FOUNDATION DEGREE. Computer Science (FdSc) PROGRAMME HANDBOOK

Transcription

1 FOUNDATION DEGREE Computer Science (FdSc) PROGRAMME HANDBOOK In collaboration with University of Chester

2 CONTENTS WELCOME AND INTRODUCTION... 3 GUIDANCE FOR THE LEARNER... 5 HEALTH AND SAFETY... 5 ACCIDENT REPORTING... 5 SMOKING... 5 EQUALITY AND DIVERSITY... 5 ABSENCE... 6 DEPARTMENTAL / LEARNING RESOURCES... ERROR! BOOKMARK NOT DEFINED. COMPUTER/STUDY FACILITIES... ERROR! BOOKMARK NOT DEFINED. ACADEMIC YEAR CALENDAR... 7 PROGRAMME AIMS... 8 LEARNING OUTCOMES... 9 GENERIC MARKING CRITERIA LEVELS 4, 5 & PROGRAMME STRUCTURE ASSESSMENT GENERAL ELIGIBILITY FOR THE AWARD OF FOUNDATION DEGREE AND CERTIFICATE OF HIGHER EDUCATION AWARD OF CREDIT ACADEMIC REFERENCING ASSESSMENT REGULATIONS (REASSESSMENT / COMPENSATION) SUBMISSION OF ASSESSMENTS & PENALTIES MITIGATING CIRCUMSTANCES LATE/WORK EXTENSIONS ACADEMIC MALPRACTICE PROCEDURE EXCESSIVE WORD COUNT POLICY AND GUIDANCE STUDENTS APPEALS PROCEDURE ASSESSMENT PLANS PROGRESSION TO LEVEL FRAMEWORK FOR HIGHER EDUCATION QUALIFICATIONS (FOUNDATION DEGREES) EXTERNAL EXAMINER LEARNER REPRESENTATION STUDENT SERVICES WELFARE ADVICE CAREERS AND EDUCATIONAL GUIDANCE LEARNING SUPPORT... ERROR! BOOKMARK NOT DEFINED. ACADEMIC SUPPORT WITHDRAWING FROM THE PROGRAMME PROGRAMME SPECIFICATION TIMETABLE 2012/ Page 2 of 30

3 WELCOME AND INTRODUCTION The programme introduces the student to a range of computing and information systems concepts, theories and associated applications. The programme will help you to develop practical, networking skills and gain confidence in the use and design of software. You will enhance your analytical, team working and communications skills and you will have full use of computer suites with top of the range equipment Study Modes: 2 years full time or 3 4 years part time. It is possible to move from full to part time study mode or vice versa once a level has been completed. Programme: The programme introduces the student to a range of computing and information systems concepts, theories and associated applications. Students will be required to participate in work placement in each year. The programme will help you to: Develop practical skills. Develop networking skills. Gain confidence in the use and design of software. Enhance your analytical, team working and communications skills. Assessment The course is continuously assessed by assignments. Some modules will also incorporate examinations. Assignments must be submitted as per published assessment deadlines, otherwise you will be penalized. Prospects Students will have the opportunity to progress on to an honours degree in a related area. Students can also progress into employment in Computing or IT. Students can also progress onto the third year at the University of Chester to study for a BSc Honours degree in Computer Science. Course & Personal Academic Tutor Your course tutor and personal academic tutor is Toni Rutherford ([email protected]) Page 3 of 30

4 STAFF LIST Name Tel Trish Kosuth Phillips (Module Tutor) t.kosuth cheshire.ac.uk Anthony Harvey (Module Tutor) Helen Lee (Module Tutor) Simon Mort (Module Tutor) Dave Fitzgibbon (Module Tutor) Toni Rutherford (Course Leader) cheshire.ac.uk cheshire.ac.uk cheshire.ac.uk cheshire.ac.uk cheshire.ac.uk Page 4 of 30

5 GUIDANCE FOR THE LEARNER Health and Safety The College Health and Safety Policy states: Learner All learner inductions must cover general College health and safety issues and fire regulations. Acquaint yourself of fire exits and notices. Specific health and safety instruction must be given before the use of any equipment or working methods by learners. Every College learner has a statutory responsibility to take care of themselves and of those affected by their activities, whilst on College premises. Accident Reporting Learners are required to inform their tutor of any injuries or accidents, these will be entered in the accident books. More serious injuries requiring the filling in of an accident report form (RIDDOR) must be signed by the area manager responsible. Formal accident reporting and monitoring is carried out by the Health and Safety Committee. Accidents and the cause of injuries will be investigated. Smoking The College Smoking Policy states: There is no smoking permitted anywhere within the College buildings. There is no smoking permitted in College vehicles. This policy is communicated clearly to everyone, using posters, signage and information, in staff and learner inductions. Staff and Learners wishing to stop smoking, will have access to support, to achieve this. Staff and Learners are made aware of the penalties for smoking, outside of the designated areas Equality and Diversity At West Cheshire College we are committed to promoting equality of opportunity for learners, staff and all members of our community. The College aims to provide an environment in which people feel secure, difference is respected and social exclusion is positively addressed. The College is committed to challenging discrimination and inequality throughout the organisation and to promoting and celebrating difference and diversity. The structure of the College supports this commitment by offering a programme of support which enables all learners to access an appropriate learning experience. Page 5 of 30

6 Absence Absences should be avoided unless absolutely necessary, holidays or vacations should not to be taken during term time. The Foundation Degree is a work based course and we appreciate that occasionally employers have strategic or business requirements that may necessitate your presence; however, this should not impact on your studies or examinations. If you require support, please contact your course tutor. To inform ring either the Toni Rutherford on and leave a message or alternatively send an to t.rutherford@west cheshire.ac.uk. You should say when you expect to be back in College Page 6 of 30

7 For University of Chester resources: ACADEMIC YEAR CALENDAR FOR 2015/16 Page 7 of 30

8 PROGRAMME AIMS The Programme is intended to: Offer learning opportunities to students from a variety of backgrounds close to their work and home, facilitating "Earn and Learn" Develop the student's understanding of computer hardware, operating systems and applications, and their skill in using relevant software tools and techniques in a vocational context. Provide a quality learning experience through which the student will acquire a capacity to devise solutions to technical and business problems. Enhance employability, and develop transferable skills appropriate to current and future employment in ICT. Promote the academic development of the student, and facilitate progression to Honours Degree programmes. Meet the needs of local employers who have an identifiable need for ICT development and support. Page 8 of 30

9 LEARNING OUTCOMES Knowledge and Understanding Level 4 KU41. Knowledge of the underlying concepts and principles associated with computer science, and an ability to evaluate and interpret these within the context of their work role. Level 5 U51. Knowledge and critical understanding of the well established principles of computer science, and of the way in which those principles have developed. KU52. Knowledge of the main methods of enquiry in computer science, and ability to evaluate critically the appropriateness of different approaches to tackling computer science issues. Thinking or Cognitive Skills KU53. An understanding of the limits of their knowledge, and how this influences analysis and interpretations based on that knowledge. Level 4 C41. Be able to evaluate the appropriateness of different approaches to solving problems related to the study of computer science and their work role. C42. Be able to communicate the results of their study/work accurately and reliably, and with structured and coherent arguments. Level 5 C51. Effectively communicate information, arguments, and analysis, in a variety of forms, to specialist and non specialist audiences, and deploy key techniques of the discipline effectively. Practical Skills Level 4 P41. An ability to present, evaluates, and interprets qualitative and quantitative data, to develop lines of argument and make sound judgments in accordance with basic theories and concepts of computer science. Level 5 P51. Ability to apply underlying concepts and principles outside the context in which they were first studied, including, where appropriate, the application of those principles in an employment context. P52. Use a range of established techniques to initiate and undertake critical analysis of information, and to propose solutions to problems arising from that analysis. Page 9 of 30

10 LEARNING OUTCOMES CONT. Key Skills As well as developing the student s subject specific knowledge and skills, and their cognitive skills in the context of computer science, it is appropriate that the Foundation Degree should develop and assess their key skills to a level of competence appropriate for personal and work role effectiveness. When designing the foundation degree programme the descriptors developed by the University of Chester Key Skills Working Group (2003) were employed. There is a danger that excessive specificity over emphasises behavioural outcomes to the detriment of attitude and approach. Further, since some of the key skills notably Information Technology and Improving Own Learning Performance are intrinsic to the programme rationale, their separation from subject related outcomes would be divisive. For this reason, detailed key skills descriptors are not explicitly used in module specifications. Instead abridged descriptors are used to indicate the key skills profile expected on completion of levels 4 and 5.and reference number Transferable Professional Skills T1. Develop qualities and transferable skills necessary for employment requiring the exercise of personal responsibility and decision making. T2. Acquire new competences to enable the student to assume significant responsibility within organisations. T3. Formulate an action plan for personal improvement, in the context of their work role and career. Professionalism is central to the educational aims of this programme. Although the programme itself is not directly linked to graduate memberships of professional bodies, the programme through the modules is delivered using best professional practice and current techniques. Page 10 of 30

11 GENERIC MARKING CRITERIA LEVELS 4, 5 & 6 Please also refer to Assignment Marking Criteria Knowledge and understanding Intellectual / cognitive skills Practical skills Transferable / Key Skills % Develops new knowledge or novel perspective going beyond the literature Far reaching investigation and insight Work produced could hardly be bettered when produced under parallel conditions 80 89% Extensive subject knowledge with detailed insight into and understanding of relevant theory Comprehensive research and coverage of topic integrating wide range of academic sources 70 79% Excellent command of highly relevant, extensively researched material Extensive, thorough coverage of topic, focused use of detail and examples Excellent, very sound understanding of complexities of key theoretical models, concepts and arguments Excellent understanding of Outstanding level of original synthesis, analysis, argument and evaluation Work produced could hardly be bettered when produced under parallel conditions Creative, innovative synthesis of ideas Challenging, comprehensive critical analysis sustained throughout Authoritative and persuasive argument Rigorous evaluation Convincing ability to synthesize a range of views or information and integrate references Sophisticated perception, critical insight and interpretation Very good depth and breadth of critical analysis; sustained, thorough questioning informed by theory Mastery of specialist skills and technical understanding and judgment Work produced could hardly be bettered when produced under parallel conditions Outstanding expertise and flair in the application of specialist skills Excellent technical understanding and judgment Extremely high level of professional competence Expert demonstration, accomplished and innovative application of specialist skills Thorough technical understanding and judgement Exceptional level of competence in use of materials and appropriate application of working processes and techniques Exceptional clarity and coherence Highly sophisticated expression Complete accuracy in presentation Highly autonomous, thorough and well managed approach Work produced could hardly be bettered when produced under parallel conditions Extremely well written, with accuracy and flair Highly sophisticated, fluent and persuasive expression of ideas Great clarity and maturity of presentation Independence in extensive planning and preparation Very clear, fluent, sophisticated and confident expression; highly effective vocabulary and style Near perfect spelling, punctuation and syntax High standard of presentation All sources acknowledged and meticulously presented Page 11 of 30

12 Knowledge and understanding Intellectual / cognitive skills Practical skills Transferable / Key Skills artistic/critical context Strong engagement with text Exceptional thoroughness and understanding of subject convention, procedures and approaches Clear, coherent structure and logical, cogent development of argument Excellent organisation of ideas High quality evaluative skills Independence of thought, pertinent personal analysis and comment Imaginative, insightful, creative Coherent relationship between content, form and technique Excellent design/layout Highly critical analysis of performance Very high level of professional competence Skilled integration of theory and practice Evidence of thorough planning, preparation and organisation Excellent ability to stimulate and enable discussion Thorough appreciation of learning gained and impact on self Sophisticated reflection on personal and professional practice 60 69% Wide range of core and background reading, effectively used Breadth and depth of coverage, accurate and relevant in detail and example Clear, sound understanding of subject matter, theory, issues and debate Comprehensive understanding of artistic/critical context Good engagement with text Clear insight into subject conventions, procedures and approaches Ability to synthesize a range of views or information and incorporate references Perceptive, thoughtful interpretation Consistent development of critical analysis and questioning, using theory Logically structured, coherent argument; well reasoned discussion Good organisation of ideas Good evaluative approach, some independent ideas and personal comment Freshness of insight, some creative thinking and imagination Very good performance, capable and confident application of specialist skills Mostly accurate technical understanding and judgement High level of competence in use of materials and appropriate application of working processes and techniques Strong relationship between content, form and technique Good design/layout Critical analysis of performance Substantial level of professional competence Useful links drawn between theory and practice Clear, fluent, confident expression; appropriate vocabulary and style High standard of accuracy in spelling, punctuation and syntax Good standard of presentation Sources acknowledged and accurately presented Well organised; relevant planning and preparation Clear evidence of ability to stimulate and facilitate discussion Good awareness of learning and self development Clear understanding, reflection and evaluation of implications for personal and professional practice Page 12 of 30

13 Knowledge and understanding Intellectual / cognitive skills Practical skills Transferable / Key Skills 50 59% Reasonable range of reading; references to relevant but not wide variety of sources Content generally relevant and accurate, most central issues identified; basic knowledge sound but may be patchy Acceptable level of understanding of subject matter, theory and ideas; main issues satisfactorily understood Sound but limited understanding of artistic/critical context Some ability to respond to text Some awareness of subject based conventions, procedures and approaches Evidence of drawing information together Primarily descriptive and factual explanation; ideas tend to be stated rather than developed Some attempt at critical analysis using theory, but may be limited and lack consistency or conviction Attempt made to argue logically with supporting evidence, although some claims may be unsubstantiated Reasonable structure but organisation may lack some cohesion Some evaluation attempted; may show a little indication of originality or personal engagement Mostly competent and informed application of specialist skills Partially accurate technical understanding and judgment Satisfactory level of competence in use of materials and appropriate application of working processes and techniques Generally sound relationship between content, form and technique Fair design/layout Good analysis of performance Sound level of professional competence Consideration of both theory and practice Clearly written, coherent expression; reasonable range of vocabulary and adequate style Overall competence in spelling, punctuation and syntax, although there may be some errors Presentation generally sound, maybe some weaknesses Referencing may not be entirely accurate Fairly well organised; basic planning and preparation Capable attempts at participation in discussion Some awareness of learning and self development Some attempt at reflection on personal and professional practice 45 49% Background reading relevant but overreliant on few sources Fairly basic knowledge, limited consistency of depth and accuracy of detail; not all aspects addressed, some omissions Little discrimination in use of material; limited perspective or consideration of alternative views Little interpretation or insight, largely descriptive, superficial; excessive narrative, over reliance on anecdote for explanation Some evidence of developing specialist skills Only partially accurate technical understanding and judgment Adequate level of competence in use of materials and appropriate Expression, vocabulary and style reasonably clear but lack sophistication Inaccuracies in spelling, punctuation and syntax do not usually interfere with meaning Page 13 of 30

14 Knowledge and understanding Intellectual / cognitive skills Practical skills Transferable / Key Skills Partial understanding of subject matter, core concepts and relevant issues; basic reference to theory Partial understanding of artistic/critical context Uncertain familiarity with text Limited appreciation of subject based convention, procedures and approaches 40 44% Limited reading and reference to sources, possible inaccuracies in evidence Some evidence of rationale, but no significant critical reflection applying theory Some ability to construct an argument but may lack clarity or conviction, with unsupported assertion Basic consistency to structure, but may be some repetition or deviation Little attempt at evaluation; independence of thought or personal engagement only very slight Little, if any, integration and synthesis; weaknesses in comparison of information application of working processes and techniques Superficial relationship between content, form and technique Some evidence of analysis of performance Adequate level of professional competence Uneven balance between theory and practice Some evidence of limited skill development Some confidence in presentation, with some lapses References not always correctly cited/presented Thin organisation, planning and preparation Basic participation in discussion Slight awareness of learning and self development Limited reflection on personal and professional practice issues Expression may undermine meaning; vocabulary and style minimally adequate Knowledge general rather than subject specific; content partially relevant, with some deficiencies Superficial understanding of subject matter, ideas and issues, may display inaccuracies of concepts and basic theory Superficial understanding of artistic/critical context Very little interpretation; descriptive, anecdotal Simplistic attempt at analysis, may lack consistency; minimal attempts to examine strengths and weaknesses of an argument Structure lacks coherence, underdeveloped; some repetition, inconsistency or possibly confusion Little sustained or convincing argument Derivative, lack of personal Little technical understanding and judgment Basic competence in use of materials and limited application of working processes and techniques Slight relationship between content, form and technique Partial or vague analysis of performance Evidence of minimal professional competence but lacking in theoretical analysis of practice Frequent inaccuracies of spelling, punctuation, syntax Presentation skills need developing Referencing style barely adequate Basic planning and preparation, may be disorganised in parts Minimal discussion of own learning Limited evidence of reflection on personal and professional practice Page 14 of 30

15 Knowledge and understanding Intellectual / cognitive skills Practical skills Transferable / Key Skills Scant familiarity with text engagement Limited regard to subject based convention, procedures and approaches 30 39% Scant evidence of background reading; weak investigation Contains very slight detail; content may be thin or irrelevant; issues poorly identified Very little understanding of subject matter, ideas and issues; may be issue of misreading/misinterpretation of question Very slight understanding of artistic/critical context Little awareness of text Little heed paid to subject conventions and approaches; poor handling and account of procedures Superficial use of information, minimal association; references not integrated Little attempt to interpret material, heavily descriptive; explanations may be muddled at times Limited breadth and depth of analysis, inadequate critical skills; shallow and superficial Poorly structured, little logic Weaknesses in argument, e.g. unsubstantiated conclusions based on generalisation Minimal appraisal or evaluation Little evidence of skill development or application Slight technical understanding and judgement, possible inaccuracies Lack of competence in use of materials and erroneous application of working processes and techniques Unresolved relationship between content, form and technique Very thin analysis of performance Questionable level of professional competence, e.g. may be some evidence of unsafe practice Little appreciation of theory in practice Expression of ideas insufficient to convey clear meaning; inaccurate or unprofessional terminology Many errors in spelling, punctuation and syntax Few presentation skills Referencing incomplete or inaccurate Weaknesses of organisation, planning and preparation Little constructive participation in discussion Little or muddled awareness of learning and self development Thin discussion of personal and professional practice issues 20 29% No evidence of relevant reading Incorrect use of material or data Purely descriptive, feeble discussion Lacking or erroneous analysis of Negligible evidence of specialist skill development Lack of clarity, very poor expression; style inappropriate, terminology inadequate and inappropriate Many serious errors of spelling, Page 15 of 30

16 Knowledge and understanding Intellectual / cognitive skills Practical skills Transferable / Key Skills Little relevance of content; unacceptably weak or inaccurate knowledge base Significant weaknesses and gaps in understanding of subject matter, ideas and issues; misunderstanding of question Lack of understanding of artistic/critical context Misunderstanding of text Lack of awareness of subject based convention, procedures and approaches 10 19% No evidence of reading Knowledge base extremely weak; content almost entirely irrelevant or erroneous Devoid of understanding of subject matter, ideas and issues No reference to artistic/critical context No reference to text Little or no evidence of awareness of subject based convention, procedures and approaches material; negligible evidence of thought Structure confused, illogical or incomplete Poor if any relationship between introduction, discussion and conclusion Lack of evidence to support views expressed; claims unsubstantiated Almost no attempt at evaluation, topic issues are not compared contrasted or appraised in any way Little or no use of material or data Any attempt at discussion limited to personal view; no discernable insight Isolated statements indicating lack of thought Lack of recognisable structure or reference to argument; no related evidence or conclusions Evaluation of issues not detectable Feeble technical understanding and judgement Incompetence in use of materials and erroneous application of working processes and techniques Unresolved relationship between content, form and technique Little awareness of performance Lack of professional competence Relationship between theory and practice not evident Minimal evidence of specialist skill development Almost no technical understanding or judgement Serious incompetence in use of materials and erroneous application of working processes and techniques Unacceptable understanding of relationship between content, form and technique Lack of awareness of performance Serious lack of professional competence No awareness of theory in practice punctuation and syntax Ineffective presentation skills Referencing inaccurate or absent Serious deficiency in organisation, planning and preparation No attention given to discussion Discussion of own learning and development incoherent Slight, if any, reflection or reference to personal and professional practice Inaccuracies of expression and vocabulary render meaning of written work extremely unclear Many serious errors of even basic spelling, punctuation and syntax Inadequate presentation skills No attempt at referencing Almost no evidence of organisation, planning or preparation Little evidence of communication or awareness of others Very little evidence of self awareness Page 16 of 30

17 Knowledge and understanding Intellectual / cognitive skills Practical skills Transferable / Key Skills evident 0 9% No use of sources Material not relevant or correct; no evidence of knowledge No relevant understanding evident; response to question virtually nil No awareness of artistic/critical context No evidence of awareness of subjectbased convention, procedures and approaches Lack of evidence of reasoning Statements completely lack coherence and logic No evidence of skill development No technical understanding or judgment Uninformed and arbitrary use of material, methods, processes and techniques Unacceptable understanding of the relationship between content, form and technique Professional incompetence Incoherent expression; heavily inaccurate and inappropriate use of language Presentation totally ineffective No evidence of organisation, planning or preparation No evidence of awareness of others No evidence of self awareness Page 17 of 30

18 PROGRAMME STRUCTURE Year 1 (Level 4) Code Level Name Credit Core Semester Tutor CO Emerging Technologies 20 Y 1 Toni Rutherford CO Introduction to Computer Systems 20 Y 2 Anthony Harvey CO CPD 20 Y 1/2 Trish Kosuth Phillips CO Programming 20 Y 1/2 Helen Lee CO System Analysis 20 Y 2 Toni Rutherford CO Web Design 20 Y 1 Dave Fitzgibbon Year 2 (Level 5) Code Level Name Credit Core Semester Tutor CO Relational Databases 20 Y 2 Toni Rutherford CO Further Computer Systems 20 Y 1 Simon Mort CO CPD 20 Y 1/2 Trish Kosuth Phillips CO Further Programming 20 Y 1/2 Helen Lee CO Project Management 20 Y 1 Toni Rutherford CO Advanced Web Design 20 Y 2 Dave Fitzgibbon How to access the Module Descriptors? Click on elearning Modules should be listed. If not click on Manage my Modules and add modules from pull down list and click on register Page 18 of 30

19 ASSESSMENT General Foundation Degrees are validated by University of Chester which means that each programme must adhere to the appropriate University Assessment Regulations. The validating or Partner University for your programme is the University of Chester The following guidelines should be read in conjunction with the appropriate University Assessment Regulations. Eligibility for the award of Foundation Degree and Certificate of Higher Education Candidates will be eligible for the award of the Foundation Degree provided they have achieved 240 ECTS credits of which at least 120 must be at Level 5 and have met any other requirements as prescribed in the programme regulations. Candidates who are not eligible for the award of the Foundation Degree will be eligible for the award of the Certificate of Higher Education provided they have achieved at least 120 ECTS credits at Level 4 or above and have met any other requirements as prescribed in the programme regulations. No candidate may receive more than one award for a given programme of study. Where a candidate has been awarded a Certificate of Higher Education and subsequently becomes eligible for the award of the Foundation Degree for the same programme of study, the Certificate of Higher Education will be rescinded. Award of credit Candidates who successfully complete a module are awarded credit for that module. Each module carries a predetermined number of ECTS credits as defined in the programme of study, see Programme Structure. Academic Referencing The University of Chester uses the APA Referencing System. For further guidance and access to referencing tutorials: Support Departments Student Support and Guidance Student Skills Development Study Skills Please also note that Word 2007 supports APA referencing. Page 19 of 30

20 Assessment Regulations (reassessment / compensation) Student Links Quality and Standards Principles and Regulations Handbook of Requirements Governing the Assessment of Students See list of appendices for help on Assessment Regulations Submission of assessments & penalties All assignments indicate the deadline for submission and you are expected to submit your work on or before that date/time. There are severe penalties for Late Submission unless an Extended Deadline has been agreed. According to the tutor's instructions, you should either hand in a printed copy of the assignment or submit it electronically through the University of Chester. If the assignment is to be handed in, it must be submitted based on the requirements specified in the assignment brief. It is your responsibility for the secure submission of assignments. Mitigating Circumstances Student Links Quality and Standards Principles and Regulations Handbook of Requirements Governing the Assessment of Students See list of appendices for help on Mitigating Circumstances Late/work Extensions Student Links Quality and Standards Principles and Regulations Handbook of Requirements Governing the Assessment of Students See list of appendices for help on Late/work Extensions Page 20 of 30

21 Academic Malpractice Procedure If an allegation of academic malpractice is made against you, you will receive a letter from the appropriate Department. You will have the opportunity to appeal following the receipt of the official outcome of the malpractice panel, which must be within 14 calendar days, using the appropriate Academic Appeal Form. Student Links Quality and Standards Principles and Regulations Handbook of Requirements Governing the Assessment of Students See list of appendices for Academic Appeal Form Excessive Word Count Policy and Guidance Student Links Quality and Standards Principles and Regulations Handbook of Requirements Governing the Assessment of Students See list of appendices for help on Excessive Word Count penalties. Students Appeals Procedure You can only appeal following the receipt of the official outcome of the malpractice panel, which must be within 14 calendar days, using the appropriate Academic Appeal Form. The Academic Appeal Form can be ed to: [email protected]. Student Links Quality and Standards Principles and Regulations Handbook of Requirements Governing the Assessment of Students See list of appendices for Academic Appeal Form You may also want to contact the Students Union: (Chester) (Warrington) Or [email protected] for further advice. In addition, West Cheshire College has a Compliments, Complaints Suggestions Policy. To obtain a Compliments, Complaints and Suggestions Form SC1 please contact Reception or Student Services. Page 21 of 30

22 ASSESSMENT PLANS Please refer to Moodle Select the appropriate course Select the tab Course Information PROGRESSION TO LEVEL 6 Successful completion of all level 5 modules The programme has been designed to allow progression onto the honours degree programme in Computer Science at the University of Chester Alternatively, you may wish to find employment, typical appointments are: Database Administrator, IT Technician, Trainee Web Designer, Trainee Software Developer You may also apply for any subject related honours degree programme where you may be accepted onto either level 5 or level 6. Page 22 of 30

23 FRAMEWORK FOR HIGHER EDUCATION QUALIFICATIONS (FOUNDATION DEGREES) Descriptor for a higher education qualification at level 4: Certificate of Higher Education The descriptor provided for this level of the FHEQ is for any Certificate of Higher Education which should meet the descriptor in full. This qualification descriptor can also be used as a reference point for other level 4 qualifications. Certificates of Higher Education are awarded to students who have demonstrated: Knowledge of the underlying concepts and principles associated with their area(s) of study, and an ability to evaluate and interpret these within the context of that area of study An ability to present, evaluate and interpret qualitative and quantitative data, in order to develop lines of argument and make sound judgements in accordance with basic theories and concepts of their subject(s) of study. Typically, holders of the qualification will be able to: Evaluate the appropriateness of different approaches to solving problems related to their area(s) of study and/or work Communicate the results of their study/work accurately and reliably, and with structured and coherent arguments Undertake further training and develop new skills within a structured and managed environment. And holders will have: The qualities and transferable skills necessary for employment requiring the exercise of some personal responsibility Holders of a Certificate of Higher Education will have a sound knowledge of the basic concepts of a subject, and will have learned how to take different approaches to solving problems. They will be able to communicate accurately and will have the qualities needed for employment requiring the exercise of some personal responsibility. The Certificate of Higher Education may be a first step towards obtaining higher level qualifications. Page 23 of 30

24 Descriptor for a higher education qualification at level 5: Foundation Degree The descriptor provided for this level of the FHEQ is for any Foundation Degree which should meet the descriptor in full. This qualification descriptor can also be used as a reference point for other level 5 qualifications, including Diplomas of Higher Education, Higher National Diplomas, etc. Foundation Degrees are awarded to students who have demonstrated: Knowledge and critical understanding of the well established principles of their area(s) of study, and of the way in which those principles have developed Ability to apply underlying concepts and principles outside the context in which they were first studied, including, where appropriate, the application of those principles in an employment context Knowledge of the main methods of enquiry in the subject(s) relevant to the named award, and ability to evaluate critically the appropriateness of different approaches to solving problems in the field of study An understanding of the limits of their knowledge, and how this influences analyses and interpretations based on that knowledge. Typically, holders of the qualification will be able to: Use a range of established techniques to initiate and undertake critical analysis of information, and to propose solutions to problems arising from that analysis Effectively communicate information, arguments and analysis in a variety of forms to specialist and non specialist audiences, and deploy key techniques of the discipline effectively Undertake further training, develop existing skills and acquire new competences that will enable them to assume significant responsibility within organisations. And holders will have: The qualities and transferable skills necessary for employment requiring the exercise of personal responsibility and decision making. EXTERNAL EXAMINER The External Examiner for the programme is David Flatman, HE Manager at Newcastle College. Select the appropriate course Select the tab Course Information Under no circumstances are students permitted to independently contact an External Examiner. If the student wishes to engage formally with the quality management process, Page 24 of 30

25 there are appropriate mechanisms in place at the University of Chester, further guidance on which can be obtained from AQSS section on Sharepoint. LEARNER REPRESENTATION Module Feedback: Learners are invited to complete module evaluation questionnaires. Issues raised are discussed at course team meetings. Module evaluation results are also available to the External Examiner and are reviewed at the Subject Assessment Board were learners marks are ratified and approved. Programme Feedback: Learners are invited to complete up to two surveys per year: On programme survey (1 st year) NSS Survey (2 nd year) Exit survey (2 nd year) Issues raised are discussed as Course Team Meetings and included in the Course Evaluation process at the end of the academic year. College A learner representative is elected from each level to represent their fellow learners at the following forums: Programme/Course Team Meetings HE Cross College Forum Student Council Board of Governors Academic Boards Learners have an active Student Union which all learners are automatically members of and which is affiliated to the National Union of Students. They organise social activities, charity events, clubs and societies, and so on, and have a Student Council which meets once a term and advises College Managers. The National Union of Students also organizes national and international discounts on behalf of learners, which can be accessed by buying one of their NUS Extra Cards for 12, see STUDENT SERVICES Student Services provide a wide range of support for learners. Call in to discuss any queries or issues you may have or ring on WELFARE ADVICE The Welfare Adviser is available in Student Services to provide information and advice to learners on the following: Page 25 of 30

26 Welfare Benefits Grants Childcare Issues Health Issues Debt Drugs/Alcohol Abuse Counseling CAREERS AND EDUCATIONAL GUIDANCE Some people know what they want to study but not necessarily what job they want at the end of the course. Or they have a specific job idea but don t know how to get into it. The Careers Team are here to encourage and support you while you are making decisions about your future. We can help you in a number of ways: Help you to explore your work options and look at local & national job opportunities Help you create an action plan to ensure you achieve your chosen option whether this be more education, training or getting into work Whilst you are at the College, your ideas may change and we can help you find out which career would suit you based on your interests and your abilities Give you useful feedback on your CV or application forms to help you succeed in your chosen path Direct you to websites and books that can provide further help or information Assist you with your HE Finance application To arrange an appointment with a careers advisor, simply see Reception who hold the appointments diary. Alternatively, for E guidance, you can . Useful Websites for Higher Education learners: This is only accessible for existing learners click on the Your Future button to visit the careers area Useful information and job site for undergraduates ACADEMIC SUPPORT Student Union West Cheshire College s Student Union offers confidential guidance, support and general information on all aspects of student life. Their aim is to enhance the 'Student Experience' in any way possible, in the hope of aiding students to achieve their intended learning objective/s. Page 26 of 30

27 Student Support Information, Advice & Guidance There may be times during your course when you will wish to seek information and advice. West Cheshire College has its own dedicated Information, Advice and Guidance Team of professional College Advisers available to all learners and anyone who is interested in becoming a learner. They are here to help you achieve your education and career aims and offer impartial advice and guidance on the range of learning opportunities available, as well as confidential support. Our Information, Advice and Guidance Team can be contacted: or advisers@west cheshire.ac.uk Finance and Welfare Embarking on a new course can be exciting. However, if you have a lot of expenses such as public transport, childcare or course related costs, it can be a difficult time. But don t worry, our Finance and Welfare Team have a wealth of knowledge and experience in helping students get the most out of the support available. Our Finance and Welfare team can be contacted on Learning Support If you are a learner with additional support needs, please let us know about your specific requirements so that we can make all reasonable adjustments to help you succeed within college. Page 27 of 30

28 Counselling The Counselling service is available to West Cheshire College students who need to talk about or explore something in confidence. Sometimes you may be looking for a solution to a problem or there may be no answers, but it can still help to talk things through. For more information contact the College Counsellor on: Study Skills Support At the beginning of your course you will be helped to acquire the appropriate skills through formal input from Tutors and the Learning Resources team. For example, you may not have much experience in using computers or accessing the Internet to carry out research. Such skills are essential for higher level study, and the Study Skills Support team are available to ensure that you acquire these skills. On going support is available throughout your studies at West Cheshire College. Tutorials Tutorial support will be available throughout your programme of studies on both a one to one basis and via group tutorials. This will in some cases be timetabled and in other cases can be arranged with the appropriate tutor. The Teaching team are committed to support you in the successful completion of your studies. You will be allocated a personal tutor whose main responsibility it will be to monitor and review your progress on a regular basis and to deal with any issues which may arise and which may affect your progress. Page 28 of 30

29 STUDENT PAYMENTS AND WITHDRAWING FROM THE PROGRAMME Payments are made throughout the year by the Student Loan Company as follows: 25% of the full tuition fee is received at the start of term 1 in October 25% of the full tuition fee is received at the start of term 2 in January 50% of the full tuition fee is received at the start of term 3 in May If a student withdraws, the Student Loan Company will make no further payments for subsequent terms. The student will then be invoiced for the outstanding fees, as no more payments will be made by the Student Loan Company. Page 29 of 30

30 PROGRAMME SPECIFICATION TIMETABLE Level 4 Year 1 Day Time Module Room Tutor Mon pm CO4045 Programming Red Zone Helen Lee Mon pm CO4045 Self directed study Red Zone Workshop Tue am CO4047 Web design HE Room Dave Fitzgibbons Tue 10.45am CO4047 Web design HE Room Dave Fitzgibbons 12.15pm Tue 1.15pm CO4042 Emerging HE Room Toni Rutherford 2.45pm Technologies Tue 3pm CO4042 Emerging HE Room Toni Rutherford 4.30pm Technologies Tue 4.30pm Tutorial HE Room Toni Rutherford 5.30pm Tue pm CO4044 CPD HE Room Tricia Kosuth Phillips Tue pm Self directed study HE Room Workshop Level 5 Year 2 Day Time Module Room Tutor Mon am CO5045 Programming HE Room Helen Lee Mon 10.45am CO5045 Self directed study HE Room Workshop 12.15pm Mon 1.15pm 2.45pm CO5044 CPD HE Room Tricia Kosuth Phillips Mon 3pm CO5044 Self directed study HE Room Workshop 4.30pm Mon 4.30pm Tutorial HE Room Toni Rutherford 5.30pm Mon 5.45pm CO5047 Advanced Web HE Room Dave Fitzgibbons 7.15pm Mon pm CO5047 Advanced Web HE Room Dave Fitzgibbons Tue 5.45pm CO5046 Project Management Level One Toni Rutherford 7.15pm Tue pm CO5046 Project Management Level One Toni Rutherford Page 30 of 30