Chelmsford College. ARU at Chelmsford College. HNC Construction Management Civil Engineering COURSE HANDBOOK

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1 Chelmsford College ARU at Chelmsford College HNC Construction Management Civil Engineering COURSE HANDBOOK

2 Upon request to the student Office/Course Leader this handbook can be produced in a larger font or provided electronically

3 Welcome Statement from Course Team We are pleased to welcome you to the Built Environment programme. This programme is offered within the curriculum Centre for Construction and Engineering. Our aim is to provide you with an interesting learning environment in which you can study, enjoy your learning experience, and which allows you to extend your present interests and abilities. This handbook will provide you with valuable information on your chosen course. This will include the necessary guidance in order to fulfil your role within this programme of study. Keep this handbook in a safe place, as it is intended for reference throughout your course. Life as a Higher education student can feel quite demanding at times, requiring initiative and self-discipline. During your study of chosen program, your tutors will try to help in any way they can. If they can t help you then they will refer you to a specialist located in Student Services. There is a commitment to provision of equal opportunities and support for all students. The staff and course team take great care to ensure that your time at College will not only help you in achieving your ambitions, but will also be a memorable and enjoyable experience. We wish you every success with your chosen course and your future. If you can not find the information you need in this handbook, then further information can be found via web site at or This contains useful information, policies and procedures and will be updated throughout the year. Alternatively, please ask a member of staff who will be happy to help you. The programme on which you will be studying is a The regulations, policies and procedures governing your study are set by the University and Chelmsford College. During your induction your tutors will show you how to access this information. Michelle Osborn-Palfrey (Course Leader) Alternatively, please ask a member of staff who will be happy to help you. The information contained in this course handbook is correct at the time of printing. This document was completed on 17 th June 2014 and the information presented within is correct as of that date. 1

4 Context We hope that you will quickly become accustomed to the College and the staff within them. The course team will assist you directly in the achievement of your academic, professional and personal goals, and help you on your path to your chosen career. Below is a list of people and their contact details that you are likely to meet during the course of your studies the College: Explanation of roles Most of your day to day dealings will be the Course Team Members (typically the module tutors) or with the Course Leader. Generally, the Curriculum Leader is responsible for planning and running this programme is the person who will be able to deal with most of the issues that you raise. However, the best starting point for any questions relating to individual modules will be the tutor for the module in question. The Curriculum Leader is responsible for managing the course team and as such, provides the link between the course team and the management at the College. The Curriculum Centre Head is responsible for managing the Construction and Engineering centre, the Business Support Staff are the people to approach for changes to your personal details etc. LRC support is your link for learning, research and resources. 2

5 Location of Teaching The HNC programme s are located at Chelmsford College, Princes Road Campus Communication Where information needs to be communicated to you by members of staff, a notice will ed to your college , and it is essential that you check this regularly. It may show important room or lecture change messages or more general issues. It is often the only way to communicate with groups so please ensure you use this facility. Sometimes you may also be contacted by telephone or private so it is important that the course team has a valid & phone number for you. Staff Availability/Contacting Staff All students on the programme are assigned a personal tutor at the beginning of the course. Where possible, you will have the same personal tutor for the duration of the course. Your personal tutor is someone who can get to know you and support you throughout the course, providing advice where needed. Part-time students should meet their personal tutor at least once a semester, but you should not hesitate to consult your personal tutor should the need arise at any time. Where you have a need to contact a member of staff urgently but are unable to locate them, you should leave a note along with a contact telephone number via the admin office (Lesley Hammond. Course Committees Each level of the programme will appoint at least one representative to attend the Course Committee. These representatives take student issues and comments to the Course Committees, which are normally held two times each academic year. These meetings allow the course team to evaluate the progress of the modules delivery and the achievement of the students, and can result in alterations and improvements in the way in which the course is run. Consequently, it is important that the representatives are aware of your comments so that they can be fed back into the system. It also provides an outlet for general comments and issues to do with the programme. The Course Committee is an important part of course management and should be used as an opportunity to air views, comments and problems in order for them to be investigated, discussed and hopefully solved. Student Representation There are opportunities to represent your fellow students by being a student representative. Student reps attend Course Committees and raise issues related to the student experience, on behalf of the students they are representing. Reps are a vital part of the life at the college, helping to ensure that tutors know student views; raising issues related to the content, teaching, learning or assessment of courses, and generally helping to develop the quality of our educational provision. Student Evaluations Student feedback is extremely important to us and ARU. The Course Committee is a formal way of gathering this information; however feedback is also collected at other points during your course. Module evaluations are conducted at the end of each taught module and these feed 3

6 into the tutor s module reviews. These enable critique of all aspects of the module and will inform future delivery. Inter-semester Period Activities The year is organised into two semesters, which are 12 week periods, (together comprising an academic year. They run from September to January and February to May. The intersemester period is used for Assessment Boards and other activities. This is when the grades for the semester are confirmed and made official. Often seminars or other activities will be arranged for students in this period. Course Rationale and Philosophy The Higher Education programmes of study in the Built Environment are designed to prepare you for a range of technical, professional and management career disciplines in construction and the built environment. The course will provide you with the opportunity to explore develop and expand your knowledge through projects, simulations and presentations. The emphasis is on your participation. You will be encouraged to carry out research and work with others as part of a team. You will be encouraged to demonstrate an ability to work independently without supervision, solve problems and interact effectively with individuals and groups in the work situation. Aims The aims of the Civil Engineering and Construction Management programmes are: To enable students to achieve a nationally recognised qualification appropriate to the requirements of employers; To enable students to gain subject skills and knowledge appropriate to their chosen profession; To provide students with a range of key transferable skills appropriate to the workplace and for further study; and To enable students to gain an academic qualification in support of their progress towards membership of an appropriate professional institute. Learning Outcomes Generic Learning Outcomes The generic learning outcomes of the Civil Engineering and Construction Management programmes are that students will be able to: Demonstrate a development of knowledge gained at levels 4 and 5; Demonstrate a critical awareness of recent advances in the field; Critically analyse, evaluate, apply and interrelate knowledge and skills developed on the programme; Demonstrate an ability to select appropriate methodologies required in the subject area with due regard to risk assessment and ethical issues; and Demonstrate the acquisition of problem solving techniques including the ability to accurately collate and analyse information and data which will lead to both valid and reliable conclusions. 4

7 Subject-Specific Learning Outcomes HNC Modules Delivered HNC CBE 1 st Year Introduction to technology and Design 1 st semester (12weeks) MOD002262, Level 4, 15 credits Learning and practical skills 2 nd Semester (12 weeks) MOD Level 4 15 credits 2 nd Year Construction and the Built Environment MOD (12 weeks ) semester 1, level 4, 15 credits Construction Economics MOD (12 weeks ) Semester 2 level 4, 15 credits Civil Law and management MOD Level 5, 30 credits Semesters 1&2 HNC CE 1 st Year Introduction to technology and Design 1 st semester (12weeks) MOD Level 4, 15 credits Learning and practical skills 2 nd Semester (12 weeks) MOD Level 4, 15 credits 2 nd Year Geotechs level 4 MOD Semester 1 (12 weeks) Level 4 15 Credits Civil Engineering Maths MOD Level 4, 15 Credits Management and Civil engineering technology MOD Level 5, 30 credits Semesters 1&2 Module handbooks will be provided on all modules with the specifics within them. 5

8 Assessment Assessment Strategy Assessment is an integral part of academic life, and certainly something you should not be afraid of. The assessments you will encounter on your course will be varied, to enable you to experience and adapt to different assessment styles. A range of assessment activities will be employed, with the aims of: Helping students to get the best out of the course; To develop the students critical faculties; To provide the opportunity to demonstrate the achievement of stated learning outcomes; To ensure that learning has taken place, at an individual and group basis; To enable tutors to contribute to student progress through the provision of sympathetic and constructive criticism of student work. Specific details of assessment are contained within the Module Definition Forms for the programme. Assessment will take place using the following mechanisms: Examinations of varying length providing the students with the opportunity to demonstrate their knowledge under controlled conditions. Laboratory experiments - providing the opportunity to demonstrate practical skills in a number of different situations. Assignments and coursework enabling learners to demonstrate their skills in research and development on a given topic within the boundaries of a module. Report Written analysis of a series of topics to ensure maximum module content is covered and assessed. Practical work Examining the students ability to work in group settings, to develop project management and monitoring procedures, effectively employ sector-specific technologies and IT, and communication skills; Assessment Schedule Each module has an Assessment Schedule. These will either be handed out at the start of the module or can be found on your course notice board. The Assessment Regulations, and other policies relating to assessment should be read and understood. The Course Team strictly adheres to these regulations and you should become familiar with the terms used. Please ask for clarification if you are unsure of any policy or regulation. Assessment and Grading Criteria The nature of the assessment proposed for each module will reflect the level of that module and its academic and practical content. The assessments are very closely linked to the aims and learning outcomes. On each module specification, you will find a table (under assessment ) which clearly shows what you will be expected to produce in order to satisfy the requirements 6

9 for each learning outcome and each of your assessments will ensure that you have the opportunity to do so. You will be graded in accordance with standard grading criteria and this is then ratified by ARU and the External Examiners Each time a piece of your work is assessed and graded, the final grade that you are given will be explained in relation to the standard grading criteria and you will find that your understanding of them develops rapidly once you start to use them. Your tutors will be able to explain the assessment and grading requirements of each piece of work that you are set and as a consequence, any issues that you have with the assessment and grading of a piece of work should, in the first instance, be addressed with the relevant module tutor. If you would like any further explanation of the assessment and grading process, see your personal tutor or the Course Leader. Group Work and grading of outcomes During your course, you will frequently be involved in group activities as a means of benefitting you from the advantages of working with others collaboratively, and as a means of reflecting the ways in which work is carried out within the Built Environment industries. Assessment Boards The Assessment Board is the body responsible for confirming the grades that you receive for all your summative (i.e. graded) assessments. Once module tutors have marked and graded your coursework submission and the necessary sample has been moderated by the second marker and an External Examiner, the final, agreed grades are reported to ARU and subsequently confirmed at a meeting of the Assessment Board. The Assessment Board is made up of the course team and the ARU Head of Academic Partnerships and is chaired by a senior manager from one of the partner colleges. The Assessment Board is given the designated authority to approve and confirm grading decisions and, once these are confirmed by the Board, they cannot be changed. Assessment Boards are held at the end of each semester and then at the end of the summer in order to confirm grades on resubmitted coursework. Role of the External Examiner An External Examiner (EE) is appointed to monitor all assessed work and the grades awarded by the course team. The EE is appointed from another academic institution in accordance with University regulations and reports two times a year, once at each assessment board at the end of each semester. The EE acts as both a critical friend to the course team, giving them the benefit of his/her experience and advising them on how to develop and manage the programme in accordance with developing national practice, and as an advisor on the interpretation and application of national academic quality standards. Plagiarism and Collusion Plagiarism is the attempt, by a student, to pass off the work of someone else as their own and is a very serious academic offence. Sometimes students plagiarise by mistake as a consequence of poor referencing technique and this may be corrected after discussion between the student and their tutor. In situations like this, students will be expected to prove that a genuine mistake was made. However, if a student deliberately tries to pass someone else s work off as their own (for example by cutting and pasting from the internet or by copying large sections from books and journals) and this is identified by the course team, then the students will be subject to ARU and Chelmsford College policy on plagiarism, which can result in their being asked to leave the 7

10 Characteristics of Student Achievement by Marking Band course. If you are in doubt as to how to reference information in a piece of your course work, always ask your tutor for advice. Collusion is a form of plagiarism and is the result of two or more students working together to produce a piece of work which is subsequently passed off as being the individual effort of one or more of these students. Additionally, if one student passes their own work onto another student in the knowledge that their work will be copied and then submitted as the other students own work; both students will be considered guilty of collusion. As with plagiarism, serious action may be taken against students found guilty of collusion. Professional misconduct Owing to the importance of professional accreditation to these programmes, students need to ensure that they maintain the highest standards of professional conduct at their place of work as well as when attending College. If any accusations of professional misconduct are reported to the course team, the Curriculum Leader will initially be responsible for heading up an inquiry and reporting on his/her findings. If deemed necessary, further action may be taken in line with College policy. Academic Appeals If you are unhappy with a grade that you receive for a piece of course work you should, in the first instance, talk to the module tutor and get them to explain the grade that you have been given. If necessary the tutor may ask a colleague or the course leader for a second opinion and then get back to you. Hopefully, most issues can be resolved in this way. If you remain unhappy at this stage, then you may choose to make an academic appeal in accordance with the college and ARU Academic Appeals policy. This policy outlines the formal appeals process which you may pursue. Assessment grading criteria These are shown in the table below. Level 4 introduces students to HE. Students are expected to demonstrate relevant skills and competencies; to be articulate in expressing ideas orally; and to be coherent and structured in terms of written or other media. Forms of expression at this level may be descriptive or imitative, but students are expected to demonstrate an increasing understanding of the theoretical background of their study and the analytic competence to explore it, as well as its relationship, where appropriate, to particular skills. Students are expected to develop an awareness of strengths and weaknesses in their skill sets Generic Learning Outcomes (GLOs) (Academic Regulations, Section 2) Mark Bands Outcome Knowledge & Understanding Intellectual (thinking), Practical, Affective and Transferable Skills Exceptional management of learning resources, % Exceptional information base exploring and analysing the discipline, its theory and ethical issues with extraordinary originality. complemented by assured self-direction/exploration. Exceptional structure/accurate expression. Demonstrates intellectual originality and imagination. Exceptional practical/professional skills % Achieves module outcome(s) related to GLO at this level Outstanding information base exploring and analysing the discipline, its theory and ethical issues with clear originality Outstanding management of learning resources, complemented by assured self-direction/exploration. An exemplar of structured/accurate expression. Demonstrates intellectual originality and imagination. Outstanding practical/professional skills 70-79% Excellent information base, exploring and analysing the discipline, its theory and ethical issues with considerable originality. Excellent management of learning resources, complemented by self-direction/exploration. Structured/ accurate expression. Very good academic/intellectual 8

11 and team/practical/professional skills 60-69% Good information base; explores and analyses the discipline, its theory and ethical issues with some originality Good management of learning resources with some selfdirection. Structured and mainly accurate expression. Good academic/intellectual skills and team/practical/ professional skills 50-59% Satisfactory information base that begins to explore and analyse the discipline and its ethical issues but is still mainly imitative Satisfactory use of learning resources and input to team work. Some lack of structure/accuracy in expression. Acceptable academic/intellectual skills and satisfactory practical/professional skills 40-49% A marginal pass in module outcome(s) related to GLO at this level Basic information base; omissions in understanding of major/ethical issues. Largely imitative Basic use of learning resources with no self-direction. Some input to team work. Some difficulty with structure and accuracy in expression. Some difficulties with academic/intellectual skills and developing practical/ professional skills 30-39% A marginal fail in module outcome(s) related to GLO at this level. Possible compensation. Satisfies qualifying mark Limited information base; limited understanding of discipline and its ethical dimension Limited use of learning resources. No self-direction, little input to team work and difficulty with structure/accuracy in expression. Weak academic/intellectual skills. Practical/professional skills are not yet secure Little evidence of use of learning resources. No self % Little evidence of an information base. Little evidence of understanding of discipline and its ethical dimension. direction, with little evidence of contribution to team work. Very weak academic/intellectual skills and significant difficulties with structure/expression. Little evidence of practical/professional skills Inadequate use of learning resources. No attempt at 10-19% 1-9% Fails to achieve module outcome(s) related to this GLO. Qualifying mark not satisfied. No compensation available Inadequate information base. Inadequate understanding of discipline and its ethical dimension. No evidence of any information base. No understanding of discipline and its ethical dimension. self-direction with inadequate contribution to team work. Very weak academic/intellectual skills and major difficulty with structure/expression. Inadequate practical/professional skills No evidence of use of learning resources of understanding of self-direction with no evidence of contribution to team work. No evidence academic/intellectual skills and incoherent structure/ expression. No evidence of practical/ professional skills 0% Awarded for: (i) non-submission; (ii) dangerous practice and; (iii) in situations where the student fails to address the assignment brief (e.g.: answers the wrong question) and/or related learning outcomes 9

12 Procedure for Handing in Coursework Assignments should be handed in by the assignment deadline, i.e. day and time, at the Princes Road reception, or in accordance with special instructions. When you hand in your work, you will be requested to fill in a receipt. You will be given a copy of this receipt look after this as it is evidence that the work was submitted, and shows the time and date when the submission took place. You must also keep a copy of all work submitted. If you are in the position of knowing that you will be unable to submit a piece of work or unable to attend a time constrained assignment due to personal difficulties then you should approach the module tutor as soon as you are aware that there might be a problem. In such situations a Coursework Extension Form should be completed; these can be collected from your personal tutor or the programme leader. However, if the submission is due in near or at the end of the semester then a Mitigating Circumstances form will need to be filled in and passed to the programme leader. Applications can only be accepted if they are approved by the ARU/College Mitigating Circumstances panel. In all situations, please make sure that you keep your personal tutor aware of your problems so that a written record can be made, and then you can be advised on the best course of action to take in the circumstances. Work that is not submitted in the correct format with correct module front sheet the will not be accepted. Work that is not submitted on time without prior written permission from your personal tutor or the programme leader will not be graded and will result in a Refer NWS (Refer - No Work Submitted) being awarded on the associated module. In this case, work may be submitted for re-assessment through the referral process but, irrespective of the grades received for other assessments in the same module, you will only be able to receive a maximum 40% for that whole module. If a piece of work is submitted but is referred, then grades awarded for other assessments in that module will still count and your module grade will be an aggregate of the grades received for all assessments in that module. Therefore, you should ensure that you take note of assessment deadlines and schedule your work to enable you to meet them. If resubmitted work is still not up to the standard for a pass, the module will be graded as FAIL and must be repeated. You will have to pay the standard fee to repeat the module. If you believe that you have a good reason for requesting additional time to complete an Assessment, you must make this known before the submission date and your personal tutor Is the first person you should approach. No individual tutor can grant an extension but if you have a valid reason for handing in course work late, the course leader, in discussion with Your personal tutor can advise you on the best course of action for you to follow. If you are Experiencing difficult personal circumstances that prevent you submitting work before the Assessment Panel sits, e.g. illness, then you should apply for mitigating circumstances. The Mitigating Circumstances Panel may grant an extension of the deadline, and grades Achieved are not capped at pass. Keeping Copies of Coursework You are required to keep copies of all coursework submitted for assessment. You should keep copies of all coursework submitted for the duration of your course, in case they are needed for quality or audit purposes. Copies should be kept for 5 years. 10

13 Assessment feedback Written feedback to you will be provided on standardised assessment briefs. This feedback will allow you to identify your strengths and areas for development according to the learning outcomes and assessment criteria developed for each module. Guidance for assessment may take the form of advice in class, individual or group module tutorials. You also have an opportunity to discuss assessment and progress in personal tutorials. The Assessment Regulations, and other policies relating to assessment, can be found on the ARU website. You should read and understand these regulations. The Course Team strictly adheres to these regulations and you should become familiar with the terms used. Please ask for clarification if you are unsure of any policy or regulation. You will be able to gain your feedback on summative grading after the final grades have been ratified by the Assessment Board and this will be provided both in writing on the script. Note that the purpose of all feedback is to show you why and how grading decisions have been made and to give you vital guidance on what you need to do to improve your work in the future. Consequently, you must make sure that you study your feedback as it is an essential aspect of the guidance that you will get on your learning. Draft submissions Formative feedback on partially complete summative coursework may be provided by the module tutor during designated tutorial sessions. If students submit partially complete work to their tutor in advance of the tutorial this may help the tutor but feedback will still be provided during the tutorial. Please note that you may not ask the module tutor to indicate which grade they think the work will achieve when it is submitted for summative marking and grading as final grades can only be confirmed by the Assessment Board following application of the moderation process. Accreditation of Prior Learning (APL) The accreditation of prior learning is the process by which students may be awarded credits for learning that they have gained in the past and which is relevant to the course for which they have applied. Accreditation of prior learning usually takes the form of one of the following: Accreditation of Prior Certificated Learning (APCL) which is learning for which a certificate has been awarded by an appropriate awarding body or academic institution; and Accreditation of Prior Experiential Learning (APEL) this is when you are given credit for past learning which comes from experience rather than a specific course of certificated study. In either case, it is the responsibility of the student to prove that their prior learning matches the learning outcomes of the sections of the course for which they are claiming prior credit. Ethics and Confidentiality Whilst open communication between students and staff underpins much of what we do on these programmes, there are points that which absolute confidentiality is essential. Firstly, you as a student must feel confident that you can approach members of the course team about issues that require complete confidentiality and discuss issues that you may not wish others to know about; secondly, it is essential that students do not make disparaging comments or commercially sensitive revelations about their employers; and finally, if you are asking 11

14 companies to provide you with information to help part of your course work, you must treat them with respect and not criticize them on the basis of information that they provide. If you have any doubts about how to deal with issues arising from your studies, you must feel free to approach a member of the course team and ask for a confidential meeting with them at which you may discuss the best course of action. Publication of results Results are published following an Assessment Board. The date of publication will be agreed at the Assessment Board. Please contact your Module Leader for further information. Results will be available online via your ARU account. Learning Opportunities Learning and Teaching Strategy and Methods It is our aim to provide students with a range of learning environments and styles of teaching and learning which will suit the varied subject matter within the different modules, and support the needs of students at all levels of the programme. Teaching and learning will take place in the context of lectures, seminars, and workshop activities, each supported by a comprehensive programme of tutorial support. In general, the strategies employed will encourage you to become a self-motivated, independent learner capable of directing your own study, whilst maintaining the academic rigour and quality expected of undergraduate study. The course team will employ a balanced range of teaching strategies in delivering the programme. This will include practical assignments, tutorials, student presentations, discussion groups and lectures. The course team is committed to student centred learning, and seeks to develop this approach wherever possible. Student centred learning creates a stimulating and challenging environment. You will be expected to take increasing responsibility for your own learning within time constraints. You will be expected to plan your own time effectively including, producing a programme that shows assessment handout and hand in dates. This coupled with the use of an Action Plan for each assignment will help to ensure that work is handed in on time. Work Experience/Placement As students will come from a wide range of backgrounds, including self-employment, there are no specific requirements for employment during study on these programmes. However, students will be encouraged to gain appropriate, professional employment within the Civil Engineering or Construction industries as the experience they gain will be vital in providing a context for their studies and for developing a professional approach to their careers. Furthermore, at this level, it is expected that academic study will support the students in the continuing development of their careers as professional people and as such, they may already be holding professional positions and carrying significant responsibility at work. 12

15 If students are not in relevant employment, the course team will support them in gaining access to appropriate work experience which may be paid, voluntary, full time or part time. If possible, the course team may be able to make use of their contacts with industry to help find work experience for students but responsibility for finding work will remain first and foremost with the students. Students without relevant, current work experience may find it more challenging to relate course content to practical situations. To help them overcome this, tutors will employ a range of strategies including engaging the experience of other students, booking visiting tutors, using video and, where possible, arranging site visits. Tutors will also endeavour to make effective use of current journal, magazine and newspaper articles and broadcast television programmes as part of their overall teaching strategy. Whilst students are not formally required to have the support of an employer during their studies, the mode of attendance will require a basic level of agreement between students and their employers and without this, progress onto these programmes may prove to be very difficult. However, the course team will do all they can to support applicants to these programmes. The course team are not responsible for finding work for students but are occasionally approached by local employers with job vacancies and these are passed on to the students. Resources for HE Built Environment It should be emphasised that relevant specialist subject resources will already be in place as part of the College Higher Education provision, although you will be expected to purchase a small number of key texts. These will be identified by module tutors. Module tutors and support tutors will review the resource bank on an annual basis. You can access searches of library catalogues at ARU in the Learning Centre Fully equipped classrooms containing internet access, computer projection equipment and Smart boards. Materials and soils testing Laboratory IT suites for software applications Surveying equipment (including digital and analogue equipment) Library with access to a wide range of paper and web-based information. Open access computer suite. Study Skills Whilst on the programme, you will be provided with sessions covering different aspects of the range of study skills that you will find valuable whilst you are carrying out your coursework. These will include such issues as: Academic Referencing Harvard Referencing Guide 13

16 Personal and Professional Progress Planning (PDP) Research Skills If you need specific help at any time, then you may ask your tutors for guidance, ask in the Learning Resource Centre during their drop-in sessions. Academic Referencing On this programme, you are required to reference your work using the Harvard Referencing System. Whilst this can appear complex at first, you will receive plenty of guidance and will soon get used to it. Academic referencing is a vital part of your work as it provides proof of your research and demonstrates how well you are analysing, evaluating and using the information that you find. You will be given clear guidance on how to find supporting materials on the ARU and College website. Tutorial Support Policy The College is committed to providing personal tutorials as an essential feature of its programs of study. This policy specifies what personal tutorials are and outlines their purpose. It also identifies student entitlement, the responsibilities of/support for personal tutors and relevant quality assurance mechanisms. Key principles underpinning personal tutorial practice Learner-centeredness respect for each student as an active learner and as an Individual with their own particular set of needs Concern for all aspects of students learning educational, career, personal and social Equality of opportunity and diversity ensuring and promoting equality of opportunity and Diversity including eliminating unlawful discrimination. These principles significantly help to create the conditions for learning and to empower students to feel sufficiently secure and confident to make increasingly mature and responsible decisions. Personal Tutorials - general Personal tutorials are pastoral meetings between a student and her/his designated Personal tutor where together they consider the student s academic progress and any issues relating to, or with the potential to affect, that progress. Key/transferable/common skills should also be reviewed and confirmed, academic and career development discussed and actions planned to promote successful/desired outcomes. Personal tutorials are considered critical in fostering student confidence and stability and in promoting the skills, attitudes and behaviors to enhance students current learning and nurture lifelong and reflective learning. They are also vital in helping students achieve positive outcomes from their programs of study. Additionally the personal tutorial system is intended to complement and advance the Institution s Learning, Teaching and Assessment Strategy by offering planned, structured, continuous and confidential support for students on programs of study at the College 14

17 The policy also takes cognizance of the QAA s requirement for personal development planning and this will be dealt with as part of the personal tutorial program. Personal development planning is 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 (QAA 2001). Subject-specific/academic tutorials In addition to personal tutorials, students will usually have access to subject-specific academic tutorial support for their learning and assessment needs at module/unit/course level. Time for these subject-specific academic tutorials is met from within module/unit/course taught hours, determined by module tutors and approved as part of the initial validation and subsequent periodic review processes. These can be group and/or individual tutorials. Study skills sessions may be offered as an integral aspect of these subject-specific/academic tutorials though these are often provided as additional sessions or as part of the taught element of mandatory modules. Often on, for example, small part-time courses, these two types of tutorial may be combined and the functions of both fulfilled in one meeting between tutor and student. Tutors should ensure students are fully aware of the dual role of these personal/subject-specific tutorials. Health and Safety Guidelines It is the policy of the College to ensure so far as is reasonably practicable, the health, safety and welfare at work of its entire staff and any other persons who might be affected by its activities. The College is committed to provide a safe working environment and systems which will ensure, so far as is reasonably practical, the health, safety and welfare of all students while studying at the College. The College policy aims to provide and maintain working conditions which are safe and without risk to health. The College recognises its duties so far as is reasonably practicable to ensure: That plant, equipment and systems of work are safe and without risk to health; The safe use, handling, storage and transport of articles and substances; The provision of adequate information, instruction, supervision and training; A safe and healthy working environment and that adequate arrangements for welfare are provided and maintained; The establishment of procedures to be followed in the event of serious and imminent danger. 15

18 The College will also maintain effective joint consultation with staff and Trades Union appointed Safety Representatives on all health and safety matters. Management and staff are required to observe and comply with current Health and Safety legislation within the workplace and to do all that is reasonably practicable to avoid and/or reduce Health and Safety risks. The policy will be reviewed annually and revised if necessary and will be issued on request. Information and instruction relating to specific health and safety requirements in your particular area of study will be given to you at the appropriate time during your course, e.g. induction, before going on placement, or before carrying out any practical work. You have a responsibility to ensure that you do not put yourself or others at risk of injury through, for example, misuse of safety equipment, foolhardy behaviour or failing to comply with safety instructions. Should an accident occur, treatment should be obtained from the Section First Aider. You must make sure that any accident or incident, whether it results in an injury or not, is reported to one of your tutors at the earliest opportunity. In the event of a Fire evacuation, you must leave by the nearest route, and wait outside the building at a safe distance, until a member of the College staff says that it is safe to return. As part of the induction process, you will receive important information on the emergency evacuation procedures (and other vital Health and Safety issues) relating to The College and. Your personal tutor will inform you of who is the relevant First Aid representative for your curriculum area. General Information Fees paid by Student Loan Company (SLC) The student loans company may meet some or all of the tuition fees due from Higher Education students. All students who expect all or part of their fees to be paid by the SLC must provide the COLLEGE with their LA financial assessment at the point of enrolment. Failure to do so will result in the student being required to either pay the full amount due or to enter into a Direct Debit arrangement. Policies Accreditation of Prior Learning Complaints Procedure Criminal Convictions Policy: Students Data Protection Policy 16

19 Equality and Diversity Freedom of Information General Regulations Mitigating Circumstances Placement Policy Professional Misconduct and Professional Unsuitability Student Discipline Student IT and Internet Use Study Skills Study Skills Academic Referencing Harvard Referencing Guide Personal and Professional Progress Planning (P4P) Virtual Learning Environment - Blackboard Tutorial Support Policy Role of Personal Tutor Student Entitlement MDF s for Module to be studied Your MDF s are attached below and can be viewed in full on The Module Guides are supplied at the beginning of each module. 17

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