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Student Handbook
BA (Hons) Education and History 2018-19
Course Leader: Paul Doherty The Centre for Excellence in Learning and Teaching (CELT)
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Please read this Handbook in conjunction with the University’s Student Handbook.
All course materials, including lecture notes and other additional materials related to your course and provided to you, whether electronically or in hard copy, as part of your study, are the property of (or licensed to) UCLan and MUST not be distributed, sold, published, made available to others or copied other than for your personal study use unless you have gained written permission to do so from the Dean of School. This applies to the materials in their entirety and to any part of the materials.
Contents page 1. Welcome to the course 2. Structure of the course 3. Approaches to teaching and learning 4. Student support 5. Assessment 6. Classification of awards 7. Student feedback 8. Appendices
8.1 Programme specification
1. Welcome to the course Welcome to the BA (Hons) Education and History course, we hope that you have an interesting, exciting and rewarding time studying with us. This handbook has been produced to provide you with most of the answers to your questions about your course and how it is run. In this handbook, you will find information on what you need to do as a student on the course. There are details on the support we can offer to help you to succeed in your studies, along with practical information. Some of the content may seem irrelevant at the moment, but as you progress through your course, you will hopefully find most (if not all) of the contents useful. If you have any query relating to your course, look here first: it might not provide the answer, but it may help you to know where to go and who to ask. If you have comments to make about this handbook at any time, please refer these to Paul Doherty, your course leader.
Paul Doherty Room LH210 Telephone 01772 893975 Email [email protected]
1.1 Rationale, aims and learning outcomes of the course Successful completion of the course, including the final year dissertation, will lead to a BA (Hons) in Education and History.
The course provides excellent preparation for careers in teaching, in the broader children’s workforce, research and for further study. Please discuss any career plans with our tutors and maximise the benefits you will gain from the course. Aims of the Programme: • To provide students with the opportunity to pursue an in-depth critical examination of
principles, theories, debates, practices and processes that are fundamental within the disciplines of education and history
• To enable students to foster and develop the ability to critically analyse diverse opinions, theories, perspectives and approaches to research
• To encourage students to engage with an intellectually challenging academic curriculum, focussed on a range of topics, which is informed by existing research data and literature within the field, including the research and scholarly activity of members of the teaching team
• to enable students to benefit from a supportive learning and teaching environment that will assist the academic and personal development of students on the course resulting in the emergence of independent learners with strong employability skills.
As a consequence, students successfully completing this course will be gain skills in different areas: A. Knowledge and Understanding: A1. Identify and describe a range of theories and concepts relating to each subject area, and critically evaluate and apply these A2. Relate discussions within these disciplines to wider social, political, historical, psychological, cultural and theoretical frameworks A3. Evidence knowledge of the complexity of interaction between learners and learning contexts A4. Apply a range of primary and secondary sources and the process of research in each disciplinary area A5. Demonstrate knowledge and understanding of a range of historical periods, topics and issues B. Subject-specific skills B1. Identify and reflect upon past and present theory, policy and practice in order to accommodate new principles and understanding B2. Select and critically evaluate primary and secondary sources B3. Demonstrate the application and limitations of research methodologies in Education and History C. Thinking Skills C1. Reflect upon, analyse logically and make informed judgements about core issues and perspectives relating to each subject, drawing upon appropriate evidence and modes of enquiry C2. Evaluate the effectiveness of various approaches to education and the impact of these upon changing educational practices and processes C3. Identify and demonstrate skills in analysis and critical thinking
D. Other skills relevant to employability and personal development D1. Collect, apply and interpret numerical and other data as appropriate D2. Express and argue rationally and in concise, clear, logically structured ways, and present evidence appropriate to support the contentions they make through both prose and in oral contexts. D3. Plan, collaborate and fulfil responsibilities to others when working as a team D4. Manage individual approaches to workloads and utilise appropriate time management skills Education Studies Education Studies is a long established subject which evolved from teacher education programmes and now exists as an academic discipline in its own right. It is concerned with “with understanding how people develop and learn throughout their lives, and the nature of knowledge and critical engagement with ways of knowing and understanding. It offers intellectually rigorous analysis of educational processes, systems and approaches, and their cultural, societal, political, historical and economic contexts“ (QAA, 2007, page 1). Education is a common and significant experience for everyone. It is encountered by us all, but in different contexts, accomplished by different means and with different results. It refers to more than what goes on in schools, colleges and universities. Education involves the acquisition of meanings, values, skills and interests and this can occur at home, at school, at work and at play. Hence there are two broad concerns within the Education Studies element of this course: the process of educating, and, the social structures in which this occurs. In studying these two concerns, the subject draws upon several academic disciplines including psychology, social psychology, sociology, economics, politics, history and philosophy. Perhaps this can be best illustrated by considering how these disciplines might contribute to the study of education. If we consider the individual we will need to look at concepts such as learning, memory, intelligence, etc. (psychology). However, Education often also involves working with others for example in the formal context of schools and classrooms, and these relationships and their potential influence can be examined (social psychology). The ability to take advantage of whatever opportunities are available might be dependent on a range of social factors such as home environment and school system (sociology). The process of being educated is often assumed to tie in with obtaining appropriate employment; education might be viewed as an investment of society’s resources (economics). Decisions must be taken about resources and about who receives what (politics). The dilemmas which must be confronted in debating these issues and in taking decisions are not new, they have been around for many years (history) and there is a wealth of interesting discussion which tries to define ‘education’ and to distinguish it from ‘schooling’, ‘training’ and ‘instructing’ (philosophy). The Education team at UCLan is a long established and experienced group of educators whom bring a wide range of expertise to the teaching of this programme. Areas of specialism range from early years through to continuing professional development for experienced professionals. We must emphasise at this point, that the Education element of this degree, will not provide you with qualified teacher status (QTS). In other words, this programme is not a teacher training course. In order to qualify as a teacher, following your degree you will need to study further for another year through a programme such as a Post Graduate Certificate in Education (PGCE), or a variation of in-school training and further study (such as the Schools Direct programme).
For more information about qualifying to teach, you should consult the University’s Futures (careers) Service, and the Department for Education for the most up to date advice, see the latest advice on routes into the teaching profession http://www.education.gov.uk/get-into-teaching History at UCLan History remains a subject of enduring fascination and fundamental importance to our understanding of the world in which we live, and of our own place within it. The programme enables you to study Modern and Early Modern History, drawing on a varied range of modules dealing with the history of Britain, Europe, North America and Asia, including social, cultural, local, regional, political and economic perspectives. As well as enhancing your historical knowledge and understanding, the programme progressively develops your practical expertise in actually doing history, and the more generally transferable skills that the study of history entails, including analysis and interpretation of evidence, the arts of persuasive argument and the capacity to work effectively as an individual or as a member of a team. You will also have the opportunity to study and engage with the ways in which history has been communicated to and had an impact on the wider public, through education, museums and heritage sites and popular culture. For students wishing to pursue post-graduate study at UCLan, a range of MA/MPhil and PhD research degrees are available, together with numerous professional teaching qualifications. Please speak to your personal tutor and/ or the careers service, Futures if you are interested in finding out about further study options. Teaching and Learning Strategies Teaching and learning strategies are designed to enable students to acquire subject specific knowledge, critical facility and transferable skills. In addition, strategies are employed which will enable students to achieve module specific outcomes as outlined in each of the module descriptions. Our key focus is on learning rather than teaching, and within this we try to emphasise the role of the learner. There is a lot of research which demonstrates factors associated with effective learning:
• people learn best and recall more when they are involved actively in the process - thus we will try to involve you as much as possible in our sessions.
• people appreciate a variety of approaches - we employ a range of learning strategies for this purpose.
• people learn best when they see the contact as relevant and interesting – the teaching team ensure that their modules take into account contemporary policies and practices and often ground teaching in students’ own personal experiences
• finally, and by no means of least importance, people learn best when the activity is enjoyable - we hope that this is the case for your studies.
Modules are taught primarily through a combination of lecture and seminar sessions. Lectures are important for explaining often difficult theories and concepts, and in guiding students in the application of these models and methods. Lectures also allow students to enhance their notation and synthesising skills. In the seminar sessions, emphasis is placed on student activity, both as presenters and as participants in feedback. Seminar discussion and, in some modules, formal presentations
enable students to further develop their subject-specific knowledge and understanding, strengthen their communicative skills and pursue research projects whether independently or in teams. 1.3 Course Team Your course will be led by Paul Doherty in Education Studies and your key contact within History will be David Stewart
David Stewart Paul Doherty Room LH320 LH210 Telephone 01772 892247 01772 893975 Email [email protected] [email protected]
You will be taught by a team of staff located within either Education or history. In Education the team includes:
Room Telephone Email Andrew Baron LH216 01772 893219 [email protected] Charlotte Barrow LH209 01772 893113 [email protected] Joanne Doherty LH209 01772 893096 [email protected] Harold Heath LH215 01772 895062 [email protected] Milton Obamba LH221 01772 892251 [email protected]
Charlotte Barrow After completing a degree in Education Studies with Politics at UCLan, Charlotte went onto undertake research work and manage European Commission projects in the area of child exploitation online whilst undertaking her Masters in Education Research. She returned to the discipline of Education to lecture in 2004, and became a Senior Lecturer in 2010. Charlotte has taught across a wide range of undergraduate modules, particularly working with Year 1 students, and then focusing on expertise around vulnerable learners and those with disabilities and learning difficulties in the second and third year of the Education programmes. She completed her PGCert Learning and Teaching in Higher Education and became a member of the Higher Education Academy in 2007, and began her PhD at Lancaster university in 2009, exploring student’s learner identities and experiences of higher education from diverse perspectives. Her research and conference activities relate largely to child internet safety and diverse students’ experiences in higher education, particularly those entering higher education from Foundation Degrees. She contributes to development across the University as a peer observer for other members of staff undertaking Higher Education teaching qualifications, and sitting on review panels for new course developments. Paul Doherty Paul is a Senior Lecturer and Course Leader in the Centre for Excellence in Learning and Teaching (CELT), teaching at undergraduate and postgraduate levels. His specialisms are educational research and educational and youth disaffection, disengagement, risk and interventions that build resilience. He has a PhD in Education from the University of East Anglia in Norwich; his first degree was in Education here at UCLan. He is an experienced researcher, having worked on numerous governmental and non-governmental projects. Paul is a former student at the University of Central Lancashire and after carrying out research as part of his studies, gained a First in Education Studies and Social Policy. He was subsequently awarded a studentship at the Centre for Applied Research in Education (CARE) and gained his PhD under the supervision of Professor John Elliott, before embarking on a research career, firstly by joining the National Foundation for Educational Research (NFER) as a senior research officer and then by establishing an independent research company, focusing on research with marginalised children and families.
Paul’s interests are on those disaffected with, or excluded from educational provision, including further and higher education. He has led a number of research projects examining the risks young people face and the ways in which parents, teachers, schools and society can build resilience. Paul’s current research includes an evaluation of interventions around risk with women in Lancashire, parental involvement, and reparation initiatives with offenders and victims in Merseyside. Previously he has been involved in a before and after study of a family and a community based crime reduction intervention in Oldham, researching the risks around secondary transfer (year 6-8) in Manchester, and researching drug and alcohol use and risk exposure among young people in Manchester (within and outside educational provision). He has previously researched for government departments such as the Home Office and DfES, he has worked on European Union funded projects looking at youth disaffection in Paris, and conducted evaluation for local authorities, government bodies, for Sure Start local projects and for Children’s Centres. Paul currently teaches postgraduate research modules within CELT, contributing to Masters, PhD and EdD programmes Andrew Baron Andrew teaches on the B.A (Hons) Education Studies programme and the Foundation degree course. His subject specialism is Sociology having gained a B.A (Hons) degree in Sociology and an M.A in Globalisation Studies. One of his research interests is ‘Emotional Well-being and Stress’ within the teaching profession in Higher Education, a topic area that he is currently researching as part of his PhD studies Andrew joined UCLAN in September 2014 from Burnley UCLAN where he taught Education Studies and Sociology on the Combined Honours degree programme. At UCLAN he teaches different year groups and various modules from the Education Studies degree programme, including ‘An Introduction to Education Studies’, ‘Education for Everyone?’, ‘Sociology and Education’ and ‘The Education of Vulnerable Young People and Children’. Prior to working in Higher Education he worked in the College sector working in both Further Education and Sixth Form Colleges, teaching on various Social Science programmes such as A-level, Access to University and Foundation Degree. Before commencing his career in education he worked in Residential Social Work and Counselling. Andrew gained his academic and professional qualifications as a mature student, completing his degree in Sociology here at UCLAN, followed by a PGCE at the University of Bolton. In 2011 he successfully achieved an M.A in Globalisation Studies from Manchester Metropolitan University. Research interests include sociological related themes in the area of education and specifically the topic of ‘Emotional Well-being and Stress’ in lecturers within Higher Education. Milton Obamba Dr. Obamba holds advanced degrees in international education and policy analysis. His areas of research focus embrace international and comparative education, higher education systems, public policy analysis, international development, governance, transnational research cooperation, quantitative and qualitative research methods, and broader field of education studies. He has substantial international research experience and publication record spanning these subject domains. Based at CELT, Dr. Obamba teaches or leads a range of modules cutting across undergraduate and postgraduate provision within the Education and Professional Studies program. Dr. Obamba holds the PhD in higher education policy and international development from the University of Leeds Beckett (2011). He also received MPhil in international and comparative education from the Norsk Laererakademiet Universitet Bergen, Norway (2005) before pursing further research training as visiting Research Fellow in various universities, including at Nordiska Afrika Institutet (University of Uppsala), Amsterdam Institute Metropolitan and Development Studies (University of Amsterdam), CERES (University of Utrecht), and the Centre for African Studies (University of Leiden).He graduated with the Bachelor of Education Honours degree from Moi University in 2000 (specializing in Mathematics, Statistics, and Geography); before practicing as high school teacher in Kenya for three years. Dr. Obamba’s
areas of research focus span international and comparative education, higher education systems, public policy analysis, international development, educational governance and management, transnational research cooperation, quantitative and qualitative research methods, as well as the broader areas of education studies (sociology, psychology, economics, philosophy, and curriculum). Joanne Doherty Joanne is a Senior Lecturer in Education and currently course leader for the MA Educational Leadership (Cyprus). She also contributes to the BA Education and Professional Studies course and leads modules in the areas of Learning, Curriculum and Assessment, Families, Schools and Society as well as being module leader for Education Dissertations. Joanne supervises undergraduate, MA and doctoral students. Her main research interests lie in the area of student experience and identity. Joanne was awarded an ESRC Studentship in 2001 to study for a PhD in Education at the University of East Anglia, under the supervision of Professor Ivor Goodson. Prior to this she studied at the University of Manchester, where she obtained her MSc in Educational Research, and the University of Central Lancashire where she read Education Studies and Social Policy. After working at the University of Manchester as a Research Associate she was appointed as a Senior Lecturer in Education at UCLan in 2003. Joanne is a Fellow of the Higher Education Academy Harold Heath Harold is a senior lecturer in Education and contributes to the BA Education and Professional studies course along with various Post Graduate teaching and supervision responsibilities. Harold originally qualified as an Engineer and for several years taught that subject in Further Education. Harold responded to the opportunity joining a team to deliver Initial Teacher Training validated by the University of Manchester. For many years Harold led that team until he joined Uclan in 2011. Harold’s main areas of interest lie in Teaching and Learning, History of Education and the principles of Significant Learning In History your team will include:
Room Telephone Email Jonathan Colman LH308 01772 893114 [email protected] Philip Constable LH320 01772 893843 [email protected] Billy Frank LH307 01772 893851 [email protected] Alix Green LH319 01772 892866 [email protected] Mairtin O’Caithin LH316 01772 893978 [email protected] Sally Pilkington LH321 01772 893857 [email protected] Caroline Sharples LH319 01772 893047 [email protected] David Stewart LH320 01772 892247 [email protected] Keith Vernon LH318 01772 893052 [email protected]
The tutors will be responsible for modules on your course. For queries about your course you should contact the course leader, Charlotte Barrow. Where you have a query about a module please contact the appropriate module tutor above. 1.4 Academic Advisor You will be allocated an academic advisor before you arrive on campus and this will be your year one Education Studies Seminar Tutor, either Andrew Baron or Milton Obamba. You will
be informed which seminar group you will be in during induction. You may want to make a note of your an academic advisor here:
My an academic advisor is:
In Years 2 and 3 your an academic advisor may change. You may want to make a note of any changes here:
My new an academic advisor is:
1.5 Administration details Campus Admin Services provides academic administration support for students and
staff and are located at Harris Hub. The hub is open from 8.45am until 5.15pm Monday to Thursday and until 4.00pm on Fridays. The hub can provide general assistance and advice regarding specific processes such as extenuating circumstances, extensions and appeals. Course specific information is also available via school blackboard sites. Harris Building Lancashire Law School Humanities and the Social Sciences Centre for Excellence in Learning and Teaching Telephone: 01772 891996 or 01772891997 email: [email protected] 1.6 Communication
It is imperative that you use your UCLan email address and check regularly for messages from staff. If you send us email messages from other addresses they risk being filtered out as potential spam and discarded unread. We endeavour to reply to all emails within 2 working days, please bear in mind holidays and other periods where staff may be unavailable. We will also communicate with you on your module learning spaces and by
text, for example, if a lecture were to be changed to another building at short notice. Please ensure we have your correct contact details including mobile telephone number. Written communication will be sent to your contact address so please also make sure you notify us of any changes, for example, if you vacate Halls of Residence in summer. 1.7 External Examiner The University has appointed an External Examiner to your course who helps to ensure that the standards of your course are comparable to those provided at other higher education institutions in the UK. The name of this person, their position and home institution can be found below. If you wish to make contact with your External Examiner, you should do this through your Course Leader and not directly. External Examiner reports will be made available to you electronically. The School will also send a sample of student coursework to the external examiner(s) for external moderation purposes, once it has been marked and internally moderated by the course tutors. The sample will include work awarded the highest
and lowest marks and awarded marks in the middle range. The external examiner for your course is Verity Aiken at Nottingham Trent University. Her report for each year can be found on your course Blackboard learning space i.e. BA (Honours) Education & History. 2. Structure of the course 2.1 Overall structure
There is a foundation entry course for this programme. The programme specification detailing this is included in the appendix of this handbook. Your course is structured into two main stages, we call Year One Stage One and years Two and Three Stage Two. You have to successfully complete Stage One to progress to Stage Two and successfully complete Stage Two to graduate with your target award.
Full time students usually do 120 credits each year, and need 360 credits to gain their award. The modules you study in each year have a credit value, of 10, 20 or sometimes 30 credits. So, the number of modules you take may vary each year, but each year a full time students would take modules that would lead to 120 credits. Part-time students may do less, the most they can do is 90 credits in any one academic year. The standard length of the course for a full time student is 3 years.
Year One 120 credits at Level 4 Year Two 240 credits at Level 5 and 6, at
last 100 of which must be at Level 6 including your dissertation
Year Three
YEAR ONE YEAR TWO YEAR THREE DEGREE 120 credits
+ 120 credits
+ 120credits =
All of your teaching will take place on campus, in teaching rooms, lecture theatres and other appropriate or specialist settings. On successful completion of Stage One students will progress to Stage 2. In Years 2 and 3 you will take a mixture of compulsory modules and choose from a range of optional modules. The dissertation is compulsory for all students but can be in Education or History.
Most Year One modules have a classroom contact time of 4 hours per week, this may be over a single day, or 2 or more days: you may also be required to attend tutorials or group work outside core class contact times. Your placement will be for one day each week, term time only, in semester 2. At Stage 2 (Years 2 and 3) modules have contact time of 2 or 3 hours, placement modules are for half a day each week within one semester. . A note on placements: the CELT doers not arrange placements for students but supports students who take placements. All placement modules in Years One, Two and Three have group sessions, include one-to-one tutorial opportunities and administrative support to assist you. Please not that you will need enhanced DBS clearance to work in most settings, which is processed and paid for by the University. You cannot assume that if you already have enhanced clearance in one setting it will transfer to another, or that clearance gained in the past will carry into a placement. The cost of travelling to and from any setting and any costs incurred are the responsibility of the student. The costs associated with any field trips are not included in the course, students may choose to join events or activities that incur additional costs and these will not be included in the course fee. 2.2 Modules available Each module is a self-contained block of learning with defined aims, learning outcomes and assessment. A standard module is worth 20 credits. It equates to the learning activity expected from one sixth of a full-time undergraduate year. Modules may be developed as half or double modules with credit allocated up to a maximum of 120 credits per module. Current modules are listed on the programme specification in appendix 8.1. The full list of options indicated may not all be delivered every year, and this may depend on how many students choose that particular option. When accepting your offer of a place to study on this course, you are accepting that not all of these options will be running. At (or before) the start of each year, you will have an opportunity to discuss your course and preferred options with your tutor. The University will do all it reasonably can to ensure that you are able to undertake your preferred options. At Stage Two (Years Two and Three) students will choose from a range of modules, including approved modules from other subjects and the Free Choice Electives Catalogue 2.3 Course Requirements There are some mandatory modules to be taken as part of your course. These are detailed in the Programme Specification in the Appendix of this handbook. You must take: In Year 1: ED1201 An Introduction to Education Studies ED1202 Education for Everyone? HY1101 Understanding History In Year 2: HY2001 Sources & Methods In Year 3: A Dissertation in either subject And
HY3029 Education, Society and Culture in England You have a range of choices for your other modules (in both subjects) and you will be informed about these at Induction prior to your first year of study beginning, then annually around February/ March, to enable you to select your modules for your next year of academic study. 2.4 Progression Information Discussions about your progression through the course normally take place in February each year. It is an opportunity for you to make plans for your study over the next academic year. The course team will tell you about the various modules / combinations available and you will both agree on the most appropriate (and legal) course of study for you. 2.5 Study Time 2.5.1 Weekly timetable All of your modules will appear on the online weekly timetable which can be found here: UClan online timetable Please check this frequently in case there are room changes at short notice. You must be enrolled on the course and on modules within the programme in order to view the details for that module or course. 2.5.2 Expected hours of study The normal amount of work involved in achieving a successful outcome to your studies is to study for 10 hours per each credit you need to achieve – this includes attendance at UCLan and time spent in private study. This would mean that for a 20 credit module you would expect to spend 6-7 hours or more outside class studying. A typical Year one and Year two module has 3 hours class contact, this can be lectures, seminars and as stated above laboratory tasks or activities beyond the class contact. In Year One, a typical week would see you in class or lectures on most days, Wednesday afternoon is always reserved for sports and social activities, some modules are year long and Education Studies modules tend to be in either Semester. In Education modules you are likely to be taught on two days in a whole group and your lecture is followed immediately by a seminar, you will be placed into one of two seminar groups. For History the structure varies, so you may have a lecture on one day and then be placed into a seminar or workshop group that meets on a different day. The placement module is flexible in that you would negotiate a day a week that is convenient for both yourself and the setting; often this can be Wednesday afternoon or Fridays. In a typical week you would spend approximately 10 hours in class and the rest in the library or in independent study, including any additional demand to work with peers or a placement in Semester Two. 2.5.3 Attendance Requirements You are required to attend all timetabled learning activities for each module. Students should report non-attendance to the hub email – [email protected] or by telephoning the hub on 01772 891996 or 01772 891997. It is also courteous to inform any module tutors affected by absence, please refer to the contact details above. If you have not gained the required authorisation for leave of absence, do not respond to communications from the University and if you are absent for four weeks or more, you may be deemed to have withdrawn from the course. If this is the case, then the date of withdrawal will be recorded as the last day of attendance.
Attendance in timetabled sessions is recorded on the university’s Student Attendance Motoring system (SAM). Each time you are asked to enter your details on SAM you must remember that the University has a responsibility to keep information up to date and that you must only enter your own details on the system. To enter any other names would result in inaccurate records and be dishonest. Any student who is found to make false entries can be disciplined under the student guide to regulations. You can monitor your attendance record from My UCLan. International students have responsibilities under the Visas and Immigration (UKVI) Points Based System (PBS) - you MUST attend your course of study regularly; under PBS, UCLan is obliged to tell UKVI if you withdraw from a course, defer or suspend your studies, or if you fail to attend the course regularly 3. Approaches to teaching and learning 3.1 Expertise of staff All of the course team are established academics in their chosen field and are each have areas of expertise or specialisms that they bring to the course. Where appropriate we also draw on external speakers and visitors, experts in a particular field to enhance the programme. You can find our team staff profiles here 3.2 Learning and teaching methods Teaching and learning strategies are designed to enable students to acquire subject specific knowledge, critical facility and transferable skills. In addition, strategies are employed which will enable students to achieve module specific outcomes as outlined in each of the module descriptions. Our key focus is on learning rather than teaching, and within this we try to emphasise the role of the learner. There is a lot of research which demonstrates factors associated with effective learning:
• people learn best and recall more when they are involved actively in the process - thus we will try to involve you as much as possible in our sessions.
• people appreciate a variety of approaches - we employ a range of learning strategies for this purpose.
• people learn best when they see the contact as relevant and interesting – the teaching team ensure that their modules take into account contemporary policies and practices and often ground teaching in students’ own personal experiences
• finally, and by no means of least importance, people learn best when the activity is enjoyable - we hope that this is the case for your studies.
Modules are taught primarily through a combination of lecture and seminar sessions. Lectures are important for explaining often difficult theories and concepts, and in guiding students in the application of these models and methods. Lectures also allow students to enhance their notation and synthesising skills. In the seminar sessions, emphasis is placed on student activity, both as presenters and as participants in feedback. Seminar discussion and, in some modules, formal presentations enable students to further develop their subject-specific knowledge and understanding, strengthen their communicative skills and pursue research projects whether independently or in teams.
In Psychology specifically, you will take part in workshops in which you will be taught practical skills such as statistics and ‘laboratory’ sessions where you will carry out research in to psychological phenomena. 3.3 Study skills Students are drawn onto university courses from a variety of academic backgrounds, and bring a range of skills and needs to their studies. For those who feel they need or want some additional support to study more efficiently and effectively, the university offers a number of Study Skills packages. S1200 Study Skills is a compulsory module for Single Honours BA students and is available as an elective for Combined Honours students. For those students requiring additional support, a series of workshops will be organised by the university on topics such as note-taking, reading skills, oral presentations, essay writing and revision and examination techniques. These sessions operate under the banner of ‘Wiser’ and are provided by the ‘i’ (see below). Wiser sessions are open to all students, no matter which subjects they are studying. Students are also encouraged to look at the electives provision where there are a growing number of skills based modules available If you would like help or information click here WISER http://www.uclan.ac.uk/students/study/wiser/index.php
3.4 Learning resources 3.4.1 Learning Information Services (LIS) Extensive resources are available to support your studies provided by LIS – library and IT staff. Take advantage of the free training sessions designed to enable you to gain all the skills you need for your research and study.
Make the most of all the resources available to you. The library is an obvious place to start. You should learn to use the library effectively and use it to your full advantage. Make sure you participate in any induction sessions that are offered. A full range of ‘Getting Started’ instruction sheets relating to all aspects of services provided by the LIS (Library and Information Services) can be downloaded from the library website It is particularly important that you locate the various resources relevant to your subjects, which because of their multi-disciplinary nature, are distributed throughout the library rather than in one easy location. Help and advice can also be obtained from the subject librarians, who can be contacted via the library Helpdesk. It is also important that you learn how to find and use journal articles, as these represent the most up-to-date sources available to you. UCLan also allows access to a wide range of electronic resources and you can access these here Specific references to journal articles are included in module bibliographies, and further help in identifying useful journals can be obtained from individual module tutors. Abstracts of articles from some journals can also be found online through electronic journal holdings directories such as Athens; further information on how to obtain passwords and access these resources is available from the library Helpdesk, or from the LIS web pages at http://www.uclan.ac.uk/students/study/it/index.php
There is also a range of useful advice relating Education Studies including details of our subject librarian. 3.4.2 Electronic Resources LIS provide access to a huge range of electronic resources – e-journals and databases, e-books, images and texts. Your course and each module will also have Blackboard spaces where you will find a range of resources such as lectures, reading or learning resources and other support. 3.5 Personal development planning Personal Development Planning is an important aspect of every student’s learning experience at University. It has been defined (by the Quality Assurance Agency) as "a structured and supported process undertaken by an individual to reflect upon their own learning, performance and/or achievement, and to plan for their personal, educational and career development". As this implies, it is something you are ultimately expected to take responsibility for yourself. The basic idea is that from time to time you should lift your thoughts above the particular assignments or modules you are doing at that moment, and think about where your education is leading you, where you want to be in the future, and what you need to do in order to get there (such as developing particular skills or acquiring new knowledge). We aim to support you in this process. Through course documentation, including assessment feedback, we will try to encourage reflection on your experience of study and your continuing personal development. At the beginning and end of each year, course leaders will facilitate group sessions around PDP. During the course of the year, your Academic Advisor will be available to advise you on planning and development issues which may arise, including decisions on module choice for the following year, or career possibilities. You will be invited to complete a PDP record as you progress through your programme. Though this will not form part of the assessment for the programme, it will be retained on your personal file and will help us in, for example, writing references on your behalf for potential employers. Further details of the recording procedure and guidance in completing this will be given throughout your time as a student.
3.6 Preparing for your career Your future is important to us, so to make sure that you achieve your full potential whilst at university and beyond, your course has been designed with employability learning integrated into it at every level. This is not extra to your degree, but an important part of it which will help you to show future employers just how valuable your degree is. These “Employability
Essentials” take you on a journey of development that will help you to write your own personal story of your time at university:
• To begin with, you will explore your identity, your likes and dislikes, the things that are important to you and what you want to get out of life.
• Later, you will investigate a range of options including jobs and work experience, postgraduate study and self- employment,
• You will then be ready to learn how to successfully tackle the recruitment process. You will be able to record your journey using Pebblepad, the university’s e-portfolio system, which will leave you with a permanent record of all the fantastic things you have achieved during your time at UCLan. It’s your future: take charge of it! Careers offer a range of support for you including:
• career and employability advice and guidance • support to find work placements, internships, voluntary opportunities, part-time employment and live projects • workshops, seminars, modules, certificates and events to develop your skills • Daily drop in service available from 09:00-17:00 for CV checks and initial careers information. For more information come along and visit the team (in Foster building near the main entrance) or access our careers and employability resources via the Student Portal. You will also find the Prospects website very useful: www.prospects.ac.uk 4. Student support Your key point of contact will be your personal tutor (see below) housed in Education, in Year One you will be allocated to Andrew Baron or Milton Obamba on arrival, for progressing students your personal tutor will be a member of the BA team (and could also be either of the two above). Finalists are always allocated their dissertation supervisor as personal tutor as this allows any careers advice to be personalised to their interests. At course level you will be supported by Charlotte Barrow in Education and Dave Stewart in History. You can approach either for advice about your course or with queries or problems you might experience.
David Stewart Charlotte Barrow Room LH320 LH209 Telephone 01772 892247 01772 893113 Email [email protected] [email protected]
Both personal tutors and the course tutors can direct you to specialist services on campus and this could include for advice on housing, finance, or simply where to get involved in sport or social activities.
4.1 Academic Advisors Your Academic Advisor will support you through your course, as stated above, in Year One your tutor will be allocated to you before you arrive. Their role is to act as appoint of contact All new students will be given the opportunity to meet their personal tutor
early in the first semester and you will be asked to book an appointment with them. It is essential that you book and attend this meeting and find out who your tutor is and more importantly, where and how they can be contacted. You might have need of advice within the first few weeks of term . . . so be prepared. We also urge you to keep in close and regular contact with your Academic Advisor who can provide you with lots of useful information about progression between Stage One and Stage Two and about career opportunities. They are also there to help with your Personal Development Planning (PDP) and it would usually be your personal tutor who you would approach for a reference to employers or other institutions when you leave – so they need to know who you are! Your tutor will have successful experience of working with students before your own arrival at the University – and you would be foolish not to take advantage of this. 4.2 Students with disabilities If you have a disability that may affect your studies, please either contact the Disability Advisory Service - [email protected] - or let one of the course team know as soon as
possible. With your agreement information will be passed on to the Disability Advisory Service. The University will make reasonable adjustments to accommodate your needs and to provide appropriate support for you to complete your study successfully. Where necessary, you will be asked for evidence to help identify appropriate adjustments. Assessment arrangements for students with a disability Arrangements are made for students who have a disability/learning difficulty for which valid supporting evidence can be made available. Contact the Disability Adviser for advice and information, [email protected] 4.3 Students’ Union One Stop Shop The Students’ Union is the representative body for all UCLan students. The organisation exists separately from the University and is led by the elected officers of the Student Affairs Committee (SAC) as well as representatives on the Students’ Council. The Students’ Union building is located at the heart of the Preston campus, and is the hub for all student activities. Representation and campaigning for students’ rights is at the core of what we do and is encompassed by our tag line of, Making Life Better for Students. Should you wish to make a change to any aspect of your student experience, whether it be academically related or not, then the Union is where your voice can be heard, actions taken, or campaigns launched. Your Union is also the home to a fantastic range of student-led societies, sports teams and multitudes of volunteering opportunities. You can also receive help in finding part-time work, whilst you study. Not sure where to go pop into the Opportunities Centre on the ground floor of the Students’ Union building and someone will point you in the right direction. We hope your time at University is trouble free, but should you come into difficulties around anything from academic appeals, to issues with housing, benefits or debt, then our dedicated staff team in the Advice and Representation Centre are on hand to help. As we are independently run from the university, we can offer truly impartial advice. More information on all these things, as well as details about all our (not-for-profit) commercial services, including our student supermarket (Essentials) and student-bar (Source) can be found at http://www.uclansu.co.uk/. If you are in work and perhaps studying with us part-time, then the Opportunities Centre is the Union’s One Stop Shop to find employment or volunteering whilst you study. With thousands of jobs and voluntary positions advertised, agency work through the Bridge and information on over 2000 volunteer positions within the Union.
5. Assessment Please note that all modules will be assessed. You are expected to attempt all required assessments for each module for which you are registered, and to do so at the times scheduled unless authorised extensions, special arrangements for disability, or extenuating circumstances allow you to defer your assessment.
.
5.1 Assessment Strategy Your work will be assessed by a range of assessment strategies, including essays, presentations and exams. Assessment supports your learning throughout the course and ensures that you satisfactorily meet the learning outcomes and make the most of your time here. Modules have different forms of assessment and this purposefully makes different demands on you as a student and allows you to express your ability in different ways. In Education there are no examinations, whereas in History modules may be assessed by examination, by successful project work and by written assessment. 5.2 Notification of assignments and examination arrangements You will be notified of the requirements for individual assessments and their respective deadlines for submission and assessment arrangements in your module handbooks. All submissions of coursework are electronic through your Blackboard learning space using the Turntin portal. Module leaders will provide guidance on assessment for each module in handbooks and in class, often as assessment workshops or as information released to students prior to assessment. The marking criteria used and guidance on submission will also be provided to you. All written assignments are marked electronically using Grademark. 5.3 Referencing Referencing is one of the most important tasks a student has to complete when writing any academic work, such as essays, reports, logbooks, etc. References are used to show where any concepts or ideas you have gained from other writers have come from, or where quotes where found. Failure to reference sources is one of the most serious crimes you can commit as a student, as you are effectively passing other people’s work off as your own. This is known as plagiarism and carries severe penalties. References you use might be from books, journal articles, research reports, government policy documents, reliable websites (see more about this further on), newspaper or magazine reports, or video/ audio sources. Reasons for including references are:
• To demonstrate that you have engaged in wider reading • To show that you are aware of key writers and thinkers in your field • To demonstrate that you are able to identify and select particularly pertinent sections
of text • To support or prove a point you are making • To demonstrate that writers have differing views on an issue
There are two places in an assignment where referencing must occur:
• in the body of the assignment and • at the end of the assignment.
In Education we use the Harvard referencing system, guidelines on how to reference correctly are given by module tutors. Help sheets on referencing are also available from the Helpdesk in the library, and from the university website which links to an excellent guide here For the History modules, you will be expected to use footnoting and these are detailed in the Assessment Handbook and are also available on the web. Please ask your tutors if you are unsure. 5.4 Confidential material As part of your studies you may access confidential information, for example about a child or family known to social services during placement setting. You have very clear ethical and legal responsibilities to respect confidentiality and maintain the anonymity of individuals and organisations within any assignments, correspondence or communication. You must not disclose confidential information to others, including your peers or family members. 5.5 Cheating, plagiarism, collusion or re-presentation Please refer to the information included in section 6.6 of the University Student Handbook for full definitions. The University uses an online Assessment Tool called Turnitin. A pseudo-Turnitin assignment will be set up using the School space on Blackboard to allow students to check as many drafts as the system allows before their final submission to the ‘official’ Turnitin assignment. Students are required to self-submit their own assignment on Turnitin and will be given access to the Originality Reports arising from each submission. In operating Turnitin, Schools must take steps to ensure that the University’s requirement for all summative assessment to be marked anonymously is not undermined and therefore Turnitin reports should either be anonymised or considered separately from marking. Turnitin may also be used to assist with plagiarism detection and collusion, where there is suspicion about individual piece(s) of work. You are required to sign a declaration indicating that individual work submitted for an assessment is your own. If you attempt to influence the standard of the award you obtain through cheating, plagiarism or collusion, it will be considered as a serious academic and disciplinary offence as described within the Academic Regulations and the Assessment Handbook . You will be required to use Turnitin for the submission of written assignments and you can access support on this from your module leader. You can use Turnitin to help reference your work correctly and avoid the risk of plagiarism. 6. Classification of Awards The University publishes the principles underpinning the way in which awards and results are decided in Academic Regulations. Decisions about the overall classification of awards are made by Assessment Boards through the application of the academic and relevant course regulations. There is discretion for the board to award a degree at a higher classification in borderline cases, for example, if a student’s average mark was 68.5 or above and certain conditions are met it is possible to award a first class degree. These conditions include the number of modules passed at the higher award level and where appropriate the dissertation grade. Further information about such procedures can be sought from your course leader.
7. Student Feedback You can play an important part in the process of improving the quality of this course through the feedback you give. In addition to the on-going discussion with the course team throughout the year, there are a range of mechanisms for you to feedback about your experience of teaching and learning. We aim to respond to your feedback and let you know of our plans for improvement. For example, we recently increased our teaching across the week based on student feedback and have introduced new modules to increase student choice. The Students Union can support you in voicing your opinion, provide on-going advice and support, and encourage your involvement in all feedback opportunities. They will be requesting that you complete the National Student Survey (during semester 2 for students in their final year of study) or the UCLan Student Survey (all other students). The Students’ Union and University work closely together to ensure that the student voice is heard in all matters of student-life. We encourage students to provide constructive feedback throughout their time at university, through course reps, surveys and any other appropriate means, The Union’s Student Affairs Committee (SAC), members of Students’ Council and School Presidents each have particular representative responsibilities, and are involved with decision making committees as high as the University Board. Therefore it is very important students engage with the democratic processes of the Students’ Union and elect the students they see as most able to represent them. 7.1 Student Staff Liaison Committee meetings (SSLCs) Details of the Protocol for the operation of SSLCs is included in section 8.2 of the University Student Handbook. A course representative is a student who represents their fellow students’ views and opinions to the course team, school, university and students’ union. Course representatives work proactively and diplomatically to improve the academic and non-academic experiences of students. The role of a course representative is extremely beneficial to both students on your course and the university. It enables students to have ownership of their student experience and voice their opinions and share positive practice with the course team, primarily the Student Staff Liaison Committee Meetings (see below). Course representatives will be elected every year either in April or September. Alongside receiving recognition, support and respect being a course representative is a great opportunity to enhance your employability skills. If you are interested in becoming a course representative and wish to find out more about the role visit the Students’ Union website or by emailing: [email protected]. School Presidents meanwhile are annually elected representatives who voice the opinions of students within each school. They communicate and engage with students in their school to gain feedback and work in partnership with senior management to create positive change. They are also trained to support and signpost course representatives where needed. If you wish to find out who is your School President or more about the role visit the Students’ Union website or email: [email protected]
8.0 Appendix 8.1 Programme Specification
UNIVERSITY OF CENTRAL LANCASHIRE
Programme Specification – BA (Hons) Education and History
This Programme Specification provides a concise summary of the main features of a combined programme in History and Education , and the learning outcomes that a typical student might reasonably be expected to achieve and demonstrate if he/she takes full advantage of the learning opportunities that are provided.
Sources of information on the programme can be found in Section 17
1. Awarding Institution / Body
University of Central Lancashire
2. Teaching Institution and Location of Delivery
University of Central Lancashire – Preston Campus
Burnley College – Year 1
3. University Department/Centre
School of Education and Social Science
4. External Accreditation
N/A
5. Title of Final Award
BA (Hons) Education and History
6. Modes of Attendance offered
Full Time and Part Time
7. UCAS Code
VX13
8. Relevant Subject Benchmarking Group(s)
Education Studies, History
9. Other external influences
10. Date of production/revision of this form
May 2016
Revised September 2016
Revised May 2017
11. Aims of the Programme
• To provide students with the opportunity to pursue an in-depth critical examination of principles, theories, debates, practices and processes that are fundamental within the disciplines of education and history
• To enable students to foster and develop the ability to critically analyse diverse opinions, theories, perspectives and approaches to research
• To encourage students to engage with an intellectually challenging academic curriculum, focussed on a range of topics, which is informed by existing research data and literature within the field, including the research and scholarly activity of members of the teaching team
• to enable students to benefit from a supportive learning and teaching environment that will assist the academic and personal development of students on the course resulting in the emergence of independent learners with strong employability skills.
12. Learning Outcomes, Teaching, Learning and Assessment Methods
A. Knowledge and Understanding
Students will be able to:
A1. Identify and describe a range of theories and concepts relating to each subject area, and critically evaluate and apply these
A2. relate discussions within these disciplines to wider social, political, historical, psychological, cultural and theoretical frameworks
A3. evidence knowledge of the complexity of interaction between learners and learning contexts
A4. Apply a range of primary and secondary sources and the process of research in each disciplinary area
A5. demonstrate knowledge and understanding of a range of historical periods, topics and issues
Teaching and Learning Methods
Teaching methods include lectures, guest lectures, interactive seminars, debates, group work, individual and group presentations, individual and group tutorials, independent and supervised study, web based e-learning resources.
Assessment methods
Assessment methods are mixed and include essay and report writing, critical book and literature reviews, reflective essays, portfolios, research proposals, group presentations, poster presentations,
B. Subject-specific skills
Students will be able to;
B1. identify and reflect upon past and present theory, policy and practice in order to accommodate new principles and understanding
B2. select and critically evaluate primary and secondary sources
B3. demonstrate the application and limitations of research methodologies in Education and History
Teaching and Learning Methods
Teaching methods include Lectures, interactive seminars, group work, individual and group presentations, individual and group tutorials, independent and supervised study, web based e-learning resources
In particular, students will undertake a work placement in an appropriate educational setting which will enable them to experience the collection of reflective primary data. Assessment methods
Assessment methods are mixed and include essay and report writing, critical book and literature reviews, reflective essays, portfolios, research proposals, group presentations, poster presentations
C. Thinking Skills
Students will be able to;
C1. reflect upon, analyse logically and make informed judgements about core issues and perspectives relating to each subject, drawing upon appropriate evidence and modes of enquiry
C2. evaluate the effectiveness of various approaches to education and the impact of these upon changing educational practices and processes
C3. Identify and demonstrate skills in analysis and critical thinking
Teaching and Learning Methods
Teaching and learning strategies are designed to enable students to acquire subject specific knowledge and critical facility. Within particular modules, emphasis is placed on the student’s ability to utilise the critical and analytical thinking skills required to demonstrate a working knowledge of the specific topics being addressed – this is particularly the case in modules that require personal reflection (e.g. placement modules)
Teaching methods include Lectures, guest lectures, interactive seminars, debates, group work, individual and group presentations, individual tutorials, independent and supervised study, web based e-learning resources
Assessment methods
Assessment methods are mixed and include essay and report writing, critical book and literature reviews, reflective essays, portfolios and research proposals, group presentations, poster presentations.
D. Other skills relevant to employability and personal development
Students will be able to:
D1. collect, apply and interpret numerical and other data as appropriate
D2. express and argue rationally and in concise, clear, logically structured ways, and present evidence appropriate to support the contentions they make through both prose and in oral contexts.
D3. plan, collaborate and fulfil responsibilities to others when working as a team
D4. manage individual approaches to workloads and utilise appropriate time management skills
Teaching and Learning Methods
Individual modules contain specific elements and assessments which are designed to address the development of skills relevant to the employability and personal development of individual students. These are explicitly the case in placement modules.
Teaching methods include Lectures, guest lectures, interactive seminars, debates, group work, individual and group presentations, individual tutorials, independent and supervised study, web based e-learning resources.
Assessment methods
Assessment methods are mixed and include essay and report writing, critical book and literature reviews, reflective essays, portfolios, research proposals, group presentations, poster presentations.
Within individual modules, some assessment methods are varied, designed to offer the students opportunities to be creative and innovative in the ways in which they respond to the questions and topics presented to them.
13. Programme Structures*
14. Awards and Credits*
Level Module Code
Module Title Credit rating
Level 6
ED3991
ED3993
HY3990
HY3991
HY3029
ED3229
ED3215
ED3210
Compulsory: one from:
Education Dissertation
OR
Education Double Dissertation
OR
History Dissertation
OR
Extended History Dissertation
plus
Education, Society & Culture in England c.1790 - 1914
Options:
Education in Developing Countries
The Education of Vulnerable Young People
Policy and Practice in Educational Settings
Learning, Curriculum and Assessment
20
40
20
40
20
20
20
20
BA (Hons) in Education and History
Requires 360 credits including a minimum of 220 at Level 5 or above and 100 at Level 6
BA in Education and History
Requires 320 credits including a minimum of 180 at Level 5 or above and 60 at Level 6
ED3209
ED3208
ED3207
ED3223
ED3205
ED3981
ED3982
HY3972
HY3054
HY3059
Reflective Practice in Educational Settings
*Learning Through Work
Families, Schools and Society
The Professional Role and its Context
Student Initiated Module
Student Initiated Module
Work placement
India, Pakistan and Afghanistan during the Cold War 1947-1992
African Nationalism and Independence 1921-1982
Riots and Revolution: Popular Politics and the English Working Class c1770-1848
20
20
20
20
20
20
10
20
20
20
HY3061
HY3062
HY3005
DF3018
HY3063
IR3001
A Place Apart? The Northern Ireland Troubles
Germany under the Nazis
History, Politics and Deafness
Kennedy, Johnson and the World: US Foreign Policy 1961-69
War, Ethics and Society
20
20
20
20
20
20
*ED3207 Not validated for main campus
Level 5
HY2001
ED2243
Compulsory:
Sources and Methods
Options:
Diversity and Inclusion in Education
20
20
Diploma of Higher Education in Education and History
Requires 240 credits including a minimum of 100 at Level 5 or above
ED2236
ED2223
ED2218
ED2216
ED2212
ED2205
ED2981
ED2982
HY2028
PO2110
Representations of Education in Literature and Film
Parents, Schools and Society
Experiential Learning in Educational Settings
Preparing for Academic Writing and Research in Education
Models of Teaching and Learning
Sociology and Education
Student Initiated Module
Student Initiated Module
Community History
History of Political Ideas
State and Society in Britain, 1750 - 1918
America and the World, 1898-2001
20
20
20
20
20
20
20
10
20
20
HY2101
HY2099
HY2095
HY2096
HY2102
HY2006
HY2007
HY2062
PO2400
Cold War in Asia 1945-89: History, Society and Conflict
Colonial Impacts: Africa 1652 - 1910
Public History in Practice
Europe in an Age of Atrocity 1914 - 2000
Twentieth Century Britain
Rebellion to Neutrality: Ireland 1795 - 1945
Radical Politics and Political ideas in Britain: from Lloyd George to Tony Blair
‘The good the bad and the downright evil’: perceptions of crime and punishment in England 1700-1900
America since 1945
20
20
20
20
20
20
20
20
20
HY2098
Plus students are permitted one free choice elective module. Recommended modules include a foreign language or volunteering related modules from the School of Education & Social Science
20
*ED2223 Not validated for main campus
Level 4
ED1201
ED1202
ED1204
Compulsory:
Introduction to Education Studies
Education for Everyone?
Observing Education in Action
OR
Student Initiated Module
20
20
20
Certificate of Higher Education
Requires 120 credits at Level 4 or above
ED1981
HY1101
HY1110
HY1111
HY1117
HY1108
HY1123
PO1112
Understanding History
Options:
The Making of Britain, 1688-1921
Colony to Nation: America c.1700-1970
State and Society: Europe c 1815-1914
Nations and Empires in Asia: China, India, Thailand and Japan 1857-1949
History, heritage and society
British Politics
Or, in place of the option module, students are permitted one free choice elective module. Recommended modules include a foreign language or volunteering related modules from the School of Education & Social Science
20
20
20
20
20
20
20
20
ED1982
In order to make good when entering the programme from a non-traditonal point Education Studies students may take:
Student Initiated Module
10
15. Personal Development Planning
Personal Development Planning and Transferable skills are integrated into the programme by means of specific elements that are built into each individual module on the programme. In particular, students are encouraged to develop skills (through work placements and other module specific means) which may later lead them to employment in a range of dedicated fields, including: Social Work, Learning Support Professional, Primary or post-compulsory teaching or lecturing, youth work, etc. We are also skilled in advising and supporting students who wish to undertake further study at Masters or Doctorate level.
In addition, the School of Education and Social Science has facilitated development of practical intelligence and generic skill building, personal reflection and evaluation into an explicit and structured PDP programme. Skills and employability enhancement has been integrated into personal reflection on learning, teaching and assessment for development of core skills, process skills, transferable skills and personal qualities.
16. Admissions criteria
Programme Specifications include minimum entry requirements, including academic qualifications, together with appropriate experience and skills required for entry to study. These criteria may be expressed as a range rather than a specific grade. Amendments to entry requirements may have been made after these documents were published and you should consult the University’s website for the most up to date information.
Students will be informed of their personal minimum entry criteria in their offer letter.
Students applying for undergraduate courses must have a minimum proficiency in English equivalent to IELTS 6* before being offered a place.
We usually require applicants to have;
• 5 GCSE passes at Grade C or above • At least two subjects at Advanced Level (A2) • OR another equivalent Level 3 qualification such as a BTEC National Diploma • OR a University Access course with 30 level 3 credits, graded at Merit or above
The minimum level of attainment required for entry to the start of standard courses leading to awards at first degree level is expressed in terms of UCAS Tariff Points.
Please check the course website for the most up-to-date tariff requirements.
Consideration will also be given to non-traditional qualifications and relevant work experience. Applicants are encouraged to produce evidence of their potential to benefit from the course.
Applicants who believe they may be eligible for Accreditation of Prior Certificated and/or Experiential Learning (APCL/APEL) for certain modules will be considered on an individual basis – please enquire direct to the Course Leader
.
17. Key sources of information about the programme
• 2013 Prospectus • Course Fact Sheet • Course Handbook and Module Guide • University Website: http://www.uclan.ac.uk • History Website: • Education Studies website: • Open and Applicant days
35
18. Curriculum Skills Map
Please tick in the relevant boxes where individual Programme Learning Outcomes are being assessed
Level Module Code Module Title
Core (C), Compulsory (COMP) or Option (O)
Programme Learning Outcomes
Knowledge and understanding
Subject-specific Skills
Thinking Skills
Other skills relevant to
employability and personal development
A1 A2 A3 A4 A5 B1 B2 B3 C1 C2 C3 D1 D2 D3 D4
6
ED3991 Education Dissertation
OR COMP or X X X X
X X X X X X X X X
ED3993 Education Double Dissertation
OR COMP or
X X X X
X X X X X X X X X
HY3990 History Dissertation
OR COMP or X X
X
x x x x x X
HY3991 Extended History Dissertation COMP
X x X
x x x X X x x
36
HY3029 Education, society and culture in England c1790-1914 Comp
X
X
X X X x x
ED3223 Families, Schools and Society O X X X X X
X
X X X X X X X
ED3205 The Professional Role in its Context O X X X X X
X
X X X X X X X X
ED3229 Education in Developing Countries O
X X X X
X X X X X X X X X X
ED3215 The Education of Vulnerable Young People O
X X X
X X X X X X X X X
ED3210 Policy and Practice in Educational Settings O
X X X
X X X X X X X X X
ED3209 Learning, Curriculum and Assessment O
X X X
X X X X X X X X
ED3208 Reflective Practice in Educational Settings O
X X X X
X X X X X X X X X X
ED3207 Learning Through Work O X X X X X X X X X X X X X X
ED3981/2
Student Initiated Module O
X X X
X X X X X X X X
37
HY3972 Work Placement O x X X x x x
HY3054 India, Pakistan, Afghanistan during the Cold War 1947-92 O
X
X
x x x x x
HY3059 African Nationalism and Independence 1921-1982 O
X
X
X X x x X
HY3061 Riots and Revolution: Popular politics and the English working class c1770-1848 O
X
X
X X X x x
HY3062 A Place Apart? The Northern Ireland Troubles
O
X
X
X X x x X
HY3064 Thatcher’s Britain, 1979-1990 O
x x
x x x x x
HY3005 Germany under the Nazis O
X X
X X x x X
DF3018 History, politics and deafness O
x X
X X X x x
38
HY3063 Kennedy, Johnson and
the World: US Foreign Policy 1961-69 O
x
x
x x x x x IR3001 War, Ethics and Society
5
HY2001 Sources and methods COMP x x x x x x x x x x
ED2243 Diversity and Inclusion in Education O
X X X
X X X X X X X X
ED2223 Parents, Schools and Society O
X X X
X X X X X X X X
ED2218 Experiential Learning in Educational Settings O
X X X X
X X X X X X X X X X
ED2216 Preparing for Academic Writing and Research in Education O
X X X
X X X X X X X X X
ED2212 Models of Teaching and Learning O
X X X
X X X X X X X X
ED2236 Representations of Education in Literature and Film
O X X X X X
X X X X X X X X
ED2205 Sociology and Education O
X X X
X X X X X X X X X
39
ED2981/2
Student Initiated Module O
X X X
X X X X X X X X
HY2028 Community History Project O
x x
x x x X
PO2110 History of Political Ideas O X X X x X x
HY2101 State and Society in Britain, 1750-1918 O
x x
x x x x
HY2099 America and the World, 1898-2001 O
X X
X X X X
HY2095 Cold War in Asia 1945-
89: History, Society and Conflict O
X
X
X X X X
HY2062 Rebellion to Neutrality: Ireland 1795-1945 O
x x
x x x x
HY2006 Europe in an Age of Atrocity, 1914-2000 O
X X
X X X X
HY2007 Twentieth Century Britain
x x
x x x x
HY2102 Public History in Practice O
x x
x x x X
40
PO2400 Radical Politics and Political Ideas in Britain: from Lloyd George to Tony Blair O
X
X
X X X X
HY2096 Colonial Impacts: Africa 1652-1910 O
X X
X X X X
HY2098 The good, the bad and the downright evil: perceptions of crime and punishment in England 1700-1900 O
X
X
X X X X
ED1201 Introduction to Education Studies
COMP X X X
X X X X X X X
4 ED1202 Education for Everyone?
COMP X X X X
X X X X X X X X X
ED1204 Observing Education in Action O
X X X
X X X X X X X X X
HY1101 Understanding History COMP x x x x x x x x
HY1110 The Making of Britain, 1688-1921 O
x x
x x x x x
HY1111 Colonies to Nations: America c 1700-1945 O
X X
x X x X x
41
HY1117 State and Society: Europe c. 1815-1914 O
X X
X X X X X
HY1108 Nations and Empire in Asia: China, India, Japan and Thailand 1857-1949 O
X
X
X X X X X
HY1123 History, Heritage and society O
x x x
X x X X X
PO1112 British Politics O x x X x X x X
ED1981/2
Student Initiated Module O
X X X
X X X X X X X X
42
This Programme Specification provides a concise summary of the main features of the programme and the learning outcomes that a typical student might reasonably be expected to achieve and demonstrate if he/she takes full advantage of the learning opportunities that are provided. Sources of information on the programme can be found in Section 17 13. Awarding Institution / Body
University of Central Lancashire
14. Teaching Institution and Location of Delivery
Main Campus
15. University School/Centre School of Education & Social Science
16. External Accreditation N/A
17. Title of Final Award BA (Hons) Humanities and Social Sciences (Foundation Entry): Non-award bearing programme: first stage of four-year degree course
18. Modes of Attendance offered Full-time 19. UCAS Code TBC 20. Relevant Subject
Benchmarking Group(s) N/A
21. Other external influences N/A 22. Date of production/revision of
this form June 2015
23. Aims of the Programme • To provide the opportunity to enter Higher Education to learners who are motivated to
do so, but have not so far achieved a level of qualification sufficient for confident progression to level 4 study.
• To provide the opportunity to enter Higher Education to groups traditionally under-represented in UK higher education.
• To provide the opportunity to enter Higher Education for those adults who have not had the opportunity to progress through formal education.
• To introduce learners to a range of generic study skills related to learning formally and independently in higher education
• To enable students to develop general knowledge, skills and experience to support their contribution to society, employability and life-long learning
• To provide a structured and supported process for students to reflect upon their own learning, performance and achievement to plan for their personal educational and career development.
• To introduce learners to subject and career pathways, and subject-specific skills, in order to enable them to make informed decisions about their programme of study at level 4 and beyond.
24. Learning Outcomes, Teaching, Learning and Assessment Methods A. Knowledge and Understanding At the end of the programme, students will be able to demonstrate knowledge of the following. A1. The nature of Higher Education and its opportunities and challenges for the student A2. The attributes and knowledge required to embark on degree study and beyond. A3. Strategies for effective learning
UNIVERSITY OF CENTRAL LANCASHIRE
Programme Specification
43
A4. Their personal strengths and weaknesses as learners Teaching and Learning Methods
• Lectures and seminars • Directed study of textbooks and online resources • Tutorial groups • Self-directed study • Class discussion • workshops
Assessment methods • Project/portfolio work • Essay planning and essay writing • Presentations • On-line tests • Group-work
B. Subject-specific skills At the end of the programme the students will be able to do the following. B1. Demonstrate a basic knowledge of the nature and scope of one or more subjects in
the area of Humanities and Social Sciences. B2. Demonstrate an ability to engage with the challenges of one or more subjects,
sufficient to progress to study at level 4 of an honours degree. Teaching and Learning Methods
• Lectures and seminars • Workshops
Assessment methods • Essays • Projects
C. Thinking Skills At the end of the programme the students will be able to do the following. C1. Demonstrate insight into, and engagement with, a variety of primary and secondary
sources. C2. Evaluate the appropriateness of different approaches to solving problems related to
their work as students. C3. Communicate the results of their study/work accurately and reliably in writing, with
structured and coherent arguments C4. Demonstrate basic skills of independent learning and research, including the ability to
identify, marshal and evaluate relevant primary and secondary source materials C5. Demonstrate reflective decision making in planning for the next stage of their degree
course. Teaching and Learning Methods
• Seminars and tutorials • Direct and hands-on approach to source material, including e-sources • In class tasks and group work • Problem-based exercises • Workbook and guidance manuals • On-line tasks
Assessment methods • presentations • reflective journal • PDP portfolio & tasks • essay and essay plan • personal statement • research project
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• on-line testing D. Other skills relevant to employability and personal development At the end of the programme the students will be able to do the following. D1. Work independently, or with limited guidance, where appropriate D2. Make personal, educational and career action plans to support future development D3. Demonstrate basic transferable skills necessary for employability and personal development Teaching and Learning Methods
• seminars and tutorials • In class tasks and group work • Problem-based exercises • Workbook and guidance manuals • On-line tasks
Assessment methods • presentations • reflective journal • PDP portfolio & tasks • essay and essay plan • personal statement • research project
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13. Programme Structures*
14. Awards and Credits*
Level Module Code
Module Title Credit rating
Level 3 (F)
HUC110 Compulsory
ESSENTIAL STUDY SKILLS FOR HIGHER EDUCATION
20 BA (Hons) Humanities and Social Sciences (Foundation Entry) Foundation Year requires completion of 120 credits at Level 3. Successful completion of the year permits progression on to Year 1 of one or more of the following honours degree programmes: BA (Hons) Community Leadership BA (Hons) Criminology and Criminal Justice BA (Hons) Criminology and Sociology BA (Hons) BSL/Deaf Studies BA (Hons) Education and Deaf Studies BA (Hons) Education and History BA (Hons) Education and Professional Studies BA (Hons) Education and Psychology BA (Hons) Education and Sociology BA (Hons) Film and Media Studies BA (Hons) History BA (Hons) History and Politics BA (Hons) Philosophy BA (Hons) Politics and Philosophy BA (Hons) Politics and Social Policy BA (Hons) Religion, Culture and Society BA (Hons) Sociology BA (Hons) Sociology and Psychology Students who exit after the Foundation year will receive a transcript of their modules and grades.
HUC111 Compulsory
DEVELOPING ACADEMIC KNOWLEDGE
20
HUC114 Compulsory
TARGET AWARD EXTENDED STUDY
20
HUC115 Compulsory Learning by Experience
20
CJC101 Option
INTRODUCTION TO CRIMINOLOGY AND CRIMINAL JUSTICE
20
EDC101 Option
INTRODUCTION TO EDUCATION
20
HYC101 Option
INTRODUCTION TO HISTORY
20
PIC101 Option
INTRODUCTION TO PHILOSOPHY
20
SOC101 Option
INTRODUCTION TO SOCIOLOGY AND CONTEMPORARY RELIGION
20
FIC001 Option
Film and Media Theory
20
ENC012 Introduction to Literature 20
ENC013 Introduction to Creative Writing
20
LGC101 Introduction to English Language and Linguistics
20
HUC101 Student Initiated Module 20 FZ004 Option
Key Themes in Archaeology
20
PSC005 Introduction to Psychology 20 PVC001 Option
Introduction to Film-making
20
PHC001 Option
Approaches to Photography
20
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15. Personal Development Planning Personal Development Planning is supported primarily through the core module HUC112, Informed Decision Making. The aim of this module is to provide a structured and supported process for students to reflect upon their own learning and achievement to plan for their own personal education and career development. However the students will be encouraged to:
• develop skills of reflection on their academic, personal and professional development
• increase self awareness of their own skills, qualities, attitudes and capabilities • improve their own learning and performance • identify strengths, weaknesses and needs and direction for change • set goals and plan action for developing, monitoring and reviewing their own
progress • compile their own records of learning experiences and achievement • plan realistically for their career progression and manage their own career
development and lifelong learning
and will be encouraged to utilise and transfer these skills across the programme and in future study and career progression. Students are divided into Personal Tutor groups and will meet on a weekly basis. This enables a structured tutorial programme to be coupled with ample opportunities for pastoral support as students make the transition to higher education. 16. Admissions criteria Students applying at age 18 will need to achieve minimum entry qualifications of 160 points at A level or equivalent. Non-standard, mature applicants will be interviewed by the Course Leader to assess their potential to benefit from the programme. Students must be able to demonstrate competence in English Language to GCSE grade C level or its equivalent. Those who do not hold a qualification at this level or provide documentary evidence prior to entry will be expected to undertake an English assessment at the interview stage. The English entry requirement for International or non UK students is an IELTs score of 6.0. Applicants who do not have this qualification will need to pass a UCLAN test in the UK and have a spoken interview before an offer is made. Motivation, commitment and enthusiasm are also expected for entry on to the programme. 17. Key sources of information about the programme • UCLan website: http://www.uclan.ac.uk/study_here/undergraduate_study.php • The Course Handbook • The UCAS website: http://www.ucas.ac.uk/
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18. Curriculum Skills Map
Leve
l
Module Code Module Title
Core (C), Compulsory (COMP) or Option (O)
Programme Learning Outcomes
Knowledge and understanding
Subject-specific Skills
Thinking Skills Other skills relevant to employability and personal development
A1 A2 A3 A4 B1 B2 C1 C2 C3 C4 C5 D1 D2 D3
LEVE
L 3
HUC110 ESSENTIAL STUDY SKILLS FOR HIGHER EDUCATION COMP √ √ √ √
√ √
√ √ √
√
HUC111 DEVELOPING ACADEMIC KNOWLEDGE COMP √ √
√ √ √
√ √ √ √
√
HUC114 TARGET AWARD EXTENDED STUDY COMP
√ √ √ √ √ √ √ √
HUC115 Learning by Experience Comp √ √ √ √ √ √ √ √ √ √
CJC101
INTODUCTION TO CRIMINOLOGY AND CRIMINAL JUSTICE O
√ √ √ √ √ √ √ √ √ √
EDC101 INTRODUCTION TO EDUCATION O
√ √ √ √ √ √ √ √ √ √
HYC101 INTRODUCTION TO HISTORY O √ √ √ √ √ √ √ √ √ √
PIC101 INTRODUCTION TO PHILOSOPHY O
√ √ √ √ √ √ √ √ √ √
SOC101
INTRODUCTION TO SOCIOLOGY AND CONTEMPORARY RELIGION O
√ √ √ √ √ √ √ √ √ √
FIC001Option Film and Media Theory O √ √ √ √ √ √ √ √ √ √ ENC012 Option Introduction to Literature O √ √ √ √ √ √ √ √ √ √ ENC013 Option Introduction to Creative Writing O √ √ √ √ √ √ √ √ √ √
LGC101Option Introduction to English Language and Linguistics O
√ √ √ √ √ √ √ √ √ √
HUC101 Student Initiated Module O √ √ √ √ √ √ √ FZ004 Option Key Themes in Archaeology O √ √ √ √ √ √ √ √ √ √ PSC005 Option Introduction to Psychology O √ √ √ √ √ √ √ √ √ √ PVC001 Option Introduction to Film-making O √ √ √ √ √ √ √ √ √ √ PHC001Option Approaches to Photography O √ √ √ √ √ √ √ √ √ √
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University Student Handbook for Taught Courses
2018/19 Please read this Handbook in conjunction with your Course Handbook. All course materials, including lecture notes and other additional materials related to your course and provided to you, whether electronically or in hard copy, as part of your study, are the property of (or licensed to) UCLan and MUST not be distributed, sold, published, made available to others or copied other than for your personal study use unless you have gained written permission to do so from the Dean/Head of School. This applies to the materials in their entirety and to any part of the materials. This Handbook is produced centrally and locked for editing. Partner institutions only are given permission to contextualise the Handbook.
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UCLan Mission statement We create positive change in our students, staff, business partners and wider communities, enabling them to develop their full potential by providing excellent higher education, innovation and research. UCLan Values
• The pursuit of excellence in all that we do. • Equality of opportunity for all, supporting the rights and freedoms of our diverse
community. • The advancement and protection of knowledge, freedom of speech and enquiry. • Supporting the health, safety and wellbeing of all.
Student Charter The Student Charter has been developed by the University and the Students’ Union so that students gain the maximum from their UCLan experience. It is a two-way commitment or ‘contract’ between the University and each individual student. It acts as a means of establishing in black and white what students can expect from the University and the Union in terms of support, and in return what we expect from our students. Read the full Student Charter Supporting Diversity at UCLan UCLan recognises and values individual difference and has a public duty to promote equality and remove discrimination on various grounds including race, gender, disability, religion or belief, sexual orientation and age. During your time at UCLan we expect you to be able to
• experience "an integrated community based on mutual respect and tolerance where all staff and students can feel safe, valued and supported."
• contribute to creating a positive environment where discriminatory practices and discrimination no longer happen. Please review the UCLan Equality and Diversity Policy for further information.
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Contents page 1. Welcome and Introduction to the University 2. Learning Resources 3. Preparing for your career 4. Student support 5. Students’ Union 6. Rationale, aims and learning outcomes of the course 7. Assessment 8. Student Voice
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1. Welcome and Introduction to the University The University of Central Lancashire (UCLan) welcomes you and hopes that you will enjoy studying at UCLan and that you will find your course both interesting and rewarding. This Handbook provides you with generic University level information and the Course Handbook provides specific information about your programme of study. 1.1 Communication The University expects you to use your UCLan email address and check regularly for messages from staff. If you send us email messages from other addresses they risk being filtered out as potential spam and discarded as unread. 1.2 External Examiner The University has appointed an External Examiner to your course who helps to ensure that the standards of your course are comparable to those provided at other higher education institutions in the UK. External Examiner reports will be made available to you electronically. The School will also send a sample of student coursework to the external examiner(s) for external moderation purposes, once it has been marked and internally moderated by the course tutors. The sample will include work awarded the highest and lowest marks and awarded marks in the middle range. Details of the External Examiner associated with your course can be found in your Course Handbook. 1.3 Expected hours of study The normal amount of work involved in achieving a successful outcome to your studies is to study for 10 hours per each credit you need to achieve – this includes attendance at UCLan and time spent in private study. Please note however that this may vary depending on your particular course and programme of study. You should therefore check your Course Handbook or contact a member of staff within the relevant School. 1.4 Attendance Requirements Student attendance at timetabled learning activities of courses and modules is required. Notification of illness or exceptional requests for leave of absence must be made as detailed in the Course Handbook. Individual modules and/or courses may incorporate a specific attendance requirement as part of the assessment criteria for successful completion of a module. Students with continuous unauthorised absence may be deemed to have withdrawn from the course. The date of withdrawal will be recorded as the last day of attendance. You may request a review of this decision if you have grounds in line with the Academic Appeals Procedure. Tuition fees will be charged in accordance with Appendix 2 of our Tuition Fee Policy. You must swipe in using your student card. Each time you are asked to enter your details on the Student Attendance Monitoring system (SAM) you must remember that the University has a responsibility to keep information up to date. You must only enter your own details on the system as to enter any other names would result in inaccurate records and be dishonest. Any student who is found to make false entries, such as scanning but not attending, can be disciplined under the Regulations for the Conduct of Students
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1.5 Data Protection All of the personal information obtained from you and other sources in connection with your studies at the University will be held securely and will be used by the University both during your course and after you leave the University for a variety of purposes. These purposes are all explained during the enrolment process at the commencement of your studies. If you would like a more detailed explanation of the University’s policy on the use and disclosure of personal information, please see the University’s Data Protection Policy and Privacy Notice or contact the Information Governance Officer, Office of the University Secretary and Legal Officer, University of Central Lancashire, Preston, PR1 2HE or email [email protected].
2. Learning resources
2.1 Learning Information Services (LIS) Extensive resources are available to support your studies provided by LIS –
library and IT staff. Take advantage of the free training sessions designed to enable you to gain all the skills you need for your research and study. You can find the link to the Library Opening Hours here: http://www.uclan.ac.uk/students/study/library/opening_hours.php 2.2 Electronic Resources LIS provide access to a range of electronic resources – e-journals and databases, e-books, images and texts.
3. Preparing for your career Your future is important to us, so to make sure that you achieve your full potential whilst at university and beyond, your course has employability learning integrated into it. This is not extra to your degree, but an important part of it.
Your course will take you on a journey of development that will help you to map your personal story of your time at university.
You will be encouraged to record your learning journey so that you can demonstrate all the work-related skills you have developed, both before and during your time at UCLan. This will help you to show future employers just how valuable your degree is and the employability skills you have acquired.
• You will be given the opportunity to explore your identity, your strengths and areas for development, your values and what you want to get out of life.
• You will be able to investigate a range of options, including jobs and work experience, postgraduate study and self-employment.
• We will support you to enable you to successfully tackle the recruitment process and to develop your enterprise skills.
UCLan Careers offers a range of support for you including:-
• One to one career and employability advice and guidance appointments.
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• Advice on finding graduate jobs, including how to improve your CV with work placements, internships, voluntary opportunities and part-time employment.
• Workshops, seminars, and events to enhance your learning and develop your skills. • Employer presentations and events, to give you the chance to network with potential
employers and find out from them what they are looking for.
The UCLan careers portal careerEDGE contains all the information and resources you will need to help navigate your way to a successful career, including access to hundreds of graduate vacancies, placements and part-time jobs.
We are based in the entrance to Foster building and are open from 09:00-17:00, Monday to Thursday, 9:00-16:00 on Fridays. Come to see us to arrange your guidance appointment, have your CV and cover letter checked, get help in applying for a job or just to find out more about our full range of services.It’s your future: take charge of it!
UCLan Careers | Foster Building | University of Central Lancashire, Preston PR1 2HE 01772 895858 [email protected] www.uclan.ac.uk/careers
4. Student support, guidance and conduct 4.1 Student Support “Got a Problem to Sort? Come to us for Support”.
The <i> is your first point of call for all enquiries, help and advice. We provide guidance to all UCLan students whatever the query may be. We offer advice on:
• Bank and Confirmation of Study Letters • Council Tax Exemption Certificates • International Student Support • Library Services and Support • Printing and Printer Credit • Student Financial Support • UCLan Cards • UCLan Financial Bursary (1st year students only) • Student Support and Wellbeing (including Disability)
and much more.
We are based on the ground floor of the UCLan Library and open 7 days a week most of the year. Our friendly and approachable team will do their best to ensure your query is answered. Come and have a chat with us if you have a query on any aspect of student life and study. http://www.uclan.ac.uk/students/study/library/the_i.php
If you are struggling financially or have financial concerns which may prevent you from continuing on your course, you are advised to seek advice from the University’s Finance Support Team, based in the <i>, or in the Advice and Representation Centre at the Students’ Union.
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If you are finding the course challenging or cannot complete independent study and assessments on time you should consult your Academic Advisor.
4.2 Students with disabilities You are strongly encouraged to declare your disability on your application form when you apply to study at UCLan. If you have declared this Disability Services will be in contact with you to advise you about reasonable adjustments which may be appropriate in the circumstances. You can also tell any member of staff at the University, who will ask you to sign a disability disclosure form, to let the Disability Service know that you have a disability and agree to share this information with them. Disability Services will then get in touch with you to discuss your available options. Following this you will be assigned a Disability Adviser whom you can contact should you need any further help or assistance. https://www.uclan.ac.uk/students/health/disability_services.php 4.3 Assessment arrangements for students with a disability Arrangements are made for students who have a disability/specific learning difficulty for which valid supporting evidence can be made available. Contact your Disability Adviser for advice and information, [email protected]
4.4 Health and Safety As a student of the University you share responsibility for the safety of yourself and for that of others around you. You must understand and follow all the regulations and safety codes necessary for a safe campus environment. Please
help to keep it safe by reporting any incidents, accidents or potentially unsafe situations to a member of staff as soon as possible. Safety assessments have been undertaken for each module of your course and you will be advised of all applicable safety codes and any specific safety issues during the induction to your course and modules. You must ensure that you understand and apply all necessary safety codes. These form an essential element of your personal development and contribute to the safety of others. 4.5 Conduct You will be expected to abide by the Regulations for the Conduct of Students in the University. UCLan expects you to behave in a respectful manner towards all members of the University at all times demonstrated by using appropriate language in class, switching mobile phones / other devices off prior to attending classes, and also in your use of any social networking sites. If your behaviour is considered to be unacceptable, any member of staff is able to issue an informal oral warning and the University will support staff by invoking formal procedures where necessary. You can read more about UCLan expectations in the Regulations for the Conduct of Students.
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5. Students’ Union The Students’ Union is the representative body for all UCLan students. The organisation exists separately from the University and is led by the elected
officers of the Student Affairs Committee (SAC) as well as representatives on the Students’ Council. The Students’ Union building is located at the heart of the Preston campus, and is the hub for all student activities. Representation and campaigning for students’ rights is at the core of what the Students’ Union does and is encompassed by its tag line of Making Life Better for Students. Should you wish to make a change to any aspect of your student experience, whether it be academically related or not, then the Students’ Union is where your voice can be heard, actions taken, or campaigns launched. Your Students’ Union is also the home to a fantastic range of student-led societies, sports teams and multitudes of volunteering opportunities. You can also receive help in finding part-time work whilst you study. Not sure where to go? Pop into the Opportunities Centre on the ground floor of the Students’ Union building and someone will point you in the right direction. We hope your time at University is trouble free, but should you come into difficulties around anything from academic appeals, to issues with housing, benefits or debt, then the Student Union’s dedicated staff team in the Advice and Representation Centre are on hand to help and offer impartial advice. More information on all these things, as well as details about all the Student Union’s (not-for-profit) commercial services, including its student supermarket (Essentials) and student-bar (Source) can be found at www.uclansu.co.uk 6. Rationale, aims and learning outcomes of the course 6.1 You will find information specific to your chosen course of study in your Course Handbook, in the form of a ‘programme specification’. As defined by the QAA (Quality Assurance Agency) - the regulatory body responsible for overseeing quality compliance in the Higher Education Sector - a programme specification is a concise description of the intended learning outcomes of an HE programme. It is the means by which the outcomes are achieved and demonstrated. In general, modules or other units of study have stated outcomes, often set out in handbooks provided by institutions to inform student choice. These intended learning outcomes relate directly to the curriculum, study and assessment methods and criteria used to assess performance. Programme specifications can show how modules can be combined into whole qualifications. However, a programme specification is not simply an aggregation of module outcomes; it relates to the learning and attributes developed by the programme as a whole and which, in general, are typically in HE more than the sum of the parts. 6.2 Sometimes certain aspects of courses may be subject to change. Applicants are encouraged to check information on our relevant course pages from time to time, particularly before submitting any application for their academic year of study. Material changes about a
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course will be notified to you in material produced after the change is made and at the time you are made any offer of a place of study for that course. For details about changes to course information after you have accepted any offer, please see our Additional Information and Conditions of Offer
7. Assessment Please note that all modules will be assessed. You are expected to attempt all required assessments for each module for which you are registered, and to do so at the times scheduled unless authorised extensions, special arrangements for disability, or extenuating circumstances have been expressly agreed by the
University to allow you to defer your assessment. 7.1 Dealing with difficulties in meeting assessment deadlines Assignments must be submitted no later than the time and date on your assignment instructions / brief. If you anticipate that you will have difficulty in meeting assessment deadlines or you have missed or are likely to miss in-semester tests you must report this at the earliest possible opportunity. An academic staff member, such as your Academic Advisor or Module or Course Leader, will be able to provide advice to you on how to do this. Extenuating Circumstances are defined as unforeseen, unpreventable circumstances that significantly disrupt student performance in assessment. Where students have a temporary unexpected circumstance that means that they are unable to complete a particular assignment on time the student may apply for an extension of up to ten working days. 7.2 Extensions Authorisation of the late submission of work requires written permission. Your School is authorised to give permission for one extension period of between 1 and 10 working days where appropriate evidence of good reason has been accepted and where submission within this timescale would be reasonable taking into account your circumstances. Requests for extensions should be made prior to the submission date as extensions cannot be given Retrospectively (Academic Regulations). You should complete and submit an extension request form, with any supporting evidence, to your CAS Hub. Further information is available on the Student Portal at: https://www.uclan.ac.uk/students/study/examinations_and_awards/extensions.php We aim to let you know if the extension has been granted within 1 working day of the receipt of the request. If you are unable to submit work within 10 working days after the submission date due to verifiable extenuating circumstances, you may submit a case for consideration in accordance with the University’s Policies and Procedures on Extenuating Circumstances (Academic Regulations and Assessment Handbook).
7.3 Extenuating circumstances Some students face significant events in their personal life that occur after their course has started, which have a greater impact on their studies than can be solved by the use of an extension. If this applies to you, the University is ready
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to support you, with both your course and your personal wellbeing, through a process called Extenuating Circumstances (see Academic Regulations and Assessment Handbook) You can apply for Extenuating Circumstances online via myUCLan. You must apply no later than 3 days after any examination or assessment submission date. Do not wait until you receive your assessment results to submit a claim. It is in your own interests to submit the claim as soon as possible. You will be expected to re-submit claims for extenuating circumstances for each semester in which they apply. All evidence provided relating to extenuating circumstances will be treated in a sensitive and confidential manner. Supporting evidence will not be kept for longer than is necessary and will be destroyed shortly after the end of the current academic year. Further information about the submission process In determining assessment recommendations, Assessment Boards will consider properly submitted claims from students who believe their performance has been adversely affected by extenuating circumstances. N.B. Assessment Boards are not permitted to alter individual assessment marks to take account of extenuating circumstances (Academic Regulations and Assessment Handbook).
7.4 Late submissions If you submit work late without authorisation, a universal penalty will be applied in relation to your work: • If you submit work within 5 working days following the published submission
date you will obtain the minimum pass mark for that element of assessment. • Work submitted later than 5 working days after the published submission date will be awarded
a mark of 0% for that element of assessment. • Unauthorised late submission at resubmission will automatically be awarded a mark of 0% for
that element of assessment. You may apply to appeal this decision in accordance with the University’s Academic Regulations. 7.5 Feedback Following Assessments UCLan is committed to giving you clear, legible and informative feedback for all your assessments (Academic Regulations). You are expected to review and reflect on your feedback and learn from each experience to improve your performance as you progress though the course. For courses (except distance learning): You will be provided with generic feedback for in-module formative and summative elements of assessment which contribute to a module within 15 working days of the scheduled submission or examination date. Generic feedback on end of module assessment and dissertations will be made available within 15 days of publication of results. Generic feedback may be oral, written, posted on a website or other. For distance learning courses: You will be provided with generic feedback for in-module formative and summative elements of assessment which contribute to a module within 20 working days of the scheduled
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submission or examination date. Generic feedback on end of module assessment and dissertations will be made available within 20 days of publication of results. Generic feedback may be oral, written, posted on a website or other.
7.6 Unfair Means to Enhance Performance The University regards any use of unfair means in an attempt to enhance performance or to influence the standard of award obtained as a serious academic and/or disciplinary offence. Such offences can include, without limitation, cheating, plagiarism, collusion and re-presentation (‘unfair means’).
You are required to sign a declaration indicating that individual work submitted for assessment is your own and will be able to view your Originality Report following e-submission of assessed work. If you attempt to influence the standard of the award you obtain through cheating, plagiarism or collusion, it will be considered as a serious academic and disciplinary offence as described within the Academic Regulations and the Assessment Handbook .
• Cheating is any deliberate attempt to deceive and covers a range of offences described in the Assessment Handbook.
• Plagiarism describes copying from the works of another person without suitably attributing the published or unpublished works of others. This means that all quotes, ideas, opinions, music and images should be acknowledged and referenced within your assignments.
• Collusion is an attempt to deceive the examiners by disguising the true authorship of an assignment by copying, or imitating in close detail another student’s work - this includes with the other student’s consent and also when 2 or more students divide the elements of an assignment amongst themselves and copy one another’s answers. It does not include the normal situation in which you learn from your peers and share ideas, as this generates the knowledge and understanding necessary for each individual to independently undertake an assignment; nor should it be confused with group work on an assignment which is specifically authorised in the assignment brief.
• Re-presentation is an attempt to gain credit twice for the same piece of work. The process of investigation and penalties which will be applied can be reviewed in the Assessment Handbook. If an allegation is found to be proven then the appropriate penalty will be implemented as set out below: In the case of a single offence of unfair means in an undergraduate or postgraduate assessment:
• the appropriate penalty will be 0% for the element of assessment, and an overall fail for the module (whether or not the resulting numeric average mark is above or below the minimum pass mark). The affected element of the assessment must be resubmitted to the required standard. The mark for the module following resubmission will be restricted to the minimum pass mark. Where unfair means is detected for the first time on a reassessment for an already failed module, no further reassessment for the module will be permitted, and the appropriate fail grade will be awarded.
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In the event of a repeat offence of unfair means (irrespective of whether the repeat offence involves the same form of unfair means) on the same or any other module within the course:
• the appropriate penalty will be 0% for the module with no opportunity for re-assessment. This penalty does not preclude you being able to retake the module in a subsequent year. The penalties will apply if you transfer from one UCLan course to another during your period of study and module credits gained on the former course are transferred to the current course. Contact the Students’ Union Advice and Representation Centre by emailing: [email protected] for support and guidance. 7.7 Appeals against assessment board decisions If you consider that you have a reason to appeal against an assessment board decision, please bear in mind that your reasons must fall within the grounds specified in the University Academic Regulations: Section I. You cannot appeal simply because you disagree with the mark given. The specified grounds for appeal are: 1. that an Assessment Board has given insufficient weight to extenuating circumstances; 2. that the student’s academic performance has been adversely affected by extenuating circumstances which the student has, for good reason, been unable to make known to the Assessment Board; 3. that there has been a material administrative error at a stage of the examining process, or that some material irregularities have occurred; that the assessment procedure and/or examinations have not been conducted in accordance with the approved regulations (this fourth ground will not be relevant to an appeal against a decision relating to an interruption or discontinuance of study. Such an appeal should be based on one or more of the three grounds above. If you want to appeal, then you must do so within 14 days of your results being published. The onus is on you to find out your results and submit your appeal on time. Contact the Students' Union Advice and Representation Centre by emailing: [email protected] for support and guidance.
8. Student voice You can play an important part in the process of improving the quality of your course through the feedback you give. In addition to the ongoing discussion with the course team throughout the year, there are a range of mechanisms for you to feed back about your experience of teaching and learning which
are outlined below. Where appropriate, we aim to respond to your feedback and let you know of our plans for improvement. The Students Union can support you in voicing your opinion, provide on-going advice and support and encourage your involvement in all feedback opportunities. They will be requesting that you complete the National Student Survey (during semester 2 for students in their final year of study) or the UCLan Student Survey (all other students).
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The Students’ Union and University work closely together to ensure that the student voice is heard in all matters of student-life. We encourage students to provide constructive feedback throughout their time at university, through course reps, surveys and any other appropriate means. The Union’s Student Affairs Committee (SAC), members of Students’ Council and School Presidents each have particular representative responsibilities and are involved with decision making committees at levels as high as the University Board. Therefore it is very important students engage with the democratic processes of the Students’ Union and elect the students they see as most able to represent them. 8.1 Course Representatives and School Presidents A course representative is a student who represents their fellow students’ views and opinions to the course team, school, university and students’ union. Course representatives work proactively and diplomatically to improve the academic and non-academic experiences of students. The role of a course representative is extremely beneficial to both students on your course and the University. It enables students to have ownership of their student experience, to voice their opinions and to share positive practice with the course team, primarily at the Student Staff Liaison Committee Meetings (see below). Course representatives will be elected every year either in April or September. Alongside receiving recognition, support and respect, being a course representative is a great opportunity to enhance your employability skills. If you are interested in becoming a course representative and wish to find out more about the role visit the Students’ Union website or by emailing: [email protected]. School Presidents are annually elected representatives who voice the opinions of students within each school. They communicate and engage with students in their school to gain feedback and work in partnership with senior management to create positive change. They are also trained to support and signpost course representatives where needed. If you wish to find out who your School President is or more about the role visit the Students’ Union website or email: [email protected]
8.2 Student Staff Liaison Committee Meetings (SSLC) The purpose of a SSLC meeting is to improve courses, to have an open discussion and respect each other’s views, to share good practice where identified, to provide opportunity for students to feedback to staff about their course and student experience, to regularly review the course to improve its development, and to jointly work together to action plan
against issues raised. There will normally be one meeting per semester which will last no more than 2 hours. Your School President will Chair the meetings with an academic co-Chair, using guidelines and will provide a record of the meeting with any decisions and / or responses made and / or actions taken as a result of the discussions held. A standard agenda and action grid template will be
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used. Course representatives will gather feedback from students and communicate this to the School President in advance of the meetings. 8.3 Complaints The University recognises that there may be occasions when you have cause for complaint about the service you have received. When this happens, the University’s Student Complaints Procedure is intended to provide an accessible, fair and straightforward system which ensures an effective, prompt and appropriate response. Click on this link for more information University’s Student Complaints Procedure If you are a student registered for a University award at a partner college, who is dissatisfied with the provision at the college, you should pursue your complaint in accordance with the college’s complaints procedure in the first instance. In the event of continuing dissatisfaction when you have completed the college’s procedure, you will be entitled to submit your complaint to UCLan under stage 3 of the procedure.