3 20 credits EGF215 FdEng Industrial Project (4) Evaluation Year 3 10 credits

6.3 Academic and Industrial Support

With WBL, there will be both a Module Tutor for each WBL module from the College and an In- dustrial Mentor in your workplace. The Module Tutor(s) will have the overall responsibility for the provision and delivery of the relevant teaching and learning material for the modules and will also be responsible for the final marking of the assessments associated with the modules.

The Industrial Mentor will be a mutually agreed person at the workplace who is deemed capable of providing you with appropriate advice and guidance as necessary to assist you in the understanding and completion of your Work Based Learning. The mutual agreement for the Industrial Mentor will be between the Module Tutor(s) and the student studying on those modules. The In- dustrial Mentor will be able to provide feedback on your performance and participation in the WBL to the Module Tutor, but will not be formally involved in the marking of the assessments for the modules.

The WBL delivery starts with an initial meeting at the College between your appointed Industrial Mentor and academic Module Tutor who will agree individual work plans with you and will discuss with you the content, delivery and assessment of the module. Other face-to-face meetings will take place at least once during this module to discuss issues, clarify aims and objectives as well as discuss progress made.

You will be interested to know that Industrial Mentors will undergo induction and training within the roles they are required to undertake. This training will take place annually, normally prior to the commencement of the course and will be supported by guidance notes.

SECTION 6. WORK BASED LEARNING

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6.4 Assessment You will compile your work portfolio over the period of the modules and submit individual assessment sections as and when required. The Module Tutor will continue to support you with lecture material, tutorials and examples using the appropriate media. The WBL modules are continually assessed using a portfolio of evidence, including:

Research reports

Project brief

Project planning

CAD drawings and/or other graphical information

Oral presentations

Formal written reports

Log books

The Module Descriptors in Appendix I of this handbook show the assessed criteria. It is your responsibility to keep copies of all evidence and record all activities performed whilst carrying out the WBL tasks. The quality of the detail recorded in your log book forms a significant part of the overall assessments.

The method of redeeming the failure of a WBL module is to re-submit the assessed element(s) that do not meet the threshold standard based on supportive feedback on how to improve the quality of the submission.

6.5 Work Based Learning Roles In order to ensure the success of WBL it is important to recognise that each person involved in learner mentoring has an important role to play. The roles and responsibilities of the College Tu- tors, Employer, Mentor and Student need to be made clear at the start of the mentoring process. This needs to be established at an initial meeting involving the Tutor, Mentor and Student to develop a ‘Learning Contract’ (see Section 6.6).

6.5.1 Student

Unlike traditional classroom based teaching, where your Tutor can keep your engagement in the learning activities under constant observation, WBL relies on you having the maturity and self- motivation to complete the assigned tasks and activities. You have an opportunity to influence the depth of learning that you achieve. It is a clear case of “the more you put into it, the more you will get out of it”. Take the opportunity to question your education team (Mentor and Tutor(s)). Re- member, the syllabus is a starting point and is not intended to constrain you. As your assessed work will be in the form of a portfolio of evidence, it is vital that you keep good up-to-date records of your work and maintain a log book of all WBL activities. Don’t forget that your log books will themselves form part of your evidence. It is also good practice to ensure that your Supervisor or Industrial Mentor countersigns records of observed practical activities where appropriate. (Please note that false entries might be construed as academic misconduct, so ensure that all logs of activities are accurate.)

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Ensure that you understand the tasks assigned to you. If you are not sure, seek clarification as soon as possible.

If, due to unforeseen circumstances, it becomes apparent that a task is not achievable, this must be brought to the attention of your Industrial Mentor and your College Tutor at the earliest opportunity.

You will need to establish a very good working relationship with your Industrial Mentor. Your Men- tor is there to help you achieve your potential. You will need to:

Listen to the advice given by your Industrial Mentor

Be honest with your Mentor – if you are stuck say so

Pay attention to the agreements you make regarding your WBL activities – do not become side tracked

Keep your Mentor informed of progress.

6.5.2 Industrial Mentor The Industrial Mentor is an employee within the company and the Mentor’s primary role is to help the student develop his/her knowledge and skills within the workplace In general, the Mentor’s role will be to:

Ensure suitable supervision is offered as the Student undertakes WBL practical activities.

Provide guidance and encouragement to the student.

Facilitate the procurement of resources required for the WBL activities within the organisation

Liaise with the Module Tutor and provide feedback regarding the Students’ progress.

Attend mentor training

6.5.3 Employer It is expected that students will be employed within a wide variety of organisations, from small to medium or multi-national companies. As such, employers will find that they may have single, or several students engaged in the WBL programmes at any one time. Larger organisations may have dedicated training/development departments, which may act as the sponsor for the students in which case the employer roles may be spread over several personnel. In smaller companies there may be a single person performing all of the employer roles. However in all cases the following Employer roles/ responsibilities are envisaged:-

1. To ensure that the Student has the opportunity to attend all agreed lectures at the Colleges

(this is expected to be one day per week during term time). 2. To provide access to the facilities identified and agreed (between the Student, Industrial

Mentor and College Tutor) to allow the student time to complete the assigned WBL tasks. 3. To provide a Mentor for each student with the suitable skill levels 4. To allow the Mentor

a. time for mentor training b. time for supervising and providing feedback to the Student c. time and opportunity for providing feedback to the College

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6.5.4 College Tutor(s) The College Tutor(s) will:

Ensure that a suitable Mentor has been assigned for each student.

Ensure that the Mentor receives mentor training.

Ensure that a ‘contract’ is in place between the College, Employer, Mentor and Student out- lining the scope and requirements of the WBL activities.

Set goals for the mentoring process

Ensure that the Mentor is fully aware of the expected outcome from the WBL activity (i.e. assessment criteria etc)

Provide access to any College tools required by the Student or Mentor

Liaise with the Mentor on a regular basis (arrange at least two face-to-face meetings per year to review progress and any issues arising).

6.6 Work Based Learning Contract

In order to ensure the success of a work based learning activities, it is necessary to obtain an agreement between all interested parties with regard to their relative roles and responsibilities. A work based learning contract identifies the specific tasks and outcomes expected, along with the key dates for the deliverables. It lays out the resources required and any key actions that need to be in place to allow you to successfully complete your project(s).

A sample copy of a contract form is included on the following page.

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WORK BASED LEARNING CONTRACT EXAMPLE

EGF118 FdEng Industrial Project 1 (WBL)

Credits: 10

Module Aims: To develop Engineering skills through industrially-driven project work, undertaken within the student’s own industrial environment. This is Part 1 (project proposal) of a four-part project.

Intended Learning Outcomes: After completing this module, the student should be able to demonstrate:

A knowledge and understanding of how to carry out appropriate background research in order to develop a project brief and a full specification. An ability to apply appropriate project planning methods for effective project delivery. An ability to produce a preliminary report, which is well structured and meets the requirements for effective and efficient technical report writing.

Project Title:

Project Description:

Tasks to be completed: 1. 2. 3 etc.

Resources Required from Employer:

Resources Required from College:

Review Dates: 1. 2. 3. 4. etc.

NAME SIGNATURE DATE

Student:

College Tutor:

Industrial Men- tor:

Employer:

6.7 In Conclusion

WBL is an essential element of the Foundation Degree and contributes a significant amount to your final degree classification (i.e. pass, merit or distinction). Don’t worry, you will be closely su- pervised and supported during the WBL modules and, since it is likely to be part of your current role, your company will be extremely supportive as well. At the beginning of both years of study, you will be given a formal lecture on the WBL elements for that year and there will be ample opportunity to ask questions and clarify any issues that you might have.

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7.1 General Regulations

Students will be expected to abide by the General Regulation of Pembrokeshire College and, where relevant, the University.

The General Regulations govern issues such as:

Attendance and Engagement with the programme

Behaviour and conduct

Use of IT

Payment of fee (if relevant)

Use of the Library

The General regulations are available from the College’s and the University’s website or Learning Environment:

www.pembrokeshire.ac.uk

http://www.swansea.ac.uk/academic-services/academic-guide/undergraduate-award- regulations/general-regulations/

By enrolling as a student of the College and the University you agree to abide by these regulations. It is, therefore, important that you familiarise yourself with these regulations.

This section summaries some of the regulations and the procedures which will be used, if for instance you decide to suspend your studies, or withdraw from the University.

More importantly you will be informed how the College will communicate with you and seek your views on your learning experience.

The disciplinary procedures are also explained below.

7.2 Your Voice Matters

You are an equal partner in a community of learning at your College. We need you to be actively involved in helping us to ensure an excellent student learning and study experience, through high quality learning and teaching.

7.2.1 Class Visits

To ensure that the high standards of teaching and learning within the College are maintained, class visits will take place on a termly basis by a member of the Curriculum Cluster Management team, which allows students to give their opinion, anonymously, on the quality of the lectures, tutorials and practical classes. The visits are reviewed by the Curriculum Cluster and actions taken to address any concerns.

SECTION 7. COMMUNICATION AND GENERAL PROCEDURES

http://www.pembrokeshire.ac.uk/

http://www.swansea.ac.uk/academic-services/academic-guide/undergraduate-award-regulations/general-regulations/

http://www.swansea.ac.uk/academic-services/academic-guide/undergraduate-award-regulations/general-regulations/

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The College Foundation Degree Staff-Student Consultative Committee provides a further means for students to express views and opinions on all aspects of the operation of the College and its FdEng programmes. Student representatives are elected from all years of study in all programmes to sit on the Committee, which normally meets once per term.

Any problems requiring more immediate attention should be brought either to the member of staff concerned directly or the Curriculum Area Manager. Any problem which is not resolved satisfacto- rily through these channels may be taken to the Head of safeguarding and Learner Services.

7.2.2 Why are surveys important?

The data you provide us about your student experience by completing surveys, or responding to oral feedback sessions, is vital to the College and the University’s future development of Founda- tion Degrees, and is one key way in which you can influence change. We use the information to develop an action plan each year to support better students’ learning.

7.2.3 What can I change?

Your views really do matter! We can only improve things for you when you tell us where we need to improve – make sure you tell us as soon as possible if you think we need to do better, but also tell us the things you think we do well. You can do this at any time through your student representatives. The College is, therefore, keen to receive your compliments, comments and concerns.

7.3 Communication between Staff and Students

The College will communicate with you by the following means:-

Letter – Sent to your home address as captured on the College internal data system. It is your responsibility to ensure that the College is kept up to date regarding any changes to your contact details.

E-mail - Emails will be sent to your College Outlook account. You should check this daily.

Telephone – In the event that we need to contact you urgently, we will call the telephone numbers stored on the College internal data system. Again, it is your responsibility to ensure that the College is kept up to date regarding any changes to your contact details.

Providing access to all up to date policies, processes, procedures and forms on the Col- lege Nexus page for Higher Education students.

Publish lists of examination dates.

College Staff may be contacted using their internal College e-mail. If using the internal e-mail system their address may be found in the e-mail address book. In general the format is “first initial. Surname @pembrokeshire.ac.uk” for Staff at the College. e.g. John Smith would be [email protected]

Staff may also be contacted by telephone – Refer to Section 2.1, including details of the Link Tu- tor.


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In a similar way, the University may contact you by letter, email and/or telephone and you will be required to provide the University with an appropriate mailing address, email address and telephone number.

Contact details for the University staff are also to be found in Section 2.1

Furthermore, you are required to notify both the College and the University if any of your contact details change.

7.4 General Conduct and Behaviour

All students must adhere to the Student Code of Conduct. The Code of Conduct is an agreement between you and the College, which outlines the behaviour we expect from you while you are enrolled at the College.

7.4.1 Commitment to adhere to University Regulations

You are expected to adhere to the College standards expected for students which are outlined in the student agreement. The agreement will be discussed with you on enrolment.

7.4.2 Behaviour

You can find out more about the behavior expected and the support available by reading the following Col- lege policies and procedures:

The Bullying and Harassment Policy

The IT Acceptable Use Policy

The Student Disciplinary Policy

The Equality and Diversity Policy

The Student Absence Procedure.

Information on these policies is available from the college Nexus page for Higher Education students:

www.pembrokeshire.ac.uk


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7.5 Complaints Procedure Students are encouraged to share their views and their educational experiences, whether these are compliments, constructive comments/criticisms, or complaints.

Students have the right to make complaints in respect of their experience at the College, including relationships with all staff, fellow students, or services provided by the College or the University. Further details of the procedure are available on the College Nexus page for Higher Education students. Note that this procedure does not deal with academic issues, those are dealt with via the appeals procedure. These procedures can also be found as Appendix VII.

If having exhausted the College’s complaints procedure, a student feels that his/her complaint has not been dealt with fairly by the College, he/she has the right to take his/her complaint to Swansea University where it will be dealt with through Swansea University’s Final Review Procedures:

http://www.swansea.ac.uk/academic-services/academic-guide/conduct-and-complaints/final- review-procedure/

The Complaints Procedures are outlined in Appendix V. 7.6 Procedures and Grounds for Applying for Suspension of Studies and Withdrawing

7.6.1 Suspending Studies

The College (and University) recognises that students may have reasons to apply for the suspension of their studies. Applications for the suspension of studies must be made in writing to the Head of Safeguarding and Learner Services and must include any supporting evidence.

Grounds for applying for suspension are:-

a) Health b) Personal circumstances ( to be specified in the request and treated confidentially) c) Employment related (in so far as it affects the employment status for eligibility to be on the

Foundation Degree programme) d) Work related (in exceptional circumstances in so far as it affects the student’s ability to at-

tend or complete WBL elements within the Foundation Degree programme) The College will consider the application and will decide, at its discretion, whether or not to grant the request.

If the request is granted, the student will be expected to resume studies in the next session (starting September). Any credits already awarded may be carried over. However, the student must consider the funding consequences, as for repeating students.

Withdrawing

If you feel that it is not possible to continue on the programme and that suspending studies for a set period of time would not be an appropriate option, you are required to discuss your circumstances with the Programme Leader. If after the discussion you feel unable to continue on the Foundation Degree, you will be asked to complete the Programme Withdrawal Form, and return

http://www.swansea.ac.uk/academic-services/academic-guide/conduct-and-complaints/final-review-procedure/

http://www.swansea.ac.uk/academic-services/academic-guide/conduct-and-complaints/final-review-procedure/

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it to the College. You must ensure that the form is completed and that all aspects of your decision, including the financial aspects, have been considered fully, before accessed via the Learning Re- source Centre should you decide to withdraw. The Withdrawal Form can be and is found as Ap- pendix VI.

7.7 Procedures for Transferring Programmes

During the early stages of the first year of study, it may be possible to transfer from one FdEng Programme to another. However, if such a transfer is permitted by the University based on a recommendation from the College, then the student is solely responsible for ensuring that he/she catches up with the missed work and any assessment that has already been undertaken (having discussed the situation with the appropriate Course Tutor).

It should be noted that permission to transfer will only be considered in cases where the deviation between the two programmes is ‘minimal’.

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8.1 Appendix I Module Descriptors

8.2 Appendix II Academic Regulations for Foundation Degrees

8.3 Appendix III Assessment Regulations for Foundation Degrees

8.4 Appendix IV FE College’s Disciplinary Policy

8.5 Appendix V College’s Complaints Policy

8.6 Appendix VI College Withdrawal Form

8.7 Appendix VII Colleges’ Appeals Policy

SECTION 8. APPENDICES

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8.1 APPENDIX I

MODULE DESCRIPTORS

EGF109 FdEng Fluid Mechanics Credits: 10

Module Aims: To introduce students to the study of fluids under static and dynamic flow conditions.

Pre-requisite modules:

Co-requisite modules:

Incompatible modules:

Format: Lectures/examples classes 51 hours Directed private study 49 hours

Lecturer(s):

Assessment: The Foundation Degree students will be assessed by one time constrained assignment (40%), an assignment (20%) and one two-hour closed-book examination (40%).

Module content: Introduction to Fluid Mechanics: Basic characteristics of fluid flow, Hydrostatic pressure and its measurement. Fluid Statics: Hydrostatic thrusts on submerged surfaces, The stability of bodies in fluids. The Principles of Fluid Motion: Continuity, energy and momentum equations and their application e.g. Venturi and Orifice plate meters, the pitot-static tube, orifices, nozzles and notches, introduction to simple turbines. Flow in Pipes: Inlet flow, friction factor, laminar and turbulent flow, Moody chart, pipeline systems, secondary flows, cavitation and non-circular ducts.

Intended Learning Outcomes:

After completing this module, the student should be able to demonstrate: A knowledge and understanding of the principles of conservation of mass, energy and momentum during fluid flow, frictional losses in pipes and hydrostatic forces acting on submerged and floating bodies. An ability to distinguish between pressure, velocity and elevation head under static as well as various fluid flow conditions, between turbulent and laminar flow conditions in pipes and to identify methods to calculate the force exerted by static and flowing liquids. An ability to apply continuity and Bernoulli equation to Venturi and orifice plate meters, orifices, and nozzles. An ability to apply the momentum equation to calculate forces and use manometers. An ability to study independently, use library resources and manage working time (key skills).

Reading List: B R Munson, D F Young, T H Okiishi and W W Huebsch, Fundamentals of fluid mechanics, Wiley, 2008. R Mott, Applied fluid mechanics, Prentice Hall, 2006.

Additional notes:

Penalty for late submission of continuous assessment - zero tolerance.

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EGF110 FdEng Thermodynamics Credits: 10

Module Aims: This is an introductory module for engineers and includes the following topics: thermodynamic systems, properties of pure substances, liquids, gases and vapours, the First Law of Thermodynamics, the Second Law of Thermodynamics, closed and open systems, entropy, power cycles.




Format: Lectures/examples classes 51 hours

Directed private study 49 hours Lecturer(s):

Assessment:

The Foundation Degree students will be assessed by one time constrained assessment (30%), one assignment (20%) and one two-hour closed-book examination (50%).

Module content: Introduction to the course and course requirements in terms of syllabus, attendance, assessment, examples classes. Basic concepts; Energy, Energy Transfer and General Energy Analysis. Properties of Pure Substances; Energy Analysis of Closed Systems; Energy and Mass Analysis of Control Volumes; Second Law of Thermodynamics; Entropy; Steam Power Cycles; Examples.

Intended Learning Outcomes: After completing this module, the student should be able to demonstrate: A knowledge and understanding of the basic definitions of thermodynamics and a pure substance, the laws of Thermodynamics for closed and for open systems, the analysis of such systems, the definition of enthalpy and entropy and the steam power cycles. An ability to apply the laws of thermodynamics to a wide range of fundamental and basic engineering problems. Use steam tables and charts for interpolation of pure substance values.

Reading List:

McGraw Hill, Property tables booklet for use with thermodynamics: An engineering approach, McGraw Hill, 2006. Y A Cengel and M A Boles, Thermodynamics: An engineering approach, McGraw Hill, 2006.

Additional notes:


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EGF111 FdEng Strength of Materials Credits: 10

Module Aims: This module studies the effects of external actions such as forces and thermal changes in simple structures and engineering components. It describes states of stresses and strains via models such as Mohr’s circle. It introduces simple beam theories to determine stresses, strains and deformations of beams under bending, shear and torsion.






Assessment:

The Foundation Degree students will be assessed by two time constrained assignments of equal weighting.

Module content:

Introduction to basic concepts: rupture, deformation, stress, strain, brittle and ductile behaviour, elasticity, creep, fatigue, static determinacy. Basic Beam theory: axial, shear force and bending moments, Euler beam theory, moment of inertia, deflection of beams, indeterminate beams. Stress and Strain analysis: principal directions, maximum shear stress, Mohr's circle, stress-strain relationships in linear elasticity. Stresses in pressurised vessels. Advanced beam theory: combined loading, centroid (mass centre) and moment of inertia of general sections, Euler torsion theory, shear stresses, shear warping of sections, shear distribution in rectangular and thin sections.

Intended Learning Outcomes: After completing this module, the student should be able to demonstrate: A knowledge and understanding of the principles of equilibrium, compatibility, linear elasticity and superposition; the concepts of bending moment, axial and shear force in a beam as well as simple Euler beam theory; the state of stress and strain in a 2D body; pressure vessel. An ability to determine the compatibility conditions for elementary structures; obtain reactions, axial forces, bending moments and shear forces in simple rods and beams; obtain beam displacements. An ability to apply the equations of static equilibrium; obtain stress distribution on simple sections; use the 2D Mohr’s circle to obtain principal stresses and maximum shear stress; use 2D stress-strain relationships. The key skills of problem solving, using a personal computer, independent study, use of library resources, effective note taking and managing working time.

Reading List: J Case, A Chilver and C T F Ross, Strength of materials and structures, Arnold, 2001. J Anderson, The strength of materials and structures, Read Books Design, 2010. R C Hibbeler, Mechanics of materials, Prentice Hall, 2008. A Pytel and J Kiusalaas, Mechanics of materials, Cengage, 2011. R K Sinnott, Chemical engineering design, Butterworth Heinemann, 2005.

Additional notes: Penalty for late submission of continuous assessment - zero tolerance.

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EGF116 FdEng Power Engineering Credits: 10

Module Aims: To introduce the concepts of power engineering including magnetics, electromagnetic induction and 3-phase supply.




Format: Lectures/laboratory classes 51 hours Directed private study 49 hours

Lecturer(s):

Assessment:

The Foundation Degree students will be assessed by two time constrained assignments of equal weighting.

Module content: Electrostatics: concepts of fields, Gauss’ Law, Poisson’s equation. Magnetics: introduction by comparison with electrostatics and electricity, Ampere’s Law. Electromagnetic induction: Faraday’s Law, Lenz’s Law, ac generation, simple motors and generators. Introduction to 3-phase: generation and advantages, power factor. Magnetic circuits: solution, mesh analysis, ideal transformers, relay action. Vector algebra: engineering interpretation of div, grad and curl. Introduction to Maxwell’s equations: plane waves including j notation.


After completing this module, the student should be able to demonstrate: A knowledge and understanding of Gauss, Ampere and Faraday’s laws. A knowledge and understanding of how the above laws lead to Maxwell’s equation. A knowledge and understanding of Lenz’s Law and its applications to motors and generators. An ability to explain the meaning of div, grad and curl. An ability to solve basic problems using vector algebra.

Reading List:

D K Cheng, Field and wave electromagnetics, Addison Wesley, 1989. J D Kraus and D A Fleisch, Electromagnetics (with applications), McGraw Hill, 1999. L L Grigsby, The electric power engineering handbook, CRC Press, 2001. L L Grigsby, Power systems, CRC Press, 2007.


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EGF117 FdEng Signals and Systems Credits: 10

Module Aims:

To introduce the concepts of signals and systems including types of signals, waveforms and waveform parameters.




Format: Lectures/laboratory classes 51 hours


Assessment:

The Foundation Degree students will be assessed by one assignment (40%) and one time constrained assignment (60%).

Module content: Signals in time domain: analog and digital, periodic and aperiodic, even and odd symmetry Waveform examples: sines, cosines and exponentials, steps, rectangular and square, impulses and ramps. Time domain operations on waveforms: time scaling, time reversal, time shift. Calculation of waveform parameters: energy, power, mean value, R.M.S. value and crest factor. Signal generation and display with MATLAB Introduction to signals in the frequency domain. Fourier series: trigonometric and complex exponential forms, handling even and odd symmetry, Par- seval's theorem. Introduction to systems: ideal filters, bandwidth.

Intended Learning Outcomes: After completing this module, the student should be able to demonstrate: A knowledge and understanding of common waveform types such as impulse and step signals. An ability to carry out simple calculations for signals in the time domain. An ability to carry out simple calculations for signals in the frequency domain. An ability to compute the trigonometric and exponential Fourier series of periodic signals. An ability to specify parameters of ideal filters.

Reading List: S Haykin and B V Veen, Signals and systems, John Wiley, 2003. H Hsu, Schaum’s outline of signals and systems, Schaum’s Outlines, 1995. J B Gurung, Signals and systems, PHI Learning, 2009. J S Chitode, Signals and systems, Technical Publications Pune, 2009.

Additional notes:


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EGF118 FdEng Industrial Project 1 (WBL) Credits: 10

Module Aims: To develop Engineering skills through industrially-driven project work, undertaken within the student’s own industrial environment. This is Part 1 (project proposal) of a four-part project.




Format: Lectures 34 hours

Work-based learning 66 hours

Lecturer(s): Mr T D Girling/ Mr R J Wray

Assessment:

The Foundation Degree students will be assessed by a portfolio of evidence. The elements are: background research, project brief, project plan, written report and presentation. Deadlines for each element will be set.

Module content: This module is the first of the four-part project and relates to the project choice, brief and background investigation leading to a project proposal. The exact content of the project will depend on the student’s working environment and the project (or combination of sub-projects) identified during discussions between the Industrial Mentor, the College Tutor and the Student. A ‘learning contract’ will be agreed prior to commencement.

Intended Learning Outcomes: After completing this module, the student should be able to demonstrate: A knowledge and understanding of how to carry out appropriate background research in order to develop a project brief and a full specification. An ability to apply appropriate project planning methods for effective project delivery. An ability to produce a preliminary report, which is well structured and meets the requirements for effective and efficient technical report writing.

Reading List: S Tonchia and F Cozzi, Industrial project management: Planning, design, and construction, Springer, 2008. A B Badiru, A Badiru and A Badiru, Industrial project management: concepts, tools, and techniques, CRC Press, 2007.


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EGF200 FdEng Process Safety Credits: 20

Module Aims: The aim of the module is to develop learner’s knowledge and understanding of their own and others’ role in maintaining a safe working environment in the process industry and to understand the critical importance of process safety and incident-free operation.




Format: Lectures/examples classes 68 hours Directed private study 132 hours

Lecturer(s):

Assessment:

Assignment 1- A report of not less than 2000 words relating to a specific work practice (e.g. confined space entry) which identifies potential hazards and evaluates the processes, procedures, controls, roles and responsibilities required to ensure a safe and reliable work environment. Weighting = 50%.

Assignment 2 - A report of not less than 2000 words. Candidate to analyse a process/work activity and carry out a risk assessment against this activity. It is envisaged that the candidate will use work based risk assessment documentation. However, minimum requirement is that the HSE five steps to risk assessment are acknowledged. Weighting = 50%

Module content: The module syllabus contains: Process safety and why is it important including case study reviews of major incidents. Process safety leadership and culture including definition of terms, leadership role and barriers to process safety. Standard, Codes, Regulations and Laws (COMAH, ATEX, IEC 61511, OSHA PSM, CCPS guidelines, HASAWA). What are hazards? Hazard Identification (Physical, Process, Material, Others). Risk and how to manage it. Process Safety Management and system failures. Facility Design (Building siting, relief systems, safety instrument systems, emergency Shutdown, area classification etc.). Operating Procedures and Human Factors. Safe Work Practices (control of work, working at height, confined space, hot work, electrical energy isolation, etc). Reliability and Efficiency.


On completing this module students should have: A knowledge and understanding of the major health and safety hazards associated with working in the process industry An ability to evaluate major health and safety hazards associated with the process industry An ability to examine the key roles and responsibilities associated with maintaining a safe and reliable work environment An ability to promote process safety and analyse the risks and hazards associated with the process industry.

Reading List:

BP Process Safety Series (The Institution of Chemical Engineers, 2004-2012) ISBN: 978-

0852955215.

Center for Chemical Process Safety (CCPS) - Guidelines for Risk Based Process Safety (Wiley-

Blackwell, 2007) ISBN: 0470165693.

Ian Sutton. Process Risk and Reliability Management, Operational Integrity Management (William

Andrew, 2010) ISBN: 1437778054. Marshall R and Ruheman S – Fundamentals of Process Safety (IChemE, 2000) ISBN 9780852954317 Kletz T – What Went Wrong: Case Histories of Process Plant Disasters and How They Could Have Been Avoided (Butterworth-Heinemann, 5

th Revised Edition, 2009) ISBN 9781856175319

Additional notes:

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EGF201 FdEng Engineering Analysis Credits: 20

Module Aims: This module provides further, more advanced, grounding in mathematical analysis techniques for Engineering students. The module extends the understanding into more complex analytical methods, focusing on multi-variable functions and differential equations. Analysis of engineering examples, using MATLAB, is extended.






Assessment: The Foundation Degree students will be assessed by four time constrained assign-

ments all of which are equally weighted. Module content: need to review syllabus (and see if any parts could be transferred to year 1) Review of number systems and functions. Complex numbers: the number j, real and imaginary parts, manipulation of complex numbers, Argand diagram, polar form of a complex number, Euler's formula, De Moivre's theorem. Advanced differentiation: parametric and implicit differentiation, higher derivatives, optimum values. Advanced Integration: advanced techniques of integration, integrals of partial fractions, integration by parts, integration by substitution. Vectors: Physical meaning, components, magnitude, scalar product, cross product, Equations of lines and planes. Linear Algebra: Gauss elimination, matrices, rules of matrix algebra, rank and linear dependence, calculation of determinates and eigenvalue problems. Functions of more than 1 variable: visualisation, partial differentiation, integration of lines, surfaces and volumes. Sequences and Series: review of arithmetic and geometric sequences and series, limit of a sequence, infinite series and tests of convergence, power series of common functions. Ordinary and second order differential equations: classification of differential equations, solutions to first order ODEs including separable, linear and more specialised types. Solution to second order ODEs with constant coefficients. Practical work includes examples classes and computing classes developing the use of MATLAB in engineering analysis.


After completing this module the student should be able to demonstrate: A knowledge and understanding of the advanced methods of engineering analysis. An ability to manipulate complex algebraic functions to solve engineering problems; use complex numbers; use methods of integration and differentiation for engineering analysis and manipulate vectors. An ability to work with matrices and perform gauss elimination; manipulate multi-variable functions for engineering analysis; use partial differentiation and surface/volume integration; solve ordinary differential equations. An ability to use MATLAB software for more complex engineering analysis; appreciate the wide- ranging importance of differential equations in engineering.

Reading List: A Croft and R Davison, Mathematics for engineers: A modern interactive approach, Prentice Hall, 2008. G James, Modern engineering mathematics, Prentice Hall, 2001. K A Stroud, Engineering mathematics, Palgrave Macmillan, 2007. A Brain and M Breiner, MATLAB 6 for engineers, Prentice Hall, 2002. H Moore, MATLAB for engineers, Prentice Hall, 2009. S R Otto and J P Denier, An introduction to programming and numerical methods in MATLAB, Springer, 2005. A Croft, R Davison and M Hargreaves, Introduction to engineering mathematics, Addison Wesley, 1995.

Additional notes:

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Module Aims: To further develop Engineering skills through industrially-driven project work, undertaken within the student’s own industrial environment. This is Part 2 (investigation) of a four-part project.






Lecturer(s): n/a

Assessment:

The Foundation Degree students will be assessed by a portfolio of evidence. The elements are: research report, log book and written report. Deadlines for each element will be set.

Module content:

This module is the second part of the four-part project and relates to the detailed project investigation. The exact nature of the project will depend on the student’s working environment and the project (or combination of sub-projects) identified during discussions between the Industrial Mentor, the College Tutor and the Student. A ‘learning contract’ will be agreed prior to commencement.

Intended Learning Outcomes: After completing this module, the student should be able to demonstrate: A knowledge and understanding of how to carry out appropriate detailed research in order to progress the project. An ability to apply appropriate advanced project planning methods for effective project delivery. An ability to keep a log book of sufficient detail for future reference. An ability to produce an interim report, which is well structured and meets the requirements for effective and efficient technical report writing.

Reading List:

S Tonchia and F Cozzi, Industrial project management: Planning, design, and construction, Springer, 2008. A B Badiru, A Badiru and A Badiru, Industrial project management: concepts, tools, and techniques, CRC Press, 2007.

Additional notes:


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Module Aims: To further develop Engineering skills through industrially-driven project work, undertaken within the student’s own industrial environment. This is Part 3 (implementation) of a four-part project.






Lecturer(s): n/a

Assessment:

The Foundation Degree students will be assessed by a portfolio of evidence. The elements are: presentation, log book, personal development review and written report. Deadlines for each element will be set.

Module content: This module is the third part of the four-part project and relates to the implementation phase of the project. The exact content of the project will depend on the student’s working environment and the project (or combination of sub-projects) identified during discussions between the Industrial Mentor, the College Tutor and the Student. A ‘learning contract’ will be agreed prior to commencement.

Intended Learning Outcomes: After completing this module, the student should be able to demonstrate: A knowledge and understanding of how to prepare an implementation plan and carry out the implementation itself. An ability to keep a log book of sufficient detail for future reference. An ability to produce an interim report, which is well structured and meets the requirements for effective and efficient technical report writing. An ability to carry out a personal development review including requirements for Charter Engineering status

Reading List:

S Tonchia and F Cozzi, Industrial project management: Planning, design, and construction, Springer, 2008. A B Badiru, A Badiru and A Badiru, Industrial project management: concepts, tools, and techniques, CRC Press, 2007.

Additional notes:


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EGF206 FdEng Mechanical Properties of Materials Credits: 10

Module Aims: To understand the advanced characteristics and behaviour of engineering materials.






Assessment:

The Foundation Degree students will be assessed by two assignments (20%, 30%) and one time constrained assignment (50%).

Module content:

Deformation processes in crystals. Fundamentals of elastic and plastic deformation and the stress- strain curve, the theoretical shear stress and critical resolved shear stress. The concept of dislocations. Description of edge, screw and mixed dislocations and atomic models to represent dislocations in crystal structures, representation of dislocation movement, the Burgers vector and Burgers circuit models. Behaviour of dislocations; dislocation loops, dislocation sources, repulsion and annihilation, multiplica- tion, forces and stress fields around dislocations, cross slip and climb. The role of dislocations and pile-ups in work hardening and the corresponding stress-strain characteristics of materials. Deformation of crystalline solids and the role of cold and hot work in metals and alloys, annealing - re- covery, recrystallisation and grain growth. Precipitation and particle strengthening in metals. Elementary description of fracture in a range of ductile and brittle materials. Ductile voids, brittle cleav- age and the transition of fracture behaviour with temperature, concept of toughness. Basic fatigue crack initiation mechanisms, fracture surface features under fatigue loading, Stage I and II cracks. Introduction to creep and creep fracture. Distinctions between low and high temperature creep. Temperature capabilities of materials - case study of an aero gas turbine.

Intended Learning Outcomes: After completing this module, the student should be able to demonstrate: A knowledge and understanding of the alloy strengthening mechanisms and advanced fracture mechanisms; the important parameters describing mechanical behaviour. Compare and contrast the performance of a range of engineering alloys. An ability to describe in detail the relationship between microstructural and the resulting mechanical response measured on the macroscopic scale; the elastic and plastic deformation mechanisms in crystalline materials. An ability to undertake manipulation of stresses to determine stress fields; relate fracture surface details to failure behaviour; relate atomic/microstructural details to macroscopic behaviour.

Reading List:

W O Soboyejo, Mechanical properties of engineered materials, Marcel Dekker, 2003. J M Gere and B J Goodno, Mechanics of materials, Cengage, 2009.

Additional notes:


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EGF207 FdEng Electronic Circuits Credits: 10

Module Aims: To develop a detailed understanding of the design and performance of advanced electronic circuits, particularly operational amplifiers.




Format: Lectures/laboratory classes 34 hours


Assessment:

The Foundation Degree students will be assessed by two assignments (20%, 30%) and one two-hour closed-book examination (50%).

Module content:

Bipolar Junction Transistors, transistors bias circuits, small signal bipolar amplifiers, power amplifiers. Operational amplifier design and analysis. Operational amplifier applications; the instrumentation amplifier. MOSFET transistors and biasing; Small signal MOSFET amplifiers. MOSFET as a switch and in logic circuits

Intended Learning Outcomes: After completing this module, the student should be able to demonstrate: A knowledge and understanding of the operation of a BJT and a MOSFET and of various Op-Amp applications. An ability to analyse small signal amplifier models for a number of cascaded sections. An ability to design a biasing circuit for a BJT and a MOSFET amplifier and construct small signal models. An ability to design individual BJT and MOS single-stage amplifiers. An ability to predict the small signal frequency response of a discrete transistor amplifier. An ability to design a current-mirror biasing arrangement, a complete Op-Amp and MOSFET switch and logic circuits.

Reading List:

A R Hambley, Electronics, Prentice Hall, 2000. T L Floyd, Electronic devices, Prentice Hall, 2010. R L Boylestad and L Nashelsky, Electronic devices and circuit theory, Prentice Hall, 2002. Additional notes: Penalty for late submission of continuous assessment - zero tolerance.

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EGF208 FdEng Advanced Electrical Principles Credits: 10

Module Aims:

The module provides an understanding of advanced electrical principles and underpins the knowledge for the specialist electrical and electronic modules.





Directed private study 66 hours

Lecturer(s):

Assessment:

The Foundation Degree students will be assessed by two time constrained assignments (20%, 30%) and one two-hour closed-book examination (50%).

Module content: Maximum power transfer- Impedance Matching with complex impedances Transmission Lines Filter Design –Passive and active Stability in Feedback systems – e.g. Nyquist, Root-Locus Heaviside step response analysis Analysis of electrical transients in lumpy and distributed power circuits Switching and lightning surges. Impact of surges on terminal Equipment. Equipment connected to an Infinite busbar Power factor correction Y –delta transformations 3 Phase transformers

Intended Learning Outcomes: After completing this module, the student should be able to demonstrate: A knowledge and understanding of the potential impacts to equipment suffering electrical surges. A knowledge and understanding of the impact of connecting machines to an infinite bus-bar in relation to phase effects. An ability to determine effects of connecting matched & unmatched loads to transmission lines. An ability to describe in detail the impulse and step response of simple networks. An ability to design both passive and active filters. An ability to analyse the stability of feedback systems. An ability to analyse electrical power circuits. An ability to design power factor correction for ac power circuits - both single and three phase.

Reading List:

J Lee, Advanced electrical and electronics engineering, Springer, 2011. D C Green, Higher electrical principles, Longman, 1997. C R Robertson, Further electrical and electronic principles, Newnes, 2008.

Additional notes:


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EGF209 FdEng Engineering Management 1 Credits: 10

Module Aims: To develop an awareness of different management and leadership styles, corporate management structures, strategic management, workforce development and personal CPD planning.


Co-requisite modules: EGF210

Incompatible modules: EGF214



Assessment:

The Foundation Degree students will be assessed by two assignments of equal weighting.

Module content:

Overview of management, functions and roles. Management by objectives Management structures, matrix, hierarchical, flat etc. Leadership, styles theories e.g. Whright and Taylor, Likert and Fielder Motivation - theories, Maslow, Herzberg etc. financial and non-financial Strategy – planning, audit (PESTLE, SWOT) Decision making, use of quantitative and qualitative tools, risk management Change management, causes and effects, resistance to change, organisational culture, approaches to managing change Human resource management, workforce structures, HR strategy including CPD, overview of employment laws.


After completing this module, the student should be able to demonstrate: A knowledge and understanding of both the role of both Managers and Leaders; A knowledge of the different theories of motivation, an understanding of the importance of strategic management and the impact that both internal and external factors have upon strategy; An understanding of the reasons for change, its impact and approaches to managing change; An understanding of the importance of HR and HR strategies. Reading List:

Kris Cole, Management: theory and practice; 4th

edition, Pearson, 2010, ISBN-10:1442503122

Additional notes:


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EGF210 FdEng Engineering Management 2 Credits: 10

Module Aims: To develop a commercial awareness of different types of business, fiscal and administrative processes. To be able to differentiate between civil and criminal actions and how these apply in engineering businesses. To develop an understanding of the management and application of health and safety legislation.


Co-requisite modules: EGF209

Incompatible modules: EGF214



Assessment:

The Foundation Degree students will be assessed by two assignments of equal weighting. Module content: Business accounting, sales, purchase and general ledger, financial accounts and management accounts Business entities and what they mean in relation to administration and insolvency, the hierarchy of creditors in the event of a company being dissolved The key differences between civil and criminal law. The laws of tort relating particularly to liability and contract law with case studies The law relating to health and safety management with particular reference to HSG65 and civil liability.


After completing this module, the student should be able to demonstrate: A knowledge and understanding of different business entities and how this impacts on other businesses in terms of exposure; An understanding of accounting systems, financial and management; An understanding of the differences between Civil and Criminal law; A knowledge of commercial contract processes from invitation to tender through to contract completion; A knowledge of the legislative requirements of the management of health and safety and requirements relating to liability.

Reading List: J R Dyson, Accounting for non-accounting students, F T Prentice Hill, 2007, ISBN 0273709224 HSE, Successful health and safety management, HSE, 1997, ISBN 9780717612765

Additional notes:


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EGF211 FdEng Advanced Design Credits: 20

Module Aims:

To build on skills develop in Year 1 of the Foundation Degree programme, using research, design

and analysis. An integrated design project will be undertaken with an electro-mechanical prototype

being designed, manufactured, tested and evaluated.

Students will work in small groups to complete the project.

Pre-requisite modules: EGF104 or EGF112



Format: Lectures/demonstrations 34 hours

Self-study and laboratories 166 hours Lecturer(s):

Assessment:

The Foundation Degree students will be assessed by three assignments; 1. Background research and literature survey into design criteria and calculations (Individual

Assessment, 30%)

2. Design calculations and drawings (Individual Assessment, 30%)

3. Build, evaluate and report on the Prototype (Group Assessment, 40%)

Module content:

Interpretation of a client brief

Production of a product design specification to meet the need

Production of three design concepts

Peer review of designs

Design calculations

Introduction to finite element analysis for design

Prototyping

Testing and evaluating design prototypes

Technical report writing Intended Learning Outcomes:

After completing this module, the student should be able to demonstrate: An ability to produce advanced 2D engineering drawings to the required standard using a commercial

CAD system;

An ability to produce a 3D drawing using a parametric modelling package;

An ability to produce a comprehensive technical specification from a client brief;

A knowledge and understanding of the detailed design process, including the use of finite element

analysis as part of that process;

An ability to create a design solution that is ‘fit for purpose’;

An ability to evaluate designs;

An understanding of the manufacturing processes necessary to manufacture prototypes.

Reading List:

A Yarwood, Introduction to AUTOCAD 2010, Routledge, 2009, ISBN 9781856178686 R Grabowski, Learning Autodesk Inventor 2008, Autodesk, 2007, ISBN 9781435413290

M Lombard, Solidworks 2013 Bible, Wiley, 2013, ISBN 9781118508404

P Childs, Mechanical design, Arnold, 1998, ISBN 9780340692363

R Budynas and K Nisbett, Shigley’s Mechanical engineering design, McGraw Hill, 2011, ISBN

9780071311137

S Pugh, Total design: Integrated methods for successful product engineering, Addison-Wesley, 1990,

ISBN 9780201416398

R D Cook, D S Malkus, M E Plesha and R J Witt, Concepts and applications of finite element analy-

sis, John Wiley, 2007, ISBN 9780471356059

Additional notes:


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EGF212 FdEng Plant Maintenance Credits: 10

Module Aims: The module aims to develop the learners understanding of the maintenance requirements associated with engineering plant and equipment including a detailed understanding of the maintenance procedures and strategies available. To develop the learners ability to evaluate system life cycle methods and procedures.






Assessment:

Assignment 1- A report of not less than 1500 words relating to types of and need for maintenance used in a plant environment Weighting = 50%

Assignment 2 - A report of not less than 1500 words that demonstrates the ability to evaluate maintenance procedures for an item of plant equipment in line with system life cycle methodology. Weighting = 50%

Module content: The syllabus will cover the need for maintenance with respect to system life cycle (design, commissioning, useful life, decommissioning) including legal requirements, operating efficiency. Types of maintenance for example planned preventative, unplanned corrective and condition based maintenance methodologies. Resource implications of maintenance strategies. Maintenance procedures and strategies for example Total Productive Maintenance (TPM), Reliability Centred Maintenance (RCM) and Value Driven Maintenance (VDM). Maintenance planning and scheduling. Improvement techniques for example FMECA, Kaizan, 5S, and six sigma. Decommissioning procedures and criteria with respect to system life cycle. Environmental Issues and regulatory compliance. Health and Safety requirements.

Intended Learning Outcomes: On completing this module students should have: A knowledge and detailed understanding of a range of appropriate plant maintenance strategies A knowledge and understanding of complex system life cycle methodology An ability to identify and critically appraise the types of and need for plant maintenance methods relevant to system life cycle methodology. An ability to critically evaluate maintenance procedures for engineering plant and equipment An ability to specify appropriate maintenance procedures

Reading List: Levitt.J Handbook of Maintenance Management 2nd Ed. ISBN: 0831133899 Industrial Press 2010. Narayan V. Effective Maintenance Management: Risk and Reliability Strategies for Optimizing Per- formance. 2

nd edition. ISBN: 0831134445 Industrial Press 2011.

Kelly A. Maintenance Systems and Documentation. ISBN: 0750669942 Butterworth-Heinemann 2006. Mobley R.K. Maintenance fundamentals ISBN: 0750677988 Butterworth-Heinemann 2004

Additional notes:

Penalty for late submission of continuous assessment – zero tolerance.

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EGF213 FdEng Instrumentation and Control Systems 2 Credits: 20

Module Aims: The aim of this module is further develop the knowledge and understanding of instrumentation and control systems from Year 1 using the topic areas of measurement systems, instrument design, control theory and system response including automated manufacturing systems. To develop the students ability to understand and discuss the response of dynamic instrumentation and control systems.

Pre-requisite modules: EGF115





Assessment: Assignment 1 – Produce a 2000 word report that demonstrates (a) a comprehensive knowledge of an instrumentation system and an awareness of the limitations of the calibration techniques employed, (b) analysis of calibration data, (c) abstraction of the data in order to calibrate and analyse the instrumentation system, (d) critical assessment (with supporting evidence) the experimental procedures, equipment and consequent design, including the repeatability, significance and validity of the instrument system (20%)

Assignment 2 – Produce a 2000 word report that demonstrates (a) a comprehensive knowledge of control system tuning techniques, (b) analysis of the data collected from the tuning process without guidance, (c) abstraction of the data in order to ensure control system stability, (d) critical assessment (with supporting evidence) of the experimental procedures, equipment and consequent design, including the repeatability, significance and validity of the control system (20%)

2 hour closed-book examination (60%)

Module content:

The module syllabus contains: Industrial process measurement - temperature, pressure, flow, level, angular velocity, displacement, analytical systems. Signal processing - measurement, conversion, linearization, filtering, amplification, system response, system interfacing. Signal transmission - analogue, 2-wire loop, digital, HART, FISCO, Fieldbus, Modbus, Profibus. Application of instrumentation in a hazardous environment – Zener/galvanic barriers, I.S., ATEX and DSEAR. System analysis – sensor selection, process considerations, system characteristics, static and dynamic response, time and frequency domain performance. System modeling – 1st order, 2nd order, time and frequency domain response, Laplace, gain and phase margin, transfer function, stability analysis, Nyquist, Bode plots. Indicators – analogue, digital, recorders, loop powered indicators, mimic panels, control room con- soles. System maintenance – fault finding, root cause analysis, verification, calibration, reporting. Control types – open loop, closed loop, two-step, three- term, P, P+I, P+I+D, cascade. Control system regulators – electrical, hydraulic, pneumatic systems. Control system tuning techniques – ultimate cycle, reaction curve, adaptive, self-tuning. Alarm systems – comparators, trip amplifiers, trip sensors, process interlocks. Process applications – hardware simulation, software simulation, system design and development software. Overview of computerised control systems – microcontrollers, PLC, DDC, DCS, SCADA. Application of design, simulation and virtual environment software for the development and testing of instrument and control systems.

Intended Learning Outcomes: On completing this module students should have:

A knowledge and in-depth understanding of a range of transducers used in control systems A knowledge and understanding of the static and dynamic limitations of these transducers A knowledge and understanding of advanced control strategies An ability to select and specify appropriate transducers for given applications

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An ability to critically evaluate the output from elements of an advanced control system An ability to analyse and apply widely used control strategies in the application of control and instrumentation systems.

Reading List: Bentley J. (2004) The Principles of Measurement Systems. Prentice Hall. ISBN: 0130430285. Bolton

W. (2011) Mechatronics: Electronic Control Systems in Mechanical and Electrical Engineering 5th

Ed. Pearson. ISBN: 0273742868. Bolton W. (2004) Instrumentation and Control Systems. Newnes. ISBN: 0750664320. Ramsey D. (2001) Principles of Engineering Instrumentation. Butterworth-Heinemann. ISBN: 0340645695. Nise N. (2010) Control System Engineering. John Wiley, ISBN: 0470547561. Morris A. (2001) Measurement and Instrumentation Principles. Butterworth-Heinemann. ISBN: 0750650818.

Additional notes:

Penalty for late submission of continuous assessment – zero tolerance.

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EGF214 FdEng Business Management Credits: 10

Module Aims: To develop a commercial awareness of different types of business, fiscal and administrative processes. To be able to differentiate between civil and criminal actions and how these apply in engineering businesses. To develop an understanding of the management and application of health and safety legislation. To gain an understanding of management structures and influences that drive change.



Incompatible modules: EGF209 & EGF210



Assessment:

The Foundation Degree students will be assessed by two assignments of equal weighting. Module content: Business accounting, sales, purchase and general ledger, financial accounts and management accounts Business entities and what they mean in relation to administration and insolvency, the hierarchy of creditors in the event of a company being dissolved The key differences between civil and criminal law. The laws of tort relating particularly to liability and contract law with case studies The law relating to health and safety management with particular reference to HSG65 and civil liability Overview of management, functions and roles. Management by objectives Management structures, matrix, hierarchical, flat etc. Change management, causes and effects, resistance to change, organisational culture, approaches to managing change.

Intended Learning Outcomes: After completing this module, the student should be able to demonstrate: A knowledge and understanding of different business entities and how this impacts on other businesses in terms of exposure; An understanding of accounting systems, financial and management; An understanding of the differences between Civil and Criminal law; Knowledge of commercial contract processes from invitation to tender through to contract completion; Knowledge of the legislative requirements relating to the management of health and safety and requirements relating to liability; Knowledge of management functions, roles, approaches and structures; An understanding of the reasons for change, its impact and approaches to managing change.

Reading List: J R Dyson, Accounting for non-accounting students, F T Prentice Hill, 2007, ISBN 0273709224 HSE, Successful health and safety management, HSE, 1997, ISBN 9780717612765 Kris Cole, Management: theory and practice; 4

th edition, Pearson, 2010, ISBN-10:1442503122

Additional notes:


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Module Aims: To further develop Engineering skills through industrially-driven project work, undertaken within the student’s own industrial environment. This is Part 4 (evaluation and reflection) of a four-part project.






Lecturer(s): n/a

Assessment:

Foundation Degree students will be assessed by a portfolio of evidence. The elements are: presentation, log book and written report. Deadlines for each element will be set.

Module content: This module is the fourth part of the four-part project and relates to the evaluation of the project as a whole. The exact content of the project will depend on the student’s working environment and the project (or combination of sub-projects) identified during discussions between the Industrial Mentor, the College Tutor and the Student. A ‘learning contract’ will be agreed prior to commencement.

Intended Learning Outcomes: After completing this module, the student should be able to demonstrate: A knowledge and understanding of how to critically appraise a project in terms of the initial objectives, the time management and financial planning involved. An ability to orally present the findings in a clear and concise way. An ability to keep a log book of sufficient detail for future reference. An ability to produce a final report, which is well structured and meets the requirements for effective and efficient technical report writing.

Reading List: S Tonchia and F Cozzi, Industrial project management: Planning, design, and construction, Springer, 2008. A B Badiru, A Badiru and A Badiru, Industrial project management: concepts, tools, and techniques, CRC Press, 2007.


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8.2 APPENDIX II

REGULATIONS FOR FOUNDATION DEGREES

A foundation degree is a degree level qualification which integrates academic study with work-

based learning through close collaboration between employers and the programme providers. A

foundation degree provides opportunities for further study and is pursued on a full or a part-time

basis.

1. Introduction

1.1 Foundation Degrees are awarded to students who have demonstrated:

• knowledge and critical understanding of the well-established principles of their

area(s) of study, and of the way in which those principles have developed

• ability to apply underlying concepts and principles outside the context in which they

were first studied, including, where appropriate, the application of those principles

in an employment context

• knowledge of the main methods of enquiry in the subject(s) relevant to the named

award, and ability to evaluate critically the appropriateness of different approaches

to solving problems in the field of study

• an understanding of the limits of their knowledge, and how this influences analyses

and interpretations based on that knowledge.

Typically, holders of the qualification will be able to:

• use a range of established techniques to initiate and undertake critical analysis of

information, and to propose solutions to problems arising from that analysis

• effectively communicate information, arguments and analysis in a variety of forms

to specialist and non-specialist audiences, and deploy key techniques of the

discipline effectively

• undertake further training, develop existing skills and acquire new competences

that will enable them to assume significant responsibility within organisations.

And holders will have:

• the qualities and transferable skills necessary for employment requiring the exer-

cise of personal responsibility and decision-making.

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2. Entry Conditions

2.1 Candidates are admitted to programmes of study in accordance with the specific pro-

gramme requirements, the admissions requirements of Swansea University, and the re-

quirements of the partner institution (if relevant).

2.2 Through the admissions process, an applicant must ensure that he/she can communicate

effectively in English, in both speech and writing. TOEFL or IELTS tests (or the equivalent)

are applicable and guidance can be obtained from the Swansea University Admissions Of-

fice as regards the pass level appropriate to a given programme of study or the pre-course

teaching that may be necessary to allow a candidate to proceed with his/her studies. Re-

sponsibility for ensuring that a candidate is currently at Framework for the Higher Education

Qualifications (FHEQ) Level 3 will rest with the University or, in the case of programmes

delivered in conjunction with a partner institution(s), will be detailed in the partnership

agreement.

2.3 In addition, eligible candidates must satisfy any eligibility criteria stipulated by the funding

requirements of the programme of study. Where the funding criteria of the programme indi-

cate that a candidate must be in employment, any change to a candidate’s employment

status subsequent to enrolment may impact on his/her ability to continue on the pro-

gramme.

3. University Enrolment

3.1 All candidates are required to enrol with Swansea University in order to be recognised as a

student of the University. All candidates shall enrol in accordance with the enrolment in-

structions and within the prescribed enrolment period.

3.2 Candidates pursuing programmes delivered in partnership with other institutions shall be

required to enrol with the partner institution in accordance with its enrolment procedures

published by the individual College.

3.3 By completing the enrolment process, candidates shall confirm that they will abide by the

regulations of the relevant institution, and in the case of Franchised Arrangements, confirm-

ing that they will abide by the regulations of both institutions, reflecting their dual enrolment

status.

3.4 With regard to enrolment with Swansea University, candidates are required to enrol within

the prescribed enrolment period:

If enrolling for the first time with the University;

If enrolling for the first time on a particular programme of study;

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If progressing to the next level of study, the next year of study or, in some cases, the

next part of study and attending in a part-time basis.

3.5 In order to enrol with the University, candidates, where applicable, are required to provide

evidence of entitlement to study at the University in accordance with:

the specific programme requirements;

the University’s regulations governing matriculation;

the laws governing study in the United Kingdom.

3.6 Failure to enrol within a prescribed enrolment period will result in the candidature lapsing

and the withdrawal of the candidate from the University. Requests for the reinstatement of

the candidature and permission to enrol late shall be considered by the appropriate Dean

and/or Pro-Vice-Chancellor or nominee.

3.7 The University shall notify the relevant authorities within a prescribed period in accordance

with United Kingdom laws governing study in the UK of students who have been withdrawn

for failure to enrol on a programme of study within the prescribed enrolment period.

4. Programme Structure

4.1 The structure of a Foundation degree programme shall be built on 240 credits at FHEQ

Levels 4 and 5, of which a minimum of 90 credits must be at Level 5.

4.2 A minimum of 25% of the modules to be pursued will be work-based learning modules. The

precise proportion of work-based learning modules shall be clearly identified in the

programme handbook.

4.3 The nature of foundation degree provision allows for a range of different structures and

delivery methods. Full details of modules and method of delivery shall be detailed in the

programme handbook.

5. Partnership with Employers

5.1 The University shall provide opportunities for employers to be directly involved in the

design, validation, delivery and assessment of foundation degrees.

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6. Time Limits

6.1 The time-limit guidelines for part-time provision shall be not less than 2 years and not more

than four from the start of the programme.

6.2 The precise candidature period for candidates pursuing a Foundation Degree may vary

depending on the structure of the programme.

6.3 The maximum candidature period may be extended in accordance with the regulations

outlined in Regulation 7.

6.4 Where credit exemption is permitted, the period of candidature for individual students may

be reduced, depending on the volume of credit being transferred from previous study (as

outlined in Regulation 8). The period of candidature shall be determined at the point of

admission by Swansea University.

7. Extension of Time Limits

7.1 The degree programme time limits, as set out in Regulation 6.1 and as elaborated in the

programme handbook, may be extended for individual students based on their extenuating

circumstances, but in exceptional cases only, and in accordance with the following criteria:

Normally, extensions will be granted only on compassionate grounds, in cases of ill-

ness or serious domestic difficulties, or in cases of serious employment difficulties

which can be demonstrated to have adversely affected the candidate. A full and rea-

soned case, supported by appropriate medical or other independent evidence, must

be made by the College for consideration by the University.

In cases which arise as a result of illness:

o satisfactory medical evidence, including a medical certificate, must be sup-

plied.

o A clear statement must be supplied, showing that the FE College and/or the in-

ternal academic College concerned has evaluated the situation in which the

candidate finds him/herself as a result of the illness and that it considers the

requested extension to be appropriate. Such a statement will, wherever pos-

sible, follow direct contact between candidate and FE College and/or the inter-

nal academic College.

7.2 Applications for extensions must be routed via Academic Services and shall be considered

administratively on behalf of the Academic Regulations and Cases Board.

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8. Credit Transfer

8.1 Where credit transfer is permitted, the maximum number of credits which may be accepted

to count towards the Foundation Degree shall be not more than 80 credits at FHEQ Level 4

8.2 Requests for credit transfer shall be considered in accordance with the University’s Policy

and Procedures for the Recognition of Prior Learning.

9. Compulsory Modules

9.1 Compulsory modules are those which must be pursued by a student. Such modules

should be identified by Colleges and listed in College handbooks.

10. Core Modules

10.1 Core modules are modules which have been identified a fundamental to a programme of

study. Core modules must be pursued and also passed before a student can proceed to

the next level of study or qualify for an award. Failures in core modules must be redeemed.

11. Handbook

11.1 A programme handbook shall be made available to each candidate at or before the com-

mencement of studies. This may be available in a hard copy or electronic format.

12. Attendance of Students

12.1 The University expects students to adhere to the attendance requirements as outlined in

the University’s Statement on Attendance.

12.2 In addition, the University expects candidates to attend all work-based placements associ-

ated with each module.

13. International Students and Visa Requirements

13.1 International students who need a visa to study in the University should be aware that their

continued study at the University is dependent upon their meeting the conditions of their vi-

sa and the time-limits set by the UKVI. For more information please refer to

http://www.ukba.homeoffice.gov.uk/visas-immigration/studying/.

13.2 Decisions taken by the University with regard to a candidate’s enrolment status, academic

performance, progression and award shall be made in accordance with the University’s ac-

http://www.ukba.homeoffice.gov.uk/visas-immigration/studying/

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ademic and financial regulations and shall not be informed by visa restrictions and time-

limits set by the UKVI. However, continued study is conditional upon meeting the Universi-

ty’s enrolment requirements and UKVI guidelines according to which a valid visa is essen-

tial. An international student who qualifies to progress to the next level or year of study

cannot continue studying at the University without a valid visa.

Students who have any concerns or queries regarding their visa should contact the Univer-

sity’s International Student Advisory Service. See www.swansea.ac.uk/isas for their con-

tact details.

14. Suspension of Studies

14.1 It is recognised that candidates may feel compelled for various reasons to interrupt their

studies for the whole or part of an academic session. In such instances candidates may re-

quest a suspension of their studies. Applications for suspension of studies shall be pro-

cessed in accordance with the procedures outlined in the programme handbook.

15. Assessment Regulations

15.1 The progress of a candidate shall normally be assessed by pre-defined assessment

methods for each module both during the course of a module and/or in the period

immediately following its completion.

15.2 Candidates shall be required to complete the Foundation degree programme of study in

accordance with the regulations for awarding credit as outlined in the programme

handbook.

The pass mark for a module shall be 40%.

16. Late Submission of Work

16.1 Deadlines for the submission of work shall be set and published in the programme hand-

book. Penalties for late submission of work shall be published in the programme handbook.

17. Special Provision

17.1 It shall be the candidate’s responsibility to inform the relevant FE College and/or the inter-

nal academic College of any disability or of any extenuating circumstances which might re-

quire special provision for assessment. Candidates shall be required to produce appropri-

ate documentation in support of this. All requests, whether resulting from long-term disabil-

ity or short-term circumstances, shall be set out on the appropriate form and supported,

http://www.swansea.ac.uk/isas

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where possible, by written evidence. Any request must be submitted to the institution in ac-

cordance with the procedures outlined in the programme handbook.

18. Academic Appeals

18.1 Details of the Academic Appeals procedure shall be made available to candidates in the

programme handbook. All candidates shall have the right to a final review of an academic

appeal decision through the University’s Final Review procedures.

18.2 A candidate who submits an appeal part way through the level or year may continue

provisionally until such time as a decision has been reached. This is to ensure that a

candidate whose appeal may subsequently be upheld is not academically disadvantaged.

19. Academic Misconduct

19.1 Details of the Academic Misconduct procedure shall be made available to candidates in the

programme handbook. All candidates shall have the right to a final review through the

University’s Final Review procedures.

20. Complaints

20.1 Details of the Complaints procedure shall be made available to candidates in the



21. Disciplinary

21.1 Details of the Disciplinary procedures shall be made available to candidates in the



22. Exit Qualifications

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22.1 A candidate who is admitted to a Foundation Degree, but is subsequently unable, or is not

permitted, to progress to completion, may be eligible for the award of a Certificate of Higher

Education.

22.2 Full details of the eligibility criteria shall be published in the assessment regulations for the

specific foundation degree and detailed in the programme handbook.

22.3 A candidate exiting a foundation degree programme with a Certificate of Higher Education

under the circumstances detailed in paragraph 22.1 shall be eligible for the award of a Dis-

tinction where he/she has attained an overall mark of 70% or above for the award in ques-

tion.

23. Eligibility for an Award

23.1 In order to be eligible for consideration for a Foundation Degree of Swansea University,

candidates shall attend and complete modules within the maximum period of registration,

the credit requirements of which shall be 240 credit points at Levels 4 and 5 (adjustments

shall be made for students admitted under the credit transfer regulations) and shall have

met the requirements of the assessment regulations.

24. Admission to the Award

24.1 In order to be eligible for consideration for an award of Swansea University, candidates

shall have

pursued an approved programme of study for the period prescribed by the University;

pursued a minimum of 240 credits, including a minimum of 90 credits at Level 5

(adjustments shall be made for students admitted under the credit transfer

regulations);

fulfilled any further condition(s) required by the College or University.

25. Eligibility for Pass, Pass with Merit or Pass with Distinction

25.1 Foundation Degrees shall be awarded on a Pass, Merit and Distinction basis, in accord-

ance with the following:

Distinction: 80% - 100%

Merit: 60% - 79%

Pass: 40% - 59%

Fail: <40%

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25.2 The calculation of the above averages shall be based on the weighted average mark for all

Swansea University Foundation Degree modules contributing to the award (i.e. normally

240 credits).

25.3 In the case of students admitted through the credit transfer regulations, the weighted

average shall be arrived at with reference to Swansea University Foundation Degree

modules only.

26. Aegrotat Degrees

26.1 An Aegrotat Award may be conferred upon a candidate on the presumption that a

candidate, who is unable to continue their studies, would have satisfied the standard

required for the award had they been able to continue.

26.2 The award of an Aegrotat Degree shall be made in accordance with Regulations for the

Award of Aegrotat Degrees, Diplomas and Certificates.

26.3 Candidates pursuing professional programmes in health care who are subsequently

awarded and Aegrotat Degree, diploma or certificate will not be eligible for professional

health care registration.

27. Posthumous Degrees

27.1 A posthumous qualification may be awarded to a deceased student who has completed

sufficient study for the award. The award of a posthumous degree shall be made in

accordance with the Posthumous Award Regulations.

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8.3 APPENDIX III

ASSESSMENT REGULATIONS FOR FOUNDATION DEGREES

General Regulations:

G1. In order to complete a Foundation Degree a candidate must pursue modules to the total credit value of 240 credits. Students accumulate credits by scoring marks equal or higher than the pass mark of 40%. Credits will only be awarded to candidates who pass a module.

G2. Colleges may designate modules as core modules, and shall clarify to students that such modules must be passed.

G3. In order to pass a module students must achieve a mark of 40%. (Colleges may specify additional requirements and must notify students accordingly).

G4. Decisions on student progression shall normally be taken either at the end of a semester or at the end of a full academic year. Decisions on student award shall be taken, following completion of the taught components and work-based learning components, by the University Progression and Awards Board. G5. Candidates who fail up to 40 credits but have achieved a minimum of 30% in each failure and who have passed all core modules shall qualify to proceed to the next trimester of study. Such failures will be referred to as “tolerated failures”. In the case of Engineering Foundation Degrees, stricter progression rules apply to conform to Professional Accreditation Body requirements. G6. Candidates must satisfy attendance and assessment requirements of all modules. Candidates whose attendance or progress is unsatisfactory would normally be considered in accordance with the procedures published by the College of Further Education in the programme handbook. G7. Candidates who are unsuccessful in any module may be permitted up to a maximum of three further attempts to redeem the failure. Candidates must not expect, as of right, to be offered the maximum number of attempts to redeem failures. The opportunity to re-sit may depend on authorisation of the employer. Students might be required to suspend studies, until a module is re-offered, before continuing with the studies. G8. Candidates, who are required to sit supplementary examinations in failed modules, provided they satisfy the examiners, shall have a capped mark of 40%. The capped mark shall be used for the purposes of determining the final award. G9. The marks of candidates who repeat the year of study shall not be capped. G10. Candidates who are repeating the year of study will be under close scrutiny. G11. Candidates shall not be allowed to elect to repeat any module which has been passed in order to improve their performance.

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G12. It is recognised that some candidates will not be able to attend examinations during the Mid-Sessional or Sessional Assessment Period e.g. due to illness or other extenuating circumstances. It is, therefore, recognised that such students shall be permitted to apply to sit such examinations as a deferral.

Applications for deferrals shall be considered in accordance with the procedures published by the College of Further Education in the programme handbook.

G13. The rules outlined in the Specific Progression Rules will normally influence the University Progression and Awards Board in arriving at a progression decision for candidates. However, candidates must not expect, as of right, that they will be allowed to sit supplementary examinations, or repeat the year of study the following session. The University Progression and Awards Board may take into account other circumstances relating to the candidate's case before taking any progression decision. The Board would not be expected to allow a candidate to progress unless they had satisfied the minimum criteria. G14. Exit Qualifications

A candidate who is admitted to a Foundation Degree programme but is subsequently unable, or is not permitted, to progress to completion may, depending upon the number of credits attained at the appropriate levels at the time of exit, qualify for one of the following awards:

Exit Qualification Minimum number of credits to have been achieved

Certificate of Higher Education A total of 120

Such exit qualifications shall be approved by the University Progression and Awards Board.

Specific Regulations: Progression and Award

Foundation Degrees in Engineering in partnership with Neath Port Talbot College Group and Pembrokeshire College.

FdEng Electrical & Electronic Engineering

FdEng Mechanical Engineering

FdEng Process Operations & Maintenance

FdEng Instrumentation Electronics

FdEng Power Systems Engineering

These regulations will apply at the Progression and Awards Board normally held in September following any supplementary assessment opportunities. Progression decisions will normally be based on taught modules.

S1. Students who pass all taught modules pursued with a mark of at least 40% shall automatically qualify to continue their studies and proceed to the next year.

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S2. Students who fail up to 20 credits per year of study, but have achieved a minimum of 30% in each failure and who have passed all core taught modules, shall qualify to continue with their studies and proceed to the next year. S3. Students who fail to meet the criteria in S2 above, having had one opportunity to redeem any failures will be required to withdraw from the programme of study. Such students, depending on the number of credits attained, may be considered for an exit award. S4. Students’ performance in work-based learning modules will be considered by the Progression and Awards Board. Students who have not completed work-based learning modules(s) will be allowed to carry the module(s) into the following year. S5. Students who have completed and fail the work-based learning module(s) may be allowed to proceed to the next year of study but will be given one opportunity to redeem the failure by resubmitting the assessment for work-based learning module(s). The maximum mark that can be achieved in any work-based learning modules which is repeated will be 40%. S6. Students who are repeating a work-based learning module and fail to achieve a pass mark at the second attempt will be required to withdraw from the programme. Such students, depending on the number of credits attained, may be considered for an exit award. S7. In order to qualify for the Foundation Degree, students must have accumulated a minimum of 200 credits, with no more than 40 credits of tolerated failures and pass marks in all core modules.

For more information regarding Swansea University regulations please follow this link:

http://www.swansea.ac.uk/academic-services/academic-guide/undergraduate-award-regulations/foundation-

degree-assessment-regulations/general-regulations/

http://www.swansea.ac.uk/academic-services/academic-guide/undergraduate-award-regulations/foundation-degree-assessment-regulations/general-regulations/

http://www.swansea.ac.uk/academic-services/academic-guide/undergraduate-award-regulations/foundation-degree-assessment-regulations/general-regulations/

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8.3 APPENDIX IV FE COLLEGE’S DISCIPLINARY POLICY

HE STUDENT DISCIPLINARY POLICY

1. Scope and Purpose

1.1 In order for each individual student to maximise their learning potential the College is

committed to providing an atmosphere which is conducive to the academic and social well-

being of the College community. In support of this it may be necessary at times to instigate

disciplinary or fitness to study procedures.

1.2 The purpose of this policy is to provide an appropriate behavioural and academic Disciplinary

Policy recognising the need to provide fair and appropriate guidance in relation to student dis-

cipline. This policy is closely aligned and works in accordance with the fitness to study poli-

cy.

1.3 The College will also ensure that in applying its disciplinary code it will do so in accordance

with its own policies and all relevant legislation, particularly fitness to study & safeguarding

policies.

1.4 The College will provide information regarding student behaviour on the College website

www.pembrokeshire.ac.uk and via the College Nexus page. Information will also be

brought to the attention of students at the admissions stage and at induction where students

will sign their learning agreement.

1.5 The College has the right to discipline students under the contractual relationship it has with

them. The College disciplinary policy & procedures apply to all students undertaking a pro-

gramme of study. Higher Education students will also be subject to the academic rules and

regulations of Swansea University as stated in the academic handbook and online at

www.swansea.ac.uk. Breaches of regulations governing work place learning will be dealt

with by the employer under the regulations and procedures of the employer.

Mission Statement / Datganiad Cenhadaeth

Pembrokeshire College’s mission is to provide the highest quality education, training

and support services for all its learners.

Cenhadaeth Coleg Sir Benfro yw darparu addysg, hyfforddiant a gwasanaethau

cefnogi o’r ansawdd gorau ar gyfer ei holl ddysgwyr


http://www.swansea.ac.uk/

http://www.swansea.ac.uk/

:

99

1.6 Implementation of the College disciplinary policy will be the responsibility of all staff,

detailed in the stage schedules.

1.7 Students of the College and partner organisations will be subject to the rules and regulations of

the partner organisation and the College. The WBL Consortium members will have their own

policy.

1.8 It is recognised that for minor breaches of discipline, a less formal arrangement exists whereby

the College Learner Coaches/Course Tutor or Disciplinary Officer will discuss the matter with the student concerned to resolve the issue. The outcome of such a discussion will be recorded on the e-ILP. Failure of a student to respond to such a discussion or offer of support could lead to formal disciplinary action under stage 2 or stage 3 of this policy. By signing the learner agreement at enrolment students are accepting the terms and conditions of this policy.

1.9 The College may consider disciplinary action for offences which occur away from the institu-

tion where they bring the College name into disrepute or where they impact on student be-

haviour and performance or are of a safeguarding concern.

1.10 As a result of a final hearing it may be appropriate to refer a student to another agency for fur-

ther help and support. Any referral would be noted in the letter of exclusion and monitored via

the Head of Safeguarding & Learner Services.

1.11 If a student is excluded from the College, the Head of Safeguarding & Learner Services or

Learner Coach Team will provide assistance and referral to other agencies if appropriate in con-

sultation with the student.

1.12 An excluded student who wishes to reapply to the College will be subject to the provisions of

the College’s Admissions Policy for re-admittance.

1.13 The College recognises the need to treat students undergoing disciplinary action fairly and to

allow them an opportunity to express their views and to be represented. The College will be

consistent in its approach and refer to the fitness to study procedure if appropriate. The College

in the execution of this policy and procedure will ensure the application of natural justice.

1.14 The College via the Head of Safeguarding & Learner Services will work in partnership and

in accordance with its Service Level Agreements and Information Sharing Protocols with

Dyfed Powys Police, Careers Wales, the Youth Offending Probation Services and the Chil-

dren in Need Team.

1.15 In the discharge of its Disciplinary Policy the College reserves the right at any time to re-

quest the presence of Dyfed Powys Police onto the premises. This also includes making

specific requests for the drugs dogs to be on the premises for the identification & prevention

of substance misuse.

2. The College’s Contract with Students

2.1 The College recognises that its relationship with students is a contractual one. The formation

of a student’s contract with the College commences when a student signs the enrolment form.

In signing the College enrolment form the student is accepting the general student regulations

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100

of the College and as part of those regulations the student accepts that whilst a student of the

College they will abide by the College rules and regulations. Students on H.E. programmes

have a dual enrolment status and will formally enrol with Swansea University as well as

Pembrokeshire College. The student is therefore expected to abide by the University’s rules

and regulations as well. If a student is in breach of the University’s regulations, e.g. when on

the University’s site or in bringing the University into disrepute, the University reserves the

right to bring action against the student in accordance with its procedures.

3. Code of Conduct

3.1 Students of the College are expected to conduct themselves at all times in a manner which

demonstrates respect for the College, its staff, fellow students and property and to abide by the

standards of behaviour as defined in the student learning agreement (please refer to Appendix

1).

4. Disciplinary Procedures

4.1 Disciplinary offences will be dealt with under the processes and procedures outlined in

appendix 2.

4.2 Formal warnings given by all staff will be recorded on the College e-ILP.

4.3 These procedures are for the College internal use only, in order to ensure its discharge of its

duty of care to both staff and students. They also exist to protect its good name and reputation.

4.4 The College will in its application of these procedures be consistent in the sanctions it applies

and at all times maintain proper records.

4.5 The Head of Safeguarding & Learner Services, Heads of Faculty & Disciplinary Officer

have the right to suspend a student where it is deemed necessary to do so. This includes in-

stances where suspension is required in order to provide a duty of care to others. Where a student has entered the College as part of a multi-agency approach the Head of Safeguarding

& Learner Services, Learner Coaches or Disciplinary Officer will liaise with the appropriate

agency during the disciplinary process.

4.6 All exclusion decisions following a final hearing must be ratified by the offices of either the

Deputy Principal Curriculum – Teaching & Learning or the Assistant Principal - Resources.

4.7 It is the responsibility of the Chair (Head of Safeguarding & Learner Services or Head of

Faculty) who has chaired the final disciplinary hearing to ratify the exclusion decision with

the Deputy or Assistant Principal prior to the sending of the exclusion letter.

4.8 Where a student is suspended from College pending the outcome of a disciplinary hearing or

external allegation, the student may be provided with a means to submit course work where

appropriate. Learner Coaches will provide support during this period and monitor progress.

:

101

5. Academic Offences

5.1 Academic offences committed by Higher Education students will be subject to both the

College’s and the University’s regulations and procedures as outlined in the Handbook (e.g.

non-attendance, non-submission of work, etc.).

5.2 Reporting of any offences will be as outlined in the disciplinary matrix (Appendix 2)

6. Criminal Offences

6.1 The College will report any criminal offences or contest/prevent concerns to the police. This

will be undertaken via the Head of Safeguarding & Learner Services as the designated senior

person or in their absence by the Disciplinary Officer.

6.2 Matters which need to be referred under the College’s Safeguarding policy will be referred

under those policies to the Head of Safeguarding & Learner Services who will liaise with ex-

ternal agencies and multi-agency senior persons as appropriate.

6.3 The College may suspend a student or restrict their access to facilities pending an investigation

or complaint that is referred to or from the police. This will be subject to review at the request

of the student after three weeks.

6.4 The College via the Head of Safeguarding & Learner Services will work in partnership with its

service level agreements and information sharing protocols with Dyfed Powys Police and the

Youth Offending Probation Services.

6.5 The College will include all criminal offences in its definition of misconduct within its disci-

plinary procedures. Where an offence is being dealt with by the police the College will leave

the matter to the courts but will reserve the right to decide whether suspension or exclusion

in the interim is appropriate. If the student is convicted by the courts the College will then

decide whether expulsion or any other sanction under the Disciplinary Procedure is appropri-

ate.

7. International Students

7.1 International students will be subject to the College disciplinary procedures as defined by this

policy.

7.2 Additional sanctions for non-payment of fees will apply to international students which in-

cludes temporary suspension from classes until payment is made and also withdrawal from

examinations if appropriate.

7.3 Breaches of Host Family regulations will be dealt with by the International Officer who will

incorporate matters into the College disciplinary procedures where appropriate.

7.4 Exclusion of an international student will also be subject to duty of care requirements and

managed by the Head of Finance and Head of Safeguarding & Learner Services once the

decision has been ratified by the Deputy Principal.

:

102

8. Hearing Constitution

8.1 Informal proceedings will be undertaken by a Course Tutor, Learner Coach or the College Dis-

ciplinary Officer immediately and will be noted on the student’s e-ILP.

8.2 A formal warning will be issued by the College Disciplinary Officer, Head of Safeguarding

and/or Learner Services. A written warning will be issued and will remain on the student’s e-

ILP for a period of not less than 6 months from the date of issue.

8.3 It is the responsibility of the Registrar to remove the record on the date of expiry.

8.4 A final hearing will be chaired by the Head of Safeguarding & Learner Services or Head of

Faculty. The hearing will be recorded by the Faculty Registrar. If there are safeguarding con-

cerns or issues the Head of Safeguarding & Learner Services or College Nurse/Counsellor will

also be present. Decisions of Final Stage panels will remain on file for 12 months.

8.5 A student will be given at least 5 working days notice in writing of a final disciplinary

hearing (unless in extenuating circumstances the hearing needs to be expedited or the express

wish of the student/parent is that this notice period is not necessary)

8.6 Decisions made and ratified following a final disciplinary will be communicated in writing

and sent by recorded mail to the student by the Chair normally within 5 working days of the

hearing.

8.7 Any issues raised in the course of a final disciplinary hearing that warrant further investiga-

tion or clarification will be assigned to the appropriate Registrar by the Chair of the panel.

8.8 Findings or a progress report from point 8.7 above must be reported back to the Chair within 3

working days. At this point the Chair will either make a final decision to be ratified by the

Deputy Principal or provide an interim statement to the student which may include extending

the suspension period.

8.9 A student shall not be suspended, without review, for longer than 3 weeks. Once the three

week period has lapsed, a decision of further suspension, exclusion, complete reinstatement

to course or reinstatement with conditions must be made. Reinstatement with conditions or

further suspension may also be subject to any internal or external enquiry conclusions. That

result may then lead the Chair to review the decision made and exclude.

8.10 Prior to a stage three hearing a pre-panel convened by the Chair may consider the College

documentation pertaining to the hearing or any other relevant information.

9. Disciplinary / Correspondence / Record Keeping / Notification

9.1 All correspondence pertaining to disciplinary hearings should be treated as strictly private &

confidential. However, on enrolment the student agrees that all relevant material may be re-

leased to and shared with Swansea University.

9.2 Documentation outlined in the procedures will be kept on a confidential file. Records of

information pertaining to disciplinary hearings must contain

:

103

e-ILP documentation

File notes of verbal information

File notes of attempted contact

All written correspondence including emails

9.3 Documentation pertaining to the disciplinary hearing may be destroyed on expiry of any

specified timescale.

9.4 Any documentation which contains unfounded allegations must be marked as such post the

hearing but will be maintained on central files by the Head of Safeguarding & Learner Ser-

vices.

9.5 The standard format letters developed by the Head of Safeguarding & Learner Services will

be used for all disciplinary matters. They will review and amend these letters as necessary,

dependent upon individual circumstances

9.6 Files of excluded students will be held by the Head of Safeguarding & Learner Services. These

files will be re-opened for re-admittance panels where attention will be paid to any re-

admittance criterion.

9.7 Detailed records pertaining to disciplinary offences must be maintained. File notes of all com-

munications pertaining to any disciplinary matter should be kept by Learner Coaches. Care

should be taken to ensure that all such material is factual and balanced. Registrars are respon-

sible for keeping the definitive disciplinary records in secure confidential files. The Head of

Safeguarding & Learner Services will submit an annual report to Curriculum & Standards.

9.8 The parents of students aged under 18 will be notified of any disciplinary matters at Stage 2 or

above by the faculty Registrar.

9.9 The HOWFS will contact employers regarding any disciplinary matters pertaining to

WBL/LAW students.

9.10 WBL Consortium members will administer their own disciplinary procedures but refer to the

College as the lead provider for support if required.

10. Hearings

10.1 Hearings at formal and final level will be held as expeditiously as possible subject to the

need to consider the case fairly.

10.2 At a formal or final hearing students will have the opportunity to be accompanied by a parent /

guardian or Student representative at their discretion. This could be a Student Advisor at

Swansea University’s Students’ Union.

10.3 The panel considering disciplinary actions will confine themselves to the evidence presented

to them at the time.

10.4 Hearings may continue in absentia if there is written evidence that endeavours have been made

to contact the student and the student has provided no reasonable / valid excuse for non-

attendance.

:

104

11. Appeals

11.1 Students have the right of appeal at all stages in the disciplinary process:

Informal Stage One – Right of appeal is to Head of Safeguarding & Learner Services or

Head of Faculty

Formal Stage Two – Head of Safeguarding & Learner Services

Formal Stage Three – Right of appeal is to Principal

11.2 Appeals for Formal & Informal disciplinaries must be made in writing setting out the basis

for appeal within five working days to the specified person as stated in 11.1.

11.3 Appeals for Final disciplinaries must be made in writing to the Principal setting out the basis

for appeal within five working days of receipt of the decision made.

11.4 The panel hearing the appeal may impose a lesser or greater sanction or uphold the decision

having considered whether the original sanction imposed was fair and reasonable in the light

of all the circumstances of the case and the students means and general personal circum-

stances.

11.5 In addition, a student has the right to request a formal review of the decision by Swansea

University. Such requests for review will be dealt with in accordance with the published pro-

cedures and only if the College’s procedures have been exhausted.

12. Mitigating Circumstances

12.1 If mitigating or extenuating circumstances of whatever nature are perceived by the College to

be the cause of behaviour which would normally warrant disciplinary procedures to be in-

voked, the student would be referred under the College’s Fitness to Study policy which is an

addendum to the College’s Safeguarding policy.

12.2 The Head of Safeguarding & Learner Services or the Learner Coaches will liaise with multi-

agencies regarding mitigating circumstances in a disciplinary situation.

13. Sanctions Resulting from Disciplinary Hearings

13.1 The following are examples of sanctions which may be imposed following a disciplinary

hearing

An oral warning / programme to address behaviour/academic concerns

Behavioural Learning Agreement / Action Plan

A formal written warning

Restitution / compensation for damage to property

Withdrawal of facilities, services and resources relevant to the misconduct

Withdrawal to include activities

Exclusion

:

105

14. The Welsh Language

14.1 The Corporation is committed to the promotion of the Welsh Language and will endeavour to

address and support the needs of the Welsh speakers in accordance with the College’s Welsh

Language Scheme.

Yr Iaith Gymraeg

Mae’r Gorfforaeth yn ymrwymedig i hyrwyddo’r iaith Gymraeg a bydd yn ymdrechu i ddelio

ag anghenion siaradwyr Cymraeg â’u cefnogi yn unol â Chynllun Iaith Gymraeg y Coleg.

15 General

The College is committed to the promotion of the Education for Sustainable Development and

Global Citizenship (ESDGC), the Welsh Language, Equality and Diversity, Essential Skills,

Health, Safety, Safeguarding, Wellbeing and the Environment.

16 Other Relevant Policies

Learner Agreement

Fitness to Study Policy

EMA/Attendance Guidance

Equality & Diversity Policy

Safeguarding / Duty of Care Policy

Health & Safety Policy

:

106

First Stage – Informal Minor Cases of Indiscipline APPENDIX IV

First Stage – Informal

1 This is a support measure before the formal disciplinary procedure is applied and will generally re-

late to a failure to fulfil a commitment to College e.g. regular lateness, poor attendance, low level

disruptive behaviour, failure to complete work on time, disrespectful behaviour towards staff or fel-

low students. The following shall act like a guide:

Attendance falls below 85% in any 4 week period during the academic year

Punctuality – regular unauthorised lateness which disrupts learning

Deadlines – regular late submission of assessed work – including significant course work

Behaviour – any breach of the Learner Agreement

1.2 It is important that all tutors who have concerns about a student in their class to log the concern on

the e-ILP and refer to the Learner Coach to follow through with the students.

1.3 If the Learner Coach is satisfied that sufficient progress has been made to address the initial con-

cerns the student will be notified that no further action will be taken.

If the student has not made sufficient progress against the agreed targets, the Learner Coach will

recommend to the CAM that the student is issued with a second stage formal warning. The CAM

or Faculty Head will issue the second stage formal warning.

Dis

cip

lin

ary

Of-

fen

ce

Info

rma

l P

roce

-

du

res

Ha

nd

led

By

Sta

ge

Ma

xim

um

Sa

nc-

tio

n

*

Rec

ord

ed

Wh

ere

HS

E R

epo

rt R

e-

qu

ired

?

Ap

pea

l

Lateness Learner Coach

Course/Subject

Tutor

Disciplinary Of-

ficer

Initial Warning and

written improvement ac-

tion

e-ILP No Head of Safe-

guarding &

Learner Ser-

vices OR

Head of Facul-

ty

Poor attendance Learner Coach

Course/Subject

Tutor

Disciplinary Of-

ficer

Initial Warning and


tion


guarding &

Learner Ser-

vices OR

Head of Faculty

:

107

Dis

cip

lin

ary

Of-

fen

ce

Info

rma

l P

roce

-

du

res

Ha

nd

led

By

Sta

ge

Ma

xim

um

Sa

nc-

tio

n

*

Rec

ord

ed

Wh

ere

HS

E R

epo

rt R

e-

qu

ired

?

Ap

pea

l

Disruptive or anti-social

behaviour in the

classroom

Learner Coach

Course/Subject

Tutor

Disciplinary Of-

ficer

Initial Warning and


tion

e-ILP Yes Head of Safe-

guarding &

Learner Ser-

vices OR

Head of Facul-

ty

Failure to hand in work Learner Coach

Course/Subject

Tutor

Disciplinary Of-

ficer

Initial Warning and


tion


guarding &

Learner Ser-

vices OR

Head of Faculty

Failure to prepare work

on time

Learner Coach

Course/Subject

Tutor

Disciplinary Of-

ficer

Initial Warning and


tion


guarding &

Learner Ser-

vices OR

Head of Faculty

Rudeness Learner Coach

Course/Subject

Tutor

Disciplinary Of-

ficer

Initial Warning and


tion


guarding & Learner Ser-

vices OR

Head of Faculty

Anti-social behaviour Learner Coach

Course/Subject

Tutor

Disciplinary Of-

ficer

Initial Warning and


tion


guarding &

Learner Ser-

vices OR

Head of Facul-

Breach of LRC

Guidelines

Learner Coach

Course/Subject

Tutor

Disciplinary Of-

ficer

Initial Warning and


tion


guarding &

Learner Ser-

vices OR

Head of Faculty

Breach of work

experience contract

Learner Coach

Course/Subject

Tutor

Disciplinary Of-

ficer

Initial Warning and


tion


guarding &

Learner Ser-

vices OR

Head of Facul-

ty

Breach of Host Family

Regulations

Learner Coach

Course/Subject

Tutor

Disciplinary Of-

ficer

Initial Warning and


tion


guarding &

Learner Ser-

vices OR

Head of Faculty

:

108

D

isci

pli

na

ry O

f-

fen

ce

Info

rma

l P

roce

-

du

res

Ha

nd

led

By

S

tag

e

M

ax

imu

m S

an

c-

tio

n

*

Rec

ord

ed

Wh

ere

HS

E R

epo

rt R

e-

qu

ired

?

Ap

pea

l

Repeated failure to

produce and ID badge

on request

Learner Coach

Course/Subject

Tutor

Disciplinary Of-

ficer

Initial Warning and


tion


guarding &

Learner Ser-

vices OR

Head of Faculty

Eating outside of

designated areas

Learner Coach

Course/Subject

Tutor

Disciplinary Of-

ficer

Initial Warning and


tion


guarding &

Learner Ser-

vices OR

Head of Facul-

ty

Inappropriate use of

mobile phones in learn-

ing environments

Learner Coach

Course/Subject

Tutor

Disciplinary Of-

ficer

Initial Warning and


tion


guarding &

Learner Ser-

vices OR

Head of Faculty

Bad behaviour either on

College premises or

whilst travelling on

College transport.

Learner Coach

Course/Subject

Tutor

Disciplinary Of-

ficer

Initial Warning and


tion


guarding &

Learner Ser-

vices OR

Head of Facul-

ty

Breach of parking

Regulations

Learner Coach

Course/Subject

Tutor

Disciplinary Of-

ficer

Initial Warning and


tion


guarding &

Learner Ser-

vices OR

Head of Faculty

In all initial matters appropriate referral should be made to the appropriate Registrar or Disciplinary Officer.

Upon referral the Learner Coach/Disciplinary Officer will put in place either an action plan or support

to include possible referral to:

External Agencies for additional support

Internal learner services (College Nurse/Counsellor, Guidance & Welfare)

Should a HSE report be required, the PC-HSE-RM-007A. Incident Report Form should be used. A sam-

ple is linked here, included in Appendix 5 and can be downloaded from the Health & Safety page on Nexus

:

109

Second Stage – Formal Significant Cases of Indiscipline APPENDIX IV

2 Second Stage – Formal

A Second Stage Formal warning is given if there has been failure to make satisfactory progress dur-

ing the first informal stage

Dis

cip

lin

ary

Off

ence

F

orm

al

Pro

ced

ure

s

Ha

nd

led

By

S

tag

e

Ex

am

ple

s o

f M

ax

-

imu

m

Sa

nct

ion

s

Rec

ord

ed

Wh

ere

Ap

pea

l

HS

E R

epo

rt R

e-

qu

ired

?

Rep

rese

nta

tio

n

Repetition of a stage one offence

Disciplinary

Officer

Formal - Written warning / Formal contract of be-

haviour / requirement to

pay for damage / letter to

parent if appropriate

- Loss of EMA Payment

for one week

e-ILP Head of Safe-

guarding &

Learner Ser-

vices OR

Head of Facul-

ty

No May be

accompanied by

a friend or other

representative

(parent may be

informed if un-

der 18, employer

if sponsored)

Plagiarism Disciplinary

Officer

Formal - Written warning / letter to exam board /

failure of assignment in

accordance with exam

board regulations


e-ILP Head of Safe-

guarding &

Learner Ser-

vices OR

Head of Facul-

ty

No May be

accompanied by

a friend or other

representative

(parent informed

if under 18, em-

ployer if spon-

sored)

Abusive, obscene, reckless,

dangerous or

offensive behaviour

Disciplinary

Officer

Formal - Written warning / formal contract of be-

haviour / requirement to

pay damages


e-ILP Head of Safe-

guarding &

Learner Ser-

vices OR

Head of Facul-

ty

Yes May be

accompanied by

a friend or other

representative

(parent informed

if under 18, em-

ployer if spon-

sored)

Dropping Litter Disciplinary

Officer

Formal - Written Warning / formal contract of behaviour - Loss of EMA Payment

e-ILP Head of Safe- guarding & Learner Ser- vices OR

Head of Facul- ty

No May be accompanied by a friend or other representative (parent informed if under 18, employer if sponsored)

Interference with or misuse of College LRC facilities

Disciplinary

Officer

Formal - Written warning / requirement to pay damages formal contract of behaviour - Loss of EMA Payment

e-ILP Head of Safe- guarding & Learner Ser- vices OR Head of Facul- ty

No May be accompanied by a friend or other representative (parent informed if under 18, employer if sponsored)

:

110

Dis

cip

lin

ary

Off

ence

F

orm

al

Pro

ced

ure

s

Ha

nd

led

By

S

tag

e

Ex

am

ple

s o

f M

ax

-

imu

m

Sa

nct

ion

s

Rec

ord

ed

Wh

ere

Ap

pea

l

HS

E R

epo

rt R

e-

qu

ired

?

Rep

rese

nta

tio

n

Breach of substance misuse policy - this includes being under the influence or in possession of alcohol or illegal substances

Disciplinary

Officer

Formal -Written warning / formal contact of behaviour

- Reported to Dyfed Powys Police - Loss of EMA Payment for one week

e-ILP Head of Safe- guarding & Learner Ser- vices Head of Facul- ty

Yes May be accompanied by a friend or other representative (parent informed if under 18, employer if sponsored)

Minor criminal Offences

Disciplinary

Officer

Formal Police investigation / Written warning - Loss of EMA Payment for one week

e-ILP Head of Safe- guarding & Learner Ser- vices Head of Facul- ty


Reckless / inappropriate use of vehicles

Disciplinary

Officer

Formal - Written warning / payment for damages

- Loss of EMA Bonus payment

e-ILP Head of Safe- guarding & Learner Ser- vices

Head of Facul- ty

Yes May be accompanied by a friend or other representative (parent informed if under 18, employer if sponsored)

Any form of bullying or harassment

Disciplinary

Officer

Formal - Written warning / formal contract of behaviour - Loss of EMA Bonus Pay- ment


Head of Facul- ty


Breach of parking Regulations

Disciplinary

Officer

Formal - Written warning / formal contract of behaviour / Parking sanction as per regulations - Loss of EMA Bonus Pay- ment


Head of Facul- ty


:

111

Third Stage – Final Severe Cases of Indisci-

pline/Under-Performance APPENDIX IV

3 Third Stage – Final

3.1 A Third Stage is extremely serious, this represents the final stage of the disciplinary procedure.

In all Stage 3 cases the Registrar will investigate the incident and prepare information for the panel.

If actions are judged to be so serious that a student’s place at the College may be untenable, the

Head of Safeguarding & Learner Services or Head of Faculty may recommend the permanent ex-

clusion of a student to the Deputy Principal. A letter will be issued to learners and if under 18 their

parents/guardians notifying them of the decision taken.

Dis

cip

lin

ary

Off

ence

Fo

rma

l

Pro

ced

ure

s

Ha

nd

led

By

Sta

ge

Ex

am

ple

s o

f M

ax

i-

mu

m

Sa

nct

ion

s

Rec

ord

ed

Wh

ere

Rec

ord

ed

By

wh

o

HS

E R

epo

rt R

e-

qu

ired

?

Dec

isio

n r

ati

fied

by

Ap

pea

l

Repetition of stage 1 & 2 offences

Head of Safe-

guarding &

Learner Ser-

vices and

Heads of Facul-

ty

Final - Exclusion either

on a permanent or

temporary basis.

This decision

must be ratified

by the Deputy

Principal prior to

notification

- Loss of EMA

Payment

e-ILP Chair No Deputy Principal or Assistant Principal Resources

& Services

Principal within 5 working

days of re-

ceipt

Non-payment of Fees

Head of Safe-

guarding &

Learner Ser-

vices and

Heads of Facul-

ty

Final Exclusion either on a permanent or

temporary basis.

This decision must be ratified

by the Principal prior to notifi-

cation


& Services


days of re-

ceipt

Use, possession or sale of

illegal

substanc

- es

Head of Safe-

guarding &

Learner Ser-

vices and

Heads of Facul-

ty

Final - Exclusion either

on a permanent or

temporary basis.

This decision

must be ratified

by the Principal

prior to notifica-

tion / referral to

Dyfed Powys Po-

lice / Appropriate

legal action

- Loss of EMA

Payment

e-ILP Chair Yes Deputy Principal or Assistant Principal Resources & Services


days of re-

ceipt

:

112

Dis

cip

lin

ary

Off

ence

Fo

rma

l

Pro

ced

ure

s

Ha

nd

led

By

Sta

ge

Ex

am

ple

s o

f M

ax

i-

mu

m

Sa

nct

ion

s

Rec

ord

ed

Wh

ere

Rec

ord

ed

By

wh

o

HS

E R

epo

rt R

e-

qu

ired

?

Dec

isio

n r

ati

fied

by

Ap

pea

l

Plagiarism Head of Safe-

guarding &

Learner Ser-

vices and

Heads of Facul-

ty

Final -Higher Education

students will be

subject to the

Academic

Regulations of

both Pembroke-

shire College and

the University of

Swansea

and will be dealt

with by the Aca-

demic Misconduct

Procedure.


& Services


days of re-

ceipt

Cheating in examinations

Head of Safe-

guarding &

Learner Ser-

vices and

Heads of Facul-

ty

Final - Exclusion either on a permanent or temporary basis. This decision must be ratified by the Principal prior to notification / Exam- ination board informed. - Academic Mis- conduct cases will be dealt with at Pembrokeshire Col- lege in compliance with the Universi- ty’s procedures.

e-ILP Chair No Deputy Principal or Assistant Principal Resources & Services

Principal within

5 working days of receipt

Serious criminal activities of any kind in any lo- cation

Head of Safe-

guarding &

Learner Ser-

vices and

Heads of Facul-

ty

Final - Exclusion either on a permanent or temporary basis. This decision must be ratified by the Principal prior to notification / referral to Dyfed Powys Po- lice / Appropriate legal action


e-ILP Chair No Deputy Principal or Assistant Principal Resources & Services

Principal within 5 working days of receipt

:

113

Dis

cip

lin

ary

Off

ence

Fo

rma

l

Pro

ced

ure

s

Ha

nd

led

By

Sta

ge

Ex

am

ple

s o

f M

ax

i-

mu

m

Sa

nct

ion

s

Rec

ord

ed

Wh

ere

Rec

ord

ed

By

wh

o

HS

E R

epo

rt R

e-

qu

ired

?

Dec

isio

n r

ati

fied

by

Ap

pea

l

Use of offensive or threatening be-

haviour

Head of Safe-

guarding &

Learner Ser-

vices and

Heads of Facul-

ty

Final - Exclusion either on a permanent or temporary basis. This decision must be ratified by the Principal prior to notification / referral to Dyfed Powys Po- lice


Stage 3

warning

proforma /

Letter con-

firming out-

come in writ-

ing / Course

file

/ If excluded

file passed to

HOSLS

Chair Yes Deputy Principal or Assistant Principal Resources & Services


Violent behaviour

Head of Safe-

guarding &

Learner Ser-

vices and

Heads of Facul-

ty

Final - Exclusion either on a permanent or temporary basis. This decision must be ratified by the Principal prior to notification / referral to Dyfed Powys Po- lice / Appropriate legal action

- Loss of EMA

Payment

Stage 3

warning

proforma /

Letter con-

firming out-

come in writ-

ing / Course

file

/ If excluded

file passed to

HOSLS


Principal within


Bringing the College into disrepute

Head of Safe-

guarding &

Learner Ser-

vices and

Heads of Facul-

ty

Final - Exclusion either on a permanent or temporary basis. This decision must be ratified by

the Principal prior to notification - Loss of EMA Payment

Stage 3

warning

proforma /

Letter con-

firming out-

come in writ-

ing / Course

file

/ If excluded

file passed to

DLS

Chair No Deputy Principal or Assistant Principal Resources & Services


Serious misuse of the College network

Head of Safe-

guarding &

Learner Ser-

vices and

Heads of Facul-

ty


the Principal prior to notification


Stage 3

warning

proforma /

Letter con-

firming out-

come in writ-

ing / Course

file

/ If excluded

file passed to

HOSLS



:

114

Dis

cip

lin

ary

Off

ence

Fo

rma

l

Pro

ced

ure

s

Ha

nd

led

By

Sta

ge

Ex

am

ple

s o

f M

ax

i-

mu

m

Sa

nct

ion

s

Rec

ord

ed

Wh

ere

Rec

ord

ed

By

wh

o

HS

E R

epo

rt R

e-

qu

ired

?

Dec

isio

n r

ati

fied

by

Ap

pea

l

Risk to Col- lege’s duty of care to

staff or students

Head of Safe-

guarding &

Learner Ser-

vices and

Heads of Facul-

ty


the Principal prior to notification - Loss of EMA Payment

Stage 3

warning

proforma /

Letter con-

firming out-

come in writ-

ing / Course

file

/ If excluded

file passed to

HOSLS



Breach of parking

regulations

Head of Safe-

guarding &

Learner Ser-

vices and

Heads of Facul-

ty

Final As per parking regulations

As per

parking regu-

lations


Principal within


Vexatious Complaints

Head of Safe-

guarding &

Learner Ser-

vices and

Heads of Facul-

ty


the Principal prior to notification - Loss of EMA Payment for 2 weeks

Stage 3

warning

proforma /

Letter con-

firming out-

come in writ-

ing / Course

file

/ If excluded

file passed to

HOSLS



In all Stage 3 matters appropriate referral should be made to the Head of Safeguarding & Learner

Services for possible referral to internal or external support services.

In matters relating to safeguarding or fitness to study, students will be referred under these re-

spective policies.

Should a HSE report be required, the PC-HSE-RM-007A. Incident Report Form should be used. A sam-

ple is linked here, included in Appendix 5 and can be downloaded from the Health & Safety page on Nexus

:

115

APPENDIX IV

COLLEGE DOCUMENTATION PERTAINING TO DISCIPLINARY HEARINGS

Initial Concern

Student name: .......................................... Group: ..............................

Details of issue: ........................................................................................

...................................................................................................................

...................................................................................................................

...................................................................................................................

...................................................................................................................

Action taken: ............................................................................................

...................................................................................................................

Occurred on: ............................................ at: .....................................

Signed: ..................................................... Date: ................................

Name: ....................................................... Expires on: .......................

:

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FORMAL WARNING / FINAL WARNING (Delete as appropriate)

Student name: .......................................................................... Group: ......................………………….

Details of issue: ..............................................................................................................………………….

.........................................................................................................................................………………….

.........................................................................................................................................………………….

.........................................................................................................................................………………….

.........................................................................................................................................………………….

.........................................................................................................................................………………….

.........................................................................................................................................………………….

Penalties/Conditions imposed: .......................................................................................………………….

.........................................................................................................................................………………….

.........................................................................................................................................………………….

.........................................................................................................................................………………….

.........................................................................................................................................………………….

.........................................................................................................................................………………….

.........................................................................................................................................………………….

Signed: ......................................................................…. Date: .................................………………….

Name: .......................................................................….. Expires on: .......................………………….

Copies sent to: ................................................................................................................………………….

:

117

FINAL DISCIPLINARY - COURSE TUTOR’S REPORT

Student Name: Group:

Date of Disciplinary Hearing:

Course Tutor’s Review of Progress to date: At-

tendance:

Performance/ Behaviour:

Achievement/ Assessment Progress:

Signed: Date

(Course Tutor)

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118

FINAL DISCIPLINARY SUMMARY

Student Name: Group:

Details of issue:

Action Tak-

en:

Supporting Evidence:

Signed: Date:

Copies sent to:

119

119

120

120

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Learner Coach - Student Agreement

I, ………………………., understand that while I am a student at Pembrokeshire College I will:

Attend all sessions

Be punctual and contact absence reporting if I am going to be late or if I am ill

Listen carefully and follow all instructions

Hand in any course work or home work on time

Only use my mobile phone during breaks – keep in bag during sessions

Behave well and respectfully with staff and colleagues

Maintain motivation and commitment to course and course related activities.

Be polite and friendly and willing to learn

Attend all sessions with my learner coach

Additional notes:

Signature of student: .............................................................

Course: ..............................................................

Learner Coach: ..............................................................

Date: ...............................................................

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122

8.5 APPENDIX V

COLLEGE’S COMPLAINTS POLICY

ACADEMIC COMPLAINTS POLICY /

POLISI CWYNION ACADEMAIDD

1 Purpose

1.1 Pembrokeshire College strives to achieve the highest standards of quality and service,

and the vast majority of feedback received is positive. However, it is recognised that

from time to time, adverse comments, concerns and complaints will be received.

2 Scope

2.1 This policy covers academic complaints from students relating to their academic

programme or their learning experience.

3 General Principles

3.1. These procedures comply with the expectations on the providers of H.E. provision

as outlined in Chapter B9 of the QAA’s Quality Code, and the expectations of the

OSA’s proposed “Good Practice Framework”. The procedures have also been en-

dorsed by Swansea University.

3.2 The College will publicise its complaints procedures to students, staff and employ-

ers via its website and all Nexus pages. Printed copies are also available from the

Learner Resource Centre.

3.3 Every effort will be made to resolve concerns/complaints quickly, fairly, with open-

ness and transparency.

122

Mission Statement / Datganiad Cenhadaeth Pembrokeshire Col-

lege’s mission is to provide the highest quality education, training and

support services for all its learners

Cenhadaeth Coleg Sir Benfro yw darparu addysg, hyfforddiant a gwasanaethau cefnogi

o’r ansawdd gorau i’w holl ddysgwyr

123

3.4 This policy will work alongside the complaints/concerns made against members

of staff procedure, All Wales Child Protection Procedures 2008, POVA Guidance,

and Safeguarding Children in Education & Guidance 2014.

3.5 Feedback on College quality and services will be sought via the College’s Learn-

er

Voice. These will be overseen and monitored via Curriculum Cluster.

3.6 A separate procedure applies to academic appeals surrounding assessments, re-

sults and gradings. Please refer to the Academic Appeals Procedure.

3.7 All academic complaints will be handled confidentially. However, on enrolment, the

student agrees that all relevant material may be released to and shared with Swansea

University.

3.8 Any academic complaint through the medium of Welsh will be responded to in

Welsh.

3.9 If a complaint is made against a member of the College staff, then the matter will

be dealt with in accordance with the procedures for dealing with com-

plaints/concerns raised against staff members.

4 Complaints Procedure

4.1 Stage 1: Informal - General/Specific Concerns Raised

4.1.1 In the first instance, many people will want to make an informal comment or raise

a concern. This may be through the Head of Safeguarding & Learner Services who

will remain impartial throughout the complaint process. If a complainant does not

know who to speak to, Reception need to be contacted and a referral will be made to

the Head of Safeguarding & Learner Services.

4.1.2 If your concern is resolved this way, then the situation need not be progressed.

However, if your concern has not been resolved, then you may wish to pursue

the formal complaints procedure.

4.2 Stage 2/ 3: Formal - General/Specific Complaints

4.2.1 Any formal complaints should be made in writing, accompanied by evidence to

substantiate their complaint, to the Head of Safeguarding & Learner Services or if

someone needs advice as to whom to address the complaint, Reception should be

contacted on 01437 753 100. Complaint forms are held in Reception and are also

available online at www.pembrokeshire.ac.uk.

4.2.2 A complaint will be acknowledged either in writing or verbally dependent upon how

it has been received within 5 working days.

123


124

124

4.2.3 Where appropriate, a full, impartial investigation will be carried out by the Head

of Safeguarding & Learner Services, other Heads of Service, Head of Faculty, Sen-

ior Tutor or School Link Tutor of Pembrokeshire College and there will be an op-

portunity, if appropriate, for an impartial hearing to take place.

4.2.4 A full response will then be made to the complainant either verbally or in writing de-

pendent on the nature of the concern and its receipt.

5 Stage 3: Urgent Complaints

5.1 In the case of an urgent or serious complaint, please contact Reception. They

will contact a senior member of staff – normally the Head of Safeguarding &

Learner Services – who will meet with you to hear your complaint. In the absence

of the Head of Safeguarding & Learner Services, then a Head of Service or Head of

Faculty will be asked to meet with you.

6 Internal Appeals

6.1 If you are unhappy with the outcome of your complaint, you may appeal in writing

to the Principal/Deputy Principal of the College. Your appeal must be received

within 5 working days of receiving the response in 4.3.4 above. You will then be

invited to attend a meeting with the Principal or an Assistant Principal to express

your appeal within 10 working days of receipt of your request.

7 Review of Decision

7.1 A student has the right to request an independent review of the decisions taken at the

College by submitting a formal application for a “Final Review” to Swansea Universi-

ty. Details of the procedures will be included in the letter informing the student of the

outcome of the College’s appeal (Stage 3). Details of Swansea University’s Final Re-

view procedures are given at:

https://www.swan.ac.uk/registry/academicguide/conductandcomplaints/finalreviewprocedure/

8 False and Unfounded Complaints

8.1 Where the College has investigated a complaint and the outcome finds against the

complainant, the College reserves the right to consider whether to bring action

against the complainant if false statements and allegations have been made.

8.2 Where it is likely that a student of the College has made false statements

and allegations against the College or its members of staff, then the matter may be

further pursued under the Student Disciplinary Policy.

https://www.swan.ac.uk/registry/academicguide/conductandcomplaints/finalreviewprocedure/

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125

9 Third Parties

9.1 The College does not normally deal with complaints from third parties. However, it

will do so only with the written consent of the student concerned and a valid expla-

nation as to why it is not submitted by the student themselves.

10 Monitoring of Complaints

10.1 All complaints will be centrally managed by the Head of Safeguarding & Learner

Services.

10.2 The number and nature of compliments and complaints will be recorded and mon-

itored by the Head of Safeguarding & Learner Services. A report detailing the

number and nature of compliments and complaints will be presented to the

Board by the Deputy Principal and via the Programme Link Tutor to Swansea Uni-

versity.

11 Vexatious Complaints

11.1 A vexatious allegation made regarding a member of staff and/or student which caus-

es or is likely to cause that member of staff serious difficulty in the performance of

his/ her duties and/ or which damages or is likely to damage his/her personal reputa-

tion is a disciplinary offence and will result in disciplinary action being taken.

"Vexatious" in this context means that which the student knows to be untrue or

where a student persistently makes allegations without reasonable grounds.

11 The Welsh Language

11.1 The College is committed to the promotion of the Welsh Language and will en-

deavour to address and support the needs of the Welsh speakers in accordance with

the College’s Welsh Language Scheme.

Yr Iaith Gymraeg

Mae’r Coleg yn ymrwymedig i hyrwyddo’r iaith Gymraeg a bydd yn ymdrechu i

ddelio ag anghenion siaradwyr Cymraeg â’u cefnogi yn unol â Chynllun Iaith Gym-

raeg y Coleg

Author Approved by Issued Review

Head of Safeguarding & Learner Services

SMT March 2014 November 2015

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126

Please write your compliment in the space below Ysgrifennwch eich canmol yn y gofod isod.

Action / Cam gweithredu:

Received and responded to by / Wedi derbyn ac ymateb gan:

………………………………………………… Date / Dyddiad: ………………………………… Referred to /

HE STUDENT

COMPLIMENTS/ COMMENTS/

COMPLAINTS FORM

FFURFLEN GANMOL/

CWYNO

Date / Dyddiad: …………………………………………..……………. Time / Amser:

………….…….……… Name (if you wish) / Enw (os dymunwch):

…………………………………….…………………………………… Course / Cwrs:

………………………………………………………………………………………………….……… Course Tutor

/ Tiwtor y Cwrs: ……………………………………………………………………………………… Address /

Cyfeiriad: ……………………………………………………………………………………………….…

………………………………………………………………….………… Tel No / Rhif Ffôn: ………..……………

Please write your complaint, concern or comment in the space below, along with evidence to substantiate the complaint / Ysgrifennwch eich cwyn, pryder neu sylw yn y gofod isod, a chynnwys unrhyw dystiolaeth i gefnogi eich cwyn.

127

Cyfeiriwyd at: ….……………………………… HOSLS Signature / Llofnod y HO-

SLS:…………………………………………………………………………………

127

Written/Verbal response / Ymateb ysgrifenedig:

Response / Ymateb:

Verbal response / Ymateb llafar

Satisfactory / Boddhaol: Yes / Ydy No / Nac ydy

Student signature / Llofnod y myfyriwr: ……………………………………………………………………………

Satisfactory / Boddhaol: Yes / Ydy No / Nac ydy

Student signature / Llofnod y myfyriwr: ………………………………………………………………

128

8.6 APPENDIX VI COLLEGE WITHDRAWAL FORM

128

129

129

130

8.7 APPENDIX VII COLLEGE’S ACADEMIC APPEALS POLICY

Academic Appeals – Guidance Note Scope and Purpose

This procedure is for candidates’ use if they wish to challenge assessment outcomes or progression judgements

made relating to their progression on the Foundation Degree. It relates to those programmes for which the Col-

lege has joint responsibility for the assessment process and award of certification. Awarding body procedures

will apply to activities presented for external assessment purposes.

Candidates may appeal on a variety of grounds including:

* The outcome of assessment and its marking/grading;

* The level, range, nature and comprehensiveness of the completed assessment(s); and

* The timing of opportunities offered to complete those assessment(s) or resubmitted assessment(s).

The outcomes of an appeal may be:

* Confirmation of the original assessor’s decision;

* Recommendation that the decision be reassessed by the same or a different assessor; and

* The original decision be reversed/amended.

Legal Framework

The laws governing fair treatment that apply in education also are embodied in the

Equality Act 2006

Human Rights Act 1998

The Commission for Equality and Human Rights is responsible for tackling all forms of dis- crimination and ensuring all equality laws are enforced, including laws dealing with discrim-

ination on the grounds of age, religion and belief, and sexual orientation.

General Principles

1. The candidate should approach the original assessor within 5 working days after receiving assessment

feedback to informally discuss the assessment outcome.

2. If this is not resolved the candidate should contact the course tutor within 5 working days since step 1

occurring.

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131

3. If this is not resolved the candidate should write to the Head of Faculty responsible for the course, giv-

ing grounds for appeal. The Head of Faculty will convene a meeting within 3 working days with the

course tutor, course internal verifier (where appropriate), original assessor and candidate. The Head of

Faculty and the Internal Verifier (where appropriate) shall review the matter, and the student, course tu-

tor and the original assessor will be informed in writing of the outcome within 2 working days of the

meeting, with reasons given for the decision.

4. A written appeal from the candidate or the original assessor may be lodged with the Head of Curricu-

lum, Learning & Teaching within 5 working days of receipt of the previous decision.

The Head of Curriculum, Learning & Teaching will:

1. Within 5 working days set a date for the appeal to be considered within 10 working days and notify the

candidate and original assessor immediately;

2. Constitute a panel consisting of no more than 5 people, which is objective and independent and has had

no previous involvement;

3. Ensure the panel receives full accounts from all parties involved in the disputed decision;

4. Call such evidence as is appropriate to reach a fair decision;

5. Offer the candidate and the original assessor the opportunity to address the panel in person, or in writ-

ing, or both, or to be represented by an advocate who may similarly address the panel on their behalf;

and

6. Communicate the decision of the appeals panel to the candidate in writing within 5 working days of the

appeal being considered giving reasons for the decision.

If the situation is not resolved, the candidate should appeal in writing to the Clerk to the Corporation within 5

working days of notification. The Clerk will convene a sub-group of the Academic Board consisting of 3-5

members who have no previous involvement with the process and who will consider the procedures followed

and circumstances involved. They will call such evidence and in such form as they consider appropriate.

A final decision will be communicated in writing to the candidate within 10 working days of receiving this ap-

peal.

Decisions made at this stage should be deemed as final.

No parties shall use legal representation within the appeals process save by mutual agreement that both should

use it.

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132

The Welsh Language The Corporation is committed to the promotion of the Welsh Language and will endeavour to address and sup-

port the needs of the Welsh speakers in accordance with the College’s Welsh Language Scheme.

Yr Iaith Gymraeg

Mae’r Gorfforaeth yn ymrwymedig i hyrwyddo’r iaith Gymraeg a bydd yn ymdrechu i ddelio ag anghenion

siaradwyr Cymraeg â’u cefnogi yn unol â Chynllun Iaith Gymraeg y Coleg.

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pembrokeshire college handbook

Documents