PROGRAMME SPECIFICATION Final. Health Sciences. Name of institution Host department Course status 1. SELECT 2. 3.

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1 PROGRAMME SPECIFICATION Final PART 1: COURSE SUMMARY INFORMATION Course summary Final award Intermediate award Course status Awarding body School Location of study/ campus Partner institution(s) BSc(Hons) Occupational Therapy DipHE Health Sciences CertHE Health Sciences Validated University of Brighton Health Sciences Eastbourne Name of institution Host department Course status 1. SELECT Admissions Admissions agency Entry requirements Include any progression opportunities into the course. Start date (mmm-yy) Normally September Mode of study Direct to School Applicable for 2015 entry. Check the University s website for 2016 entry requirements. Minimum entry requirements for the course are as follows: Knowledge and understanding of the profession Evidence of a good command of written and spoken English to the standard equivalent to level 7 of the International English Language Testing System, with no element below 6.5 Evidence that the candidate has the potential to achieve professional standards of behaviour and communication The course team has a flexible approach to the academic admissions requirement, as one of the main aims is to widen access, and offer opportunities to those without the traditional qualifications for entry to higher education. Applicants will, however, be expected to provide evidence of recent academic achievement (within 5 years of the start of the course) equivalent to at least 1 subject at A level, and 5 passes at GCSE or GCE O level. Sep-15 Mode of study Duration of study (standard) Maximum registration period Full-time Select Select Part-time 4 years 6 years Sandwich Select Select Page 1 of 18

2 Distance Select Select Course codes/categories UCAS code Contacts Course Leader (or Course Development Leader) Admissions Tutor David Haines David Haines Examination and Assessment Name Place of work Date tenure expires External Examiner(s) Ms Deborah Hearle Cardiff University September 2018 Dr Theresa Baxter Sheffield Hallam September 2016 Examination Board(s) (AEB/CEB) School of Health Sciences, BSc (Hons) Occupational Therapy, AEB School of Health Sciences, BSc (Hons) Occupational Therapy, CEB Approval and review Approval date Review date Validation April Programme Specification Professional, Statutory and Regulatory Body 1 (if applicable): Health and Care Professions Council Professional, Statutory and Regulatory Body 2 (if applicable): College of Occupational Therapists Professional, Statutory and Regulatory Body 3 (if applicable): Sep republished with change to External Examiner Republished July 12 with no changes Republished September 2013 with no changes Republished September 2014 with minor changes Republished Sept 2015 with minor changes following periodic review 3 Sept April 2015 Oct Date of original validation. 2 Date of most recent periodic review (normally academic year of validation + 5 years). 3 Month and year this version of the programme specification was approved (normally September). 4 Date programme specification will be reviewed (normally approval date + 1 year). If programme specification is applicable to a particular cohort, please state here. 5 Date of most recent review by accrediting/ approving external body. Page 2 of 18

3 PART 2: COURSE DETAILS AIMS AND LEARNING OUTCOMES Aims The aims of the course are: Provide an integrated occupation-based, high quality learning programme leading to professional competence in occupational therapy. Educate occupational therapists who are fit for practice, in line with the Health and Care Professions Council Standards of Education and Training (2014), the Standards of Proficiency (2013) and the College of Occupational Therapists Learning and Development Standards for Pre-registration Education (2014). Emphasise the importance of participation in occupations for health, so that graduates will confidently promote the return to occupation-based interventions. Provide an opportunity for people who have not followed the traditional path to higher education, thus contributing to governmental targets to increase the number of occupational therapists through widening participation. Prepare autonomous, reflective and ethical occupational therapists who will be independent learners and committed to lifelong learning. Learning outcomes The outcomes of the main award provide information about how the primary aims are demonstrated by students following the course. These are mapped to external reference points where appropriate 6. Knowledge and theory A. Professional Standards Graduates from this course will: 1. practise within the legal and ethical bounds of the profession of occupational therapy. 2. respect and uphold the rights, dignity, autonomy and occupational needs of every service user, including their role in the therapeutic process. 3. evaluate their own occupational practice and know when to seek advice. 4. establish and maintain a safe practice environment. 5. effectively use clinical reasoning, reflective practice, and professional supervision. 6. respect personal and professional boundaries. 7. be able to work effectively as occupational therapists within a multidisciplinary team. 8. appreciate the opportunities and constraints of the working environment, and promote an occupational perspective of health. 9. be motivated, autonomous and innovative practitioners who can 6 Please refer to Course Development and Review Handbook or QAA website for details. Page 3 of 18

4 demonstrate the qualities required for leadership. 10. maintain fitness for practice through career long, self-directed learning. Skills Includes intellectual skills (i.e. generic skills relating to academic study, problem solving, evaluation, research etc.) and professional/ practical skills. B. Securing, maintaining or improving health and wellbeing Graduates from this course will be able to: 1. identify and analyse health and social care needs using an appropriate range of occupation-based assessment techniques 2. use information from assessment to plan strategies for meeting occupational health and social care needs, using activity and occupation as the media 3. plan and carry out therapeutic activities skilfully and in accordance with best/ evidence-based practice 4. plan and carry out care within the context of holistic health management and the contributions of others 5. uphold and promote the rights of individuals which influence the therapist s roles, including consideration of capacity and consent 6. use reasoning and problem solving skills to make judgments and decisions concerning the occupational roles, desires and needs of persons referred 7. analyse and adapt the environment to facilitate occupational performance 8. formulate specific and appropriate management plans, and maintain records effectively 9. understand the importance of clinical governance, and justify occupational interventions, based on recognised standards and audit 10. critically analyse changing structures and philosophies of care 11. explore areas outside traditional working environments in which people with occupational needs may be found or environments where there is occupational deprivation C. Underpinning knowledge, understanding and skills Graduates from this programme will be able to: 1. Promote the principles of occupational science, and the use of activity as a means for facilitating change 2. have a comprehensive and detailed knowledge and understanding of biological systems and developmental psychology, and how these relate to occupational performance 3. be able to analyse socio-cultural aspects of health in relation to Page 4 of 18

5 occupation 4. have a detailed and comprehensive understanding of, and be able to critically evaluate the range of occupational therapy practice models, frames of reference and approaches used in practice 5. appreciate the responsibility to engage in, and use the outcomes of research activity 6. critically analyse current and evolving government policies and appreciate their relevance to occupational therapy 7. develop, influence and respond to new models of service provision 8. have a detailed knowledge of other professions, and communicate effectively with other professionals, support staff, service users and carers to engage them in the therapeutic process 9. participate in the management of junior staff and students according to organisational policy and accepted standards 10. promote an occupational perspective of health within society 11. be actively engaged in skills for lifelong learning and evidence based practice 12. integrate theory and practice QAA subject benchmark statement (where applicable) 7 The learning outcomes for this programme have been informed by the QAA Subject Benchmark Statements (2001). PROFESSIONAL, STATUTORY AND REGULATORY BODIES (where applicable) Where a course is accredited by a PSRB, full details of how the course meets external requirements, and what students are required to undertake, are included. The learning outcomes for this course have been informed by Health and Care Professions Council Standards of Proficiency for Occupational Therapists (2013), Standards of education and training (2014) and Standards of Conduct, Performance and Ethics (2012). College of Occupational Therapists Learning and development standards for Pre-Registration Education (2014). The course has been correlated against the HCPC Standards of Proficiency and Standards of Education and Training and the COT Learning and Developments standards for Pre-registration Education. Graduates who meet all learning outcomes of the course are eligible to apply for registration as an occupational therapist in the UK with the HCPC. LEARNING AND TEACHING Learning and teaching methods This section sets out the primary learning and teaching methods, including total learning hours and any specific requirements in terms of practical/ clinical-based learning. The indicative list of learning and teaching methods includes information on the proportion of the course delivered by each method and 7 Please refer to the QAA website for details. Page 5 of 18

6 details where a particular method relates to a particular element of the course. The information included in this section complements that found in the Key Information Set (KIS), with the programme specification providing further information about the learning and teaching methods used on the course. The learning and teaching strategy of the course fits well with the University s Learning and Teaching Strategy There is an exciting, relevant and up to date curriculum, with the main form of education being problem-based learning (PBL). The educational philosophy underpinning the design of this degree reflects Dewey s ideas of pragmatism and active learning (Dewey 1916) on which the philosophy of occupational therapy itself was founded: that human beings flourish when they engage in meaningful, challenging activities in a supportive learning environment. The course team also upholds the principle that the learning environment and the whole educational culture must itself be based on research evidence into university teaching, in order to role-model the idea that today s professional practice needs to be as much based on scientific evidence as possible. Thus, every aspect of the educational framework we offer here has been justified in these terms. In line with the University of Brighton Learning and Teaching strategy ( ) leading edge learning technology will be used for the delivery of this course. On-line learning is essential to support this parttime course, since up to 60% of student effort will be independent study. During this time many students will probably be away from the university, so they will be required to have access to the student intranet (studentcentral), and the university online library and databases. This is made clear to the applicants when they first enquire about the course, at the selection event, and in their information pack when they are offered a place on the course. The strategy optimises the balance between student-directed and teacher-directed learning and incorporates a wide range of learning experiences and life-based assessment methods. A third of the programme takes place off campus in a wide variety of practice s. It encourages motivation for understanding, critical thinking, reflection, self-development, self-direction and team-work. It supports the overall objectives of the course and the learning outcomes of each module and clinical practice placements. The modules are arranged to allow students to develop and progress in their knowledge, skills and professionalism throughout the course. The curriculum encourages independent and selfdirected, individual and peer group activities. It facilitates comprehensive understanding of key issues and application of transferable skills rather than coverage of all topic areas. Communication skills and reflection are also integral in this course. Methods A variety of learning and teaching methods are in use throughout the course. structured problem based (case study) tutorials, which are the pivot of the learning in each module. Each tutorial has a particular role within a cycle of tutorials for each case. Each case has a practical product. discussion / debates and student lead sessions other case studies peer teaching/learning subject resource sessions with subject specialists, patients, carers, clinicians and other appropriate persons depending on the topics lectures / presentations by subject experts daily living and creative skills workshops, including activity analysis independent individual and small group learning verbal and poster presentations practical work on placements reflective diaries concept maps learning contracts Action Learning Groups on-line learning, videos, CAMTASIA, tutor-set quizzes blogs, wikis Inter-professional learning (IPE) allows the cohorts to learn and discuss issues that are of common interest. They also facilitate inter-professional understanding and appreciation of the differences and similarities between professions. Page 6 of 18

7 An essential part of learning in occupational therapy takes place in practical skills classes. In order for students to be aware of their responsibilities during these sessions, they are asked to sign a statement of consent agreeing to act in client-role-playing as well as practitioner roles in classes. The occupational therapy programme has developed links with the College of Occupational Therapists sustainability network. The course team embraces the policy of sustainability both in our teaching and in our practice. Sustainable living needs to become a way of being for students and staff. This requires a deeper understanding of the issues and methods of preserving natural resources. Sustainable practices already in place include electronic teaching materials available to students, the electronic submission of assessments where possible, and online marking. Almost all written communication is now electronic. The timetable is designed to minimise miles of travel. Staff and students together need to continue to find more sustainable methods of doing things. The curriculum is research-informed, including by research carried out by members of the occupational therapy programme team (for example research into diverse practice placements, problem-based learning, learning disabilities, flow, sustainability and work). Learning and Teaching Method Practice placements 25% Problem-based learning tutorials 10% Fixed Resource Sessions 12% Therapeutic activity skills 3% Independent study 50% % of Student Effort ASSESSMENT Assessment methods This section sets out the summative assessment methods on the course and includes details on where to find further information on the criteria used in assessing coursework. It also provides an assessment matrix which reflects the variety of modes of assessment, and the volume of assessment in the course. A. Professional standards Learning Outcome Assessment method Module 1.Practise within the legal and All practice placements (placement 2.Respect, and uphold the All practice placements (placement 3.Evaluate their own All practice placements (placement Page 7 of 18

8 4. Establish and maintain a safe practice environment 5. Uphold and promote the rights of individuals which influence the therapist s roles, including consideration of capacity and consent 6. Use reasoning and problem solving skills to make judgements and decisions concerning the occupational roles, desires and needs of persons referred 7. Analyse and adapt the environment to facilitate occupational performance 8. Formulate specific and appropriate management plans, and maintain records appropriately 9. Understand the importance of clinical governance, and be able to justify occupational intervention based on recognised standards and audit 10. Critically analyse changing structures and philosophies of care 11. Explore areas outside traditional working environments in which people with occupational needs may be found, or environments where there is occupational deprivation CPD evaluation All practice placements (placement Plan for occupational therapy in an emerging role Plan for future practice Personal development portfolio Reflection of group led by student Design of full OT plan Plan for enhancement and management in chosen OT Plan for enhancement and management in chosen OT in work Placement in diverse OT604 OT604 OT406 OT407 B. Securing, maintaining or improving health and well-being Learning Outcome Assessment method Module 1. Identify and analyse health and social care needs using an appropriate range of occupation-based assessment techniques 2. Use information from assessment to plan strategies for meeting occupational health Essay on Reflection on interview with member of the public Placement focussed on assessment Reflection on group led by student Design of full OT plan Oral presentation of multi-professional OT404 OT403 OT405 OT406 OT407 OT501 Page 8 of 18

9 and social care needs, using occupation and activity as the media 3. Plan and carry out activities skilfully and in accordance with best/evidence based-practice 4. Plan and carry out care within the context of holistic health management and the contributions of others 5. Uphold and promote the rights of individuals which influence the therapist s roles, including consideration of capacity and consent 6. Use reasoning and problem solving skills to make judgements and decisions concerning the occupational roles, desires and needs of persons referred 7. Analyse and adapt the environment to facilitate occupational performance 8. Formulate specific and appropriate management plans, and maintain records appropriately 9. Understand the importance of clinical governance, and be able to justify occupational intervention based on recognised standards and audit 10. Critically analyse changing structures and philosophies of care 11. Explore areas outside traditional working environments in which people with occupational needs may be found, or environments care plan Placement assessment Viva of person-centred plan Design of full OT plan Oral and written presentation of multiprofessional care plan Evidence-based plan for OT in chosen Evidence based plan for future practice Placement assessments Design of full OT plan Oral and written presentation of multiprofessional care plan Evidence-based plan for occupational therapy in chosen Placement assessment Personal development portfolio ) Reflection of group led by student) Design of full OT plan) Plan for enhancement and management in chosen OT Plan for enhancement and management in chosen OT in work Placement in diverse OT502 OT407 OT501 OT502, 505, 602 OT407 OT501 OT405, 502, 505, 602 OT505, OT602 OT604 OT406 OT407 OT505 Page 9 of 18

10 where there is occupational deprivation C. Underpinning knowledge, understanding and skills Learning Outcome Assessment method Module 1. Promote the principles of occupational science, and the use of activity as a means for facilitating change 2. Have a comprehensive and detailed knowledge and understanding of biological systems and developmental psychology, and how these relate to occupational performance 3. Be able to analyse sociocultural aspects of health and occupation 4. Have a detailed and comprehensive understanding of, and be able to critically evaluate the emerging range of practice models, frames of reference and approaches used in practice 5. Appreciate the responsibility to engage in, and use the outcomes of research activity 6. Critically analyse current and evolving government policies and appreciate their relevance to occupational therapy 7.Develop, influence and respond to new models of service provision 8. Communicate effectively with other professionals, support staff, service users and carers to engage them in the therapeutic process 9. Participate in the management of junior staff and students according to organisational policy and accepted standards 10. Promote an occupational perspective of health within society Occupational science essay in future work Design for full OT plan) Occupational science essay All placements (placement Design for full OT plan Viva of client-centred treatment plan Essay critiquing research article Written research proposal Multi-professional care plan Multi-professional care plan Occupational science essay Research proposal in future OT401 OT407 OT401 OT407 OT503 OT601 OT501 OT501 OT401 OT601 Page 10 of 18

11 workplacve Placement assessment in diverse OT505 SUPPORT AND INFORMATION Institutional/ University Course-specific Additional support, specifically where courses have nontraditional patterns of delivery (e.g. distance learning and work-based learning) include: All students benefit from: University induction week Student Handbook: the University and you Course Handbook Extensive library facilities Computer pool rooms (indicate number of workstations by site) address Welfare service Personal tutor for advice and guidance In addition, students on this course benefit from: Please refer to information held in studentcentral. The allocation, if requested, of a mentor who is a registered Occupational Therapist, to guide them through the course Assessment strategy The assessment strategy has been designed in accordance with the QAA Framework for Higher Education Qualifications in England Wales and Northern Ireland (2001), the HCPC Standards of Education and Training (2014), the University of Brighton s Assessment Policy and General Examination and Assessment Regulations for Taught Courses (GEAR 2014/15) and the SEEC Credit Level Descriptors (updated 2009). Summative assessments on this course are related to module outcomes, and are fully integrated into the subject matter of the Practice Placements, Problem-based Learning, Fixed Resource sessions, and Skills Options. There are no formal written examinations, as assessments have been designed to reflect tasks which an occupational therapist might encounter in practice, such as reflection on practice, or writing a treatment plan. Unseen examinations tend to assess memory and ability to perform under academic pressure, whereas the assessments on this programme are designed to evaluate depth of learning, skills, and use of literature. In order to meet the above standards the following strategy is in place: The course team are fully aware of how profoundly assessments can drive students learning. All assessments, both formative and summative, are therefore designed to promote learning, being related to module aims and outcomes. Learning is enhanced through tutorial support, and qualitative feedback for each assignment (Biggs & Tang 2007; Olsson 1999) Assessments are monitored by course and module leaders through feedback from PBL tutors, internal markers, external examiners and students, through module reports, module reviews, and Course Boards. There is a balance of formative and summative assessment, with an emphasis on the former as recommended within PBL. For university based modules formative assessment takes place primarily during PBL tutorials, with feedback on the learning and group process and on the product at the end of each problem (Silen, 1998). For practice placements weekly supervision sessions and half-way reports provide formative feedback. Page 11 of 18

12 A range of summative assessment methods is used, in order to allow students with a range of abilities to succeed. These include practice placements, individual and group presentations, written reflections, treatment plans and vivas. A percentage marking system is used as the course awards a classified degree. The pass mark for summative assessments is 40% (University of Brighton General Examination and Assessment Regulations for Taught Courses (GEAR Section 6.2.3). Criteria for achieving a pass are based on the QAA Framework for Higher Education Qualifications for occupational therapy, HCPC Standards of Education and Training (Appendix 6), and the COT Standards for Pre- Registration Education (2014). Following individual tutor marking, all students work is internally moderated by the module leader. External examiners scrutinise marking procedures and have found them to be rigorous. On practice placements if a student is at risk of failing a placement both student and educator are visited by a university tutor to moderate the decision, and support those concerned. All assessments are criterion referenced. Students are provided with group and individual tutorials as well as written marking criteria for each assessment in order to clarify their understanding of marking criteria and assignments, in line with the UOB Assessment Policy. Trends relating to student performance and progression are discussed at Course Boards as well as at Exam Boards as part of the wider process of monitoring and evaluation. Practice Placement Assessment Pass/fail grading is used for placements rather than a percentage grade as for the campus based modules. There are several reasons for this: both students and educators prefer this option, as it takes some of the stress out of the assessment process; qualitative feedback is felt to be more helpful than a grade; grades for practice placements tend to be unreliable since there are so many different markers. In addition, placement assessments historically have been found to achieve inflated marks, which skew the final classification. On this course the classification is based on campus modules only. Practice Educators are asked to assess continuously throughout the placement during supervision. In addition they are asked to provide written formative feedback, approximately halfway through the placement using the assessment form, when the student can act to improve their performance. Summative assessment occurs at the end of the placement. The assessment form is divided into ten performance areas, and in order to pass the placement, the student must achieve the relevant level of competency for every performance area by the final assessment. The expectations of student competency for each of the three academic levels have been based on HCPC Standards of Proficiency for Occupational Therapists (2013), the COT Pre-Registration Education Standards (2014), and module outcomes. Page 12 of 18

13 PART 3: COURSE SPECIFIC REGULATIONS COURSE STRUCTURE This section includes an outline of the structure of the programme, including stages of study and progression points. Course Leaders may choose to include a structure diagram here. The BSc (Hons) Occupational Therapy course has always been, and will continue to be, concerned with reflecting current practice. It prepares students to work within changing health and social care environments and to promote occupational science and the health promoting properties of particular activities into wider society. The existing occupational therapy team value their close links with practitioners, and use teaching and assessment materials provided by and written in collaboration with them. There are many ways in which these links are maintained, for example, real case studies from occupational therapists make up the majority of the triggers used for Problem-Based Learning (PBL) (Margetson, 1998). Theories of occupational therapy such as person-centredness are enacted in the classroom in order for learning to always be active and meaningful. The need to integrate knowledge from a diverse range of subject areas and the need to balance this with preparing students for a vocation that uses a range of occupational therapy skills is acknowledged (COT 2004). Students on this course are mature people who are often already working in the health and social care s, on which this programme can capitalise. Course themes, which integrate all subjects, initially follow the occupational therapy process. The introductory module, Human Occupation begins the study of occupational science and the concepts and philosophy of occupational therapy. The study of assessing occupational capacities is followed by methods to enhance occupational performance, as in Maximising Occupational Participation. The programme then guides students to look more deeply at important aspects of practice such as collaborative practice (Occupational Therapy in Teams), client-centredness (Person-centred Occupational Therapy) and work within a variety of different s (Occupational Therapy in Diverse Settings). Evaluating Therapeutic Occupation 1 and 2 focus on measuring the value of occupational therapy services through evaluation techniques, audit, and the research process. These modules have now moved forward to the third year of the course to allow students to become more familiar with research and evaluation. Future life-long learning and CPD is facilitated throughout the course and assessed in the final modules. In Achieving Best Practice 1 students complete a CPD exercise in the same format as that required by the HCPC for continuing registration. Achieving Best Practice 2 requires a plan for future evidence-based practice that is not only effective, but also efficient and ethical. These modules stimulate reflective practice to promote high quality evidence-based, safe and ethical occupation-based practice. Practice placement modules are spread throughout the four years to promote the integration of theory and practice. As such they are focussed on the same aspects of occupational therapy as the campus based modules, for example, occupational science, assessment, intervention, evaluation, and team working. Integration of learning takes place as students take skills and concepts from the university to the placement, then bring back to the university examples of practice such as case studies. Level/ Module Title CATS ECTS Year code Level 4 OT401 Human Occupation (B) OT402 Beginning Practice (B) OT403 Assessing Occupational Capacities OT404 Assessing Occupational Capacities OT405 Novice Practice (B) OT406 Maximising Occupational Participation OT407 Maximising Occupational Participation Page 13 of 18

14 Level 5 Certificate HE Health Science OT501 Occupational Therapy in Teams (B) OT502 Intermediate Practice (B) OT503 Evaluating Therapeutic Occupations Occupational Therapy in Diverse Settings (B) OT505 Diverse Practice (B) Level 6 Diploma HE Health Science OT601 Evaluating Therapeutic Occupations OT602 Competent Student Practice (B) Person-Centred Occupational Therapy (B) OT604 Achieving Best Practice Achieving Best Practice BSc (Hons) Occupational Therapy Eligibility to apply to register with the Health Professions Council as a practising Occupational Therapist Modules Status: M = Mandatory (modules which must be taken and passed to be eligible for the award) C = Compulsory (modules which must be taken to be eligible for the award) O = Optional (optional modules) A = Additional (modules which must be taken to be eligible for an award accredited by a professional, statutory or regulatory body, including any non-credit bearing modules) Level 8 Module Status Module title Credit code 4 OT401 M Human Occupation (B) 20 4 OT402 M Beginning Practice (B) 10 4 OT403 M Assessing Occupational Capacities OT404 M Assessing Occupational Capacities OT405 M Novice Practice (B) 20 4 OT406 M Maximising Occupational Participation OT407 M Maximising Occupational Participation OT501 M Occupational Therapy in Teams (B) 30 5 OT502 M Intermediate Practice (B) 20 5 OT503 M Evaluating Therapeutic Occupations M Occupational Therapy in Diverse Settings (B) 30 5 OT505 M Diverse Practice (B) 20 6 OT601 M Evaluating Therapeutic Occupations OT602 M Competent Student Practice (B) 20 6 M Person-Centred Occupational Therapy (B) 20 6 OT604 M Achieving Best Practice All modules have learning outcomes commensurate with the FHEQ levels 0, 4, 5, 6, 7 and 8. List the level which corresponds with the learning outcomes of each module. Page 14 of 18

15 6 M Achieving Best Practice 2 20 Status: M = Mandatory (modules which must be taken and passed to be eligible for the award) C = Compulsory (modules which must be taken to be eligible for the award) O = Optional (optional modules) A = Additional (modules which must be taken to be eligible for an award accredited by a professional, statutory or regulatory body, including any non-credit bearing modules) Page 15 of 18

16 AWARD AND CLASSIFICATION Award type Award* Title Level Eligibility for award Classification of award Final 360 BSc (Hons) Occupational Therapy Total credits 9 Minimum credits 10 Ratio of marks 11 : Class of award 6 Total credit 360 Minimum credit at level of award Other: 360 Intermediate 240 Diploma HE Health Science 5 Total credit 240 Minimum credit at level of award Other: 240 Intermediate 120 Certificate HE Health Science 4 Total credit 120 Minimum credit at level of award 120 Select Select Total credit Select Minimum credit at level of award Select Select Select Total credit Select Minimum credit at level of award Select *Foundation degrees only Progression routes from award: Levels 5 and 6 (25:75) Level 5 marks Level 4 marks Select Select Honours degree Not applicable Not applicable Award classifications Mark/ band % Foundation degree Honours degree Postgraduate 12 degree (excludes PGCE and BM BS) 70% - 100% Distinction First (1) Distinction 60% % Merit Upper second (2:1) Merit 50% % Lower second (2:2) Pass Pass 40% % Third (3) Select Select 9 Total number of credits required to be eligible for the award. 10 Minimum number of credits required, at level of award, to be eligible for the award. 11 Algorithm used to determine the classification of the final award (all marks are credit-weighted). For a Masters degree, the mark for the final element (e.g, dissertation) must be in the corresponding class of award. 12 Refers to taught provision: PG Cert, PG Dip, Masters. Page 16 of 18

17 EXAMINATION AND ASSESSMENT REGULATIONS Please refer to the Course Approval and Review Handbook when completing this section. The examination and assessment regulations for the course should be in accordance with the University s General Examination and Assessment Regulations for Taught Courses (available from staffcentral or studentcentral). Specific regulations which materially affect assessment, progression and award on the course e.g. Where referrals or repeat of modules are not permitted in line with the University s General Examination and Assessment Regulations for Taught Courses. Course Specific Regulations Students are required to pass all course modules in order to be eligible for the award. Students who do not attend at least 80% of a module are not normally permitted to take the assessment for that particular module. Students are normally required to attend at least 80% of a placement in order to be summatively assessed for that module. All practice placements must be passed. Students who do not pass a practice placement at first attempt will be required to retake a similar placement with attendance (OT402 is normally retaken in the Easter break and other placements in the summer break, though this is subject to the decision of the Examination Board). In accordance with the regulations of the College of Occupational Therapists, students who fail the second attempt of a placement module will normally be required to leave the course (this is subject to the University s General Examination and Assessment Regulations regarding mitigating circumstances). Failure of three placements at the first attempt will normally result in failure of the course. Condonement of a failure in practice education for purposes of student progression or professional qualification is not permitted. On placements students are required to adhere to the regulations of the University of Brighton and the codes of conduct and disciplinary procedures of the organizations where the placement takes place. For the final placement, Competent Student Practice, students will be required to negotiate the area of practice with their personal tutor and demonstrate that they have covered a range of placement experiences. It will not be possible for a student to trail a module on this part-time course if they fail the second attempt at the end of a stage (September Examination Board). In this situation the student will be required to retake the module the following year and progress to the next stage the year after. All written assignments must be submitted electronically and will be submitted to software which detects plagiarism. Exceptions required by PSRB These require the approval of the Chair of the Academic Board An aegrotat award is not available for this course. In exceptional circumstances, an extension of normally no more than six months beyond the maximum registration period may be granted, subject to the prior approval of College of Occupational Therapists. Document template revised: 2010 Page 17 of 18

18 Document template revised: 2010 Page 18 of 18