University of Huddersfield - BA STUDENT HANDBOOK - Contents
Welcome Page 3
Course Philosophy Page 4
Distinctive features of the programme Page 4
Programme structures and features Page 4
Structure of the Programme Page 6
Entry Requirements Page 8
Teaching and Learning Methods within the Programme Page 10
Assessment Page 12
Attendance Requirements and Working Patterns Page 20
Student Support, Guidance and Study-Skills Support Page 22
Programme Management Page 28
Contact List Page 30
Schedule for giving in Assignments Page 31
Key Dates 20010/11 Page 32
Appendix 1: Intermediate Level Criteria Page 33
Appendix 2: Honours Level Criteria Page 35
Appendix 3: An example of an Assignment / Project Proposal Form Page 37
Appendix 4: Blank Assignment/Project Proposal Form Page 39
Appendix 5: Checklist for presenting assignments Page 41
Appendix 6: An example of an Assignment / Project Page 42
Appendix 7: Module Assessment Form Page 43
Appendix 8: Presentation Assessment Form Page 45
BA Student handbook 2010/11 IF 1
Appendix 9: Form N4 Page 47
Appendix 10: Background to the Programme Page 48
Appendix 11: Programme Aims & Outcomes Page 49
Appendix 12: Mission statement Page 51
Appendix 13: Partnership Statement Page 52
Appendix 14: Community Code of Conduct Page 54
BA Student handbook 2010/11 IF 2
Welcome to the BA(Hons) Education and Training
Congratulations on becoming a member of the BA Course. You are joining a
community of more than 300 students following the degree across the North of
England. As you embark on this further phase of your professional development, my
colleagues and I would want you to find your BA studies a worthwhile and satisfying
experience. Be assured we are committed to equal opportunities and to the creation
and promotion of a learning environment in which you have the opportunity to
develop and excel.
Your Handbook is designed to give you key information about the BA(Hons)
Education and Training and some idea about what to expect from your
undergraduate experience throughout your time on the Programme. It also explains
how the Course is organised and where to go when you need to seek advice or help.
So keep this document safe, and, you will receive supplementary information when
We intended to keep it as short as possible for easy reference, though there is much
we need to tell you. It does refer to a range of other documents however, and you
might want to consult these for further information. If you wish to see any of the
documentation mentioned, you have a right to do so, and it is available in the
University library. Furthermore, the aim is to ensure that this handbook is really
yours. We are required to include some specific information, but please let us know
if there anything else that would be really useful. Suggestions for its improvement
should be passed on to the Course Leader – Ian Findlay, tel. (01484) 478286, e-mail
This handbook is an attempt to meet the needs of all students studying on the BA
Course across the Consortium. For specific details of your Centre’s programme you
need to consult the BA Centre Tutor at your college.
BA Student handbook 2010/11 IF 3
I thought it would be useful to share with you the course philosophy as it underpins
your learning experience:
The BA in Education & Training is an academically rigorous programme of study
which draws upon a range of differing perspectives, academic disciplines and
workplace settings to encourage critical and reflective practice and development. The
aims, values and contexts of educational processes are interrogated and expressed
through reasoned argument so that students gain intellectual independence as well
as an enhanced skill base to the mutual benefit of participants and organisations
Distinctive Features of the programme.
The following are distinctive features of the programme you are studying
Delivered at the University Campuses at Huddersfield, Oldham and Barnsley
with local delivery through a network of partner colleges.
Credit on entry for suitably qualified and experienced candidates. (for further
information, see p.8-9)
Non-standard entry opportunities for candidates with relevant and bona-fide
professional experience. (for further information, see page see p.9)
Practical assignments based on your professional context.
Flexible and responsive delivery methods to meet your needs.
You may complete an unclassified degree after two years with 120 credits and
may re-join the Course later to complete a BA Honours in Education and
A two-year Honours Degree is offered to those with proven professional
experience and academic ability and who have successfully achieved credit
through the APL procedure.
Programme Structures and Features, Curriculum Units (modules) and Credit
and Award Requirements.
The flexibility, relevance and practicality of this degree programme, with its concern
to ensure the application of theory to practice, and the development of appropriate
knowledge, skills and understanding, has proved to be a valuable vehicle for
participants in the development of their careers in education, training, management
consultancy and related areas. You are entitled to up to 6 years to complete your
Honours degree from when credit is first awarded.
The BA Course is offered as a two-year (unclassified degree) or a two-year or three-
year (Honours degree) part-time course for individuals working in education, training
and related professional contexts. More details of the 2 year Honours degree can be
found on pages 8-9. It has a September intake and is delivered at the University
campuses and at a number of Partner Colleges in the Consortium.
BA Student handbook 2010/11 IF 4
– for two-year (Unclassified) and three-year (Honours) Degree
The Programme has a first year of 60 credits at Intermediate level consisting of 3 x
20 credit core modules.
The core modules are designed to ensure that you have a sound understanding of
the essential features and current issues impacting upon all aspects of education,
training and related professional contexts. These modules also cover the essential
skills, knowledge and concepts that you will need as you progress on the Programme
as well as enabling you subsequently to make appropriate choices of option modules.
– for two-year (Honours) Degree
Following a successful APL claim leading to admission to, the two-year (Honours)
programme, students will complete a further 40 credits of core modules at
Intermediate level and 40 credits of option modules at Honours level in year 1.
– for two-year (Unclassified) and three-year (Honours) Degree
The second year in made up of option modules at Honours level, consisting of 3 x
20 credit modules.
There are ten option modules which enable students to satisfy their individual and
professional needs and to relate their studies to the specific context of employing
institutions. The range of modules is enhanced by students being able to undertake
a negotiated 20-credit organisational project, so ensuring flexibility and relevance
when choosing the final combination of option modules.
– for two-year (Honours) Degree
In the second year students will complete one 20 credit option module at Honours
level and 2 x 30 credit honours modules , the Empirical Study and Reflective study
– for three-year (Honours) Degree
If you wish to obtain a BA with Honours you must achieve, in addition to the 120
credits for the BA, a further 60 compulsory credits by completing the following two
Empirical Study DHL0730 30 credits
Reflective Study DHL0930 30 credits
BA Student handbook 2010/11 IF 5
Structure of the Programme
The Course consists of modules based on issues of central concern to teachers,
trainers and associated professionals. There is a core of modules that you are
required to complete to ensure that you have a sound understanding of the essential
features and current issues impacting upon all aspects of education, training and
related professional contexts. These modules also address the essential skills,
knowledge and concepts that you will need as you progress, as well as enabling you
to make subsequent choices of option modules.
The range of option modules enables you to satisfy your individual needs, and to
relate your studies to the specific contexts of employing institutions. This helps to
ensure flexibility and relevance regarding the final chosen combination of modules.
Not all modules will run at all centres and you will need to consult with the BA Lead
Tutor in your centre for full details.
Based on the assumption that you have entered the Course with 180 credits (outlined
on p8-9), to achieve the award of the BA Education & Training requires a further 120
credit points at Advanced level. This consists of 60 credits worth of core modules at
intermediate level, plus 60 credits worth of option modules at honours level.
For those entering on the two-year (Honours) programme, with 200 credits (outlined
on p 9), a further 160 credits are required to complete an Honours Degree award.
If you decide to withdraw from the BA course with an unclassified degree once you
have achieved 120 credits, you will need to submit form N4 (available in this
handbook, or from the BA Course Administrator, or on Blackboard). The N4
document must be returned by the 15 June 2011.
If you wish to proceed to the final honours year in order to work towards a classified
degree, you must indicate this on the form N4 (available in appendix 9 of this
handbook, from the BA Course Administrator, or on Blackboard) by the published
credit deadline on Wednesday 15th June 2011.
It is your responsibility to complete, sign and return the N4 to the Course
Administrator, Sarah Leah, by Wednesday 15th June 2011.
Under current University regulations it is possible to take an unclassified degree to
rejoin the Course, after an interval of at least twelve months, to complete the two 30-
credit Honours Projects and so achieve a classified Honours Degree.
BA Student handbook 2010/11 IF 6
Modules – UNCLASSIFIED BA AND THREE YEAR BA(HONS)
YEAR ONE – CORE MODULES CREDIT LEVEL- INTERMEDIATE
MODULE TITLE MODULE CREDITS TYPE
Personal & Professional Reflection & DIA2220 20 Core
Introduction to Research & DIA0120 20 Core
Current Issues in Education & DIO1320 20 Core
YEAR TWO- OPTION MODULES CREDIT LEVEL – HONOURS
Improving Teaching & Learning DHA0320 20 Option
Technology in Learning, DHA0720 20 Option
Professional and Organisational
Curriculum Development & DHE0620 20 Option
Quality Assurance Systems in DHN0620 20 Option
Education & Training
Mentoring and Coaching in Learning DHA3920 20 Option
and Organisational Contexts
People & Teams: Development & DHJ1820 20 Option
Inclusive Learning DHA 4120 20 Option
Language, Literacy, Numeracy: DHA2120 20 Option
Philosophy, Policy and Practice
Organisational Project DHL1020 20 Option
(barred combination with DHL
National Policy Project DHL1120 20 Option
(barred combination with DHL
YEAR 3 HONOURS PROJECTS – CREDIT LEVEL HONOURS
Empirical Study Project DHL0730 30 Compulsory
Reflective Study Project DHL0930 30 Compulsory
BA Student handbook 2010/11 IF 7
MODULE TITLE MODULE CREDITS TYPE
Introduction to Research & DIA0120 20 Core
Current Issues in Education & DIO1320 20 Core
Option module from the list above 20 Option
Option module from the list above 20 Option
MODULE TITLE MODULE CREDITS MODULE
Option module from the list above 20 Option
Empirical Study Project DHL0730 30 Compulsory
Reflective Study Project DHL0930 30 Compulsory
At Honours level you will be expected to demonstrate a high level of ability in the
analysis and synthesis of ideas and information. For further information, you may
wish to consult the Framework For Higher Education Qualifications Appendix 1 & 2
and relevant module specifications. In particular, you must be able to adapt
appropriate enquiry methods to current problems related to your professional role
and apply relevant theoretical considerations to their solution. You must also
demonstrate a high and sustained level of autonomy in your learning. You may only
undertake the honours projects as the final year of your degree programme.
Module specifications can be found on Blackboard, the University‟s virtual learning
environment, in the BA Education and Training area.
Standard entry requirements:
Applicants will hold an initial teaching or training qualification such as a Certificate in
Education or the City and Guilds 740/7 or an equivalent qualification, together with
two years of full time teaching or other appropriate professional experience, or its
equivalent. As part of the application process, you are required to provide detailed
evidence of your professional responsibilities and experience in Section Q of the
application form to support your application; this is supplemented by a reference from
your employer(s) who is able to confirm your relevant professional responsibilities.
BA Student handbook 2010/11 IF 8
Applicants in possession of the relevant entry qualification enter the first year of the
programme with 120 credits at foundation level. 60 additional credits at intermediate
level will be awarded on entry to suitably experienced applicants who have
substantive evidence of professional experience. Appropriate experience would
include management, staff development, curriculum design and development, project
management liaison with stakeholders. Applicants are required to provide detail of
this experience as part of the application process which is supervised by the course
Admissions Tutor and is subject to audit and verification through references.
Entry to Year 2 of the programme for Foundation degree students
Applicants in possession of a foundation degree in a curriculum area related to
education, are required to complete the full application process, and will enter the
course in year 2 at honours level having successfully achieved a total of 240 credits
at foundation and intermediate levels. Where the foundation degree has been
awarded by another Higher Education Institution, applicants will be subject to the
University‟s APLA tariff process.
For those students joining the BA with a Foundation Degree (240 credits) from a HEI
other than from Huddersfield, you will need to complete the Honours Modules (120
credits) to achieve a University of Huddersfield award.
Applicants in possession of a Certificate in Training Practice (CIPD) are in
possession of 60 intermediate level credits at entry. These applicants will be
considered for entry to year 1 of the BA Education and Training if they can show
evidence of at least 3 years full time equivalent experience of appropriate
Applicants who do not possess the recognised entry qualification, but with more
substantial professional experience of the kind outlined above, relating to the
equivalence of 5 years or more full time teaching or professional experience, will be
considered for entry with 180 credit points on condition of you being able to provide
detailed and verifiable evidence of your substantial relevant professional experience,
as well as your responsibilities including curriculum development, resources and
Applications for the two year Honours degree
Applicants for the two-year Honours Degree will, in addition, be required to submit a
1000-1500 word critical reflective account of their learning and development to the
point of entry to the BA. This will be assessed at Intermediate level and must
demonstrate an ability to engage with theories, models and policies relevant to their
learning and work experiences. Applicants will be invited to attend an interview to
discuss the suitability of this route to their individual needs. Guidance for application
to this programme is available from the Centre tutor. A fee, equivalent to half the cost
for a 20 credit module, is charged at the outset of this process.
BA Student handbook 2010/11 IF 9
Applicants are not normally subject to a formal interview process; however, prior to
formal application, a substantial number of applicants hold detailed discussions with
the BA Lead Tutor in each centre or the Admissions Tutor at the University, who
provide clarification and guidance regarding the admissions process. In addition, all
applications, prior to their formal acceptance and commitment to the course, are
invited to attend a pre-course briefing and presentation. This is an important element
of the application process as it provides the course leaders with the opportunity to
inform all applicants of the essential features of the course as well as responding to
generic and individual questions. Follow up one to one briefings are offered and this
usually eradicates the need for a more formal interview process.
Returning to Year 3
Applicants who have achieved 300 credits on the BA Education and Training are
entitled to leave the course having achieved a BA Education and Training (ordinary
degree). These students are entitled to re-apply to complete a classified degree with
60 credits of study at honours level. Students following this route must leave at least
12 months before returning, but no more than 6 years, from having first achieved
credit awarded at a Course Assessment Board.
Applications for APL will be considered by the Admissions Tutor in accordance with
the University‟s requirements as laid down in chapter 5 of the School Scheme
In keeping with the University‟s entry requirements and procedures, credit transfer will
be considered for appropriate candidates on application to join the BA. Successful
completion of the credit transfer process gives recognition to other qualifications and
relevant professional experience as well as enhancing access to the BA(Hons)
course, so ensuring greater professional relevance whilst contributing to widening
participation amongst practitioners from across the sector. A minimum of one third of
all credits towards a University of Huddersfield award must be studied through
University of Huddersfield validated programmes.
Teaching and Learning Methods within the Programme
Throughout your time studying for your BA(Hons) Education and Training, you will
experience a range of teaching and learning methods. Each module sets out its
learning strategies in its module specification, and you will be given details of these
by each module tutor.
Information and Communications Technology (ICT) is used to deliver teaching and
learning on this Course. You will be encouraged to develop ICT skills and also to
reflect upon and study the wider issues associated with developments in Education
and Training. You may also experience on-line study environments to facilitate
learning. Developments in blended learning, including teaching materials, support
materials and discussion environments are evolving across the provision.
BA Student handbook 2010/11 IF 10
The Course combines, through its overall learning outcomes and in specific module
outcomes, a mixture of teaching and learning methods to encourage students to
reflect on their experiences and learning. It seeks to challenge student assumptions
and beliefs by addressing wider social and political issues as well as ensuring a
sound base of core knowledge and skills.
The Reflective Learner
Undergraduate learning on this programme is concerned with learning through
considered reflection upon your experience in professional contexts. On this
programme you will be challenged constantly to reflect upon your experiences, to
pose problems for yourself, to look creatively at the contradictions and difficulties you
perceive in your work and study and to recognise the values and assumptions you
hold which make you think and act the way you do.
As part of this process, you will receive a Personal Development Plan Portfolio. This
will be introduced as part of the induction process. It will provide a useful structure to
assist you in your reflections on the impact of the programme on your learning.
The School of Education and Professional Development Scheme Document outlines
what you are entitled to expect from module tutors. You can the module tutor to:
i) Spend a specified amount of time on module delivery - this may include
tutorials, group sessions, lectures, seminars or other learning activities.
ii) Spend time designing learning sessions which are tailored to the needs of the
students taking the module. You may be involved in an amount of negotiation about
the most appropriate way to use the module delivery time. Staff are able to teach in
a variety of different ways, and students should expect to be involved in many kinds
of learning experiences.
iii) Assess and mark your work, providing timely formative feedback to enhance
the quality of your submission, and summative feedback and recommended grades.
iv) Spend time designing, adapting and collecting learning materials to help you in
v) Offer advice and support on the completion of module assessments. Tutors
will provide formative feedback on one draft of your work before it is submitted for
V1) Keep up-to-date in their field by engaging in research and scholarly activity.
The BA course provides a tutorial system to support students throughout your study.
You will be allocated a personal tutor for the whole course, but will also have a
specific, specialist tutor for each module you undertake. On occasions, therefore,
your personal tutor may also be your module tutor.
BA Student handbook 2010/11 IF 11
You may have a number of tutorials both with your personal tutor and with module
tutors. These sessions are designed to serve a number of functions:
• You may use them to discuss your progress on your module(s) and to decide
how you will show that you have met learning outcomes.
• You may use them to discuss issues concerning your progress in a particular
module or to discuss your general progress on the course as a whole.
• You may use them to get general academic advice and guidance
There are counseling and support services available to you both in the centres and at
the University. Tutorial time is primarily intended for advice and guidance on
academic matters, though obviously you might want to raise some personal matters if
you feel these are affecting your academic progress. Tutorials provide you with the
opportunity to clarify any issues which may be concerning you and to get detailed
feedback on work you have produced.
Try to ensure that matters unconnected with your BA studies do not intrude into time
set aside for personal tutorials. On occasions you may have a valid reason for
seeking tutorial help quite some time after the end of a module, but in these
circumstances please be prepared to be flexible – other students following the same
module at this later stage may also be making calls on the tutor‟s time.
It is important to keep tutorial appointments. If you would like to see your tutor at
short notice, ring them or send an email to check their availability. It is unlikely that
staff will be available on a casual drop-in basis. If you miss your tutorial and turn up
hoping for some individual time later on you will probably be disappointed. This is not
because we do not want to see you, but because our time, like yours, is highly
Due to the demands staff have on their time, there are a variety of methods which will
enable you to contact us – by effective use of e-mail, staff pigeon holes, and answer-
phones, we intend to respond promptly and flexibly to your needs.
Assessment is a key part of your qualification. As you progress on the BA course,
you will be required to submit work for each module. While the module tutor will
advise you on precise arrangements, it is sensible to aim at handing in work sooner
rather than later. You are always expected to submit work in keeping with the
published deadlines. If you are unable to meet the scheduled date, you need to
discuss this with your tutor as soon as possible.
Study at degree level is demanding. To pass a module, you will be expected to
demonstrate, among other things, an understanding of subject-matter, familiarity with
the relevant literature and an ability to analyse issues rigorously, dispassionately and
with clarity. To this end you will, in the case of a number of modules, be required to
produce work in the form of an essay or report (consisting of 4,000 to 5,000 words or
BA Student handbook 2010/11 IF 12
its equivalent for a 20-credit module). Where the nature of a module requires a
different approach, other modes of assessment will be used. This might take the form
of a presentation of a seminar paper, or involvement in a practical investigative
exercise. Whatever the basis of assessment, you are entitled to a clear explanation
from your tutor as to precisely what is expected.
Module outcomes and the assessment strategy specific to each module will be
explained to you by module tutors and can be viewed in advance in the module
specifications on Blackboard. Tutors will also explain how to satisfy the module
outcomes and will provide additional guidance so that you fully understand the
assessment criteria. In broad terms, the module outcomes, define the scope of the
module and the level of performance needed to achieve a pass and beyond.
The criteria at Intermediate Level (Core Modules – First year) and at Honours Level
are located in the appendices. We strongly recommend you familiarise yourself with
these criteria as they are used to grade your work and they will ultimately determine
the classification of your degree. These have been derived from the National
Qualifications Framework for Undergraduate Study. Your tutors will use these criteria
to help determine the grade for your assessed work.
Preparation of Assignments
Where the summative assessment strategy for any module contains two or more
elements, students must complete both of the elements in order to gain credit for the
module. The minimum pass mark for each module is 40%.
Preparation of your assignment will nearly always necessitate face-to-face tutorial
guidance. Your tutor may organise this on a „drop-in‟ basis, or by appointment at a
specific time convenient to both of you.
For each module, you are required to prepare an assignment or project proposal form
which outlines your intentions. This will help you and your tutor to identify what you
have in mind, how you plan to approach your work and whether there are gaps in
your thinking which need to be addressed. We find that normally the more detailed
your project proposal form, the better your final mark. An example of a completed
proposal form for PPRD1 is included in the Virtual Guide.
We appreciate that you will want to ensure your work is likely to pass before it is
formally submitted for assessment. As part of the tutorial support process, tutors will
tell you what arrangements exist for the reading of draft submissions. Usually, tutors
will give a date for the submission of drafts and will provide formative feedback
before the final formal submission date. Please note that one draft of your work
will be formatively assessed.
It is for you to decide, following discussion with your tutor, when an outline has
progressed to the point where it becomes suitable for formal submission for final
assessment. Key dates with regard to submission of first year work and other
essential course deadlines are provided on page 32. Dates in centres may differ
BA Student handbook 2010/11 IF 13
slightly form those for the University. Tutors in the centres will provide full details of all
Presentation of Work
All work submitted for assessment must be accompanied by a properly completed
Assessment Cover Sheet (see list of essential documents), including the signed
Declaration. Please bear in mind, that if information required is omitted, there may be
a delay before credit is awarded.
The Declaration on the Assignment Cover Sheet makes it clear that you are allowed
to make use of material from other work submitted for assessment purposes. Indeed,
it is often sensible to do this since a coherent approach to the BA course as a whole
is thereby facilitated. You must be careful not to import material to the extent that the
process largely becomes one of re-cycling a previous assignment. You, not your
tutors, are responsible for ensuring that excessive overlap (beyond 10%) between
pieces of work is avoided. Issues relating to plagiarism are dealt with in section 6.9.
It has become a widely accepted convention in the academic world that the
presentation of essay-type work (which, in the context of a BA, includes project and
synoptic studies) should conform to a standard format:
All assignments submitted for assessment must be word processed.
Work should be presented in a soft cover file. Ring binders and bulky files
must not be used.
Plastic pockets should not be used.
Pages must be numbered.
White paper must be used.
Arial font in 12 point must be used.
Use double spacing with a left-hand margin of approximately 1 ½ inches.
You should always retain a copy of all work you hand in, including a hard copy.
You are strongly advised to save all work on to a memory stick as well as hard
discs in case your computer malfunctions.
If you want to hand in photographs, certificates or other precious items, it is a
good idea to retain the original and to hand in a photocopy.
Please avoid excessive use of graphics except where they directly support the
text. Remember that content is even more important than presentation.
Beautiful cover pages will not gain you additional marks but well thought out
Only use appendices that are directly related to your text and are properly
linked and cross-referenced within it.
When preparing your work you should:
1. Include the project or assignment proposal form.
2. Include the signed assessment cover sheet. This is important because it
confirms the authenticity and ownership of your work and attests that you have
BA Student handbook 2010/11 IF 14
not plagiarised. No work will be formally assessed until the module tutor is in
receipt of your signed declaration.
3. Include a specific title for your work (which is in addition to the module title)
4. Provide a list of contents with page numbers.
5. Write a succinct abstract that clearly details the main content, context and
lines of argument your assignment contains.
6. Ensure that the main body of your work contains critical analysis and do not
simply provide a description of the subject. At undergraduate level, higher
marks will be awarded for critical analysis, review and evaluation in your
7. Where ever possible, incorporate evidence of relevant reading. In order to
identify sources you may need to do a literature search.
8. Use correct academic conventions. (At intermediate level a Harvard
referenced list is required for all assignments. For honours level
modules, you must include a Harvard reference list for all your in-text
citations and quotations and a general bibliography of all the sources
you consulted when writing your assignment). If you are unsure about
Harvard referencing then more details can be found in the University‟s
guidance on referencing work. This is available on Blackboard and from
Library and Computing Services. Use the following link
http://www.hud.ac.uk/cls/docs/helpsheets/Referencing.pdf This guidance
will be reinforced by your tutors who will assess according to these
University of Huddersfield academic referencing conventions.
9. Ensure that you comply with the word count set for the assignment. This
figure does not include your bibliography and reference list but does include
your abstract and all quotations. You are required to provide a word count in
your final submission. Your total word count should be within 10% of the
recommended limit. Failure to comply with this will result in your final grade
10. Draft submissions may be in e-mail form to the relevant module tutor.
Your tutor will send a confirmatory email on receipt of the draft. For final
submissions, a hard, paper copy is required by the module tutor.
11. There is a checklist for how to present your work in appendix 5
You are entitled to expect that work will be assessed, and your tutor‟s written
comments returned to you, within a reasonable period. Unfortunately, because of the
pressure of commitments at certain times of the year, „a reasonable period‟ may
occasionally vary though normally no more than 3 weeks. Nevertheless, if your work
is submitted by the due date, tutors are responsible to the University and to you for
ensuring that any credit to which you are entitled is awarded at the relevant meetings
of the Course Assessment Board.
Tutors‟ written comments, including reference to strengths and weaknesses in your
work, must be clear and sufficiently detailed to enable you to relate them to specific
sections of your final submission. In this connection you will find it useful to refer to
the Intermediate and Honours Assessment Criteria. Detailed summative and
BA Student handbook 2010/11 IF 15
developmental feedback will be provided on the Module Assessment Form (see list of
essential documents) which is designed to separate out the scope of the work in
relation to the coverage of module outcomes, the level of the work and how you
might improve future performance. All module outcomes must be satisfactorily
covered. For two part module assessment strategies, both parts must be completed,
ensuring coverage of all outcomes. If you require further clarification, ask your tutor to
give this to you.
All modules are graded and count towards your degree classification if you elect to
complete the classified degree.
i) Pass: The award of a pass indicates that you have successfully achieved the
standards required to be awarded credit for the module, through meeting the
knowledge, understanding and ability outcomes. The percentage mark of 40% or
over denotes a pass.
ii) Tutor re-assessment: A tutor re-assessment may be applied when a formal
submission of work is not deemed to have obtained the required pass mark of at
least 40%. You are required to re-submit amended work to your tutor to enable
him/her to present your mark for the credit deadline date. The maximum mark
awarded for a successful tutor re-assessment is 40%.
iii) Refer: Your work is „referred‟ if you have not quite achieved the standards
required in every part of the assessment or have not met all the module outcomes,
but have passed in the remainder. The percentage grade of 0 - 39% denotes a refer.
You are required to repeat and pass that part of the assessment which did not meet
the required standard. Where an assignment has been referred, a date for
resubmission or re-examination is set by the Course Assessment Board.
Graded modules which are submitted for reassessment after referral, cannot
achieve more than 40%.
iv) Fail: Work is failed where it is below the standard required for the module
and you need to retake and be reassessed on the part of the module you failed to
achieve. A failure is also recorded when no work, or a valid claim of extenuating
circumstances (on an EC form), is submitted by the deadline. For failed submissions
students are required to pay the additional module fee to re-register for the module.
1. A module which is not passed may be deemed either a referral or a failure;
this is dependent on the mark given as indicated in (iii) and (iv) above.
However the final decision as to whether a module is referred or failed lies with the
Course Assessment Board.
BA Student handbook 2010/11 IF 16
2. When a module is passed following a referral, the grade recorded will be
40% (grade D) regardless of the quality of the final submission.
Where you wish to re-submit work which has been referred or failed, you are still
entitled to approach the tutor for clarification of his/her feedback on script and written
comments on the Module Assessment Form. However, this does not mean that you
are entitled to further tutorial guidance, although the tutor will endeavour to help you
as far as his/her commitments allow.
Exceptionally, and at its discretion, a Course Assessment Board may, at the time of
making the final award, allow a candidate‟s overall performance on a course leading
to the award of a Bachelor‟s degree with honours to compensate for failure or referral
in particular modules. Condonement under this clause can only be awarded when
the student has received 100 credits and is limited to 20 credit points within a
candidate‟s course and in exercising its discretion the Board must have regard for the
academic standard of the award.
Disagreement over grades awarded
If you are not satisfied with the way in which your work has been marked and graded
and you are not able to reach agreement with the module tutor responsible for the
marking, the procedures below are followed:
i) The Course Examinations Tutor will identify an internal moderator for the
ii) If agreement is not reached following internal moderation, the Course
Examinations Tutor will make arrangements for external moderation. If agreement is
not reached following external moderation, the Course Examinations Tutor will make
arrangements for the External Examiner to see the work. The final decision rests
with the External Examiner.
It is not possible to change a grade after the formal completion of a Course
At any point in this process, you may choose to seek advice and guidance from the
Centre Leader at your college, the Course Leader at the University, or the Students‟
What are the grading criteria?
All work will be graded and is assessed in relation to the National Qualifications‟
Framework. It is important to understand, however, that such schemes offer
guidance to assist fairness and consistency, but do not replace the need for
academic judgement and careful moderation. The assessment of students' work
may be a lengthy and complex process.
BA Student handbook 2010/11 IF 17
All scripts for a cohort are assessed by the module tutor(s). Any work that is awarded
a recommended 70+ or below 40% is automatically second marked by a centre tutor.
A sample of the cohort‟s work is then moderated (i.e. reviewed by other academics
from within the network of BA Consortium tutors). You may be advised of the
provisional grade for your work after this stage but you need to be aware that all
grades remain subject to confirmation by external examiners and by the Course
Assessment Board. Your work could be externally scrutinised by an External
Examiner from outside the University to ensure that our standards are consistent with
those in other institutions. At each stage in the process the following grading criteria
will be applied. Your familiarity with the grading criteria will help you to understand
how you can raise your standards of achievement.
Please refer to the Grading Criteria in Appendix 1 for Intermediate level and
Appendix 2 for Honours
Dates, deadlines and extenuating circumstances
For the University centre the Course Examinations Tutor will publish the dates on
which assignments are due to be submitted well in advance. In Consortium Centres,
BA Lead Tutors, in consultation with the Course Examinations Tutor, will publish a
schedule of key submission dates. These will be determined by the credit deadline,
moderation and Course Assessment Board dates at the University.
If you miss a deadline without formal written extenuating circumstances or
extension to deadline that module is graded as a „refer‟. The University
Regulations show that not submitting work on time is the equivalent of not
turning up to sit an examination.
Your planning and organisation need to allow for the unexpected. In extreme
circumstances that are out of your control, you may submit An extenuating
circumstances form EC1 (see list of essential documents) detailing your
circumstances and reasons for non-submission. It is YOUR responsibility to obtain
and complete these forms in advance of specified deadlines. The EC1 form can
be accessed through the My Details area within the student section of the University‟s
website. Use the following link http://www.hud.ac.uk/student.html All Extenuating
Circumstances forms must be received by the Course Administrator by the credit
deadline date of Wednesday June 15th 2011.
Double submission and plagiarism
There are two things which are vital to understand and avoid: double submission and
plagiarism. Double submission means using the same, or substantially the same,
piece of work for more than one module.
The University‟s interpretation of what constitutes plagiarism is detailed in the
Students‟ Handbook of Regulations (section 6). The University considers plagiarism
as a form of dishonesty which is a serious offence, you are strongly advised to
familiarise yourselves with regulations.
BA Student handbook 2010/11 IF 18
It is of vital importance that you make it clear when you are using your own words
and when you are quoting, „borrowing‟ or closely paraphrasing somebody else‟s
words. Failure to correctly acknowledge other people‟s work/ideas is plagiarism,
which is a serious academic misdemeanor and can result in exclusion from the
University. Plagiarism may be using words from another student, from a published
book, journal, magazine, newspaper, leaflet or report or from the Internet or a CD
ROM. You need to be aware that the University uses software to scrutinise
submitted work for plagiarism. Currently, the “Turnitin” software is applied to
the IRAW Part 2 and the Empirical Study modules.
For more detailed information and The University procedures for dealing with
plagiarism refer to The Students‟ Handbook of Regulations, Section 6.
When writing up work, make sure you use your own words. Take care when lending
your work to others, since the lender as well as the copier can be penalised. Be
careful when writing notes from a book, journal etc or when using material from the
Web. If you use any original text, make sure you apply Harvard conventions to your
citations and references. Further information can be found in the University guides
on avoiding plagiarism; these are available from the University library and are
available on Blackboard.
When writing someone else‟s ideas in your own words, ensure the material is
appropriately sourced. Do not be guilty of plagiarism by omission rather than intent.
You may also use the “Turnitin” software to help you self assess the accuracy of your
referencing. This is a valuable skill in its own right and would be advantageous to use
during your studies.
Degrees are classified as first class, upper second class, lower second class or third
class. All advanced level modules are included in the calculation. Degree
classification will be determined in accordance with the University's Regulations.
Classification will be based on marks awarded in all the modules. All intermediate
level modules (1st year modules on the BA) carry a weighting of 1. All honours level
modules (2 and 3 year modules on the BA) carry a weighting of 2. The lowest 20
credit mark is dropped from the calculation.
Where degree classifications are on the grade boundary (for example 59 or 69), the
Course Assessment Board is empowered to exercise academic judgement in
determining the final classification. In doing so it may take account of the profile of
marks which have contributed to the overall numerical average.
Students achieving a total of 300 credits qualify for an ordinary unclassified BA
BA Student handbook 2010/11 IF 19
In order to be awarded an honours degree you must complete the two 30 credit
modules: The Empirical Study and Reflective Study.
The mark bands for honours degree classifications are:
70% and above First class honours degree
60 - 69% Upper second class honours degree
50 - 59% Lower second class honours degree
40 - 49% Third class honours degree
Further details of the assessment regulations for this course can be found in the
University of Huddersfield's Assessment Regulations.
Attendance Requirements and Working Patterns
There are opportunities for negotiation on this course and each of the modules may
include whole group sessions, small group activities and individual work. All of this is
supported by blended learning and tutorials. The precise nature of the timetable for
the BA will be determined by a number of factors at your Centre. You will need to
discuss the timetable and your needs with your BA Centre Tutor. It is important to
attend when you are able to do so. There are several reasons for this:
Degree work is professionally and personally relevant and will present a
challenging learning experience which may offer exciting insights into learning
and personal and professional development.
Sessions will often be planned and negotiated around your learning
requirements and you will miss essential knowledge, information and
explanation if you are not able to attend. Work undertaken in one session
cannot normally be repeated at another time. This will inevitably impede your
understanding and development.
Interactions with others in groups is an essential part of the learning process
We all need to be engaged in a process of reviewing and evaluating our
perceptions and ideas through engagement with the ideas of others.
Many activities are based on group work and joint activity. Your absence will
affect someone else's opportunity to learn and impede communicative and
The University, the School of Education and Professional Development and
BA Centres in the Consortium, will all encourage you to attend regularly so
that you derive the greatest benefit from your learning opportunities whilst on
BA Student handbook 2010/11 IF 20
Unable to attend
If you are ill, please contact your module tutor or the Course Leader or a member of
the administrative staff who can pass on a message on your behalf. You may need to
produce supporting evidence if you have to claim extenuating circumstances for non-
submission of work.
If you are unable to attend, you will need to inform your Module Tutor. If you are not
able to attend for more than one week, you must keep your module tutor informed of
your circumstances. If your situation does not improve, you may need to consider
suspending your studies on a temporary basis. You will need to discuss this with your
For students in the first academic year of the course, a timetable of sessions will be
issued as part of the induction process. The content of these sessions form the
essential foundations of the degree and will enable you to further develop your skills
and abilities to function as independent, autonomous learners as you progress
through the programme. It is therefore essential that you make every effort to attend
all the sessions.
For students progressing into the second year a provisional timetable will be explored
towards the end of the first year. Tutors will assist you in making informed option
module choices for honours level. This is important as you will need to formally
register your module choices at the end of the previous academic year.
A final timetable for the year will be provided during Induction week. Detailed
information will be provided for each term about the time and location of sessions.
Once you begin a module there will be further information available, for example,
some time may be set aside for tutorials. There will be other opportunities to work
either independently or in small groups using I.T. or library facilities at your Centre or
If you decide to progress to year 3 of the degree, a structured programme will be
published to enable you to work towards the satisfactory conclusion of the Empirical
Study and the Reflective Study.
Students on the 2 year (Hons) programme
For students embarking on the 2 year route, a detailed timetable with specified
assessment submission deadlines will be provided at the induction to the
BA Student handbook 2010/11 IF 21
University guidelines suggest that a 20 credit module may require up to 40 hours
„taught‟ time, (which includes taught input, formal and informal tutorials, assessment
and feedback) though this will vary depending upon your circumstances and the
timetable at your particular Centre.
The University regulations state that 20 credit points equate to approximately 95
hours of self study time. The work related nature of a number of modules on the BA
may enable you to complete a significant amount of this time while fulfilling your
professional role and responsibilities.
The issue of Accreditation for Prior Learning (APL) on-course.
The BA(Hons) Education and Training is designed to allow recognition of prior
learning but does not make it an automatic entitlement. All modules are expressed in
terms of learning outcomes, which enables an APL applicant to identify exactly what
is necessary in order to claim credit. APL applicants may negotiate the evidence they
might produce to satisfy the module outcomes.
Work must to be at an appropriate level and standard. APL claims are negotiated
with, and assessed by, the tutor for the module for which a claim is being made in the
first instance and then with the Course Leader at the University.
Student Support, Guidance and Study Skills Support
In addition to all the facilities available at the Centre you are attending, you will also
have access to a range of facilities at the University which are updated constantly.
When you are accepted onto the BA Education & Training you become a student of
the School of Education and Professional Development at The University of
For students studying the BA at Centres other than the University, as part of your BA
induction your Centre Tutor will arrange for a photograph of you to be taken. This will
be used in the production of your personal ID card at the University. You may use
the details on your card to access all the on-line resources that are available,
including e-books and journals. For more detail please refer to the E-Learning section
of your Welcome Pack.
The School of Education and Professional Development has an Academic Skills
Tutor to support all students with aspects of academic writing and presentation skills.
Contact may be arranged via your BA Lead Tutor. In network centres, study skills
support may be available locally. Your centre BA Lead Tutor will be able to advise on
BA Student handbook 2010/11 IF 22
Registration and Administration
In all network centres, registration is undertaken locally. A student identity card will
be issued which will provide access to services, resources and facilities at the
University Campus, Queensgate. For students studying at the University, registration
processes are dealt with by Registry. This is based at the Queensgate site of the
University. Upon registration, students will be asked to complete forms concerning
payment of fees. Library cards are issued upon registration and e-mail addresses will
be made available.
Blackboard – What is it and how to use it.
Blackboard is the University‟s virtual learning environment with elements that may be
used to enable you to keep in contact with your tutor and peers, and them with you.
The content areas provide you with a reliable and useful support and resource tool.
Blackboard has been particularly successful where members of staff and students
have used it effectively. Blackboard is an established initiative that is being developed
further for your benefit. It is the intention to progressively develop the BA Blackboard
site over the coming year; your Tutors will keep you posted of these developments.
We would welcome your suggestions and contributions as to how to more effectively
further develop Blackboard for the benefit of BA students across the Network. In the
first instance, please contact your centre BA Lead Tutor or David Powell at the
University. His contact details are 01484 478124 or email@example.com
Features of Blackboard Include:
Facility to upload assignments to the University‟s Plagiarism Detection Software
Content Areas to view Lecture Material
Links to Relevant web sites
Group Pages for group work including file exchange.
Calendar, Announcements and Tasks
To Access Blackboard…
The web address is http://virtual.hud.ac.uk
You are redirected to the screen below.
The Screen over the page shows the log in screen that you will use to access
BA Student handbook 2010/11 IF 23
Your username for Blackboard is the letter „U‟ followed by the first 7 digits of your
student card. E.g. U0355276
Your password for Blackboard is your date of birth in the form of 2 digits 3 letters and
2 digits. E.g. 27aug82
The University Library and Computing Centre
Whether you are studying at The University, or at one of the Centres in the
Consortium, you are entitled to use the extensive library facilities at the central site at
Queensgate. To help you achieve your degree you will have access to:
An extensive book stock available for loan and reference.
A stock of specialist journals.
BA Student handbook 2010/11 IF 24
A fully computerised catalogue to help search efficiently for resources,
discover at a glance what is on the shelves and make reservations
The 'Summon‟ system - which enables you to access journals and CD ROMs
and e-books on-line.
Extensive audio-visual stocks and specialist collections.
Highly qualified experienced librarians specialising in particular subject areas.
Andrew Walsh, the Academic Librarian for the School of Education and
Professional Development at the University
Specialist librarians liaise with academic staff and scrutinise publishers' catalogues
and reviews as part of a continuous process of keeping library materials up-to-date.
You can access the library catalogue on-line, from home or using the University's
In addition, the University library contains a significant resource bank of materials,
journals, higher education publications and text books etc. relating specifically to the
modules with the BA Education and Training. The Queensgate library also contains
text books covering subject areas relevant to personnel, training, management
development etc. which are located across different Dewey classifications.
Purchase of books
The library has an extensive and ever-growing collection of books, many of which
have been purchased with your needs in mind. In addition, teaching staff provide
many handouts to support students' learning. However, the library cannot provide
every single student with a copy of key texts simultaneously and teaching staff are
constrained by copyright legislation. There are many books which you will use again
and again - you should buy some of these for yourself. Module tutors will be able to
guide you in this respect. It is worth checking to see whether you can pick up books
second hand or consider sharing the purchase of texts with other students.
There are extensive multimedia facilities at the University which you will be able to
use both in scheduled time and in your own private study time. In particular, the
School of Education and Professional Development‟s strength in vocational and
technological education has resulted in a high level of investment in information
communications technology facilities and support.
Will receive a login code which provides access to the University's computing
facilities on a drop-in basis
Can work on up to date PCs – some ICT facilities have 24 hr access at certain
times of the academic year
BA Student handbook 2010/11 IF 25
Have access to an extensive range of software supporting anything from word-
processing and spreadsheets through to graphic design, desktop publishing
and statistical applications.
Have access to high specification, multi-media PCs available for use as
Can consult specialist technicians who staff a Help Desk if you need advice.
Have access to the Internet and Blackboard.
The IT technicians are responsible for servicing machines, ordering new machines
and software, advising staff and students on appropriate hardware and software,
supporting staff and students in their work, upgrading facilities, installing software and
new computers. You can always go to the Computing Services desk in the Library
and Computing Centre to seek help and guidance regarding University related IT
systems, telephone 01484 473730, or seek help from the School‟s own technical
The Library and Computing Centre, located on the Queensgate Campus, provides
facilities for training in closed circuit television work, video work, has a music suite,
offers desk-top publishing facilities, a wide range of audio-visual materials and has
facilities for the production of high quality learning resources. It is staffed by a full-
time technician. You may have access to video facilities (including the loan of
equipment and editing facilities) and may have access to the music suite facilities by
arrangement. For further information contact the Schools technicians on 01484
Study skills guidance
The core modules will assist you to develop study skills appropriate to higher
education. In addition, each module tutor will encourage you to work in ways which
will help you to deal with your workload effectively and both support and challenge
you during the course of your development. There is also the School of Education
and Professional Development Study Skills web site at:
You will find guidance here on other aspects of higher education study.
Student Guidance, Counselling and Support Systems
Support, guidance and counselling are provided primarily in your centre but also on
the Queensgate campus of the University of Huddersfield. Your BA Lead Tutor will be
happy to provide you with further details of how to access the service
The University has the following services which are available to students:
BA Student handbook 2010/11 IF 26
Student Support Officers (Immigration and Welfare)
The University has student support officers who are available to offer support and
advice to any student. (Contact is via the Student Services at the Queensgate site
tel. 01484 472339).
The Students‟ Union is based in a new building at the centre of the Queensgate
campus. University staff, working with the Students‟ Union, is able to provide support
i) Welfare counselling - e.g. housing and tenants‟ rights, child care, benefits
advice, debt counselling
ii) Academic matters - e.g. women‟s officer, co-ordination of student
iii) Access to legal aid and insurance advice.
The University Counselling Service is operated by professionally qualified counsellors
with experience in personal, marital, family and bereavement counselling. It is
situated on the Queensgate campus and is open daily for all members of the
University. The counselling service can undertake crisis counselling on an emergency
basis and deal with longer term counselling needs through a planned appointments
system. The Counselling Service can be contacted on 01484 472227.
Careers Guidance Service
The Careers Guidance Service is open to all students on the BA course. It provides
an information and resource service as well as individual careers counselling and
Disability Support Service
The Disability Support Service, based in The Student Centre on the Queensgate
Campus, ensures that all disabled students, including those with Specific Learning
Difficulties (such as dyslexia) are able to access the support they require to
successfully access all teaching and learning at the Unversity. Students are
supported by the service in the application for a Disabled Student Allowance, which
involves an individual assessment of need to identify where and how support is
required during your studies. This service is available for all University students at
Consortium Centres. A „drop in‟ is available 12 – 1 each day during term time at the
Religious Organisations / Chaplaincy
BA Student handbook 2010/11 IF 27
There is a range of religious societies within the University offering students the
opportunity to meet with and gain support from others by sharing their faith. The
Chaplaincy Centre is located at Queensgate and is open every day during term time,
staffed by an ecumenical team. The Chaplaincy Centre can offer pastoral care and
counselling in an informal setting to any student. Counselling is not restricted to
religious matters. Confidentiality is maintained within legal constraints. A prayer
room is situated in the Albany Mills building (Firth Street) on the Queensgate campus.
Programme Management and Communications Systems
Course Team at the University
The Course Team comprises a body of staff all of whom have extensive experience
of providing advice, support and guidance for individuals from a wide range of
backgrounds and age groups. The Team comprises the Course Leader,
Examinations Tutor and Module Tutors.
Course Management in each centre
The Course Team has responsibility for the day to day management. Within
Consortium centres and at the University, a Lead Tutor, together with Module Tutors,
share the responsibility for the day to day management, delivery and organisation of
The Course Committee is responsible for the effective operation, evaluation and
revision of the course. The Course Committee reports to School Board BA Centre
Tutors working on the course are members of the Course Committee and, as such,
are able to influence the development of the BA as representatives from across the
Network. The Course Committee normally meets twice per a year in November and
The Student Panel is open to all students and all staff involved in the delivery and
management of the course at each centre. It is responsible for the identification and
exploration of issues that are of particular concern to students and provides an
opportunity for staff to canvas student opinion more formally. It is a forum for sharing
views and experiences and influencing developments on the course.
Dates of meetings are published in advance and take place twice per year. Please
make every effort to attend so that your views are heard in person. It is important to
recognise that the Student Panel is a key part of the consultative and decision-
making process. Participation in the process will help ensure your needs and
concerns are dealt with appropriately. Notes of these meetings are kept within a
Rolling Log, which is available for you to ciew in Blackboard, the Universty‟s VLE.
BA Student handbook 2010/11 IF 28
Membership of the Student Panel is as follows:
Course admissions tutor
Course Leader, Admissions Tutor, Examinations Tutor
Ian Findlay is the Course Leader and is responsible for the day-to day management
of the course, including for example: timetabling and various aspects of
administration. If you have a query or concern, you are welcome to contact the
Course Leader. He is also the Admissions Tutor and deals with all academic
matters relating to enrolment. He provides the link between the course and the
Admissions and Records Office, which makes the final decision on the applicant's
eligibility for entry to the University.
David Powell is the Examinations Tutor and he is required to ensure that
assessment procedures are carried out correctly and to liaise with module tutors
concerning assessment procedures. He also co-ordinates the moderation
arrangements and establish and maintain procedures for referrals, failures and
The BA(Hons) Education and Training like other courses in the School of Education
and Professional Development is reviewed annually. This will include student
evaluations you are required to complete at the end of each academic year. We do
take your comments seriously so please be honest, constructive and specific to help
us to improve the quality of your experience.
Should an occasion ever arise where you believe you have genuine cause for
complaint, do try to resolve the matter in the first instance directly with the tutor
concerned. In most cases issues can be dealt with effectively so that goodwill
between tutor and student is maintained. Should you remain dissatisfied, you are
encouraged to approach the Centre Lead Tutor and, if necessary, the Course Leader
(Ian Findlay) at the University. If you still remain unsatisfied, you are entitled to
approach the Head of the Post Compulsory Education Department at the University
(Martyn Walker). It is our sincere intention that all participants on the BA course are
always treated inclusively and fairly.
We hope that you find this outline of your entitlements and responsibilities helpful.
Our intention is that your BA studies are worthwhile both professionally and
personally, enjoyable and fulfilling. We wish you every success with your studies
whilst on the BA Education and Training.
BA Student handbook 2010/11 IF 29
University main switchboard 01484 422288
Counselling service 01484 472227
Student Union 01484 538156
For other student services, including welfare support, access funds, accommodation,
careers, bookshop etc, it is usually best to use the main switchboard number in the
Staff Contact List
Ian Findlay Room CEG/08 01484 478286
Course Leader firstname.lastname@example.org
David Powell Room CEG/08 01484 478124
Examinations Tutor email@example.com
Sarah Leah Course Administrator 01484 478141 (direct line)
Room CEG/18 firstname.lastname@example.org
Diane Sharples Course Assistant 01484 478274
Room CEG/18 email@example.com
Centres and BA Lead Tutors
Accrington & Rossendale Julie Garrigan 01254 354373
Bishop Burton Vickie Prince 01964 553141
Boston College Stephen Duffy 01205 365701 ext 3508
Craven College Rebecca Clare 01756 708058
East Riding College John Aston 01262 458824
Grimsby College Rachel Bickley 01472 311222
Hull College Andrew Wilson 01482 329943
Joseph Priestley Merv Lebor 0113 3076000
College, Leeds ask for Beeston Centre
City of Leeds, Gaynor Mount 0113 2846252
BA Student handbook 2010/11 IF 30
MANCAT John Longshaw 0161 9186816
North Lindsey College Rosemary Hoyle 01724 281111
RCAT Lucretia Packham 01709 362111
South Tyneside College George Abbott 0191 4273527
Tameside College Beryl Clark 0161 9086646
University Ian Findlay 01484 478286
University Centre Barnsley Wayne Bailey 01226 644247
University Centre Oldham Alison Iredale 0161 2135024
Wakefield College Sally Brown 01924 789139
York College Mike Saunders 01904 770200
Chris Letza 01904 770200
Change of personal details
You must inform Sarah Leah, the Course Administrator, of any change of
address and name during the course. This will ensure your personal details are
up to date.
Schedule for giving in Assignments
Remember it is important to manage your work load effectively so that each module
assignment is given enough time to ensure that you have produced work to the best
of your ability given the constraints of the activity. You are entitled, and encouraged,
to submit a draft for each assignment on which your tutor will provide developmental
feedback to enable you to enhance the quality of your work. First year draft and final
submission deadlines are published in the calendar for the course at the University
Centre and you are advised to ensure careful management of your workload to
enable you to meet these important dates. For years 2 and 3 you will be informed of
the assignment deadlines by the relevant module tutor.
Finally, remember that timescales between submission dates and examination
boards are very short. If you cannot meet a deadline then alert your personal tutor
who will advise on the procedure for completing an extenuating circumstances form.
If you do not submit work or submit a valid claim for extenuating circumstances by the
relevant dates, you will be failed by the Course Assessment Board.
The following table shows Key Events for the submission of students‟ work.
BA Student handbook 2010/11 IF 31
Key Dates 2010/11
All students are subject to the dates in the calendar below. Please note:
Individual assignment hand in and term dates will vary for students dependent
on where you are studying
Friday 12th November 2010 BA Course Committee
Friday 13th May 2011 BA Course Committee
Monday 6th June 2011 Final submission date for all outstanding
Wednesday 15th June 2011 Credit deadline for Course Assessment
Wednesday 6th July 2011 Course Assessment Board
Friday 15th July 2011 Credit deadline for re-sit Course
Wednesday 27th July 2011 Re-sit Course Assessment Board
BA Student handbook 2010/11 IF 32
Intermediate Level Criteria
80%+ Exceptional and critical understanding of the well established principles of
area of study, and of the way principles have developed. Shows high level of
ability to apply concepts and principles to a wide range of contexts (including
where appropriate own work-based experience) and exceptional knowledge of
main methods of enquiry in the discipline. Systematic use of a range of
established techniques to critically analyse relevant material. Highly effective
communication of results of analysis to specialist and non-specialist
audiences. Excellent standard of expression, grammar, syntax and
punctuation. Accurate proof reading. Accurate referencing and bibliography
(using the Harvard system).
70-79 Systematic critical understanding of the well established principles of the area
of study, and consistent ability to apply concepts and principles to a wide
range of contexts (including where appropriate own work-based experience).
Systematic knowledge of main methods of enquiry in the discipline.
Consistent use of a range of established techniques to critically analyse
Well structured work with superior expression. Substantial recorded use of
both original (where appropriate) and secondary sources. High standard of
presentation conforming to prescribed criteria. Good standard of expression,
grammar, syntax and punctuation. Accurate proof reading. Accurate proof
reading. Accurate referencing and bibliography (using the Harvard system).
60-69 Quite extensive critical understanding of the well established principles
of the area of study, with good selection and sound interpretation of relevant
material. Consistent use of a range of established techniques to critically
analyse relevant material. Good knowledge of main methods of enquiry in the
discipline. Consistent comparison of alternative viewpoints together with
commentary and evaluation. Effective communication of results of analysis to
specialist and non-specialist audiences. Generally accurate expression,
grammar, syntax and punctuation. Generally accurate proof reading.
Generally accurate referencing and bibliography (using the Harvard system).
50-59 Some comparison of alternative viewpoints, and some ability to apply
concepts and principles to a range of contexts. Clear definition or summary of
relevant terms and concepts. Well organized and clearly expressed. Sound
knowledge of main methods of enquiry in the discipline. Some use of sources
applied to the task. Good presentation conforming to prescribed criteria.
Largely relevant content supported by an organized justification of the
standpoint adopted. Accurate description of concepts, ideas and theories.
Sound knowledge and understanding. Few flaws in expression, grammar,
syntax and punctuation. Few errors in proof reading. Few errors in
referencing and bibliography (using the Harvard system).
BA Student handbook 2010/11 IF 33
40-49 Limited comparison of alternative viewpoints and limited of ability to apply
concepts and principles to other contexts. Some commentary with some
critical analysis. Limited knowledge of main methods of enquiry in the
discipline. Limited knowledge and understanding of the well established
principles of the area of study.
Limited critical analysis. Limited application of underlying concepts and
principles: repeats other views rather than comparing or analysing them.
Some flaws in expression, grammar, syntax or punctuation. Lack of care in
proof reading. Lack of care in referencing and bibliography (using the Harvard
30-39 Fails to meet the minimum criteria for Grade D.
Material presented not relevant to the task or not applied to the task. Some
flaws in expression, grammar, syntax or punctuation. Lack of care in proof
reading. Flaws and inconsistencies in referencing and bibliography or incorrect
use of the Harvard system.
0-29 Shows little understanding of basic concepts, assessment requirements,
nature of the subject. Communication may be impaired seriously by profound
inaccuracies in expression, grammar, syntax or punctuation. Profound lack of
care in proof reading. Referencing and bibliography seriously flawed,
inconsistent or omitted.
BA Student handbook 2010/11 IF 34
HONOURS LEVEL ASSIGNMENT ASSESSMENT & MARKING CRITERIA
Grade / A = Very Good (70+) B = Good (60-69) C = Average (50-59) D = Satisfactory (40-49)
Mark A demonstration of a very good : A demonstration of good : A demonstration average: A demonstration of satisfactory
Description Knowledge and Understanding Knowledge and Understanding Knowledge and Understanding Knowledge and Understanding
Knowledge and understanding of the key Knowledge and understanding of the key Knowledge and reasonable understanding knowledge and understanding of the key
aspects of the subject area; aspects of the subject area; of the key aspects of the subject area aspects of the subject area although generally
Ability to be innovative and originality; Attempts at being innovative; though it may not always be well it will not be well articulated;
Features of the autonomous learner, Originality in some aspects; articulated; attempt at generating ideas through the
including a high degree of use of current and Features of the autonomous learner, e.g. Attempts at generating ideas through the analysis of information and concepts
unspecified texts and research materials. further independent reading and research. analysis of information and concepts presented though this was limited;
Analysis and Critical Awareness Analysis and Critical Awareness presented; But restricted features of the autonomous
Identification and questioning of the issues Identification and questioning of the issues Features of the autonomous learner, e.g. learner, e.g. solely reliant on course materials
which are discussed with consistency which are discussed with some mainly reliant on course materials and and reading lists provided for background
throughout; consistency throughout; reading lists provided for background reading.
Use of analytical techniques and Use of analytical techniques and reading. Analysis and Critical Awareness
methodologies that are fully rationalised and methodologies that were mostly Analysis and Critical Awareness But incomplete identification of the issues
appropriate; rationalised and appropriate; Identification and questioning of the and questioning of these are limited
Synthesis of disparate or conflicting Synthesis of disparate or conflicting issues which are discussed though they Discussion lacks theoretical underpinning
elements of an argument elements of an argument. lack consistency; and consistency;
Reading and Research Reading and Research Critical analysis but the work is largely Attempt at analysis but the work is highly
Argument and discussion informed by Argument and discussion that is generally descriptive; descriptive;
current and a wide range of literature* and informed by current and varied literature Attempt at using relevant analytical But limited attempt at using relevant analytical
equivalent sources throughout. and equivalent sources*. (*approximately techniques and research methodologies; techniques and research methodologies;
(*approximately 15 books, journals and web 10-12 books, journals and web based Attempt to synthesise disparate or Attempt synthesis of disparate or conflicting
based references); references); conflicting elements of an argument. elements of an argument.
And extensive use of critical and evaluative Use of critical and evaluative discussion in Reading and Research But unsubstantiated statements are made.
discussion in ways which inform and solve ways which attempt to inform and solve Argument and discussion but there is Reading and Research
real world problems; real world problems; room for more extensive research of the But limited ability to identify relevant
Reflections on appropriate personal Reflections on personal experience to issues; arguments and discussion and there is a need
experience to support and enhance the support and enhance the work. Use of current literature and equivalent for more extensive research and development
work. Presentation of work sources this is limited*. (*approximately 8 of the issues;
Presentation of work: expression, books, journals and web based But narrow use of literature and equivalent
expression, grammar, references); sources. (*approximately 5 books, journals
grammar, syntax Use of critical and evaluative discussion; and web based references);
syntax punctuation, Reflection on personal experience to But limited use of critical and evaluative
punctuation, proof reading support the work. discussion;
proof reading referencing Presentation of work But limited degree of reflection on personal
referencing bibliography (using Harvard expression, experience.
bibliography (using Harvard system); system); grammar,
The production of a well balanced and though a few errors can be identified; syntax Presentation of work
structured argument throughout; The production of a balanced and punctuation, Demonstration of a limited standard of:
The production of highly professional support structured argument; proof reading expression,
materials and resources (where appropriate); The production of support materials and referencing grammar,
Sensitivity to the requirements of a particular resources (where appropriate) that are of a bibliography (using Harvard syntax
audience demonstrated fully. professional standard; system); punctuation,
Sensitivity to the requirements of a but some persistent mistakes can be identified; proof reading
particular audience. Use of argument is broken by digression and referencing
description producing an imbalance bibliography (using Harvard system);
affecting the overall structure; but many mistakes can be identified;
Production of support materials and But little use of argument and mainly
resources produced (where appropriate) but descriptive, producing an unbalanced and
they are to a limited professional standard; unstructured piece of work;
Though not always sensitive response to the Production of support materials and resources
requirements of a particular audience. produced (where appropriate) but they are to
a poor professional standard;
But insensitive response to the requirements
of a particular audience.
BA Student handbook 2010/11 IF 35
HONOURS LEVEL ASSIGNMENT ASSESSMENT & MARKING CRITERIA (Refer and Fail)
Grade / R = Refer (30-39) F = Fail (29 or less)
A demonstration of competence at many aspects of the above and below grades but Knowledge and Understanding
work requires further development in some areas identified by the assessor. For The work shows insufficient understanding of the central body of knowledge and an
example: inability to generate ideas through analysis of information and concepts.
There is a poor use of standard written English with numerous spelling and Analysis and Critical Awareness
grammatical errors though the argument and structure is well balanced; The work is highly descriptive with no critical exploration or analysis of the subject and
assertions are unsubstantiated.
There is some engagement with the literature but arguments are
unsubstantiated. Reading and Research
There is poor use of reading and other source material to inform judgement.
There is no reference to relevant experience;
There is poor use of the referencing system.
Presentation of work including quality of resources developed
There is poor use of standard written English with numerous spelling and grammatical
There is no demonstration of an awareness of the target audience.
BA Student handbook 2010/11 IF 36
Appendix 3: Example of a completed project proposal form with some tutor
The University of Huddersfield BA(Hons) Education and Training
ASSIGNMENT / PROJECT PROPOSAL FORM
Name: A Student
Telephone: (home) 01484 478124
E Mail address: firstname.lastname@example.org
Module Title: Personal and Professional Reflection and Development
Module Code: DIA 2220
Proposed Project Title
The BA(Hons) Steeplechase (PPRD1)
Relationship with previous/future assignments or projects
First assignment so no links with previous work. The action plan may be referred to in future
assignments and is a living document to review and monitor progress and successes
throughout the programme.
Coverage of learning outcomes
I intend to refer to my journey into teaching, and my reasons for personal development. I
shall look at the different methods of assessing my strengths and weaknesses and by
investigating possible pitfalls within my plan, I hope to be able to accurately evaluate the
potential success of the short term and long term goals I wish to achieve. . I could experience
difficulty in time management and family commitments, but with careful planning I hope to
overcome these problems.
K1 U1– I will decide on my own goals and conduct a skills audit. I will also discuss the
modules I would l like to do in year 2 and how these fit into my career plans. Finally, I will
consider the assessment criteria and how this relates to my goals
K2 U2 – I will carry out SWOT analysis and other self auditing tools and link to theory. I will
also discuss time management
K3 U3 – I will reflect upon my self audit
A1 – I will critically evaluate my development needs and produce an action plan
A2 – Where relevant I will refer to accredited experts within the field of Communities of
Practice (Wenger) & (Covey) and ensure an effective plan of expected outcomes
A3 – I will provide a detailed plan and show how this process will transform my learning,
linking the journey to written journals and publications and reflect on how and what the
journey means to me.
BA Student handbook 2010/11 IF 37
I will review, analyse and evaluate models and techniques in relation to personal
development and personal effectiveness as well as draw upon my own experiences in these
areas. I will also critically engage with „thought leaders‟ in these areas to ascertain any new
learning I can apply from their theories.
Key literature/sources in your area of study which you might use
I will be using references relevant to personal development, personal effectiveness and
principles of adult learning as appropriate. Stephen Covey‟s work on time and self
management is a particular area of interest and one I am very familiar with.
None identified. Keen to get my first piece of feedback so I know how much more I need to
Proposed draft submission date: 25th October 2008
Proposed completion date: 22nd November 2008
Signature of Student: A student Date:
This is a very detailed and impressive first project proposal. If you follow this through you
should comprehensively cover the learning outcomes and potentially achieve a high grade for
this assignment. If you need to discuss any aspect of this assignment, please do not
hesitate to get back to me.
Signature of Tutor/Supervisor:
BA Student handbook 2010/11 IF 38
The University of Huddersfield BA(Hons) Education and Training
ASSIGNMENT PROPOSAL PLAN
Completion of this form, together with the feedback on it you will receive from your
module tutor, forms an important part of your entitlement to formative feedback on
your work. Completion should help ensure coverage of all learning outcomes and a
successful outcome to the module. Before completing this form, you should study carefully
the relevant module specifications, including the learning outcomes. It will be to your benefit if
you complete all sections fully.
E Mail address:
Proposed title for your work (Each piece of work is required to have its own title which
provides a clear focus for your work. This should be distinct from the module title itself.)
Have you covered this topic before? If so, how are you going to approach this piece of
work differently? (Provide details of any link between this and any previous assignment
undertaken or any anticipated future research or work-related interests.)
Coverage of learning outcomes
(How do you intend to cover each of the learning outcomes for the module?)
Year 2 and 3 students only complete this box
BA Student handbook 2010/11 IF 39
Proposed methodology (as appropriate – where you undertake primary research to inform
your assignment. For example, what methods of data collection might you use? Are there
ethical implications? What sample size might you use?)
Which books, journals, publications or other sources of information might you use to
complete your work? (You might do some very initial, brief research and list relevant texts
form the library catalogue, module indicative reading lists or from a search of journals on
(Do you have any questions or issues at this stage on which you would appreciate either
feedback or an opportunity to discuss further with the module tutor?)
Proposed draft submission date:
Proposed completion date:
Signature of Student: Date:
Signature of Tutor/Supervisor: Date:
BA Student handbook 2010/11 IF 40
Checklist for presenting assignments
Please use this checklist to ensure you present your work appropriately for
Completed and Signed Assignment Cover Sheet
Signed Completed Project Proposal Form.
Final version of the assignment/project
References (Years 1, 2 and 3)
Bibliography (Years 2 and 3 only)
BA Student handbook 2010/11 IF 41
THE UNIVERSITY OF HUDDERSFIELD
SCHOOL OF EDUCATION AND PROFESSIONAL DEVELOPMENT
BA Honours (In-Service) Education and Training
School of Education and Professional Development
BA(Hons) Education and Training
ASSIGNMENT COVER SHEET
Module Code: Module Credit & Level: Module Title:
Module Assignment title:
Your Name: Your Centre:
BEFORE handing work in, please check that: STATEMENT ON PLAGIARISM AND CONFIDENTIALITY
You have filled in the details in the section above I confirm that I have read the section on plagiarism in the Course
Handbook and that the work submitted is my own. All quotations and
You have completed all the work specified in the extracts from other work I have used are properly acknowledged.
assessment tasks section of the module specification
For IRAW and Empirical Study assignments only: I have submitted
You have covered the learning outcomes for the my draft and final papers to Turnitin and included the receipts with the
Your work is well-presented and accurate I confirm that I have obtained appropriate permissions to use any student
work or organisational information and that no other individual is
Referencing has been used correctly and a complete identified in my work. When carrying out research I have obtained
reference list is included (For year 2 and 3 it is a informed consent from the organisation and the participants
reference and bibliography list)
For Organisational Project and Empirical Study students only: I have
You have included your original assignment proposal read and complied with the BERA guidelines.
plan with tutor comments
Signature of Student:
You have included your draft submission and the tutor
For Organisational Project and Empirical Study students only:
You have included a signed off Research ethics
application form for your research Your module work may be used by the University (in anonymised form)
You have included a signed off Ethics clearance form for the purposes of educational research, unless you indicate that you do
for your research not wish this to happen.
You have included a participant information sheet for
your research Please tick the box if you DO NOT AGREE to your work being used in
You have included an example of the participation
consent form you have used in your research
BA Student handbook 2010/11 IF 42
THE UNIVERSITY OF HUDDERSFIELD
School of Education and Professional Development
BA(Hons): MODULE ASSESSMENT FORM
Attach to student’s work
Student's Name: Module title:
Centre: Available credit:
Recommended mark to moderation:
Scope of the work in relation to the Module Outcomes:
Level of work in relation to the Intermediate/Honours criteria:
BA Student handbook 2010/11 IF 43
Comments by second markers (for recommended firsts, fail or referred work only):
Name……………………… Signature…………………………. Date……………….
Award of credit is recommended for this module (Delete if inapplicable)
Notes: 1. Additional comments to be attached to this form.
2. Grades are provisional only in the first instance and are subject to
amendment by moderation and confirmation by the Course Assessment Board.
BA Student handbook 2010/11 IF 44
THE UNIVERSITY OF HUDDERSFIELD BA(Hons) Education and Training
DHA0320 Presentation & Viva Assessment Form
Module Title: Improving Teaching and Learning Student's Name:
Module Code: DHA 0320
Project Title: Date of presentation:
Centre: Module Tutor: Date of viva:
Recommended combined average mark (in relation to honours level criteria). Total the marks for each
section and divide by 2 to give the overall final recommended mark for the module. Show the calculation
Section 1: + Section 2: = ÷2=
Overall combined average mark = %
Guidelines for presentations: minimum of 20 minutes with further time for group discussion and
development of issues facilitated by the student presenting. 30 minutes maximum.
Section 1 (Presentation)
Selection, organisation and presentation of material (including structure, aims, outcomes, research
sources used, communication skills and supporting materials).
Section 1 (Presentation)
Inter-relationship between concepts, policy and practice (including the extent to which research
findings are related to professional contexts at national, regional and local levels).
Section 2, (1000-word Supporting paper)
BA Student handbook 2010/11 IF 45
Evidence of critical analysis of the theories and how they improved teaching and learning in the
project (including a clear synthesis of the key issues emerging from the project work).
Guidelines for vivas: 20 minutes + 1. Focus on the learning and related outcomes of the project.
Section 2, (Viva)
Evidence of critical analysis and synthesis of key issues in the project (including a clear critical review
of the ways in which the relevant theories improved teaching and learning; evaluation of findings and their
dissemination; scope for further action research).
Summary scope of the work in relation to the Module Outcomes (including coverage of learning
outcomes, in-depth or creative coverage and/or areas where coverage could have been improved). (Note
to assessors: comment, but do not grade this section).
Signatures of both tutors assessing the viva
Print names: …………………………………………… …………………………………………..
Module Tutor signature : ……………………………………… Date: …………
Work submitted for moderation: Work submitted to External Examiner:
Yes / No Yes / No
BA Student handbook 2010/11 IF 46
Appendix 9: FORM N4
THE UNIVERSITY OF HUDDERSFIELD
SCHOOL OF EDUCATION AND PROFESSIONAL DEVELOPMENT
BA Honours (In-Service) Education and Training
Confirmation of student‟s intention to withdraw from
the BA Honours Pathway with a BA degree (300 credits)
To progress to study for the BA(Hons) Education and Training (360 credits)
Name of BA Centre:
Name of student (please print):
PLEASE TICK ONLY ONE OF THE BOXES BELOW TO INDICATE YOUR INTENTION:
□ I hereby confirm that I intend to withdraw from the BA Honours Course with a BA
degree (300 credits) at the end of the current academic year.
□ I hereby confirm that I intend to progress to the final year of the BA and to study
towards a classified, honours degree (360 credits) in the new academic year
Signature of student:
Signature of CENTRE LEADER:
To Centre Leader: Please return this form when completed to the
Course Examinations Tutor at the University.
For University use only
Received (initials): Passed to Course Administrator (date):
BA Student handbook 2010/11 IF 47
Appendix 10: Background to the Programme
The School of Education and Professional Development is involved in a wide range
of work with various regional, national and international organisations and
The University has a long tradition of being in the vanguard of developments in
Education and Training, working for over 50 years with colleges throughout the North
of England providing quality programmes in teacher education and training in post-
compulsory education. There are around 31 colleges within The Consortium
delivering The University validated Post-graduate Certificate in Education and the
Certificate in Education. In addition, there are 19 centres delivering the BA(Hons)
Education and Training within The Consortium.
Across The Consortium, and within The School of Education and Professional
Development, you will find a rich and varied community of colleagues and students.
This includes BA(Hons) Education and Training students who bring considerable
experience, abilities and a wealth of diversity to the community of students studying
on this Course.
You will be able to bring your knowledge and experiences to share with individuals
and groups to contribute to the rich learning environment that is so much a part of
working towards a BA(Hons) Education & Training.
Many of the modules on this Course have been purposely designed to give you the
opportunity to apply your experience and knowledge as well as providing learning,
insights and understanding as you work towards achieving the learning outcomes in
your progression along the Course.
The flexibility, relevance and practicality of this degree Course, with its concern to
ensure the application of theory to practice, has proved to be a valuable vehicle to
enable participants to develop their careers in education, training, management,
consultancy and related areas.
BA Student handbook 2010/11 IF 48
Appendix 11: Programme Aims and Programme Outcomes
Educational Aims of the Programme.
The main aims of the programme are to:
1. Draw on a wide range of intellectual resources, theoretical perspectives and academic
disciplines to illuminate understanding of education and training and the context within
which it takes place.
2. Provide students with a broad and balanced knowledge and understanding of the
principle features of education and training in professional contexts.
3. Encourage students to engage with fundamental questions concerning the aims and
values of education and training and their relationship to society.
4. Provide opportunities for students to appreciate the problematic nature of education and
training theory, policy and practice.
5. Encourage the development of education and training procedures and processes in a
wide variety of work-based settings and professional contexts.
6. Develop in students the ability to construct and sustain a reasoned argument about
education and training issues in a clear, lucid and coherent manner.
7. Promote a range of qualities in students including intellectual independence and critical
engagement with evidence.
Knowledge and Understanding
To ensure that you:
Appreciate the policy environment in which education and training operates and
Recognise the origins, management and development of the curriculum in education
Appreciate the nature and value of critical and reflective practice in education and
Have a knowledge and appreciation of the value of work-based practice in education
Evaluates the effects of different policies and processes on learning in education and
training and how they impact upon professional practice and organisational change.
Reviews the complex interactions between education and training, their contexts and
relationships with other disciplines and professions.
Evaluates the content, significance and contribution of Key Transferable Skills to their
own professional development.
Recognises how new ideas and initiatives are incorporated into policy, structures and
Integrate theory and practice
Synthesise information and critical analysis from a variety of sources
Exhibit critical abilities in the field of education and training appropriate to professional
needs and development
BA Student handbook 2010/11 IF 49
Critical reflection on professional practice
Synthesis of relevant concepts from cognate disciplines
Reflect on own value systems, development and practices in education, training and
Subject Practical Outcomes
Designing and applying an action plan to achieve identified personal and professional
Demonstrating and applying the ability to manage time, work loads and resources
Plan and execute work-based projects, demonstrating appropriate levels of negotiation
and collaboration with peers, mentors and managers
Demonstrate an appropriate range of leadership and management skills and qualities
Generation, collation and analysis of qualitative and quantitative research data
Following the course you should be able to:
Demonstrate a commitment to appropriate inclusive beliefs and values in all written work,
work-based activity and on-going activity on the course.
Evaluate and apply critical reflective practice to professional learning activities
Demonstrate skills and understanding in the use and application of C & IT
Demonstrate appropriate skills in researching, analysing and using information and
numerical data gathered from a variety of sources.
Evaluate their own continuous professional development by setting and monitoring
Communicate effectively using a variety of media
Work effectively with people in education, training and professional contexts.
BA Student handbook 2010/11 IF 50
The University of Huddersfield‟s Mission Statement
The University of Huddersfield will deliver an accessible and inspirational learning
experience, undertake pioneering research and professional practice, and fully
engage with employers and the community
The principle of equal opportunities is implicit in this mission statement and the University
explicitly embraces equal opportunities and opposes all forms of unlawful or unfair
discrimination on the grounds of colour, race, nationality, ethnic origin, sex, sexual
orientation, marital status, age or disability. This means that the University of Huddersfield
wishes to see that:
All potential or actual students receive equal and fair treatment in relation to admission,
assessment, teaching arrangements, careers advice, discipline, fees and accommodation
All potential and actual employees receive equal and fair treatment in relation to recruitment,
selection, promotion and training.
Within the BA(Hons) Education and Training Course, we are committed to equal
opportunities and to the creation and promotion of a learning environment in which everyone
has the opportunity to develop and excel. It is the responsibility of staff and students alike to
create and maintain this environment.
BA Student handbook 2010/11 IF 51
UNIVERSITY OF HUDDERSFIELD PARTNERSHIP STATEMENT
This statement sets out the University‟s commitments to
its students and its expectations from you in return.
We aim to provide you with full, accurate and timely information on our courses,
facilities and services, and our policies, regulations and procedures in areas such
as equal opportunities and diversity, assessment and examination arrangements,
complaints, health and safety, and the standard of behaviour we expect from you.
o help you to gather sufficient information to select your course
o reply to all queries patiently, politely and efficiently
o operate a fair and timely selection procedure for all applicants
o send you clear and unambiguous letters setting out the conditions for admission
o invite you, if you have a disability, to visit us to discuss any special facilities that you
o try to provide an effective and flexible learning experience for you
o deliver courses that are well designed, relevant and quality-assured
o provide appropriate course materials and learning resources
o carry out fair assessment that is quality-assured
o provide timely feedback on all coursework and inform you of your progress towards
o use external examiners to satisfy ourselves of the quality of our awards and the fairness
and rigour of our assessment
o offer you information on the range of student services intended to support your learning
experience, such as welfare, counselling, financial advice, careers advice, recreational
facilities, health care, and spiritual and pastoral support services
o seek and listen to your comments to improve the courses we deliver
o deal with complaints and appeals against results fairly and efficiently, in confidence and
o provide opportunities for you to participate or be represented in our decision-making
o We ask you to make yourself aware of relevant details of our courses, facilities and
services, and observe our policies, regulations and procedures in areas such as equal
opportunities and diversity, assessment and examination arrangements, complaints,
health and safety, and the standard of behaviour we expect from you.
We ask you to:
o satisfy yourself that your selected course meets your needs and aspirations, and, if not,
to seek advice from your tutors
o provide us with accurate information about yourself and, if you have a disability, any
special facilities you need to support your studies
o keep appointments for interviews and reply to letters promptly
o make the most of the learning opportunities offered to you by:
o studying diligently and organising yourself effectively
o attending classes punctually and regularly
o taking part in additional activities as required
BA Student handbook 2010/11 IF 52
o meeting commitments and deadlines
o contributing actively to tutorials, seminars, practical‟s and fieldwork, and always
producing your best work
o submitting assignments (which must be your own work) on time
o entering for and attending the relevant examinations
o informing tutors immediately if you are experiencing difficulties so that we can offer you
o acting on feedback given by tutors
Make the most of the opportunities that exist for you:
o to become involved in the University decision-making processes
o to take an interest in the affairs of the Students‟ Union
o to offer feedback on your learning experience
o to make use of the range of support services and staff available to you, should you
encounter problems or difficulties
o treat all your fellow students and members of staff with mutual respect
o be an ambassador for the University
BA Student handbook 2010/11 IF 53
COMMUNITY CODE OF CONDUCT
The University Community
The University of Huddersfield is a community brought together by a common focus on
education, where staff and students work together to advance teaching, learning and the
quest for knowledge. Within this framework the University maintains a commitment to
freedom of expression and the exploration of complex and sometimes sensitive issues
informed by the diverse nature and background of its members. To ensure an
and supportive environment in which to learn and work the University aims to foster an
atmosphere of respect and understanding which embraces the diversity of its members
and promotes respect for individual integrity.
Need for a Code of Conduct
To help maintain and develop good relations in the University community this Code of
Conduct draws together the principles which underpin appropriate community behaviour
and which can be applied on a daily basis by students and staff as they go about their
work and studies. Examples of appropriate and inappropriate behaviour are included. It
applies to all staff and students when on campus, on placement, study visits or in other
circumstances where the interests of the University are affected.
The following four principles form the foundations of acceptable conduct: respect and
courtesy; professionalism; self control; community. Set out below are explanations of the
principles together with examples of appropriate and inappropriate conduct in each
Some circumstances are covered by more than one principle.
RESPECT AND COURTESY
Exercise consideration for others: be polite and courteous, and act towards
and their property as you would want them to act towards you and your property.
Examples of appropriate conduct are:
Switching mobile phones off or to silent mode in quiet areas and appropriate use
of same in lectures, seminars and meetings.
Keeping conversation at a low level in corridors adjacent to lecture rooms.
Holding open a door for someone who has a lot of files or bags.
Taking turns to comment during a group discussion or meeting.
Examples of inappropriate conduct are:
Drinking, smoking and rowdiness in public areas of the campus.
BA Student handbook 2010/11 IF 54
Carving into or writing on desks in lecture rooms.
Sexual, racial or any other form of harassment or bullying.
Having private discussions with colleagues in meetings, lectures or tutorials
whilst someone else has the floor.
Be accountable for your actions, reliable in your dealing with others and apply
ethical standards to your work and behaviour having regard to the standards of
your (intended) profession.
Examples of appropriate conduct are:
Punctuality when attending lectures and meetings. If possible, apologise in advance
if you are late or cannot attend
Where there might be confusion, labelling rubbish to be thrown out to enable
cleaners and other support staff to do their job
When working in a team with other staff or students, doing what you say you will
do, when you say you will do it
Arriving properly prepared for classes or meetings
Examples of inappropriate conduct are:
Plagiarism and other forms of cheating in research, examinations and assessments
Engaging in any activity which might constitute a criminal offence
Posting of defamatory or otherwise inappropriate comments on social networking
sites or elsewhere
Follow established rules and procedures, use language appropriate to the
circumstance, and be assertive rather than aggressive when attempting to resolve
Examples of appropriate conduct are:
Complying with a reasonable request to remove your car from a place where it
should not be parked
Use of appropriate language in lectures and presentations (avoiding swearing
and potentially abusive terminology)
Examples of inappropriate conduct are:
Shouting at or threatening support staff who have wheel clamped your car
because it is parked contrary to the University's parking regulations
Consuming food and drink in areas where it is not permitted
Spitting in lifts and on mirrors and windows
BA Student handbook 2010/11 IF 55
Show commitment to the University, its mission and aims and, to that end,
adherence to its rules and regulations, contribution to its academic and social
life, and protection of its good name.
Examples of appropriate conduct are:
Using University property with care and respect
Respecting the rights of others to freedom of belief or speech
Being quiet when returning to accommodation late at night
Acting as an ambassador for the University when on placement or field trips
Examples of inappropriate conduct are:
Misuse, misappropriation, theft or damage to property
Conduct which constitutes a criminal offence
Behaviour which brings the University into disrepute
Disruption of, or improper interference with, the academic administrative,
sporting, social or other activities of the University
The above examples are not an exhaustive list but serve as guidance as to behaviour
which is acceptable and unacceptable. Those members of the University who display
unacceptable or inappropriate behaviour may be subject to disciplinary action under the
appropriate disciplinary code.
BA Student handbook 2010/11 IF 56
If you believe that further improvements can be made please attend the Student
Panel Meetings and voice your opinion, or write to Ian Findlay, Course Leader,
Room CEG/08, The School of Education and Professional Development, Canalside
East Building, Firth Street, Huddersfield. HD1 3DH.
BA Student handbook 2010/11 IF 57