Conductive Education Course Guide 0809

SCHOOL OF EDUCATION





Course Guide For



CONDUCTIVE EDUCATION



2008/2009









1

List of Contents Page No



Section 1 Your Course

About this guide …………………………………………………………………………4

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

Course Structure for the Conductive Education Degree …………………………7

Module Descriptions …………………………………………………………………….9

Course Management …………………………………………………………………...19

Staff Involved with the Programme ………………………………………………….19

Employability ……………………………………………………………………………20

Career Opportunities …………………………………………………………………..21

Academic Regulations ………………………………………………………………...22

Evision ……………………………………………………………………………………22

Generic Assessment Scheme ………………………………………………………..23

Non Compensatable Modules ………………………………………………………..25

Equal Opportunities ……………………………………………………………………25



Section 2 Your Support

Special Needs Statement ……………………………………………………………. 27

Special/Additional Needs Support …………………………………………………..27

Child Protection ………………………………………………………………………...27

Support for Students’ Writing Skills ………………………………………………...28

Where to get help with your course …………………………………………………30

Your Personal Tutor ……………………………………………………………………30

Study Skills Support at Walsall Campus …………………………………………...31



Section 3 Your Learning & Assessment

Assessment ……………………………………………………………………………..33

ICT Statement …………………………………………………………………………...39

Accreditation of Prior Learning (APL) ………………………………………………39



Section 4 Your Comments

How Can You Comment on Learning, Teaching and Assessment ……………41

Arrangements for Staff-Student Liaison …………………………………………41









2

Section 1: Your Course









3

About this guide



This Course Guide will help you plan your Conductive Education course. It tells you which

modules you must study and pass, and lists the optional ones which 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; the

University‟s Principles and Regulations; and, if you are studying a Joint award, the Course Guide

of the subject that forms the other part of your named award. 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 Dr Melanie Brown. 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:



Walsall, Room WN301 tel 01902 323005

Your local Academic School Office is:

NICE, Training Admin Office tel: 0121 4491569



Walsall Registry WA112 tel 01902 323135

Your Student Office is:

Nice, Training Admin Office tel: 0121 4491569





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

and we would like to take this opportunity to wish you every success in your studies at the

University of Wolverhampton and The National Institute of Conductive Education, and trust that

your time with us will prove to be enjoyable, stimulating and rewarding.



Conductive Education (CE) is one of the many courses run by the School of Education and is

unique in its nature. It is the only degree course in Conductive Education available in the United

Kingdom and as such a highly specialised course enabling students to study both theory and

practice on a weekly basis.



CE is a completely new way of providing for the care and welfare of children and adults with motor

disorders, and their families. As its name implies this is an educational approach to habilitation and

rehabilitation, a pedagogy, which teaches new ways of co-ordinating movements, new

independence, new hope and pride.



Conductors are specialist educators who provide CE services worldwide. They work with children

with conditions such as the cerebral palsies and adults with conditions such as Parkinson‟s, stroke

and multiple sclerosis. Their work is new, different and exciting because they approach motor

disorders and the problems that stem from them as problems of learning that are amenable to

skilled, empathetic and structured teaching.



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

development of the CE course. We are, therefore, keen to welcome any suggestions that you may

have about ways of improving any aspects of the course and/or student experience.



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 not only of the

University facilities at your disposal but also activities which form an integral part of life at The

National Institute of Conductive Education (NICE).



Welcome to both the degree course and the conductor profession.







Dr Melanie Brown

Senior Conductor

Course Leader









5

About the Course



Conductive Education can only be studied as a specialist subject and this Guide outlines the

modules which are available, teaching and learning styles and assessment tasks. If there is

anything you need to discuss further please contact any of the course team at NICE.



The degree programme aims to:



 Develop systematic and coherent knowledge, skills and understanding of key aspects of the

philosophy and practice of Conductive Education.

 Develop conceptual understanding to enable newly qualified conductors to solve problems of

providing CE in new and unfamiliar contexts, with reference to the most up-to-date approaches

in the field and to comment critically upon the most current research and scholarship in the

discipline.

 Develop a critical appreciation of the limits and constraints of existing knowledge in CE

 Develop professionals who take charge of their own learning and professional development.

 Develop professional conductors conferred with Qualified Conductor Status.

 Develop autonomous professionals who are able to work alongside all other professionals in

multi-disciplinary environments.



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



 Work directly with groups of children with cerebral palsies through the age range.

 Work directly with groups of adults with Parkinson‟s, stroke, multiple sclerosis and cerebral

palsy.

 Work in an apprentice-style group alongside experienced conductors.

 Visit a range of special educational establishments including other CE centres.

 Learn about motor disorders, their impact and effects on the individual and their family.

 Develop skills in oral presentation and leading of groups.

 Develop skills in academic writing.

 Develop good organisational and time management skills.



These are achieved through the study of:



 conductive pedagogy theory and practice modules;

 motor disorders; motor learning and symptomatology of neurological conditions;

 pedagogy and leading styles for conductive groups;

 multi-disciplinary working;

 research methodology.

Course Structure for the Conductive Education Specialist Degree



UG Academic Regulations

(This section does not apply to Higher Nationals, Foundation Degrees and RN/DipHE.)

Students studying Specialist Programmes will study:

 Between 60 & 90 credits of core/core option per level

 Students must be given a choice to include 30 credits of elective per level (except

where statutory or professional body requirements state otherwise)

 Students must study 120 credits in total per level









6

NB All modules are worth 15 credits unless stated otherwise in brackets.



Semester One Semester Two



You must study and pass:

CE1008 Conductive Pedagogy: Observation for Directing Active Learning

(30 credits)



You must study and You must study and

pass: pass:

Level 1 CE1005 CNS, Disorder and CE1006 Motor Learning and

Symptomatology Conductive Education

CE1010 Principles of Core CE1009 Conductive

Conductive Pedagogy Facilitation for Learning

ED1113 Key Debates in CE1011 Conductive Practice:

Education Studies Directing Active Learning









Semester One Semester Two

You must study and pass:

CE2009 Conductive Pedagogy: Analysis and Development of

Learning (30 credits)

CE2010 Pedagogy for Conduction (30 credits)



You must study and

You must study and

pass:

pass:

CE2013 Conductive Practice: Core

ED2280 Contemporary

Analysis and Development

Research methods in educare

Level 2



Core

Option

CE2012 The impact of motor

CE2011 The impact of motor

Choose disorders on learning in

disorders on learning in

a adulthood

childhood

minimum

of 1

module

from this

group



Elective

Any Elective Module - Semester 1 or Semester 2









7

Semester One Semester Two

You must study and pass:

CE3011 Conductive Pedagogy: Evaluation and Application

(30 credits)

ED3870 Project** (30credits)

You must study and pass:

CE3012 Multi-disciplinary

You must study and pass: approached to CE

Level 3 CE3010 Application of Conductive Core CE3013 Conductive Practice:

education Evaluation of Learning





Any Elective Module (Semester 1 ) Elective



** A project must be completed as part of an honours degree programme.









8

Module Descriptions



Level 1 Modules



CE1005 CNS, Disorder and Symptomatology

Semester 1

Credit value 15 credits

Pre-requisites None

Co-requisites None

Prohibited None

combinations

Module Leader Katalin Gonczy

Telephone 0121 449 1569

Email kati@nice.ac.uk

Staff Room Number NICE



Module Description

This module provides an overview of the anatomy and physiology of the central nervous system

and the effects of neurological conditions in childhood and adulthood on all aspects of

development and learning. The module will provide the underpinning knowledge required for the

application of conductive pedagogy across the age range and neurological conditions. During this

module students will have the opportunity to develop personal skills in organising their resources

and gathering information.



Assessment

Description Weighting or

Pass/Fail

1 Unseen Written Examination 50%

2 Case Study 50%





CE1006 Motor Learning and Conductive Education

Semester 2

Credit value 15 credits

Pre-requisites None

Co-requisites None

Prohibited None

combinations

Module Leader Katalin Gonzey

Telephone 0121 449 1569

Email kati@nice.ac.uk

Staff Room Number NICE



Module Description

This module is designed to introduce the development of human movement and motor learning

and relate this knowledge to teaching methods used within conductive pedagogy. The connections

between movement and other aspects of development will be discussed to ensure an

understanding of the role of movement in overall development. This module will enhance

understanding of conductive practice and complement CE1003



Assessment

Description Weighting or

Pass/Fail

1 Case Study 50%

2 Group Presentation 50%



9

Level 1 Modules



CE1008 Conductive Pedagogy: Observation for Directing Active Learning

Semester Year Long

Credit value 30 credits

Pre-requisites None

Co-requisites CE1011 Conductive Practice: Directing Active Learning

Prohibited None

combinations

Module Leader Liz Southall

Telephone 0121 449 1569

Email liz@nice.ac.uk

Staff Room Number NICE



Module Description

This module introduces students to the main features and practice of CE and works alongside

CE1011 practice based module in semester two. The student will gain a range of theoretical

knowledge which will enhance their ability to understand and begin to analyse how conductors

teach children and adults with motor disorders. Specific knowledge on how to plan, organise and

maximise learning within the groups will be taught and discussed. This module will act as a base

for both theoretical and practical learning.



Assessment

Description Weighting or

Pass/Fail

1 Written assignment 50%

2 Practical Competencies 30%

3 Viva 20%







CE1009 Conductive Facilitation for Learning

Semester 2

Credit value 15 credits

Pre-requisites None

Co-requisites CE1005 CNS Disorders and Symptomatology

Prohibited None

combinations

Module Leader Katalin Gonczy

Telephone 0121 449 1569

Email kati@nice.ac.uk

Staff Room Number NICE



Module Description

This module is designed to introduce the student to the main forms of conductive facilitation used

to ensure learning for children and adults with motor disorders. The focus of the module is on

practice based skills to enhance opportunities for leading an individual towards meeting their

potential. The student will learn how to demonstrate appropriate skills and understand the

theoretical basis for the use of different types of facilitation.



Assessment

Description Weighting or Pass/Fail

1 Written Assignment 40%

2 Practical Competencies 1 30%

3 Practical Competencies 2 30%



10

CE1010 Principles of Conductive Pedagogy

Semester 1

Credit value 15 credits

Pre-requisites None

Co-requisites None

Prohibited None

combinations

Module Leader Melanie Brown

Telephone 0121 449 1569

Email mel@conductive-education.org.uk

Staff Room Number NICE



Module Description

This module will provide students with an in-depth understanding of the features and principles of

conductive pedagogy. The module will be theoretically based and enable students to place CE in a

wider social, educational and health context. It will examine the theoretical background of CE

linking these with current thinking and theories. Specific relation to UK current legislation will offer

the students an opportunity to examine this pedagogy in the light of practice and explore the

potential for CE as a system of education and rehabilitation.



Assessment

Description Weighting or

Pass/Fail

1 Written Assignment 100%





CE1011 Conductive Practice: Directing Active Learning

Semester 2

Credit value 15 credits

Pre-requisites None

Co-requisites CE1008 Observation for Directing Active Learning

Prohibited None

combinations

Module Leader Liz Southall

Telephone 0121 449 1569

Email liz@nice.ac.uk

Staff Room Number NICE



Module Description

This module is practice based and links directly with CE1008. Students will actively engage in

observation, facilitation and leading of conductive groups under direct supervision by experienced

conductor practice tutors/mentors. By engaging actively in the work students will gain a range of

experiences and begin the process of reflecting on their own practice in light of theoretical

background studied. The module focuses on developing personal skills of organizing working in

teams and reflecting on ideas with peer group and experienced conductors. Students will be

expected to achieve a range of practical competencies which will enhance their work as a student

conductor.

Assessment

Description Weighting or

Pass/Fail

1 Practical Competencies 40%

2 Practical assessment 40%

3 Written tasks 20%





11

ED1113 Core Module Key Debates in Education Studies

Semester 1 and 2

Credit value 15

Pre-requisites None

Co-requisites None

Prohibited None

combinations

Module Leader Dr Andrew Cramp

Telephone 01902 323233

Email andycramp@wlv.ac.uk

Staff Room Number WE111



Module Description

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, which will inform every subject covered and each learning outcome,

they are: social justice, curriculum and teaching and learning. 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

Description Weighting or

Pass/Fail

1 Response to an article 100%









12

Level 2 Modules



CE2009 Conductive Pedagogy: Analysis and Development of Learning

Semester Year Long

Credit value 30

Pre-requisites CE1008 Conductive Pedagogy: Observation for Directing Active

Learning

Co-requisites CE2013: Conductive Practice: Analysis of Learning

Prohibited None

combinations

Module Leader Katalin Gonczy

Telephone 0121 449 1569

Email kati@nice.ac.uk

Staff Room Number NICE



Module Description

This module builds on CE1008 and aims to develop greater professional autonomy within the

conductive group. This module will introduce students to aspects of the theory of conductive

pedagogy which promote learning and development of children and adults with motor disorders.

The focus on national standards in education and legislation will enable students to place

conductive practice in line with other statutory requirements and further establish their work as a

professional. Students will be expected to apply this learning to their own practical work and

analyse the role within the conductive group.



Assessment

Description Weighting or Pass/Fail

1 Written assignment 40%

2 Practical Competencies 1 20%

3 Practical Competencies 2 20%

4 Viva 20%





CE2010 Pedagogy for Conduction

Semester Year Long

Credit value 30

Pre-requisites CE1008 Conductive Pedagogy: Observation for Directing Active

Learning

Co-requisites None

Prohibited None

combinations

Module Leader Andrew Sutton

Telephone 0121 449 1569

Email Andrew@conductive-education.org.uk

Staff Room Number NICE



Module Description

Students learn to monitor their own and each other‟s pedagogic skills and to reflect upon and

articulate these explicitly, with particular reference to the conductive group. They then examine

how psychology offers explanations for the conductive process at different levels, developmental,

social and neuropsychological. Personal skills of communication will be developed and assessed

through the oral presentation.

Assessment

Description Weighting or

Pass/Fail

1 Written Assignment 60%

2 Oral Presentation 40%



13

CE2011 The Impact of Motor Disorders on Learning in Childhood

Semester 1 and 2

Credit value 15

Pre-requisites None

Co-requisites None

Prohibited None

combinations

Module Leader Katalin Gonczy

Telephone 0121 449 1569

Email kati@nice.ac.uk

Staff Room Number NICE



Module Description

This module will provide an in-depth understanding of the nature and cause of the cerebral palsies.

The focus on the impact of medical symptoms on the child as a learner offers a unique insight into

the link between physical disability and child development. The importance of teaching and

learning and the identification of skills requiring specialised teaching will enable the student to work

at both theoretical and a practical level.



Assessment

Description Weighting or

Pass/Fail

1 Written Assignment 50%

2 Case Study 50%





CE2012 The Impact of Motor Disorders on Learning in Adulthood

Semester 1 and 2

Credit value 15

Pre-requisites None

Co-requisites None

Prohibited None

combinations

Module Leader Melanie Brown

Telephone 0121 449 1569

Email Mel@conductive-education.org.uk

Staff Room Number NICE



Module Description

This module will provide an in-depth understanding of the nature and cause of neurological motor

disorders on adults with acquired conditions. The focus on the impact of these conditions on the

whole personality of the person will offer a unique approach in understanding the person as a

learner and the effect of the condition on the individual and their family. The importance of teaching

and learning will be integral in ensuring the teaching of strategies to assist in everyday life.







Assessment

Description Weighting or

Pass/Fail

1 Written Assignment 50%

2 Case Study 50%





14

CE2013 Conductive Practice: Analysis of Learning

Semester 1

Credit value 15

Pre-requisites CE1008 Conductive Practice: Observation and Practice

Co-requisites CE2009 Conductive Practice Analysis and Development of

Learning

Prohibited None

combinations

Module Leader Katalin Gonczy

Telephone 0121 449 1569

Email kati@nice.ac.uk

Staff Room Number NICE



Module Description

This module runs alongside CE2009 in semester 1 and will offer practical experience for students

in order to apply conductive theory into practice. Practice will be under supervision of experienced

conductor practice tutors who will guide students towards greater professional independence.

Students will be placed at NICE or Megan Baker House and will be required to work towards a

series of professionally based practical competencies.



Assessment

Description Weighting or

Pass/Fail

1 Practical competencies 40%

2 Practical Assessment 40%

3 Written Tasks 20%





ED2280 Contemporary Research Methods and Approaches in Educare

Semester 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 Walsall WE118







Module Description

The principle 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 the level 3 Project modules. The

proposal will examine the research planning process and include approaches to reading and

responding to current research papers.



Assessment

Description Weighting or

Pass/Fail

1 Research Proposal 2000 words 100%









15

Level 3 Modules



CE3010 Application of Conductive Education

Semester 1

Credit value 15

Pre-requisites CE2009 Conductive Pedagogy: Analysis and Development of

Learning

Co-requisites CE3011 Conductive Pedagogy: Evaluation and Application

Prohibited None

combinations

Module Leader Elizabeth Southall

Telephone 0121 449 1569

Email liz@nice.ac.uk

Staff Room Number NICE



Module Description

Adapting and applying professional skills and underpinning understandings to new working

contexts is a cardinal feature of the development of CE. This module introduces students to the

flexibility of CE and provides a supported work-based learning experience in which to apply their

skills. A work-based report will enable students to critically analyse the application of CE in a

variety of settings whilst maintaining the underpinning theory and philosophy.



Assessment

Description Weighting or Pass/Fail

1 Work-based report 50%

2 Oral Presentation 50%





CE3011 Conductive Pedagogy: Evaluation and Application

Semester Year Long

Credit value 30

Pre-requisites CE2009 Conductive Pedagogy: Analysis and Development of

Learning

Co-requisites CE3013 Conductive Practice: Evaluation and Application

Prohibited None

combinations

Module Leader Elizabeth Southall

Telephone 0121 449 1569

Email liz@nice.ac.uk

Staff Room Number NICE



Module Description

This module develops students‟ practical and theoretical knowledge enabling them to become

reflective professionals. It draws upon conductive pedagogy and critically examines the theory in

light of current thinking. This will enable students to understand the context of their work in relation

to education, health and social care policies and research. The module will include the critical

application of theory into practice alongside experienced conductors. The student will plan, lead

and develop conductive programmes with distant supervision.

Assessment

Description Weighting or Pass/Fail

1 Written Assignment 40%

2 Practical Competencies 20%

3 Practical Assessment 20%

4 Viva 20%





16

CE3012 Multi-disciplinary Approaches to Motor Disorders

Semester 2

Credit value 15

Pre-requisites CE2009 Conductive Pedagogy: Analysis and Development of

Learning

Co-requisites CE3010 Application of Conductive Education

Prohibited None

combinations

Module Leader Liz Southall

Telephone 0121 449 1569

Email liz@nice.ac.uk

Staff Room Number NICE



Module Description

This module aims to provide students with a broad and analytical learning experience of the range

of professionals working with children and adults with motor disorders. The module will also ensure

that students are aware of the critical issues when working as a part of a multi-disciplinary team

and how this can be linked with the philosophy and practice of Conductive Education. By critically

examining a range of professions students will have a wider appreciation and professional

knowledge in a broader aspect of intervention, treatment and education for people with

neurological motor disorders. In conjunction with CE3010 students will gain an opportunity to

critically examine conductive pedagogy and establish potential areas for future development of this

subject.



Assessment

Description Weighting or

Pass/Fail

1 Seminar paper 50%

2 Written Assignment 50%





CE3013 Conductive Practice: Evaluation and Learning

Semester 2

Credit value 15

Pre-requisites CE2009 Conductive Pedagogy: Analysis and Development of

Learning

Co-requisites CE3011 Conductive Pedagogy: Evaluation and Application

Prohibited None

combinations

Module Leader Melanie Brown

Telephone 0121 449 1569

Email Melanie@conductive-education.org.uk

Staff Room Number NICE

Module Description

This module is delivered alongside CE3011 and develops students‟ practical and theoretical

progress towards becoming skilled and reflective conductors. Teaching and practical group work

with children and/or adults with neurological motor disorders will lead towards understanding the

application and evaluation of conductive pedagogy. Students will learn how to design and lead a

full range of conductive programmes with distant supervision and will have the opportunity to use

creative skills to ensure learning..

Assessment

Description Weighting or Pass/Fail

1 Practical Competencies 50%

2 Practical Assessment 50%



17

ED3870 Project

Semester

Credit value 30

Pre-requisites ED2280

Co-requisites None

Prohibited None

combinations

Module Leader Dr Anne Hollinshead

Telephone 01902 323123

Email a.hollinshead@wlv.ac.uk

Staff Room Number Walsall WE118



Module Description

This module enables students to undertake a piece of independent research into an area of

personal interest in Education Studies/Conductive Education/Early Childhood Studies/Special

Needs and Inclusion Studies.

It allows students to apply the skills developed in the Research Methods module and encourages

students to work independently with guidance from an academic supervisor.



Assessment

Description Weighting or

Pass/Fail

1 Individual Presentation of Research 10%

Proposal

2 Group Viva Voce 20%

3 Written Project 70%









18

Course Management



Name Role Building Telephone Email

and number

room

number

Melanie Brown Subject Leader NICE 0121 449 mel@conductive-

1569 education.org.uk

Alex Kendall Associate Dean WN320 Ext 3132 A.Kendall@wlv.ac.uk



Andy Cramp Principal Lecturer WN332 Ext 3233 andycramp@wlv.ac.uk

(Student Issues)

Karen Clarke Principle Lecturer WN332 Ext 3023 K.Clarke@wlv.ac.uk

(Academic Issues)

Catherine Lamond Student/staff Ext 2891 C.Lamond@wlv.ac.uk

Liaison

Lesley Barker Training NICE 0121 449 Lesley@nice.ac.uk

Co-ordinator 1569





Staff involved with the programme

Name Role Building Telephone Email

and number

room

number



Katalin Gonczy Conductor NICE 0121 449 kati@nice.ac.uk

lecturer 1569

Elizabeth Southall Conductor NICE 0121 449 Liz@nice.ac.uk

lecturer 1569

Andrew Sutton Lecturer NICE 0121 449 Andrew@nice.ac.uk

1569

Wendy Baker Lecturer NICE 0121 449 Wendy@conductive-

1569 education.org.uk

Gillian Maguire Librarian NICE 0121 449 Gill@conductive-

1569 education.org.uk

Agi Mikula Toth Practice Tutor NICE 0121 449 Agi@conductive-

1569 education.org.uk

Erzsi Darmos Practice Tutor NICE 0121 449 Erzsi@conductive-

1569 education.org.uk

Bea Szeszak Practice Tutor NICE 0121 449 Bea@conductive-

1569 education.org.uk

Erika Sisak Practice Tutor NICE 0121 Erika@conductive-

4491569 education.org.uk

Krisztina Balogh Practice Tutor Megan 01568 Krisztina@meganbakerh

Baker 616179 ouse.org.uk

House



Istvan Szucs Practice Tutor Great Barr 0121 443 Istvan@conductive-

Primary 1569 education.org.uk

Anne Hollinshead Senior Lecturer WE118 Ext 3123 A.Hollinshead@wlv.ac.uk







In addition appropriate visiting lecturers will be used when required



19

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.



You will also be working alongside experienced conductors in a service provision. During this time

you will gain skills in relating to and understanding the issues, problems and advice required for

working with individuals with motor disorders and their families. You will be continually taught how

to lead, develop and plan the learning of these people and to take responsibility for your own

conductive practice.



You may wish to work in a conductor team during your summer vacation. Opportunities for such

work are regularly advertised at NICE and enable you to gain wider experience with conductors,

children and/or adults.

.









20

Career opportunities



Conductive Education is provided across the world including UK, North America, Europe, New

Zealand and Australia. It is a fast developing profession and this course plays a key role in training

conductors to work in this expanding field.



In the United Kingdom there are already over thirty places where conductors work. Many of these

focus on children and most centres are in the voluntary (charitable) sector. CE has been

developing in the UK for around fifteen years, with lack of conductors a major factor in limiting its

faster spread.



Graduates with QCS are already working in Norway, Germany, Canada, the United States and

New Zealand, as well as in the UK. This is an expanding field, and qualified conductors have the

opportunity to forge new practices in unfamiliar contexts. For graduates who go on to take a Post

Graduate Certificate of Education this may include the English state education system.



The new conductor profession has the exciting potential to generate new institutions to deal with

age-old problems, both in the UK and overseas. A career structure is already beginning to

emerge, including responsibility for the work of other conductors and managers, entrepreneurs and

lobbyists.



To explore the explosive development of CE world-wide, go to the Conductive Education Website

which provides a gateway to the world-wide conductive community:



http://www.conductive-education.org



Students should note that Conductive Education does NOT give students qualified teacher

status. Students who wish to become a teacher will need to study for a Postgraduate Certificate in

Education (PGCE) following graduation.









21

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)

 For a specialist degree you will need a minimum of 60 credits in that subject at each level

 For a joint degree you will need a minimum of 45 credits in each subject at each level

 Accreditation of prior knowledge or experience can be awarded up to 50% of the total award

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

3 and not all modules in level 1 and 2 (see „non-compensatable modules‟ below). 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. You must resit in the same year as the registration of the module. 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 L2 and L3 credits count toward your award

 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









22

Generic Assessment Criteria



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 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





23

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.



Level 3



A16 A15 A14

There is evidence of research/ investigation & critical evaluation using a wide range of appropriate

criteria, sources and perspectives. The student inter-relates and synthesises concepts & theories.

There is evidence of independent thought and coherence. Very well written.



B13 B12 B11

The student demonstrates an ability to analyse, synthesise & to evaluate making balanced

judgments. He/she relates theory to practical examples critically. Arguments are well structured,

appropriate evidence is always used to substantiate points, links are made between all

paragraphs. Some form of independent judgment has been attempted.



C10 C9 C8

Some ability to analyse critically & to synthesise concepts, theories & practical examples. Evidence

of attempts to structure arguments which are mainly supported with appropriate citation. Content is

wholly relevant, & links made between most paragraphs. Grammar and spelling sound.



D7 D6 D5

The student shows a limited ability to think critically & difficulty in balancing & substantiating points.

Evidence of adequate reading, [specialist texts/ research papers where this is appropriate] use of

citation to substantiate points. Limited evidence of inter-relating concepts/ theories/practical

examples from a variety of sources. Mainly relevant and coherent - D5 if poor structure, grammar

or no evidence of linking ideas or paragraphs.



E4

Limited evidence of appropriate reading & inadequate use of evidence to substantiate points.

Mainly descriptive, lacks analysis, & coherence. Possibly sweeping statements, poor grammar.



F3 F2 F1

Outcomes not met or only addressed in parts.



F0

No work submitted









24

Non-compensatable modules



The following modules cannot be compensated if you receive an E4 grade:



CE1008 CP: Observation for Directing Active Learning

CE1009 Conductive Facilitation for Learning

CE1011 Conductive Practice: Directing Active Learning

CE2009 CP: Analysis and Development of Learning

CE2013 Conductive Practice: Evaluation of Learning



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

ordinary degree programme.



Remember no level three modules can be compensated.



Equal Opportunities



Equality and Diversity Statement



The mission of The University of Wolverhampton commits the institution to become a first-class

regional University, which includes widening access to higher education for currently under-

represented groups of students, particularly mature, ethnic minority, and disabled students and to

maintaining and strengthening local and regional commitments. The following web address will

take you to the university‟s full policy statement:

http://asp2.wlv.ac.uk/equalopps/EqualOpportunitiesPolicy%20.html



The University policy and practice is concerned with the prevention of direct and indirect, overt and

covert discrimination, and the promotion of justice and equality. This necessitates both the

recognition and removal of existing educational barriers and positive attempts to create new

opportunities. The University seeks to promote equal opportunity for all, and to eliminate

discrimination, particularly on the grounds of colour, gender, sexual orientation, ethnic origin, age,

disability, religion and socio-economic background. (Policy Statement on Equal Opportunities,

2000) The 2006 Equality Act which created the Commission for Equality and Human Rights also

extended the legal requirements on gender and age equality.



The implementation of this Equality and Diversity policy is the responsibility of all members of staff

and students, as part of their normal activities as members of an academic and social community.



This policy is translated into practice within modules by recognising and valuing students‟ diversity

through responsive learning and teaching approaches and teaching resources. If you consider that

the presentation of this module contravenes University policy, please discuss this at your earliest

convenience with the module tutor, the “Sympathetic Listener” or the School‟s Equal Opportunities

Co-ordinator. The School and University have formal complaints procedures which are available to

all students (forms are held in reception). The School of Education has an Equality and Diversity

Committee which values our diverse student body and helps create the ethos of inclusivity across

all areas of school life from induction through assessment and the curriculum.



If you treat people how you would like to be treated yourself i.e. with respect and dignity, you

should not go too far wrong. Please remember that if you are not sure about how you should

behave with a person from a different background to yourself… ask!.



The following web address takes you to the full version of the university‟s Culture and Diversity

Guide: http://asp.wlv.ac.uk/Level2.asp?UserType=4&Subsection=344









25

Section 2: Your Support









26

Special Needs Statement



Special/Additional Needs Support



Support for studying is available to all students through the Study Skills department located in the

Learning Centre. Were additional support is required students can disclose a disability to ensure

they access the best support to help them complete their degree. If you have received support in

school or college you may already have contacted the Student Enabling Centre (SEC) on

extension 1074 and applied for a Disabled Student Allowance to provide regular support. However,

you may have suspected you have difficulty in one area of learning and never had an assessment

to determine if this may disadvantage you in terms of accessing your courses.



Disability is a broad term including Blind or visually impaired students, D/deaf and hard of hearing

students, Dyslexic students/students with specific learning difficulties, Students with autistic

spectrum disorders, Students with limited mobility, Students with dexterity issues, Students with

different speech, Students with fluctuating conditions, Students with long-term illnesses, Students

with mental health difficulties, Students with more than one condition, Students with personal care

support needs, Students with unseen conditions such as epilepsy or students who are wheelchair

users. (could bullet point)



Even if you feel that you will not need any additional support there may be times during your

course for example, on placements outside the university you may like to have assistance and

therefore we would recommend that you tell us about your disability so support can be planned for

those occasions when it may be needed.



What do you need to do?



 Introduce yourself to the Special Needs Tutor in Welcome Week.

 Check your support has been organised with Student Enabling Centre.

 Provide evidence of your condition if you have not had support previously.



For us to ensure we are not disadvantaging any student it is important that you let us know if you

have a disability or additional learning need in order for you to access the most appropriate

support. All contact with the Student Enabling Centre or the Special Needs Tutor (ext 3155) in the

School of Education is on a confidential basis.



Child Protection



It is a requirement of this course that all students should be police checked. Without the necessary

documentation students will not be allowed to work in the groups. 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 as early as possible prior to commencement of the course if

possible.

Without a satisfactory police check it will not be possible to study on the degree course in

Conductive Education.



Students from overseas should apply to the relevant authority in their home country for the

equivalent documentation.









27

Health & Safety issues



This programme involves a considerable amount of physical work with children and adults with

motor disorders. Students must be physically fit to be able to undertake this safely. Any history or

occurrence of any problems; especially with back pain; must be reported immediately to the course

leader.



Attendance Requirements



Due to the high proportion of practical work required for this programme and the importance of the

link between theory and practice students must attend at least 60% of all lectures and group

practice.



Qualified Conductor Status



An honours degree on this programme leads to conferment of Qualified Conductor Status. This

professional qualification enables individuals to work in CE settings worldwide. A working party

was set up in 2005 to explore the establishment of a professional body for qualified conductors.

This group (Conductive Education Professional Education Group – CEPEG) has written

benchmark standards for conductors which have been approved across Europe. These standards

form an integral part of the course and must be achieved by students in order to gain professional

status.



Brian Frazer Prize



Every year the Foundation for Conductive Education award the Brian Frazer prize to the final year

student who has the highest overall grades for conductive practice over the three years of study.

This award is in memory of a university lecturer who helped establish conductive education in

Birmingham and is presented at the Annual Awards Ceremony at NICE. Conferment of Qualified

Conductor Status is also awarded during this ceremony.



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.





28

Submission of assignments



Assignments should be submitted to the Walsall Campus Registry or to the Training Administrator

at NICE. 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 NICE)

and place inside the folder

 You must obtain a receipt when submitting your work, you must keep a copy of all your work.









29

Where to get help with your course



The school of Education student support site on WOLF is where general notices and information is

posted and used to relay urgent messages to all students so it is vital that you subscribe to this site

on WOLF and check e-mails you receive from this source



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 WA210

Or Tel: 01902 323005

Wlv.ac.uk/skills







Module Related

Queries:

Who to Contact Module Leader/Tutor

Student Gateway

Careers &

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









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.









30

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. Help is also available at NICE – seek an appointment with Gillian Maguire, Librarian,

Gill@conductive-education.org.uk



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

ask for details at the Learning Centre.









31

Section 3: Your Learning

and Assessment









32

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 may 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:



 supervised practice by experienced qualified conductors

 unseen written examination

 vivas

 portfolios

 written assignments

 oral presentations

 seminar papers

 case study

 work-based reports

 written tasks

 timed essay.



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 also by the link tutor, 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.



Learning, Teaching & Assessment: What Can You Expect?



Learning and Teaching (L&T)

Conductive Education employs a wide variety of learning formats to achieve the learning outcomes

of the course. These include:

 lectures, tutorials, seminars

 supervised, directed and continuously assessed practice

 practical demonstration

 visits and fieldwork in CE

 visiting lecturers and presenters

 discussion with conductors, peers and mentors

 self-study and research

 reflective practice

 internet and Information resources

 newsreel archives and video.









33

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 at Walsall and the Library at NICE and the conductive education website

www.conductive-education.org.uk. 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.



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 references 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.

 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.



Guidelines for the Presentation of Written Work



The assessment requirements for each module are detailed in its module guide. 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







34

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

body of your assignment.

Assignment Word Limits



Writing to a word limit is 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.



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.

 thereafter, you may consult your tutors by emailing them.



What should you not expect?

 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.



What Feedback Can You Expect?



After completion of the assignment

 the main feedback is through a copy (to you) of the assessment feedback sheet.

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

answer”, highlighting key points for guidance.



For modules within this portfolio you are entitled to receive feedback which:

 is legible;

 is personalised;

 is given within the time stated in the module guide;

 is positive and constructive;

 includes comments on the text where appropriate;

 relates explicitly to assessment criteria and module learning outcomes;

 comments on expression, syntax and style, where necessary ;

 is engaging and challenging;

 contains, or refers to, explicit instruction about retrieval.



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



35

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 may 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 should 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

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.

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.



Retrieval of Referral and Failure



You should not be discouraged if you receive an E or F grade.



E grades may be given “compensation” at the award board or you may be entitled to resubmit your

assignment. Some modules are not compensatable. This guide will point out which modules

these are.



Students with an F3-1 grade may resubmit their failed assignment. This is called a “resit”. The

same assignment can be redrafted; students are expected to improve on their assignment by

following the feedback they receive.



Academic Misconduct



Policy on Tackling Academic Misconduct



The University considers seriously all acts of academic misconduct, which by definition are

dishonest and in direct opposition to the values of a learning community. Academic misconduct, if

not challenged, will ultimately devalue academic standards and honest effort on the part of

students.



The University policy below is for both academic colleagues and students to consider and is

included here in full, to emphasise how serious the School of Education considers the issue. If

student have any queries about academic misconduct they should talk to their module lecturers or

personal tutors.







36

Academic Misconduct is a matter for students and staff together:



 It is the responsibility of all students to demonstrate both a level of independent thinking and the

provision of clear referencing to all sources consulted.

 It is the responsibility of academic schools to provide detailed guidance and academic study

skills support alongside awareness and detection methods in all aspects of teaching,

assessment and feedback.

 It is the responsibility of the University to provide institutional support to both students and staff

alongside a clear policy and regulatory framework for a consistent approach to preventing,

detecting and dealing with Academic Misconduct.



Defining Academic Misconduct



Cheating -

Cheating is defined as any attempt to gain unfair advantage in an assessment by dishonest

means, and includes, for example, all breaches of examination room rules, impersonating another

student, falsifying data, and obtaining an examination paper in advance of its authorised release.



This is not an exhaustive list and other common examples of cheating would include:-

 Being in possession of “crib notes” during an examination;

 Copying from the work of another student;

 Prohibited communication during an examination;

 Acts of plagiarism or collusion as defined below;



Collusion -

Collusion is when two or more people combine to produce a piece of work for assessment that is

passed off as the work of one student alone. The work may be so alike in content, wording and

structure that the similarity goes beyond what might have been coincidence. For example – where

one student has copied the work of another, or where a joint effort has taken place in producing

what should have been an individual effort.



Collusion should not be confused with the normal situation in which students learn from one

another, sharing ideas and group work to complete assignments (where this is specifically

authorised).



Plagiarism -

Plagiarism is the act of taking someone else‟s work and passing it off as your own. This includes

incorporating either unattributed direct quotation(s) or substantial paraphrasing from the work of

another/others. It is important to cite all sources whose work has been drawn on and reference

them fully in accordance with the referencing standard used in each academic school.



The most common forms of plagiarism are -:

 Cut or copied and pasted materials from websites.

 Copying the work of another student (past or present) including essays available through “essay

bank” websites – or other data.

 Copying material from a text book or journal.



Students may go to great lengths to disguise the source reference they have been consulting in

contributing to an assignment – without understanding that with proper referencing this is entirely

acceptable.



Support for Students



The University, through its academic staff, will be both sympathetic and supportive in preventing

plagiarism and other forms of academic misconduct, particularly in the first year of undergraduate

study.



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It is the responsibility of academic staff and the institution to provide clear support and detailed

guidance for the prevention of misunderstood academic misconduct through:



 The availability of academic support and counselling.

 The provision of guidance at induction on concepts and forms of academic misconduct – to be

reinforced throughout the academic year.

 The development of students referencing skills throughout the duration of their academic

studies.

 Each School should provide written guidance to students at induction on subject-specific

conventions and how to reference work properly.

 The availability of published guidance on “How to avoid Academic Misconduct”.

 The availability of independent study skills guidance through study support staff and on-line

guidance materials.

 Where “Group work” is a prescribed assessment component teaching staff must make additional

efforts to underline the boundaries between collaboration and collusion.

 The identification of vulnerable groups, for special attention and guidance – including

international students.



It is the responsibility of all students to ensure that they understand the regulations and

conventions for proper academic referencing and where concerned about the potential for any act

of academic misconduct to seek advice/counselling from academic or academic support staff. In

understanding this, any attempt to enhance performance by dishonest means will result in

academic penalties.



A proactive learning and teaching approach



The University, as a centre for excellence in approaches to learning and teaching, will promote and

apply such conventions and initiatives that will reduce the prevalence of academic misconduct and

encourage detection and reporting.

This will include:

 Engaging students in discussion and activities to promote understanding of Academic

Misconduct.

 Pre-enrolment information and guidance throughout the student life-cycle as set out above.

 Engaging strategies for learning that effectively recognise the “transition” to Higher Education

expectations – specifically at the point of induction.

 The design of modules and their delivery.

 Developing research skills in students.

 Developing expertise amongst staff.

 Use of different approaches to assessment design.

 Ensuring a “no blind eyes” culture and encouraging action.



Detecting Plagiarism



In concert with the skills and experiences of academic staff the University will utilise electronic

detection tools such as Turnitin UK, currently managed by the Plagiarism Advisory Service

(www.jiscpas.ac.uk). Students are required, where appropriate, to make a declaration as to the

authenticity and originality of any submitted piece of work. Students may be further required to

submit an electronic copy of their work for checking with the electronic detection tool where

plagiarism is suspected. Turnitin will be coordinated within each Academic School by a designated

Anti-Plagiarism Coordinator who will work in liaison with the Conduct & Appeals Unit.



Investigation & Penalties



The University has a defined framework of “Regulations & Procedure for the Investigation of

Academic Misconduct” – this is available as a separate document.



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Where a case of cheating, collusion or plagiarism is suspected this procedure should be followed

at all times. It is essential that the University, through its academic staff, apply the regulations and

procedure fairly and consistently.



 Advice to academic staff is available from the Conduct & Appeals Unit.

 Copies of this policy, the regulations and procedure and advice to students on “How to avoid

Academic Misconduct” will be made widely available and easily accessible through the

University website.

 The University will provide for an ongoing and highly visible campaign to discourage all aspects

of academic misconduct, in liaison with the Students‟ Union, promoting routes for support &

guidance, levels and mechanisms for detection, impact and penalties.



ICT Statement



The use of Information Communication Technology (ICT) to support learning is a feature of study

within all modules. Access to information from the web, searching the Learning Centre (LC)

databases, sending and receiving emails and word-processing of submitted work are just some of

the uses of ICT you will be encouraged to engage with during your studies. Technical support for

these processes is available in the LC‟s computer labs and by calling the IT helpline on 2000.



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 award office WA211.



Subject and Award Boards



All grades have to go through a subject board where they are officially accepted by the University.

The subject board meets in January, June and July. Assignments with E4-F1 grades may be

resubmitted for the board. The subject board is the final stage of the validation process for

modules in each iteration.



The School award boards examine the overall progress of each student and make

recommendations about what action students should take to progress. You should check your

evision account regularly – particularly in July and August to pick up any action you must take.









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Section 4: Your Comments









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How You Can Comment on Learning & Teaching and Assessment



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

and are gathered through staff-student meetings and via questionnaires that you are asked to

complete towards the end of a module. Such feedback is analysed for annual monitoring of

modules, subjects and courses.



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 notice board on the

Walsall campus and at NICE.



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.









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