Section 1:

SCHOOL OF EDUCATION





Course Guide For



FOUNDATION DEGREE in

SUPPORTING INCLUSIVE

PRACTICE



2008/2009

List of Contents Page No



Section 1 Your Guide

About this guide ................................................................................................................... 4



About the Course ................................................................................................................. 6



Course Structure of the Foundation Degree in Supporting Inclusive Practice ............. Error!

Bookmark not defined.Error! Bookmark not defined.



Module Descriptions ............................................................................................................ 8



Course Management ......................................................................................................... 16



Staff involved with the programme ..................................................................................... 16



Employability ...................................................................................................................... 17



Career Opportunities and Future Study ............................................................................. 18



Academic Regulations ....................................................................................................... 18



Evision ............................................................................................................................... 18



Generic Assessment

Scheme………………………………………………………………………………………………………19



Section 2 Your Support

Support for Students‟ Writing Skills .................................................................................... 20



Child Protection ................................................................................................................. 22



Non Compensatable Modules............................................................................................ 22



Guidelines for the Presentation of Written Work ................................................................ 23



Student Support ................................................................................................................. 24



Arrangements for Student-Staff Liaison ............................................................................. 24



Your Personal Tutor ........................................................................................................... 24



Section 3 Your Learning, Assessment and Comments

Accreditation of Prior Learning (APL) .............................................................................. 255



Learning, Teaching & Assessment: What Can You Expect? ............................................ 26



Assessment ....................................................................................................................... 26



How You Can Comment on Learning, Teaching And Assessment .................................... 27





2

Section 1: Your Course









3

Section 1: Course Specific Information



About this guide

This Course Guide will help you plan your Foundation Degree in Supporting Inclusive

Practice course. It tells you which modules you must study and pass, and lists the optional

ones which can contribute to your award. The Guide also offers you brief descriptions of each

module, including general information about assessment tasks, and an overview of how the

Course can be used for future career choices.



You should read this Course Guide in conjunction with the Undergraduate Student Handbook

and the University‟s Principles and Regulations. Together these documents should provide

you with all the basic information that we think you will need for your period of study here.



You are encouraged to read this Guide through now. It will be a considerable advantage to

you to be familiar from the outset with the various aspects of your studies that are described.

It may be that the relevance of some of the sections will not be immediately obvious. Keep it

somewhere accessible, so that you can refer to it as needed. The answers to many of the

questions that you will want to ask are contained in it.



Obviously even in a document like this we have not covered every query and problem that

you might have about the course. If you find that there is something you need to know,

please do not hesitate to approach Catherine Lamond, the Subject Leader. You can also

consult the University‟s Student Support and Guidance Services as appropriate. We are

pleased to hear your views and welcome suggestions for ways of improving the operation of

the Course.



Please enter the contact details

for your Personal Tutor for your

future reference:



Your local Academic School

Walsall Room WN301 Tel 01902 323005

Office is:





Your Student Registry Office is: Walsall Registry WA112 Tel 01902 323135





Please note that in order to develop and improve the Course, it may be necessary on

occasions to amend or revise the details given in this Course Guide.









4

Welcome



On behalf of the Course Management Team I should like to extend to you a very warm

welcome. We would like to take this opportunity to wish you every success in your studies at

the University of Wolverhampton, and trust that your time at the University of Wolverhampton

will prove to be enjoyable, stimulating and rewarding.



The Foundation Degree in Supporting Inclusive Practice is one of many courses run by the

School of Education which has itself established an excellent reputation for the quality of its

courses, for an innovative approach to teaching and learning, and for the friendliness of its

staff.



We believe it is important that you are encouraged to make your own contribution to the

effective operation and development of your chosen course. We are, therefore, keen to hear

your views and would welcome any suggestions that you may have about ways of improving

any aspect of your course and/or the student experience here at the University. In practice,

you will have the opportunity to do this through our student voice processes.



Remember that the outcome of your studies could affect the whole of your future career and

therefore study should certainly be your first priority. In resolving to work hard however, do

not forget to have time for recreation and social activities. Do take full advantage of the

University facilities at your disposal.









Catherine Lamond

Course Leader









5

About the Course

This Guide to the Foundation Degree in Supporting Inclusive Practice outlines the modules which

are available, teaching and learning styles and assessment tasks. If there is anything you need to

discuss further, please contact Catherine Lamond.



The programme aims to:



 Develop in students knowledge and understanding of issues, opportunities and

challenges facing society in relation to inclusion.

 Enable students to relate theory to their practice in educational settings.

 Provide an understanding of children and young people in an ecological context,

encompassing the family, school and community.



Through your course of study you will have the opportunity to:



 Develop academic, intellectual and practical skills.

 Evaluate arguments, theories and published sources, thereby demonstrating the

ability to devise and sustain arguments and make judgements.

 Enhance your employability as reflective practitioners.



These are achieved through the study of:



 A wide range of inclusive education theory and practice.

 Critical reflection upon workplace and personal practice.









6

Course Structure for the Foundation Degree in Supporting Inclusive Practice





UG Academic Regulations

Students on the Foundation Degree programme will study:

 120 credits in total per level

 Up to 90 credits per year at each level

 Up to 30 credits of APL may be awarded at each level









NB Students may take 2-3 years to complete the Foundation Degree, depending on how much (if any) APL they are awarded.









Semester One Semester Two

You must study and pass:

You must study and pass:

SN1020 Introduction to Supporting Inclusive

SN1020 Introduction to Supporting

Core Practice (30 credits)

Inclusive Practice (30 credits)

Level1 EY1004 Reflective Practice (30 Credits)

(You must

do this)

EY1004 Reflective Practice (30 credits)

XH1005 An integrated approach to

ED1162 Introduction to the Foundation

safeguarding children and young people (15

Degree (15 credits)

credits)







You must study and pass:

You must study and pass:

SN2018 Theory into Practice (15 credits)

SN2008 Inclusive Research: Ethics and

EY2006 Developing Critical Thinking (30

Level 2 Credits)

Core Practice (15 credits)

EY2006 Developing Critical Thinking (30

SN2017 Policy and Inclusion (15 credits)

credits)

You must study and pass 15 credits from

core option or elective modules:

ED2280 Contemporary Research

Methods and Approaches in Education

Core Option

(15 credits). This level 2 module must

be selected if you wish to progress to

level 3.



In year 2 or 3 you must also pass ED2280 (15 credits) if you wish to continue to Level 3. If you do not

wish to continue to Level 3 you should pass one of the following: SN2003, SN2019, SN2015 or SN2016









You must pass credits to ensure you have 120 credits at Level 1 & 2. You can choose from the following

Level 3 list: ED1113, SN1015, SN2003, SN2019, SN2015, SN2016









7

Module Descriptions

Level 1 Modules



SN1020 Introduction to Supporting Inclusive Practice

Semester

Credit value 30

Pre-requisites None

Co-requisites None

Prohibited None

combinations

Module Leader Jo Winwood

Telephone 01902 323003

Email j.winwood@wlv.ac.uk

Staff Room Number WG003



Module Description

The module aims to:



 Introduce a range of key issues related to the inclusion of disabled children and adults

in society.

 Increase the students‟ knowledge and understanding of inclusion by exploring issues

of legislation, access, employment, education, attitudes and disability rights, and the

development of ideologies from eugenics to inclusion.

 Consider the impact o the above issues on school policy, practice and provision for

staff and pupils.



The module will enable students to develop a range of key skills including writing skills in a

variety of formats, verbal and presentational skills and the use of ICT to support learning.



The second semester will teach basic information on a range of impairments and will develop

student understanding of the relationship between human diversity and social inclusion.



Assessment

Description Weighting or Pass/Fail

1 Written assignment 50%

2 Written assignment 50%





Site: Walsall/City of Wolverhampton College









8

Level 1 Modules



EY1004 Reflective Practice

Semester Year Long

Credit value 30

Pre-requisites None

Co-requisites None

Prohibited None

combinations

Module Leader David Thompson

Telephone 01902 322078

Email d.w.Thompson@wlv.ac.uk

Staff Room Number WG003



Module Description

This work-based module aims to provide an understanding of the link between the

development of professional skills and current research and theory. The focus will be on the

reflective assessment of knowledge and professionalism in working with children, young

people and their families, and the development of new skills by evaluating the outcomes of

learning in relation to academic study and workplace experiences. The student will also gain

knowledge of equality of opportunity issues and the importance of anti-discriminatory practice

within the work setting through the use of policies, resources and attitudes. Teaching and

learning throughout the module will reflect the diverse needs of students to ensure inclusive

practice through the use of a blended learning approach.



Assessment

Description Weighting or Pass/Fail

1 Online tasks 50%

2 Reflective account 50%



Site: Walsall/City of Wolverhampton College



ED1162 Introduction to the Foundation Degree

Semester 1

Credit value 15

Pre-requisites None

Co-requisites None

Prohibited None

combinations

Module Leader Mandy French

Telephone 01902 323147

Email a.french@wlv.ac.uk

Staff Room Number WG003



Module Description:

This module is an introduction to the study skills you will need throughout your Foundation

Degree in Supporting Inclusive Practice. It aims to introduce study skills in higher education

And examine ways of maximising students‟ learning opportunities. Aspects of learning theory

are studied and processes are critically examined. Students are encouraged to reflect upon

their learning and to develop strategies to further improve their ability to learn. This module

also aims to develop students‟ knowledge and skills in ICT and to develop students‟ written

and oral communication skills.

Assessment:

Description Weighting or Pass/Fail

Group Presentation and report Pass/Fail

Essay 100%

Site: Walsall/City of Wolverhampton College



9

Level 1 Modules



XH1005 An integrated approach to safeguarding children and young people

Semester 2

Credit value 15

Pre-requisites None

Co-requisites None

Prohibited None

combinations

Module Leader Maggie Crotty

Telephone 01902 322085

Email m.crotty@wlv.ac.uk

Staff Room Number WG007



Module Description

The module aims to provide students with an understanding about the diverse issues relating

to safeguarding children, child protection, and the rights of children. The importance of

effective collaboration between agencies in order to safeguard, protect and support children

will be a reoccurring theme throughout the module. Students will have the opportunity to

develop skills necessary for identifying vulnerable children and knowledge and understanding

of good practice to protect children within their own specific role and responsibilities.



Assessment

Description Weighting or Pass/Fail

1 Case study 50%

2 Open book exam 50%



Site: Walsall/City of Wolverhampton College

----------------------------------------------------------------------------------------------------------------------------



LEVEL 2



Level 2 Modules



SN2017 Policy and Inclusion

Semester 1

Credit value 15

Pre-requisites None

Co-requisites None

Prohibited None

combinations

Module Leader Catherine Lamond

Telephone 01902 322891

Email c.lamond@wlv.ac.uk

Staff Room Number WG003



Module Description

This module aims to give students an awareness of key policies in Integrated Children‟s

Services, examining the legislative context, e.g. Every Child Matters and the Children‟s Act,

2004. Policies will be related to current issues in education, health and social care, such as

inclusion and anti-discriminatory practice, and analysed in relation to practice in the students‟

workplace.



Assessment

Description Weighting or Pass/Fail

1 Written report 100%



10

Level 2 Modules_____________________________________________________



SN2018 Theory into Practice



Semester 1

Credit value 15

Pre-requisites None

Co-requisites None

Prohibited None

combinations

Module Leader Lesley Gwilliam

Telephone 01902 323095

Email lgwilliam@wlv.ac.uk

Staff Room Number WG003



Module Description

This module will introduce key theories of learning and psychological approaches to

Pedagogy. It will focus on an individualised inclusive approach to children and young people,

linking theory to practice.



Assessment

Description Weighting or Pass/Fail

1 Written report 100%



Site: Walsall / Telford



_________________________________________________________________________



SN2008 Inclusive Research: Ethics and Practice

Semester 1 and 2

Credit value 15

Pre-requisites None

Co-requisites None

Prohibited None

combinations

Module Leader Jo Winwood

Telephone 01902 323003

Email j.winwood@wlv.ac.uk

Staff Room Number WG003



Module Description

This module will develop critical awareness of the values and practices involved in research

impacting especially upon disabled or vulnerable people within the context of social inclusion.

It will discuss a range of ethical and operational issues related to inclusive research, such as

research collaboration, advocacy, and representation of vulnerable individuals and groups as

defined in BERA guidelines. Participants will be critiquing and evaluating published research

in the field, and applying best practice principles to participants‟ own project designs.



Assessment

Description Weighting or Pass/Fail

1 A research proposal (2000 words) 100%



Site: Walsall / Telford









11

Level 2 Modules



EY2006 Developing Critical Thinking

Semester Year Long

Credit value 30

Pre-requisites None

Co-requisites None

Prohibited None

combinations

Module Leader Stephanie Brewster

Telephone 01902 323026

Email s.brewster@wlv.ac.uk

Staff Room Number WG003



Module Description

This module aims to build on the reflective skills developed in EY1004. Students will have

the opportunity to relate their personal development to theory and practice in the workplace,

with a focus on collaborative working.



Assessment

Description Weighting or Pass/Fail

1 Development of teaching resource 70%

2 Written assignment 30%

Site: Walsall/Telford





ED2280 Contemporary Research Methods and Approaches in Educare

Semester 1 and 2

Credit value 15

Pre-requisites None

Co-requisites None

Prohibited None

combinations

Module Leader Dr Anne Hollinshead

Telephone 01902 323123

Email a.hollinshead@wlv.ac.uk

Staff Room Number WE118



Module Description

The principal aim of this module is to introduce the natures and purposes of educational

research. The assessment takes the form of a research proposal, which will support level 3

Project modules. The proposal will examine the research planning process and include

approaches to reading and responding to current research and critical debate.



Assessment

Research proposal 100% (2000 words)



Site: Walsall / Telford









12

Elective Modules



Level 1 Modules



SN1015 Understanding Physical Disability

Semester 1 and 2

Credit value 15

Pre-requisites SN1000 or SN1006

Co-requisites None

Prohibited None

combinations

Module Leader Tunde Rozsahegyi

Telephone 01902 323372

Email tunde@wlv.ac.uk

Staff Room Number RWM



Module Description:

This module will introduce a range of educational/social/medical issues related to physical

disability in childhood and adulthood and will discuss concepts relating to the

social/educational context of the life of physically disabled people. Issues of enabling,

access, workforce reform, multi-agency working, listening to the voices of the disabled people

will be explored.



Assessment:

Written Assignment 100% (2500 words)



Site: Walsall



ED1113 Key Debates in Education and Achievement

Semester 1 and 2

Credit value 15

Pre-requisites None

Co-requisites None

Prohibited ED1158

combinations

Module Leader Dr Andy Cramp

Telephone 01902 323233

Email andycramp@wlv.ac.uk

Staff Room Number WN332



Module Description

ED1113 is the 15-credit version of ED1158. Both are core but you are required to complete

only one. The module will cover the development of pre-school, compulsory and post-

compulsory education in Britain. It will explore a range of contemporary issues and

approaches informing Education Studies both nationally and internationally. Students will be

expected to critically analyse and reflect upon the issues covered by drawing on a diversity of

materials and sources. Three strands will be developed during the course of the module and

they are: social justice, curriculum and learning and teaching. Issues and practice around

diversity, equal opportunities and anti-discriminatory practice will be contextualised through

each strand as part of the underpinning knowledge central to the module.



Assessment

Written response to an article 100%



Site: Walsall



13

Level 2 Modules_______________________________________________________





SN2003 Mentoring

Semester 2

Credit value 15

Pre-requisites SN1000 or SN1006

Co-requisites None

Prohibited None

combinations

Module Leader Steve Prowse

Telephone 01902 323244

Email s.prowse2@wlv.ac.uk

Staff Room Number WG003



Module Description:

This module will consider the complexities of mentoring disabled children and young people.

The skills required to be a mentor will be discussed and analysed. It is envisaged that

students undertaking this module will have an interest in becoming a mentor for children or

adults.



Assessment:

Written Assignment 100% (2500 words)



Site: Walsall







SN2015 Behaviour, Exclusion and Social Justice

Semester 1 and 2

Credit value 15

Pre-requisites SN1000 or SN1006

Co-requisites None

Prohibited None

combinations

Module Leader Dr Neil Duncan

Telephone 01902 323078

Email n.duncan@wlv.ac.uk

Staff Room Number WE114



Module Description:

This module examines the institutional and social phenomenon of exclusion from mainstream

education on the grounds of unacceptable behaviour. The module asks who is excluded and

why, and considers the variation in patterns of exclusion across England. It explores the

tension between the inclusion and standards agendas in schooling, and provides learning

opportunities to compare the performances of different stakeholders, for example schools,

local authorities and the DfES.



Assessment:

Written Assignment 100% (600 words to include graphs and statistics)



Site: Walsall









14

Level 2 Module___________________________________________________





SN2016 Autistic Spectrum Disorders and Inclusion

Semester 1 and 2

Credit value 15

Pre-requisites SN1000 or SN1006

Co-requisites None

Prohibited None

combinations

Module Leader Lesley Gwilliam

Telephone 01902 323095

Email l.gwilliam@wlv.ac.uk

Staff Room Number WG003



Module Description:

This module will further the understanding of inclusion issues surrounding policy, practice

and ideology and ASD. It will enable students to have a greater understanding of the needs

of children and adults who have autistic spectrum disorders. The module considers this

specific impairment in relation to communication, families and working with both children and

adults.



Assessment:

Concept Map 20%

Poster presentation 80%



Site: Walsall





SN2019 Supporting Bilingual Learners

Semester 1 and 2

Credit value 15

Pre-requisites N/A

Co-requisites N/A

Prohibited None

combinations

Module Leader Catherine Lamond

Telephone 01902 322891

Email c.lamond@wlv.ac.uk

Staff Room Number WG003



Module Description:

This module aims to introduce a range of key issues relating to supporting bilingual

learners. This subject will be examined in the context of responding to diversity and

creating an inclusive environment for all learners. Supporting learners of English will

be linked to national policy, e.g. promoting community cohesion. Students will be

enabled to present their work using ICT.



Assessment:

Structured discussion 50%

Discussion paper (500 words) 50%



Site: Walsall





15

Course Management

Name Role Building Telephone Email

and number @wlv.ac.uk

room 01902 32-

number (add from

outside)

Alex Kendall Associate Dean WN320 3132 a.kendall@wlv.ac.uk

Karen Principal Lecturer WN332 3023 k.clarke@wlv.ac.uk

Clarke (Academic Issues)

Andrew Principal Lecturer WN332 3233 andycramp@wlv.ac.uk

Cramp (Student Issues)

Catherine FDSIP WG003 2891 c.lamond@wlv.ac.uk

Lamond Course Leader

Jo Winwood SNIS WG003 3003 j.winwood@wlv.ac.uk

Course Leader

Carol Education Studies WE121 3373 carol.tomlin@wlv.ac.uk

Tomlin Course Leader

Maggie Early Childhood WE002 3247 maggie.leese@wlv.ac.uk

Leese Studies Course

Leader



Staff involved with the programme

Catherine Subject Leader WG003 2891 c.lamond@wlv.ac.uk

Lamond Supporting

Inclusive Practice

Joanne Subject Leader WG003 3003 j.winwood@wlv.ac.uk

Winwood Special Needs

Maggie Senior Lecturer WG007 2085 m.crotty@wlv.ac.uk

Crotty

Stephanie Senior Lecturer WG003 3026 s.brewster@wlv.ac.uk

Brewster

David Senior Lecturer WG003 2078 d.w.thompson@wlv.ac.uk

Thompson

Lesley Senior Lecturer WG003 3095 lgwilliam@wlv.ac.uk

Gwilliam

Mandy Senior Lecturer WG003 3147 a.french@wlv.ac.uk

French

Lynn Student Support WG003 3379 lynnrichards@wlv.ac.uk

Richards Co-ordinator



In addition where appropriate, visiting lecturers will be used when required.



Note: Building and room numbers may change when academic staff move into the new school

building.









16

Employability

What is „Employability‟?

„Employability‟ is concerned with the development of skills aimed at enhancing your employment

prospects throughout your time here at the University of Wolverhampton. Developing specialist

subject and academic knowledge is important for employers but they also want to employ

individuals who are able to:



 communicate effectively

 work in a team and have good interpersonal skills

 solve problems

 work on their own using their own initiative and are able to adapt to changing situations

 be self-confident.



How Will You Develop Your Employment Skills?

At the School of Education we aim to provide you with the opportunity to develop these through the

modules you will be studying. The assessments you do for your modules are designed to help you

develop Subject specific skills through the research you undertake for the assignments. In

addition, they are also designed to help you develop other key skills such as your written

communication skills. Where you have formal presentations, this will build your self-confidence in

addition to helping you develop your skills of verbal communication. Working as part of a team will

develop vital group-work skills. Attending your classes regularly will further ensure that you have

the opportunity to develop other skills.



Throughout your time at the University, you will develop and be able to demonstrate a number of

skills, some of which are listed below:



 working as part of a group;

 demonstrating teamwork skills and leadership skills;

 effective communication;

 written (via reports etc.);

 oral (through formal presentations);

 problem-solving;

 IT skills (which include use of basic packages for word processing, spreadsheets, use of email

etc.);

 time management;

 attending classes on time;

 handing in your assignments by the deadline date.



Career progression



 Your course can lead to a career in a range of areas: as a Learning Mentor, a Pastoral

Care Manager, an Inclusion Manager for a Local Authority, or as an Inclusion Officer for a

charity .

 You can also progress to the third level of a BA Honours degree in Special Needs and

Inclusion Studies. You may be able to combine this with the Registered Teacher

Programme as a route to Qualified Teacher Status in Primary Education.

 There are also other possible routes to QTS after the completion of your BA Honours

degree: a PGCE or the Graduate Teacher Training Programme. It may be possible to gain

QTS in Secondary Education if you have appropriate qualifications at A-level. Further

Education teaching qualifications include the 14-19 age range, and you can progress to a

PGCE in Post-Compulsory Education which leads to QTLS in basic skills.









17

Career Opportunities and Future Study

When you complete your Foundation Degree in Supporting Inclusive Practice you can choose to

progress on to the BA (Hons) in Special Needs and Inclusion Studies. (NB you must complete

ED2280 Research Methods before progressing to level 3 modules).This degree opens up a range

of employment opportunities, including further progression on to a PGCE in Primary Education or

the Graduate Teacher Programme. It is important to keep up-to-date with other requirements for

achieving Qualified Teacher Status.



Academic Regulations

This course adheres to the University‟s academic regulations for students undertaking an

undergraduate degree, commencing after October 2002. A full version of these regulations can be

found on the University web site: www.wlv.ac.uk. These regulations govern your course and will be

binding on you. It is, therefore, important that you read and become familiar with them.



Summary of academic regulations



 You will need to complete120 credits at each level to graduate. Students can progress between

levels with 90 credits at the discretion of the award board.

 An honours degree requires a successful Level 3 Project (15 or 30 credit).

 Accreditation of Prior Learning (APL) can be awarded up to 50% of the total award but not at

level 3.

 You can be „compensated‟ for up to 30 credits awarded at E4 at levels 1 and 2 but not at Level

3. This means that if you are awarded any E4 grades for up to 30 credits, the award board will

covert these grades to the equivalent of D5 passes.

 Resits can take place within the range E4 – F1 but if you resit, the maximum grade you can

achieve is D5.

 Resits must take place at the next available opportunity within the year of module registration.

If you fail a resit, this will lead to a retake i.e. register for the module and do it again from the

start. This grade is not restricted to D5 but you will be charged the module fee. You cannot

retake a module that you have already achieved a pass grade for.

 Only L3 credits count toward your award classification.

 Leave of absence is possible for up to 2 years only and this is part of the 5 years that full time

students have to complete their degree. PT students have 8 years to complete.

 Full time programmes are defined as being registered for over 90 credits during an academic

year. Part time programmes are defined as 90 credits or under. Students can transfer but there

may be financial implications. The HE Shop can help (01902 321032).





Evision

Your joining instructions will contain details about „Evision‟. This is a crucial part of the

university‟s support for students. It is a University website that allows you to enrol, transfer,

register modules, change personal details and most importantly see the programme you

have registered for and the results you have gained so far. Checking your programme is

your responsibility so it is very important that you get used to using evision as soon as

possible.









18

Generic Assessment Scheme

This assessment scheme will be used to grade all your assignments



Level 1



A16 A15 A14

The student fully identifies appropriate ideas, concepts and principles. The work is coherent - there

is good linking of ideas & paragraphs. He/she sustains an argument & uses appropriate citation

from a range of perspectives to substantiate points made.



B13 B12 B11

Well-written, completely relevant, with evidence of a sound knowledge & a grasp of the ideas,

concepts and principles involved. Some comments are not justified but overall there is evidence of

an ability to apply material gleaned from independent reading from a number of perspectives.

Grammar and spelling sound.



C10 C9 C8

The student demonstrates an ability to identify most of the ideas concepts and principles within the

issues involved, & of having read around the subject. There is some evidence of application of

knowledge & ideas. A maximum of C10 if the work contains sweeping unjustified statements, or if

there is no evidence at all of substantiation of points by use of appropriate citation.



D7 D6 D5

The student demonstrates a limited ability to identify, appropriate ideas concepts and principles,

but does not utilise material to support his/her argument. There is evidence of reading but covering

a limited perspective. The student has correctly referenced his/her work and included an

appropriate reference list. The work is mostly relevant, but is descriptive.



E4

Poor English, poor structure, some irrelevant material, evidence of reading, most of the material

emanating from taught sessions only. Possibly lacking in a reference list.



F3 F2 F1

Outcomes not met or only addressed in parts.



F0

No submission.



Level 2



A16 A15 A14

The student shows a sound ability to inter-relate and evaluate concepts & ideas, to differentiate

between evidence and argument and to relate theory to practical examples critically. Makes points

clearly & precisely & always uses appropriate references to substantiate points, evidence of wide

reading. Coherent, some evidence of independent thought.



B13 B12 B11

The student shows some consistency in inter-relating & evaluating concepts & ideas & in

differentiating between assertion & argument. He/she relates theory to practical examples

appropriate evidence is mainly used to substantiate points. Content is wholly relevant, & links are

made between all paragraphs.



C10 C9 C8

An emerging ability to explain the relationship between elements in ideas, concepts and principles,

limited evidence of critical application. Points are not always clearly made, some lapses in

19

coherence. C8 if some analysis, but poor structure e.g. lacking coherence or grammar and spelling

unsound.



D7 D6 D5

The student identifies and evaluates, in a limited way, different elements in ideas, concepts and

principles but there is a tendency to be descriptive. There is some evidence of critical analysis and

use of relevant citation to substantiate points made from different perspectives albeit limited.

Maximum of D7 if the work contains sweeping unjustified statements.



E4

Limited evidence of appropriate reading, work is totally lacking in critical thought. Descriptive and

possibly lacking a reference list.



F3 F2 F1

Outcomes not met or only addressed in parts.



F0

No submission.





Support for Students‟ Writing Skills

Developing students‟ writing skills is a very important and valuable part of our programmes. We

aim to support the writing process in a variety of ways. Some examples are:



 formative assignment completion and feedback;

 tutorial support built into module programmes;

 taught sessions within the module designed to support assignment writing;

 one to one additional support in the Learning Centre.



These kinds of activities are designed to combine support with the opportunity for independent

development of your skills.



The practice of handing in full drafts before submission (to seek comment for example on technical

accuracy, relevance of content, structure or approximate grades) is not recognised by colleagues

as useful academic practice. Work on developing writing skills will have already been delivered

(within the kinds of support outlined above) before the full draft stage.



It is the students‟ responsibility at undergraduate level to attend relevant lectures, tutorials and

additional support to:



 develop the necessary writing skills;

 use the marking criteria in all module guides to support skills development and estimate

grades;

 use feedback from previous assignments to develop skills to improve grades.



Any students unclear about this process should consult their personal tutor.









20

Assignment Word Limits



Writing to a word limit is important common practice for many assignments in our programmes and

across the higher education sector.



Part of the academic challenge for students is to frame research, debate, reflection and evidence

within a given space to demonstrate the essential skills of selection, emphasis, priority and

synthesis. For this reason, assignments exceeding word limits by more than 10% will probably not

access higher grades. This guideline applies to any assignments (including level 3 Projects) that

specify a clear word limit.



Furthermore, assignments 10% below the word limit are unlikely to address all the assessment

outcomes and thus also unlikely to achieve higher grades.



Any students unclear about this issue should consult their personal tutor.







Extensions



1. Requests for extensions to assignment deadlines (limited to 7 days maximum) should be

signed by the module tutor who teaches the student, or module leader for a first signature

where the form refers to an „Academic Counsellor‟. Each module will require a separate form.



2. Students should then take the form to be signed by the award leader, one week before the

submission deadline. The award leader will keep the top copy (white) as a record of all

extension requests. The student will attach the pink copy to her/his assignment and keep the

blue copy for their records.



3. Colleagues will use their judgment when taking a decision over requests for extensions. The

student‟s written personal statement (see back of POG33) will form part of this judgment.



4. The module tutor, module leader and/or the award leader will request evidence. They may also

feel it necessary to provide support in the form of academic advice, advice about part-time

status, leave of absence and extenuating circumstances. If discussion leads to concerns about

future progression, then this will be mentioned to the award leader.



Extenuating Circumstances



1. Requests for Extenuating Circumstances must be submitted to registry a week before the

Extenuating Circumstances Board meets. Deadlines are available from registry



2. Students should consult their personal tutors for advice before submission, though this is not

essential.



3. The application form must be accompanied by written evidence. One useful form of evidence

could be a letter from a personal tutor supporting the claim where the tutor feels she/he can but

this is not normally the primary evidence.



4. In cases of illness, a doctor‟s note in addition to a letter from the Personal Tutor will reinforce

the claim. More advice about types of evidence can be found on the University web site under

„Regulations for Students‟



5. Dates that prove the relevant period was affected are essential. For example, evidence

outlining circumstances dated 1-2 days before the submission date may not constitute strong

evidence.

21

6. The University will not accept retrospective requests for extensions to be taken into

consideration.



7. Part time students registered for level 1 modules should bear in mind that it might be better to

meet the deadline and be awarded E4 - F1 than chance not being awarded extenuating

circumstances; at least then they have the opportunity to resit rather than retake.







Child Protection

A police check is a requirement for most students in the School of Education. You will be asked to

complete a Criminal Records Bureau (CRB) form and hand to an administrator in the School Office

(WA 210). Students will be required to cover the costs of this check. You are advised to apply for

this in year 1 so that you can quickly take up offers of visits or voluntary work and commence

placement modules early in level 2.



Non Compensatable Modules



The Research Methods module (ED2280) can only be compensated if the student changes to an

ordinary degree programme.



Remember that no level three modules can be compensated.









22

Study Skills Support



This is provided weekly in the Walsall Learning Centre. You are strongly advised to consult the

advisor with any queries/problems you are experiencing relating to the form and structure of your

assignments. To consult a study skills advisor ask for details in the Learning Centre and sign in for

a session.



Study Skills „tip sheets‟ are available in the Learning Centre and online via the University intranet –

ask for details at the Learning Centre.



Guidelines for the Presentation of Written Work

The assessment requirements for modules are detailed in module guides. Please follow these

guidelines when submitting a piece of written work for assessment:



 assignments should be presented on A4 paper and placed in a single plastic folder;

 please do not use individual plastic covers for each page;

 pages should be easily separated to allow for marking;

 you should use only one side of each page and number all pages;

 your work must be clear and legible and should be word processed/type-written (double

spaced and at least 12 point font unless otherwise stated);

 referencing should follow the Harvard System. Guidelines on using the Harvard System are

available on the University‟s Web site or from the Walsall Campus Learning Centre;

 appendices should only include items that are relevant and that you refer to within the main

body of your assignment.



Submission of assignments



Assignments should be submitted to the Walsall Campus Registry. Please ensure that the

following details are clearly marked on the front page/cover of your work, and are clearly visible:



 student number

 module code

 module title

 name of Tutor (who will be marking assignment)

 name of Module Leader.



Also:



 please complete the details on an assignment mark sheet (available from Registry) and place

inside the folder;

 you must obtain a receipt when submitting your work;

 you must keep a copy of all your work.









23

Student Support



If you encounter any issues (personal or academic) the following diagram directs you to the

appropriate department or staff member.



Academic & Programme

related queries:

Personal Tutor, then Andy

Cramp ~ Award Leader

Study Issues General Queries:

Study Skills School Admin Staff

Advisor LRC Room WN???

Or Tel: 01902 323005

Wlv.ac.uk/skills









Who to Contact Module Related

Student Gateway Queries:

Careers & Module Leader/Tutor

Employment Services

Ext 1414 Employability

& Placement Unit









Extensions/Mitigating

Personal Issues: Circumstances/Course

Personal Tutor or Special Needs Transfer

Student Gateway Personal Tutor

Ext 1020 Jenny French Ext 3155









Arrangements for Student-Staff Liaison

Subject staff-student consultation meetings takes place regularly. Names of students

representatives are available on the WOLF Student Support website and the subject notice boards.



Also we hope you will feel free to talk to staff members at any time regarding any problems you are

encountering. We are keen to support you, so tackle any problems before they become big issues.



Your Personal Tutor:

 During Welcome Week you will be allocated a personal tutor, who will be a member of

academic staff in the School that is responsible for the course on which you have been

enrolled.

 Your personal tutor will be responsible for advising you on all matters relating to the academic

aspects of your course and your progress on it.

 You will normally be allocated a personal tutor who teaches one of the subjects you study.

 You will normally stay with your personal tutor throughout your University career but you have

the right to request a change of personal tutor either as a result of a change in subject or

balance of subjects in your Programme of Study or for personal reasons.

 You will first meet with your personal tutor during Welcome Week. You will then meet your

personal tutor at regular, scheduled and recorded sessions each year.

 Personal tutors will advertise their availability to see students by appointment.

 Your personal tutor will also prepare your references.









24

Accreditation of Prior Learning (APL)

Accreditation of Prior Learning (APL) is a process of using previous qualifications and/or

experience to add credits to your programme. It recognises the diversity of experience students

bring to our programmes and helps them to make effective progress.



Prior learning (certified or experiential) is the focus of this process so applicants need to show

what learning has actually been achieved – this is the focus, not just the experience of the

activities.



APL is sometimes a complex process and always demands a flexible and reasonable approach

from both students and the University. The university‟s role as an organisation with award

responsibilities must ensure that standards are maintained and that credits are awarded equitably

across programmes. The quality of this process can only be maintained if a rigorous, transparent

and clear approach to evidence is in place. Therefore, before embarking on the process of APL,

students should consult the APL guidelines which you can find on the WOLF Student Support site

and are available from the school office.









25

Learning, Teaching & Assessment: What Can You Expect?

Learning & Teaching Resources

There is a wide range of resources available for your learning, including on-line materials for each

module (on WOLF), web-based information and, importantly, the online resources provided by the

Learning Centres. Module information will direct you to specific information sources, but there is

an expectation, particularly at Level 2, that you will research your own sources in order to enhance

your achievement of the learning outcomes for the programme.



Assessment



Types of assessment

The lecturer, as part of the introduction to the module, will outline the assessment tasks. A more

detailed briefing for each assignment will be available via the WOLF topic that supports the

module. There is a wide range of assessment (further details can be found in the Undergraduate

Student Guide), including:



 written assignments

 reports

 group presentations.





Marking of assessments



The marking and grading of your work, be it for example an assignment or an exam is a

comprehensive exercise involving first-marking by lecturer, moderation by the lecturer in the

module team and the submission of assessments to independent external examiners who monitor

and advise, thereby ensuring quality and standards.

The normal return period for feedback on your marked (summative) work is three weeks after the

date of submission. You will receive a grade achieved and comments on whether and how you

have achieved the learning outcomes.



The processing of grades is outlined in the Undergraduate Student Guide. Assessment grades

follow the „Grade Point Scale‟ format outlined in the Guide. Grades range from A16 (outstanding)

to F0 (fail, no resit permitted). For the majority of modules the average achievement level will be in

the C category which is „average-good‟; grades above this are „above average-very good to

outstanding‟, and grades below are from „satisfactory‟ down to „uncompensatable fail‟. Thus, an

„upper‟ C grade (e.g. C10) is comfortably a „good‟ grade within the A to F distribution.



What Should You Avoid? What Should You Seek to Achieve?

 Remember that you are writing for another reader or readers. Do not assume that the reader

will fill the gaps in your work.

 Use the introduction to establish what you are doing in your assignment.

 Use examples to support your analysis.

 Be objective and aim for reasoned argument. Phrases such as „in my opinion‟ or „in my view‟

are of little value because they are subjective. Do not use them. You should aim to support

your points with evidence and reasoned analysis.

 Always acknowledge the use of someone else‟s work, using the appropriate system of

referencing. Also, it is a very serious offence to use someone else‟s work, especially word-for-

word or paraphrased contents of other‟s work. This is called “plagiarism” and will be covered

throughout the programme to ensure that you are aware of how to avoid it.

 Always keep copies of the sources or keep a note of each source as you use it, so that you can

reference it in your bibliography at the end of your assignment.

 Plan your work in advance so as to meet the hand-in (submission) date. Writing up your

research is often more time-consuming than you expect.

26

 Get help from tutors and mentors if you are unsure.

 Above all, do not „suffer in silence‟; the Course Leader, Student Advisor and tutors will be able

to provide guidance so please use them.



Why are ethical considerations important when researching for assignments?

Research is an essential and vital part of teaching and learning. Much is literature-based, using

books, journals, periodicals and web-based material. However, some research may involve

interaction with organisations and people. You should ensure that you do NOT conduct research

that could be intrusive or sensitive or could cause psychological harm or suffering to others.



For all modules excepting the dissertation, formal approval is not normally required for research

that brings you into contact with organisations and people. However, where such contact does

occur, it is imperative that you are fully aware of and rigorously and consistently apply the Ethical

Guidelines as contained in the School of Education and BERA guidelines. Where individuals or

organisations have agreed to provide information to you, you may be required to produce evidence

that permission has been given for access or contact.



What Feedback Can You Expect?



What can you expect from your tutors whilst you are preparing your work?

 Normally tutors will advise you, as a group, on the assessment at or near the start of the

module.



What should you not expect from your tutors?

 It is not the role of a tutor to read drafts of your work and correct them with a view to your

obtaining a „good mark‟. An assignment should reflect your effort and input, and the role of the

tutor is to guide and advise. It is then your responsibility to assess this advice and guidance

and use it accordingly. Tutors provide this in good faith, but its use - or lack of it - by you is not

an automatic route to a good or a poor grade. Other factors, particularly those pertaining to

your skills and efforts, will play a vital role in your achievement.



After completion of the assignment

 The main feedback is through a copy (to you) of the assessment feedback sheet by email from

tutors/administrative support staff.

 In some modules, additional feedback may be available through distribution of an “outline

answer”, highlighting key points for guidance.



How You Can Comment on Learning, Teaching And Assessment

We greatly value your feedback; students‟ views are collectively influential in how we deliver

Learning and Teaching and are gathered through staff-student meetings and via questionnaires,

particularly the Module Evaluation Proformas (MEPs) that you are asked to complete towards the

end of a module. Such feedback is analysed for annual monitoring of modules, subjects and

courses.









27