LEEDS METRPOLLITAN UNIVERSITY

Document Sample
LEEDS METRPOLLITAN UNIVERSITY Powered By Docstoc
					     The Arden School of Theatre at The
            Manchester College

               Handbook for

         BA (Hons) Musical Theatre

                  2011/12




v.2010
Contents


1    General course information.................................................... 4

2    Welcome to the course........................................................... 5

3    About your course ....................................................................

4    Welcome to Leeds Metropolitan University .......................... 16

5    Your responsibilities as a student .. Error! Bookmark not defined..

6    Academic and student regulations Error! Bookmark not defined.3

7    Assessment .......................................................................... 32

8    Representing your course .................................................... 36

9    Have your say ...................................................................... 38

10 Where to get help ................................................................ 39




                                                                             Page 2 of 73
v.2010
General course information

      1.1      Award title

               B.A(Honours) Musical Theatre

      1.2      Programme code

               CR6982-01


      1.3      Department

               The Arden School of Theatre

      1.4      Institution

               The Manchester College




                                              Page 4 of 73
Welcome to the course

     1.5      Welcome from the Principal

              Welcome to your studies at The Manchester College.
              You are joining one of the largest colleges in Europe,
              providing courses at over 20 sites in Manchester, with
              more run elsewhere in the UK and abroad. The
              Manchester College offers a huge choice of vocational
              and academic programmes. These range from
              introductory courses through to higher education, with
              something to suit most students.
              The Manchester College was formed from a successful
              merger on 1 August 2008 of the city’s two larger further
              education colleges, Manchester College of Arts and
              Technology (MANCAT) and City College Manchester. The
              new name is now known to most people familiar with
              education in Manchester and nationally; and the
              college’s reputation for excellence continues, based on
              the quality of the two former institutions.
              Manchester is an exciting, multicultural city, known as
              the ‘Capital of the North’. Greater Manchester has the
              largest number of theatres, museums and music venues
              outside of London. It is also well known for its sporting
              facilities, including world-class football, basketball,
              cycling, and tennis. Manchester is an excellent place for
              shopping and socialising in the North. There is a huge
              and exciting variety of clubs, cafes, restaurants,
              shopping centres and markets. Outside of Manchester,
              the Lake District, Yorkshire Dales, Derbyshire, and
              Cheshire attract thousands of visitors and are easily
              reached by bus, train, car or tram. Helping you to
              succeed in your studies is the college’s main aim, but we
              also aim to offer you opportunities to explore the city
              and the country.

                All the staff at The Manchester College would like to
              offer you a warm welcome to the college and wish you
              every success in your studies.

              Peter Tavernor (the Principal)




                                                                Page 5 of 73
1.6   Letter from the Course Leader



      Welcome to The Manchester College, Leeds Metropolitan
      University and The Arden School of Theatre. In particular,
      welcome to the B.A. (Hons) Musical Theatre programme. The
      next three years should be an exciting journey for you as a
      developing professional and as a person taking in new
      experiences from your time in Manchester.

      This handbook provides you with information about your
      Course and your responsibilities as a student, in addition to
      information about assessment and other regulatory issues. As
      a higher education institution the college we ensure that the
      quality of your education meets the highest standards and
      how we do this is illustrated in this handbook. You should use
      it throughout the year to refer to for clarification on
      assessment regulations to how to make your voice as student
      heard effectively. Although it is a lengthy document it does
      provide you with crucial information so it is important that you
      familiarise yourself with it and keep it to hand.

      For further information about The Manchester College please
      see the Higher Education handbook or visit
      www.themanchestercollege.ac.uk. For a more detailed introduction
      to Leeds Metropolitan University and information about all the
      facilities and services the University offers go to
      www.leedsmet.ac.uk/helpzone.

      The team is looking forward to meeting you and hope that
      your time in Manchester is both enjoyable and successful.

      Best wishes to you in your future studies.

      Emma Kanis
      Programme Team Leader
      BA (Hons) Musical Theatre

1.7   About The Arden

      The Arden School of Theatre is a department of The
      Manchester College. The course you are studying is validated
      by Leeds Metropolitan University and as such it is in your
      interest to look on their website for information that may be
      useful to you. We are part of The Regional University Network
      that can be located on the Leeds metropolitan website. As a



                                                         Page 6 of 73
      RUN student you can have access to some of the resources in
      their library. You will need to fill out a form to apply which you
      can download. Your Year Tutor will help you with this.

      The Arden School of Theatre was founded in 1991 in
      partnership with The Royal Exchange Theatre. As part of the
      Manchester College students benefit from excellent on campus
      student services including financial advice, student welfare
      and guidance.

      The Arden is based at Nicholls Campus in the beautiful
      Victorian purpose adapted building in the city centre. The
      premises have all been refurbished especially to suit the
      needs of all the courses. The department comprises of five
      Performing Arts courses: HNC Theatre Studies, Contemporary
      Theatre Practice Foundation Degree, HNC Dance, BA (Hons)
      Acting for Live and Recorded Media and BA (Hons) Musical
      Theatre.




1.8   About The Scheme at The Manchester College



      The new BA (Hons) in Acting for Live and Recorded Media,
      Musical Theatre, FdA Contemporary Theatre Practice and HNC
      Theatre Studies programmes are a product of all that is best at
      The Arden and reflects in a much more honest and ambitious
      way our plans and beliefs for the future. The arts and
      entertainments industries are driven much more by media and
      multi media agendas and any serious training programme has to
      reflect this cultural shift in its teaching. The Arden and its new
      validating partner Leeds Metropolitan University believe very
      strongly that these new courses offer prospective students the
      benefits of a traditional and established training programme but
      technologically and technically modified to meet the mediated
      needs of the contemporary market place.

      This is not to decry tradition. When you enter the world of
      professional performance you become caretakers of traditions
      that stretch back hundreds and in some cases thousands of
      years, and follow in the footsteps of a long line of artists and
      humanitarians who have preserved these traditions for respective
      and future generations. But nevertheless, we should never allow
      ourselves to be locked into the past. Here at Arden you will be
      primed to embrace history and praise tradition, but also be


                                                          Page 7 of 73
suitably prepared to challenge its assumptions and contexts and
we hope you can share and prosper in the ambitions of our new
courses, new affiliations and in our continued pursuit of
excellence.

Finally we encourage you to see the Arden not just as a platform
for individual training but also as an artistic and educational
community. The way you interface with your tutors, peers and
friends is an important part of your time here and we place great
emphasis on mutual respect and support.




                                                 Page 8 of 73
          Facilities available

          At the Nicholls Campus you will have access to recently
          customised premises. Most of the teaching spaces have
          sprung floors and are of the highest specification. There are
          showers in the bathrooms.

          The canteen can be located on the ground floor in the newer
          building at Nicholls Campus. The canteen provides a range of
          hot and cold food as well as snacks and drinks.

          At Sheena Simon Campus there are two theatres commonly
          used for performances. However, for your showcase
          performances we hire venues both in London and Manchester.

          The guidance team are available on site. You can ask for them
          at the main reception.

          The Learning Resource Centre is based in the new part of the
          building but you may also access other sites such as Sheena
          Simon in order to study and access resources. You will be
          given an induction to the LRC and introduced to our intranet
          that offers great resources.


1.9       Skills you will gain during the course


         Learning/Performance;
         Application of Number;
         Communication;
         Information Communication Technology;
         Working with Others;
         Problem Solving;
         Reasoning and Work Process;
         Management Skills;
         Employment/Employability;




1.10      Opportunities for graduates

          As a graduate of The Musical Theatre programme you should
          be well prepared to enter the business of Musical Theatre.
          However, you will also have had experience in Television and
          voice recording which will enable you to work flexibly across
          the performance spectrum.


                                                             Page 9 of 73
       During your time with us we seek to find you opportunities
       that enhance your studies and prepare you for working in the
       profession. These may be trips and visits, workshops or work
       based activities. We also want to encourage you to be
       innovative and develop opportunities for yourself as you head
       out into the world of performance.

1.11   Introduction to the course


       The market research for this programme has involved a process
       of consultation with potential partners (Northern Broadsides,
       Contact Theatre, Zion Centre, The Lowry) professional agencies
       and casting agents (Beverley Keogh, Phillipa Howell, David
       Grindrod, Martin Gibbons) Mountview Academy, Arts Educational
       and Musical Theatre directors (Roger Haines, Alex Worrall) and
       all have indicated a profound shift in the market place toward a
       requirement for actors with music theatre skills. This programme
       also acknowledges that it has to take account of the digital and
       mediatised revolutions that have taken place in the arts and
       entertainments industries in the last ten years. What indeed
       constitutes Musical Theatre in the present climate?

       Prior to this the school underwent a lengthy period of discussion
       and research with The Manchester College(the merged
       institutions of CCM and MANCAT) into areas of potential growth
       and this has been underscored by The Manchester College’s
       mission statement and the findings of the Sector Skills Council
       for the Creative and Cultural Industries.

       As recently as July 2007, the skills Council for the Creative and
       Cultural Industries was still highlighting the need for training
       programmes to support current industry professionals who wish
       too acquire a higher education qualification, but also actively
       encourage an increase in the industry workforce (for further
       information see
       Cross Sector Event paper at the Creative and Cultural
       Industries website).

       In this sense the programme is partially responding to:


      developments in West End and Broadway theatre culture;
      influences of emerged and developing technologies;
      the rise in alternative employment pathways including cruise
       ships and liners, Disney International, cabarets and televised
       talent shows;



                                                       Page 10 of 73
   the arrival of the BBC, with phase 1 at Salford Quays (Media
    City) offering a range of opportunities;
   industry reviews indicate that we are returning to the narrative
    and character led musical;
   the music(al) performance industry being the most economically
    sound of all arts industries and currently offers high investment
    and career opportunity with industry employers who have
    confirmed that the market demand for multi skilled actors has
    never been stronger.

    Consequently the aims of the programme are to produce
    practitioners who will professionally engage with the diverse and
    particular challenges of a variety of musical theatre forms and
    environments. On graduation students will have the physical and
    intellectual capacity to encompass the principal acting roles
    within the traditional forms of British and American Musical
    Theatre and compete regionally and nationally for opportunities
    that tap into other performance related markets: cruise ships,
    cabaret, review, television and audio entertainment. In support
    of the training the school will maximise the quality of provision
    and opportunity for students. In line with College policy on
    widening participation the course will actively seek those from a
    variety of backgrounds with the profile, aptitude and
    determination to access education and training of the highest
    quality.

    This course as part of its construction has consulted with its
    industry partners, alumni, students, advisers and employees and
    recognises the changing face of the marketplace and in response
    will place further emphasis on the role of the actor in vocational
    training for Musical Theatre. A review of existing provision has
    delivered an opportunity to reflect on and respond to the
    changing nature of text and notation in the environs of musical
    performance. Building on its existing reputation the Arden will
    further develop its ambitions for quality vocational training in the
    North West. Whilst London offers high level training in Musical
    Theatre forms (Arts Ed, Mountview, etc) related training
    opportunities in the North of England is very limited and
    therefore regional duplication of provision is highly unlikely.

    Industry and student led discussions have helped determine the
    specifications and ambitions of this programme. In preparation
    for validation the school has recorded the opinions of a cross
    section of visiting artists and alumni (through an analysis of our
    destinations database) and all concur that a programme of this
    nature and depth would be a valuable resource, regionally and
    nationall



                                                      Page 11 of 73
      1.12    Programme specification

              A programme specification is a concise description of your
              course's aims and objectives and how you will be taught and
              assessed to achieve the required learning outcomes. It
              includes information on admissions, course structure and the
              maintenance of academic standards.

              The University’s programme specifications database is
              available at: https://pams.leedsmet.ac.uk/main/index.htm

      1.13    Course structure

To be awarded the B A (Hons) Musical Theatre students must successfully
complete the following:

LEVEL 4
Acting 1
Acting 2
Acting 3
Ensemble singing and general musicianship 1
Singing 1
Dance Techniques
Developing Dance Techniques
Musical Theatre Context & Guidance

120 CREDIT POINTS
LEVEL 5
Acting 4
Acting 5
Ensemble singing and general musicianship 2
Singing 2
Dance Techniques and Performance
Developing Dance Techniques and Devising
Research Methodology

120 CREDIT POINTS
LEVEL 6
Rehearsing and Presenting a Public Performance
Presenting a Public Performance
Ensemble singing and musicianship 3
Singing 3
TV and Radio
Stage Dance into Performance
Showcase
Dissertation


                                                              Page 12 of 73
              Total: 360 credit points




                       1.14           Scheme/Course management team

                                      The structure of the management at The Arden is as follows:




                                                     HE Management Lead
                                                         Phil Nickisson



                                                                   
                                                      Curriculum Lead Manager
                                                         Robert Marshall


                                                                   
                                                       Divisional Lead Manager
                                                         Adrian Kirkpatrick


                                                                   
    Course Administrator: Linda              Programme Team Leader: BA (Hons) Acting, HNC         Programme Team Leader: BA (Hons) Musical
    Impey                                  Acting, HNC DanceDAN                                   Theatre, FdA Contemporary Theatre Practice
                                             Sarah Meadows                                         Emma Kanis



                 
                                                                                                                       
Year tutor HNC      Year tutor Year      Year tutor Year     Year tutor Year     Year tutor HNC     Year tutor Year 1      Year tutor Year 2   Year tutor Year 3
Acting:             1 Acting:            2 Acting:           3 Acting:           Dance:             MT:                    MT:                 MT:
Sarah Meadows       Angela Murray        Paul Mitchell       Paul Mitchell       Heather Jones      Judy Kent              Jude Glendinning    Robert Purvis



                                                                                                                       
                                      Curriculum staff: Please                                           Curriculum staff: Please
                                      see staff section                                                  see staff section




                                                                                                                        Page 13 of 73
       Divisional Lead Manager, Adrian Kirkpatrick (Room G3)
       Programme Team Leader BA (Hons) Musical Theatre and FdA
       Contemporary Theatre, Emma Kanis ( Room G2)
       Programme Team Leader HNC Acting and BA (Hons) Acting for
       Live and Recorderd Media Sarah Meadows (Room G2)

       Year Tutors for Musical Theatre

       Year One (Level 4) Judy Kent
       Year Two (Level 5) Jude Glendinning
       Year Three (Level 6) Robert Purvis

       Administration

       Linda Impey (reception)
       Telephone number: 0161 9204827.
       E-mail address: Linda.impey@themanchestercollege.ac.uk

1.15   Contacting academic staff

       You will be allocated a personal tutor who is the first point of
       contact for academic and personal matters. For other matters
       relating to your course you can contact your course leader by
       making an appointment or e-mailing them.

       Only your college e-mail address will be used by academic and
       administrative staff so you are advised to check your College
       e-mail account regularly.


       The department will inform you of cancelled classes as soon
       as possible. It is important that we have current contact
       details so we can inform you of any changes you need to
       know. It is your responsibility to ensure that we have your
       most up-to-date mobile phone number, address and e-mail.

       All students will have weekly group tutorials with their Year
       tutor. These sessions are an opportunity to understand
       academic processes and systems, exchange information,
       develop professional and personal skills and share good
       practice.

       Should you need to speak to your Year tutor privately you can
       arrange this via e-mail. You may wish to contact Student



                                                         Page 14 of 73
Services for financial advice and counselling. Please see the
College Higher Education handbook for contact details. If you
need to find out how to apply for mitigating circumstances or
appeals please ask your Year Tutor.

You will have a personal tutorial twice a year to look at the
progress you have made and identify areas for improvement.

Year One (Level 4) Judy Kent
judy.kent@themanchestercollege.ac.uk

Year Two (Level 5) Jude Glendinning jude.
glendinning@themanchestercollege.ac.uk

Year Three (Level 6) Robert Purvis
Robert.purvis@themanchestercollege.ac.uk


Should you need to contact your Programme Team Leader you
can do this via e-mail. Contact Emma Kanis at
www.themanchestercollege.ac.uk.

Any matters relating to the module e.g. assessment feedback,
collecting handouts etc please see or e-mail your module
leader (tutor teaching this module).

When handing in assignments please register them at
reception and obtain a receipt for the work.

Students should not contact staff on their personal mobile
phones or through social networking other than the official
Arden site.




                                                 Page 15 of 73
Welcome to our The Learning Resource Centre

     1.16 The Library
       How do I join the Learning Resource Centre? 
All students
       who have enrolled at the College are members of the Learning
       Resource Centre and are able to borrow items and use the
       facilities. Your student ID card is your membership card; it is bar-
       coded with your student number.

        What resources are available?
        You will find books and many other resources including:
 •     IT facilities
 •     Internet
 •     Scanners and Printers
 •     Journals and Newspapers
 •     Reference Books
 •     CD-ROMs
 •     Audio and video cassettes
 •     DVDs
 •     Music CDs
 •     University prospectuses
 •     Careers information
        How many items can I borrow and for how long?
 You can
        normally borrow up to eight items at any one time. These items
        may include two CDs, and/or one DVD, and/or two sound effects
        CDs. Items can be borrowed from or returned to any college
        Learning Resource Centre. The standard loan period is two weeks.

        Renewals
        If at the end of the loan period you have not finished with a
        borrowed item you can renew it as long as no-one else has
        reserved it. If you cannot get into college you can renew by
        telephone as long as it is not overdue or reserved. If the item is
        not overdue you can also renew it online; go to the Catalogue,
        click "My Account" on the left hand side of the screen and follow
        the instructions.

        What if I lose or damage something I have borrowed?

        You must pay the cost of replacement for any lost, damaged or
        unreturned items on your account.



                                                               Page 16 of 73
What if I return something late?

Fines are charged at a rate of 5p per item per day. When fines are
left unpaid or items are left unreturned, borrowing privileges,
computer usage and access rights may be withdrawn. If there is a
genuine reason why you are unable to pay a fine you can pay an
agreed amount each week. Fines are not set to raise money or to
make your learning difficult. They are charged to cover the cost of
posting reminders and to encourage the return of material so that
everyone has access to learning resources.

How do I know whether you have a particular book?

An on-line catalogue is available to help you to search for
resources. It has details of all resources across all the sites. Click
the link to the "Library Catalogue" on this page.

Can I reserve items?

If an item you wish to borrow is out on loan you can reserve it by
filling in a form at the desk. This service is free of charge.

What IT facilities do the Learning Resource Centres have?

The Learning Centres have a range of IT facilities including
Microsoft Office, e-mail and the Internet. The computers in some
centres are managed by a system called MyPC; this allows you to
reserve a machine and log on to a Learning Resource Centre
machine for up to four hours a day.

Can I print my work?

Yes, but printing is monitored to avoid wastage. Please use a spell
check and print preview facilities to carefully proof-read your work
before printing it.

Do the Centres have photocopiers?

Photocopying facilities are available at all Centres. £1 photocopying
cards can be purchased from the dispensers next to the
photocopying machines.

Security

All items in the library are protected by a security system. If you
trigger the alarm you must go to the desk for assistance.




                                                         Page 17 of 73
 Please do not leave your personal property unattended. Centre
 staff cannot be held responsible for any loss or damage to your
 property.

 Should an alarm ring, please follow the instructions given by the
 Centre staff.

 Are members of the public allowed to use the Learning
 Resource Centres?

 Access to Learning Resource Centres at The Manchester College
 varies between the different sites. However, we are keen to help
 all members of the community and will support them in any way
 that we can. Please contact any of the Learning Resource Centres
 by telephone with requests for information or you can email the
 manager of this website directly:
 glenn.clarke@themanchestercollege.ac.uk

 In some circumstances we can allow access to the Learning
 Resource Centres in order for you to use reference sources but we
 do have a duty to safeguard our students and access may not
 always be granted. Please contact the Co-ordinator of the centre
 that you would like to use.

Applying for an Athens account in College

This method of registering with Athens will only work on a College
computer.
The account details will be sent to your chosen email account –
college or personal.
Click on the Athens link on the front page of the VLRC and then
select the relevant option – these instructions relate to the first
option
This sheet covers those instructions so that you don’t have to
memorise or note any details down.
This will take you to the Athens website. You should now logon to
the Athens website ‘new account’ page by using the following
username and password.
The username is: mbaresource.centres: and the password is:
abc12345.
Do not use capital letters or spaces.
Click the login box. This will take you to the registration form
where you can create your own personal username and password.
Your personal username must always begin with the three letters
mba; if the username you have chosen is jbloggs when you login to
Athens you must key in mbajbloggs. The password you choose



                                                       Page 18 of 73
should be 6 to 20 characters and should include at least one
number.
When you have completed everything correctly you will receive an
e-mail from Athens confirming your username and password and
instructions to finally activate your account.

If you are outside college please choose the second option on the
first Athens page and follow the instructions.




                                                      Page 19 of 73
                                                              Arden Theatre
Virtual Learning                                   Use our Ebsco Host Research databases to find
                                                   lots of journal articles in the International
                                                   Bibliography of Theatre and Dance, Literary

Resource Centre                                    Reference Center or Film and Television
                                                   Literature Index.

 Would you like to find the maximum information
for your assignments?
Use our Virtual Learning Resources Centre –
see screenshot below, accessible at                We also subscribe to IIPA (International Index
http://learning.themanchestercollege.ac.uk/lrc     to Performing Arts), a similar journals database.
The Library Catalogue lists all the resources in
the Learning Resources centres – books, music
cds, dvds, and other media. Inter-site loans can
be arranged on request.                            Gale databases provides access to 3 cross-
                                                   searchable databases, covering reference books,
                                                   journal articles and newspapers.




                                                   Print, email to yourself, copy and paste quotes, but
                                                   remember to reference properly in your work, to
                                                   avoid accusations of plagiarism.



                                                   Subject Guides          including one on   Arden
                                                   School of Theatre courses, with links to
                                                   recommended websites, useful class numbers,
                                                   college journals, and links to online resources.
Athens                                             Study Skills provides help with referencing,
Use our paid-for online resources outside          the Harvard System, and plagiarism, together
college through your Athens account. Apply via     with help with note-taking, questionnaire design,
                                                   You will need your Athens login when accessing
the Athens link on our Learning Resources          presentation skills and more.
                                                   these resources from home.
Centres website. Your details will be emailed      It also provides access to an excellent interactive
to you.                                            online resource, skills4studycampus which has the
                                                   following modules: Reading and note-taking;
                                                   Critical thinking skills; Writing skills; Referencing
Online resources                                   and plagiarism.
Myilibrary: e-books bought by the College LRC      An Athens password must always be used with this
to support your course                             resource.

                                                   Student email
                                                   The college student email system is to be the
                                                   major means of student communication from
Ebrary: Access to e-books covering a wide          September 2010. Access to student email is via
range of subjects.                                 the link on the Virtual LRC.

                                                   If you need any help please contact your LRC co-
                                                                            Page 20 of 73
                                                   ordinator who will be able to book a session for
                                                   you individually or for a group of students.
    1.17     The student calendar




   W/C             MT1
               Summer Exam
 6 09 2010        Board

05/09/2011

WEEK ONE     COURSE
12/09/2011   INDUCTIONS

WEEK TWO
19/09/2011   Acting 1


26/09/2011   Acting 1


03/10/2011   Acting 1


10/10/2011   Acting 1


17/10/2011   Acting 1


24/10/2011   Reading week


24/10/2011   Acting 1


31/11/2011   Acting 1


07/11/2011   Acting 1


14/11/2011   Acting 1


21/11/2011   Acting 1

             Assessment
28/11/2011   Week

             Assessment
05/12/2011   Week


                                    Page 21 of 73
12/12/2011

             CHRISTMAS
19/12/2011   BREAK

             CHRISTMAS
26/12/2011   BREAK

             Staff Training &
03/01/2012   Prep


09/01/2012   Acting 2


16/01/2012   Acting 2


23/01/2012   Acting 2



30/01/2012   Acting 2


06/02/2012   Acting 2

13/02/2012   Reading week

20/02/2012   Acting 2


27/02/2012   Acting 2


05/03/2012   Acting 2


12/03/2012   Acting 2


19/03/2012   Acting 2

             Assessment
26/03/2012   Week


02/04/2012   Easter Holidays


09/04/2012   Easter Holidays


                                Page 22 of 73
16/04/2012   Acting 3


23/04/2012   Acting 3


30/04/2012   Acting 3


07/05/2012   Acting 3


14/05/2012   Acting 3


21/05/2012   Reading week


28/05/2012   Acting 3


04/06/2012   Acting 3


11/06/2012   Acting 3

             Assessment
18/06/2012   18th,19th


   1.18      Skills for learning

             The Skills for Learning website offers help with study skills.
             There are a number of free booklets covering areas such as,
             citing and referencing, essay-writing, information skills,
             research, skills for learning and time-management. The
             resources (which you may find especially useful if you are
             returning to study after a break) are designed to support your
             academic study and there are also a range of downloadable
             guides and podcasts on the website and printed publications
             which are available in the libraries or University shops.

             In addition Skills for Learning provides a drop-in programme
             of workshops on academic communication, IT and maths skills
             as well as offering one-to-one tutorials on these topics. You
             can find more information and the timetables on the
             website.




                                                             Page 23 of 73
1.19   Your contact details

       Whenever you change your address and contact details,
       particularly your mobile phone number, you should inform the
       Administration team based in the reception area immediately.
       This will ensure we can always contact you in an emergency
       and that important course information gets to you.

       It is your responsibility as a student to comply with the
       scheme, course and module requirements for attendance and
       for completion of assessments.

1.20   Making the most of your studies

       We want you to enjoy your studies and achieve the best that
       you can. It is important that you attend regularly and are on
       time for all classes in order to get the best from your classes.
       If you are struggling with any aspects of the work we are here
       to help. Talk to your module tutors if you need help with your
       work and if there are any matters affecting your studies be
       sure to speak to your personal tutor.

1.21   General and other student regulations

       These are available at:
       http:www.themanchestercollege.ac.uk/students

       http://www.leedsmet.ac.uk/metoffice/gov/student_regulation
       s.htm.

1.22   International students

       There are new requirements relating to immigration
       procedures in the UK with the introduction of the Points-Based
       System. The following leaflet provides information:
       http://www.leedsmet.ac.uk/internat/docs/Immigration.pdf

       If you are unable to attend you must report this immediately.
       We are obliged to tell the UK Border Agency about 10 or more
       occasions of unauthorised absence, which could lead to your
       visa being withdrawn.

1.23   If you are absent from our College

       If you are absent from College it is essential that you obtain
       documentary support for this, such as a doctor’s letter, as it
       may be needed to claim mitigating circumstances. You must



                                                         Page 24 of 73
       call the Administration team so that we can inform your
       tutors. The number to call is 0161 9204827. Wherever
       possible, phone before 9am. It should be you that phones and
       not someone on your behalf. Text messages or messages via
       other students are not acceptable.

       Absence due to illness
       If you are absent from University because of illness for more
       than seven consecutive days (including weekends), you must
       provide us with a medical certificate.

       If you are absent through illness immediately prior to an
       examination or assignment deadline and wish to submit a
       case for extenuating circumstances to the board of examiners,
       you must provide us with a medical certificate as soon as
       possible.

       If you are absent through illness on the day of an examination
       or assignment deadline, you must also provide us with a
       medical certificate as soon as possible.

       You can hand in or send medical certificates to your Year
       Tutor or to someone from the Administration team at Nicholls
       Campus.

       Notification of infectious disease
       If you have been diagnosed with or have had contact with an
       infectious disease, you must notify us in writing within 24
       hours of diagnosis. You must not return to University until a
       medical practitioner’s certificate of clearance has been
       submitted.

1.24   What to do if you are absent

       In case of absence from College, you should contact someone
       in the Administration team on 0161 9204827 or e-mail at
       Linda.impey@themanchestercollege.ac.uk.

1.25   Withdrawing from your course

       If you are considering withdrawal from your course you should
       speak to your personal tutor or the Programme Team Leader
       to discuss your reasons. If there is a problem, College staff
       may be able to help.

       If you decide to withdraw from your course or programme of
       study, you must notify us in writing. This notification must be



                                                         Page 25 of 73
       sent immediately to The Arden office addressed to your
       Programme Team Leader.

       Emma Kanis
       G2 Governer’s House
       Nicholls Campus
       Hyde Road
       Ardwick
       Manchester
       M12 6BA


1.26   Scheme or course notice boards

       You are advised to check your notice board regularly, as they
       are used to display important information relating to your
       course. Please ask your Year Tutor where it can be located. In
       addition, information may be provided to your student e-mail
       account (and not your private e-mail account) and on Moodle,
       so you are also advised to check these regularly.

1.27   What is expected of you (anything over and above the
       student academic regulatory statements)

       You are expected to conduct yourself in an appropriate
       manner and exercise consideration to fellow students and
       staff. In addition you must take responsibility for ensuring
       that any course or College deadline is met.




1.28   Specific course requirements

       If you are working on behalf of the Arden outside the college
       premises you are expected to behave in a courteous and
       professional manner. All theatre staff should be treated with
       the up most respect. The same stands for any visits or trips.

       It is also important to note that if the Arden or members of
       staff working with us set you up with an audition, you must




                                                         Page 26 of 73
       attend. Failure to do so damages the reputation of The Arden
       and may impact on future opportunities for other students.




1.29   University academic regulations

       Our University academic regulations can be found at:
       http://www.leedsmet.ac.uk/prs/index_academic_regulations.h
       tm.

       You should familiarise yourself with the academic regulations.
       The following sections are of particular relevance to your
       course:

       Assessment – general provisions (C1)
       Achievement of credit (C2)
       Student progression (C3)
       Conferment of awards (C4)
       Management of assessment (C5)
       Conduct of assessment: coursework and other assessed work
       (C6)
       Administration and conduct of examinations (C7)
       Written examinations: regulations for candidates (C8)
       Cheating, plagiarism and other forms of unfair practice (C9)
       Disabled students and students with specific learning
       difficulties (C10)
       Boards of examiners and examination committees (C12)
       Disclosure of assessment results (C14)
       Extenuating circumstances and mitigation (C15)
       Appeal against a decision of a board of examiners or
       examination committee (C16)

       The Students’ Union Advice service is able to offer advice and
       guidance on how to understand and use the academic
       regulations.

       Where students are undertaking any form of research project,
       reference should be made to the Policy, framework, principles
       and procedures for research ethics which can be found at:
       http://www.leedsmet.ac.uk/prs/Research_Ethics_Policy_Augu
       st_2009.doc

       The Learning Agreement




                                                        Page 27 of 73
The Learning Agreement summarises the main rights and
responsibilities of the learner and the college. It is important
to keep for future reference.


On entry to the college, you have the right to expect:
1 a freecall service to a dedicated Course Enquiry Team
2 clear, accurate and impartial information and/or advice
about our learning programmes, programme costs and
sources of financial help, entry requirements, methods of
study and assessment, qualifications and progression
opportunities
3 a response to your application within 15 working days
4 an enrolment process which is efficient and learner centred

As a learner, you have the right to expect:
5 an appropriate induction to the college and your programme
6 high quality teaching backed up by appropriate technical
and administrative services
7 regular discussions on your progress with a tutor
8 additional support to help with a learning difficulty or
disability, and expert advice on addressing basic skills or other
barriers which might restrict your learning
9 impartial advice on careers, employment, welfare, finance,
spiritual and pastoral care issues
10 safe and appropriate environments in which to study and
work
11 to receive a response within 15 working days to any
complaint under the formal Complaints Procedure and to a fair
resolution
12 access to college policies, procedures and public reports
(listed in the Student Handbook)
13 your personal details to be handled sensitively and only
disclosed to third parties in ways which support your progress
and well-being or where required by law
14 to be treated with respect and according to need
regardless of class, sex, race, ethnic origin, religion, disability,
age or sexual orientation

I, the learner, agree to:
15 pay all programme costs that are due from me to the
college (I understand that college fees are not refundable)



                                                     Page 28 of 73
16 attend all timetabled activities punctually
17 explain absence or lateness if these cannot be avoided
18 take responsibility for my own learning, completing all
assignments on time and to the best of my ability
19 conduct myself in a way which respects the rights of others
and complies with college policies and procedures (listed in
the Student Handbook)
20 take responsibility for attending the correct exams
21 inform my tutor or college reception in writing, within five
working days, if my contact details change (eg new phone
number, address) or if I decide to leave the programme,
giving reasons for this

22 return all books or equipment loaned to me when I leave
my course

23 accept support from a parent, carer, friend or advocate to
help me with any of the above entitlements or responsibilities,
if this is needed




                                                  Page 29 of 73
    1.30   Student regulations

Student regulations are available at:
http://www.leedsmet.ac.uk/metoffice/gov/student_regulation
s.htm.

You should familiarise yourself with the student regulations.
The following sections are of particular relevance to you as a
student:

General regulations: Leeds Metropolitan University students
Fee policy 2010/11
Notification of academic and personal details for admission
and registration purposes: consequences of failure to meet
conditions
Student code of discipline
Misconduct and mental illness
Policy, regulations and procedures relating to professional
suitability or professional misconduct - applicable to a
specified range of courses
Violence at Leeds Metropolitan University: a policy statement
Dignity at work and study policy
Student complaints
Whistleblowing (Public interest disclosure) complaints
Data protection
Data protection policy
Use of personal information
Health & safety
Health and safety policy
Leeds Metropolitan University policy on smoking
Use of University information services
Policy and procedures on the appropriate student use of
University electronic information and communications facilities
and services
Regulations for the use of institutional IT, library and media
facilities
Safeguarding young people and criminal records vetting
Safeguarding policy
Criminal Records Bureau in-course vetting and admissions of
students
Freedom of speech
Code of practice on freedom of speech
Policy and procedures relating to student representation
Equality and diversity policies
Policy, framework, principles and procedures for research




                                                  Page 30 of 73
1.31   University assessment regulations

       Our University’s assessment regulations are contained within
       the academic regulations. These are available at:
       http://www.leedsmet.ac.uk/prs/index_academic_regulations.h
       tm.

1.32   Course-specific assessment regulations

       You can get further information from your module leader as
       required.

1.33   Where to go for help

       You should contact your Year Tutor in the first instance. They
       will be able to provide you with forms for extenuating
       circumstances, assignment hand-in forms, etc.




                                                        Page 31 of 73
Assessment

     1.34    Your responsibilities

             It is your responsibility as a student to comply with the
             scheme or course and module requirements for attendance
             and completion of assessments.

     1.35    How and where to hand in an assignment

             You must hand in written assignments at the reception at
             Nicholls Campus and ask for a receipt.

             Written feedback will be returned to you usually within three
             weeks.

     1.36    What to do when handing in an assignment late

             Extensions to submission date

             You may apply for an extension through your module leader
             who will then consult the application for approval. You must
             provide a written request and submit this in advance of the
             assignment deadline.

             Late submission
             If you submit work after the submission date without
             approval, your work will be subject to the penalties listed in
             section 7.4 below.

     1.37    What will happen if I hand in my work late?

             The following has been taken from the academic regulations,
             section C1.5.7:

             Students who fail to submit assessments by the prescribed
             date without good cause shall be penalised as given below.
             Any work not submitted within these limits may not be
             submitted at that opportunity.

             “Days” include weekdays and include vacations, but exclude
             weekends, bank holidays, customary days and other days
             when our University or designated collaborative institution is
             closed.



             Full-time Students


                                                               Page 32 of 73
       1 day late: 5% of the possible total mark will be deducted
       from the mark achieved by the student.
       2 to 9 days late: 5% of the possible total mark will be
       deducted from the mark achieved by the student for every
       day on which the work remains un-submitted.
       10 days late or more: a mark of zero will be recorded.

       Part-time Students
       1 to 2 days late: 5% of the possible total mark will be
       deducted from the mark achieved by the student.
       3 to 10 days late: 5% of the possible total mark will be
       deducted from the mark achieved by the student for each two
       days on which the work remains un-submitted (i.e. 5% for
       days 3-4; 5-6; 7-8; 9-10).
       11 days late or more: a mark of zero will be recorded.

       Cases of persistent late submission shall be brought to the
       attention of the Board of Examiners or Examination
       Committee.

1.38   Assessment schedule

       Coursework
       Your Year Tutor will issue you with an assessment schedule
       and dates may be also found on assignment briefs.

1.39   How do I get my results and feedback on my work

       Results from module assessments and decisions on
       progression to the next level or awards (if you are in the final
       level) are available on the Results Online system at:
       http://resultsonline.leedsmet.ac.uk.

       You will normally receive written comments, verbal feedback
       or group feedback on your work within 3 weeks of submission
       of your work. Your module leader will advise as to the format
       of the feedback.

1.40   Plagiarism

       Plagiarism, in short, means taking another person’s work and
       incorporating it into your own work without proper
       acknowledgement.

       The University have produced a booklet called The Little Book
       of Plagiarism, available at:
       http://www.leedsmet.ac.uk/prs/Little_Book_of_Plagiarism.pdf


                                                         Page 33 of 73
       This booklet explains what plagiarism is, but more importantly
       explains how to avoid it. It is strongly recommended that you
       read and familiarize yourself with the contents of this booklet.

1.41   Extenuating circumstances and mitigation

       You can arrange for your Year Tutor to help you locate forms.
       If you need assistance in filling in the form you cannot ask
       any academic staff but help is available through Student
       Services.

       A guide to Extenuating circumstances and mitigation is
       available at:
       http://www.leedsmet.ac.uk/metoffice/rso/downloads/4MitBoo
       k.pdf

       You must submit mitigating circumstances forms and
       supporting evidence in advance of the assessment deadline
       for the module/s effected to the Programme Team Leader
       (Emma Kanis).

       Final submission deadlines for students to submit mitigating
       circumstances and supporting evidence are at the following
       two points in the year:

       Monday 31st January
       Wednesday 15th June

       Students must adhere to these deadlines and submit
       paperwork to the Programme Team Leader (Emma Kanis) by
       4pm on the above dates.

       The mitigating circumstances will be discussed at mitigation
       meetings, held at two points in the year. The board will reach
       decisions, which will be communicated to the student in
       writing within 5 working days of the exam committee. A face-
       to-face meeting will be arranged to discuss the decisions
       further where requested by the student or felt necessary by
       the panel.


1.42   Re-assessment

       If you have not passed a module at the first attempt and are
       eligible for re-assessment, you must inform your scheme or
       course leader (or equivalent) in writing if you intend to take



                                                         Page 34 of 73
re-assessment (see also academic regulations, section c.3
6.6). A standard form for this may be available in your
faculty’s admin office.




                                                Page 35 of 73
Representing your course

     1.43     Student academic representatives (STARs)

              The College is committed to ensuring that the views of
              students are heard and responded to. This is partly achieved
              through your student representatives and the Student Council.

              We also ask you to complete our bi-annual survey to consult
              you on a range of areas from academic to campus matters.
              We value your feedback and our academic reviews hinge on
              this information.


              The College require each course to conduct an annual review
              of performance, through monitoring and review meetings.
              Student representatives will be invited to attend some team
              meetings throughout the year as well as meetings with the
              programme Team Leader. Students may also be asked to
              attend focus groups.


              For information and handbooks for students representation at
              Leeds Met please go to: http://www.leedsmet.ac.uk/stars

     1.44     Role of monitoring and review meetings

              Monitoring and management of schemes and courses

              Meetings
              Each scheme or course will set up a monitoring and review
              meeting to ensure that the academic experience of students
              on the course is as good as it can be.

              These meetings usually take place twice per academic year.


              Purpose
              The monitoring and review meeting is representative of
              students and staff and is responsible for the overall policy on
              the scheme or course including conduct, monitoring, review
              and development.


              Election of representatives
              Student academic representatives will be elected to attend the
              monitoring and review meetings.



                                                                Page 36 of 73
       Reporting
       Outcomes of the meeting will be reported to the Faculty
       Academic Board.

       Consultation
       Students will be provided with the meeting dates in advance
       so that they can consult with their fellow students, in order to
       bring any issues to the meetings.

1.45   Specific course statement

       At The Arden we are committed to listening to your views and
       we encourage you to hold regular meeting s with your student
       representatives. We advise that your reps have an agenda for
       these and that you minute them and submit the minutes to
       your Programme Team Leaders.

1.46   Planned dates and times of meetings

       Please arrange these meetings at your convenience. We
       recommend that at least one meeting takes place per
       semester.




                                                         Page 37 of 73
Have your say

     1.47       Module evaluation

                We value your feedback. The Arden undertakes module
                evaluations to give you the opportunity to tell us what you
                think about module delivery, assessments, the learning
                resources available to you and the wider student experience.
                We are interested in hearing about areas that have exceeded
                your expectations as well as those that have not met your
                needs or requirements. There is also a free text comments
                section where you can submit additional remarks and
                suggestions.

                Module evaluations are confidential and completed
                anonymously. This feedback is used at both department and
                University level so that the student experience can be
                continuously improved. By undertaking module evaluations
                you can help us to refresh and revise our module delivery to
                enhance the learning experience and continue to improve
                upon our academic provision.

     1.48       Your feedback


                If you are entering into your final year you will also be invited
                to participate in the National Student Survey. This is a survey
                for all final year students in all universities in England and the
                results are made public to help prospective students make
                choices about where and what to study. Again these results
                are used by staff on your course to make improvements and
                to share good practice. Your feedback counts so take these
                opportunities to get involved.

     1.49       What happens with my feedback?

                We take your comments very seriously and we use it to
                monitor our programmes and for annual review. Your year
                tutor or Programme Team Leader will go through the results
                of the QDP surveys with you to highlight areas that need
                improving and inform you of changes we propose to make.




                                                                    Page 38 of 73
       Where to get help

1.50   Help

       If you need help do not hesitate to contact your Year Tutor or
       Student Services. If your Year Tutor is not available please
       contact your Programme Team Leader.


1.51   Students’ Union advice

       If you need independent advice, information or
       representation, the Students’ Union Advice Service provides a
       free, confidential and non-judgemental advice service.

       The service is staffed by professionals, who are specialized in
       providing information and advice on all of regulations and
       policies and procedures, including academic appeals, student
       complaints, disciplinary hearings, cheating and plagiarism.

       Student Services also offer advice on generalist issues such
       as:

       Access to learning fund
       Benefits
       Council tax
       Debt
       Discrimination
       Employment rights
       Fuel and utilities
       Harassment
       Housing
       Legal problems
       Loans and grants
       Personal issues


       E-mail: su.studentadvice@leedsmet.ac.uk

       Website: www.leedsmetsu.co.uk

       Student Council and National Union of Students (NUS)

       The Student Council, which is affiliated to the National Union of
       Students (NUS), is a group of elected students who represent each
       curriculum area across the college. Once a student is enrolled on a
       course, they automatically become a member of the NUS and are
       eligible to purchase an NUS Extra card. An NUS card costs £11 and


                                                              Page 39 of 73
entitles students to receive various discounts. In addition, membership
entitles students to attend NUS campaigns and conferences. The
Student Council Co-ordinator and Student Council Support Officers
help in the daily running of the Council.

What service does the Student Council provide?

The Student Council provides a formal channel for students to
represent their views to the college and to ensure that a student
perspective on a range of issues is given. Student representatives are
encouraged to put forward new ideas to enhance student life, events
and developments within the college.

How do you get involved?

Elections for student representatives are held every year and all
students are eligible to take part. Once elected, student representatives
will be offered support and training from the Student Council Co-
ordinator and Student Council Support Officers to help them contribute
to the everyday running of the Council within the college.

If you are interested in speaking up on students’ behalf, stand for
election as a Student Council representative. Please see the Student
Council noticeboards or contact your Student Council Support Officer,
via the main Reception, for details.

How will the Student Council link with my course?

Each HE course elects a HE Course Representative who will attend
training and termly meetings. Each campus will have a Student
Council representative, and these representatives attend HE Course
Representative meetings with representatives from each course.
Views can be fed back through that formal channel.


Please take note of the following list of policies and procedures to help
you get the most from your time with The Manchester College.

Policy/procedure           What does it cover?         Where can I find it?
Academic Appeals           Students who feel that      Tutor, personal tutor or
                           their assignments or        course tutor
                           work haven’t been fairly
                           marked/assessed
Accident and Incident      All accidents, dangerous    Accident report forms
Reporting                  occurrences, acts of        from Receptions and
                           violence or aggression      key locations around the
                           involving staff, students   college
                           or visitors




                                                          Page 40 of 73
Policy/procedure         What does it cover?          Where can I find it?
Acceptable Use Policy    A policy for the use of      Summary available from
                         information and              tutors
                         communication
                         technology within the
                         college
Complaints, Comments     How to make a formal         Leaflet and complaint
and Compliments          complaint, make a            and compliments forms
                         general comment or pay       available from
                         the college a                Receptions
                         compliment
Disability Statement     Explains the additional      Learner Support
                         support The Manchester
                         College can provide to
                         support you if you have
                         a disability or learning
                         difficulty
Equality and Diversity   The Manchester               Leaflet available from
                         College’s commitment         Receptions
                         to equal opportunities
                         for all students, clients
                         and employees
Financial Assistance     Assistance for students      Application forms and
                         who need help in             guidelines are available
                         meeting the cost of          from Receptions and
                         studying at The              noticeboards
                         Manchester College
Fire Evacuation          The safe evacuation of       Check with your tutor for
Procedure                premises in case of fire     details of assembly
                                                      points. See
                                                      noticeboards
First Aid                A list of designated         Receptions, Estates
                         firstaiders who can          department, Human
                         assist following an          Resources department
                         accident or incident         and noticeboards
Healthy College          College standards for        Estates department,
Standards and Health &   promoting the health,        Human Resources
Safety Policy            safety and well-being of     department, LRCs, site
                         employees, students          and line managers,
                         and others                   safety representatives

HE Learning, Teaching,   The overall objectives       Available from tutors
and Assessment           agreed for the delivery
Strategy                 of higher education
                         across the college
Mental Health            Guidelines for               Summary available from
Guidelines               supporting students with     Learner Support
                         mental health difficulties




                                                        Page 41 of 73
    Policy/procedure          What does it cover?         Where can I find it?
    Student Disciplinary      The procedure for           Summary available from
                              dealing with students       tutors
                              whose behaviour is not
                              appropriate or
                              acceptable whilst at The
                              Manchester College
    Student IT Handbook       A policy and information    Summary available from
                              on the safe and effective   tutors
                              use of IT facilities,
                              including: data
                              protection, computer
                              facilities, student
                              accounts, acceptable
                              use policy, personal
                              identity safety and the
                              Virtual Learning
                              Environment (VLE)

    College policies and procedures summaries:

    -   Attendance & behaviour – include disciplinary procedures
              o Accident reporting
              o Smoking policy
    -   The academic infrastructure
    -   Careers and ‘prospects’ careers information service
    -   Equal opportunities and diversity
    -   Safeguarding
    -   Student disciplinary procedure




    The Arden student charter

    All students are responsible for:

   Making the most of their programme of study, their Higher
    Education experience and other opportunities offered within
    The Arden & The Manchester College.
   Complying with college policies and procedures.
   Acting as responsible ambassadors for The Arden & The
    Manchester College, through their respectful conduct and by
    ensuring their actions do not have an adverse impact on the


                                                            Page 42 of 73
    institutions reputation, environment, local community and
    those who study and work at The Arden & The Manchester
    College.
   Independent and self managed vocational studies are
    expected to mirror and exceed contact time. Daily practice of
    all skills and assessment work rehearsals with colleagues is
    essential for progression and achievement.
   Pursuing their academic studies in a diligent, honest and
    professional manner.
   Being punctual and attending all scheduled classes and events
   All appropriate clothing, equipment (including personal health
    and safety preparation) is the responsibility of the training
    performer and must comply with the requirements of the
    class and tutor. If these regulations are not met the tutor has
    the right to regulate the student’s participation in the class.
   Respect must be shown to self, colleagues, all staff and the
    learning environment.
   All rooms and spaces used must be left as they are found and
    all individuals are responsible for health and safety.
   Trust is the foundation of the work as a performer, thus
    communication must be polite, mature and respectful at all
    times. Any deviation from this will be taken very seriously.
   During the performers training there may be times when
    students are advised and directed to transform physically as
    part of a role. These decisions will be made in conversation
    with the tutor, student and programme team leader and the
    professional judgment of the tutors must be respected at all
    times.
   Learning materials used within the curriculum may contain
    explicit language, cultural/religious/political debate and sexual
    content. If any student has difficulty accessing any such
    material for whatever reason, it is their responsibility to
    arrange a formal tutorial to discuss this with the tutor and
    programme team leader. In the same guise, if training
    performers wants to explore extreme sexual content, cultural/
    religious/political references, nudity and similar topics within
    their own work, they must present a rationale for these
    decisions and this must be formally agreed by the tutor and
    any audiences advised prior to performance.
   No un-authorized photography or video recording can take
    place within the rehearsal and class room, unless discussed
    and agreed with the tutor.
   Students must not engage with tutors and staff from The
    Arden on social networking sites.
   Students can contact staff via email (as detailed within the
    handbook) with a 7 say turn around for response.




                                                      Page 43 of 73
      Staff can be accessed ONLY during office hours (8am-5pm).
       No mobile phone contact is allowed.
      Students must book tutorials and one to ones with staff via
       the weekly booking sheets. In the case of emergencies
       student must contact the Programme Team Leaders for their
       course.
      The use of alcohol and drugs will result in immediate
       expulsion from the School.


1.52   Safety, health and well-being

       Fire Safety Procedures

       The following advice is taken from the Leeds Metropolitan
       University Fire Regulations and Procedures:

       Fire prevention

       Fire prevention is everyone’s responsibility. You can help to
       prevent fires by:

       Good housekeeping
       Safe use of electrical and gas appliances
       Observing our University no-smoking policy

       Fire Information

       Fire information is present on Fire Action Notices displayed in
       all University buildings. These are normally present in
       corridors. They inform you of the appropriate action to take,
       the location of the nearest Fire Alarm Call Point, our University
       emergency telephone number 4444, the location of fire-
       fighting equipment and the location of fire assembly points. All
       fire exit routes are clearly identified. You should take the
       opportunity to familiarise yourself with the location of fire exit
       routes and fire assembly points for the buildings that you may
       use in the course of your studies.

       If you discover a fire

       If you discover a fire, you should sound the alarm by
       operating the Fire Alarm Call Point. You should report the
       circumstances at reception. Do not tackle the fire unless you
       have been trained to do so. Evacuate the building to the fire
       assembly point indicated on the Fire Action Notice. Do not re-
       enter the building until officially authorised to do so.



                                                          Page 44 of 73
Fire evacuation

On hearing the Fire Alarm, everyone should proceed calmly to
the nearest available safe fire exit, as indicated by the green
and white fire exit signage, please assist visitors. Follow the
route to get out of the building and continue on to the fire
assembly point so as not to impede the remaining evacuees
exiting the building. Take appropriate action to assist mobility
impaired persons or wheelchair users to a safe refuge. Do not
stop to collect belongings and do not try to leave by your
usual entry route unless this is the way indicated by the
escape signs. Do not attempt to use the lifts. Do not restrict
emergency service access routes. Do not re-enter the building
until officially authorised to do so.

Evacuation is practised through fire drills. However, you
should regard any continuous sounding of the alarm as a fire
incident and act accordingly.

Disabled students

You are expected to declare any disability that would affect
your safety in the event of a fire, e.g. hearing impairment or
the use of a wheelchair. If you are referred to the Disability
Adviser, a Personal Emergency Evacuation Plan (PEEP) will be
developed for you as appropriate.

First Aid

First Aider(s) should be contacted immediately in the event of
an accident or injury. Please go to reception in this event.

The names and telephone numbers of the nearest First Aiders
can also be obtained from the reception.

Policy statement

The Manchester College will appoint a Safety and Health Advisor. The
post holder will hold appropriate safety qualifications and experience in
occupational Safety and Health:


The Health and Safety Advisor is responsible to the Director of Property.
The duties are to promote a health and safety culture leading by
example, displaying initiative and a common sense approach.




                                                         Page 45 of 73
                     PERSONAL DEVELOPMENT PLAN




Contents




1.   Introduction



2.   Guidance on how to complete your Personal Development Plan



3.   Personal Development Plan :

     At the start of your course:

           Initial Personal Development Plan
           Evidence of prior experience
           Evidence of prior learning



     During your course:

           Preparation for individual tutorial-Learner self assessment
            sheet


                                                             Page 46 of 73
          Agreed actions from personal tutorials
          Completed Individual Learning Plans
          Reflective Log



     On completion of your course:

          Transcript
          Continuing Development Plan



4.   Useful sources of information and help with career planning and
     post course opportunities




                                                           Page 47 of 73
Welcome to your Personal Development Plan

In the 2003 Government white paper ‘The Future of Higher Education’,
personal development planning was identified as a tool “to be used to
enable learners to understand and reflect on their achievements, and to
present those achievements to employers, institutions, and other
stakeholders.”

The Manchester College has responded to this by introducing this Personal
Development Plan, which should initially be used during the time you are
studying for your Higher Education qualification at The Manchester
College and will then provide a valuable tool for the rest of your personal
and professional development.

The plan, which is housed in a ring binder file for ease of use, will help
you plan, monitor, evaluate and review your experiences on the course –
both academic and personal – as well as help you develop the skills to do
this in all aspects of your future professional development.

The aim of this plan is to have information about your skills, qualifications
and development all in one place. The file should contain information and
evidence about the experience and qualifications you have already
achieved and your progress and development on your current course.
Together, these should provide you with a clearer focus on personal and
career goals and also provide invaluable when compiling things such as
CVs or job applications.

This is a personal record and remains your responsibility to maintain. This
is a tool to help you with your future planning and your tutors will not be
involved in the compilation of the record unless you request assistance
from them.




                                                               Page 48 of 73
How to complete your Personal Development Plan

The information you put in this plan will prove invaluable to you when it
comes to planning your future personal development as it will show you
where you currently are at any point in time and how you got there, and
will also give you the opportunity to think about where you go next. As
this is a plan of your personal achievements, the information you choose
to include in this file is entirely up to you, but the more information you
include, the more value the plan will have to you.

These guidelines will explain the type of information to include in each
section of the plan, but are by no means definitive. If you have other
information, evidence or thoughts you would like to include, feel free to
add these to the appropriate sections. This is a semi-public document as
there are some items that both you and your personal tutor may view eg
your ILP, agreed actions sheet. Although we have suggested a way to
organise the information in particular sections, as mentioned in the
contents page, should you want to organise it in a different way then you
can use the dividers provided to do this.

The process of compiling your plan:

   1.    At the start of your course:

         Complete Initial Personal Development plan

         This looks at where you are at the start of the course in terms of
         qualifications, experience, skills and interests, and should ideally
         be completed during the induction period of your course.

         Whilst you probably know ‘where you are’, it’s useful to put this
         down in writing and then you can review this during and after
         your course. It will help to link your previous qualifications and
         experience to your HE study and will show you the transferable
         skills you can bring to your studies.

         By noting down your experiences and qualifications it will help
         put value on these. By then adding your goals, you can begin to
         see what requirements you may have from your course and
         whilst you study. These can be discussed with relevant staff
         within the College to help and support you to achieve you goals.

         Compile evidence

         Having written down you experience and qualifications, you can
         then include the supporting evidence of these, such as
         certificates from qualifications and details of employment history.



                                                               Page 49 of 73
We have added pro-formas’ to your file which you can complete
to show what you have gained through prior learning, both
academic and experiential.




                                                 Page 50 of 73
2.   During your course:

     Agreed actions from personal tutorials

     During each year of study on your course, you will have a
     minimum of four personal tutorial meetings.
     The overall aim of the tutorial meetings is to bring together
     personal, academic and professional development by identifying
     areas of strength and improvement and also by looking at areas
     that need developing. The strong link between academic and
     personal development is best highlighted through this process.
     You will find that many of the skills you develop to support you
     academically are equally important in your personal and
     professional life.

     The tutorial meetings can be reflective, in that they give you the
     opportunity to consider your achievement on the course to date
     in terms of academic skills, life experience and student activities.
     By looking back at your Initial Personal Development Plan
     (IPDP), you should be able to see how far you have already
     advanced, giving you a heightened sense of self-awareness.

     As you have set your career goals on your IPDP, reflecting on
     your achievements and development during your course will
     show you how much nearer that goal you are moving and also
     allow you to identify new career goals along the way.

     During the tutorial process your personal tutor will complete the
     appropriate section of your Individual Learning Plan (ILP) with
     you. This plan is the record of your development and
     achievement through your studies. At these meetings you will
     review your progress to date and agree achievable, realistic,
     measurable targets that will help you to develop academically
     and personally, looking at specific aspects related to your
     development within a negotiated timeframe. You will be given a
     written copy of the agreed actions.

     At the end of each year of your course, you will receive a copy of
     the completed ILP relating to that year. This should be added to
     your file as a complete record of your personal and academic
     development for that year.

     Reflective Log

     This has been included to offer you the opportunity, at various
     stages of your studies, to reflect on the learning that you are
     undertaking. This process also provides a tool to enable you to



                                                           Page 51 of 73
     think about and recognise the skills which you are developing
     from that learning be it in the classroom, workshop or
     placement. These skills can be very roughly divided into four
     main areas-self reliance skills, people skills, general skills and
     specialist/ technical skills. In addition the log can be a tool for
     you to recognise your personal and professional development
     through your employment, voluntary work or extra curricular
     activities during those periods of time.
     The reflective log is a private document which you do not have to
     share with any other person unless you choose to do so.

3.   On completion of your course

     Transcript

     On successful completion of a qualification or units of study, you
     will receive a transcript which confirms achievement. This
     should be included within your file as a formal record of
     achievement.

     Continuing Development Plan

     Completion of your course should not also mean completion of
     your Personal Development Plan. Instead, this should be a live
     document which supports your life long learning and professional
     development. The Continuing Development Plan (CDP) is a tool
     which you can use through-out your continuing development as
     a means of recording your skills and achievements gained to
     date and your future goals.

     By being aware of your development to date and your planned
     goals, you will be more focussed on your career management
     and be in a stronger position to be able to successfully market
     yourself in the world of work. This, in turn, will give you greater
     control over the direction of your life.




                                                          Page 52 of 73
                                      Academic, personal and professional development

                    There are strong links between academic, personal and professional
                    development, as illustrated by the diagram below. As you develop in
                    one area, this impacts on the other areas, as illustrated.




  How does my
  course help my                                                                                         What are my
  employability?                                                                                         career skills?
                                                                  Professional

                                                                  Development



                                                                       Self
                                                                      Review
                                               Academic                                Personal
                                              Development                            Development




                                                                   How do I learn?




Self-review involves you being able to reflect on the goals and
achievements you have made to date and what further
achievements and goals you have yet to meet. Through
Personal Development Planning, you will have one of the
main tools needed to assist with this reflection and self-
review, and therefore be able to plan your future achievements
and goals in an informed manner.




                                                                                                   Page 53 of 73
                PERSONAL DEVELOPMENT PLAN


                                  AT INDUCTION
   Collect
                                  Complete Initial Personal
    Supporting evidence e.g.                Development Plan
                certificates         Provide details of previous
    Employment history                qualifications, skills,
    EPL & EPE proformas               experience, interests
   Add completed IPDP               Set personal learning &
                                      professional goals




   Add Learner Self-
                                  DURING COURSE
          Assessment sheets
         Tutorial agreed action        Review progress/Reflect
         plans                         Agree actions from Tutorials
   Tutor to provide copy of
                                       Amend & modify goals and
    completed ILP at end of
                                        achievements
    each year
   Collect other supporting
    evidence. E.g. reflective
    log, skills analysis




                                  COURSE FINISHES
   Transcript of Achievement     Complete Continuing Development
    for file                      Plan
   Collect supporting                Provide details of
    evidence. E.g. C.V.                qualifications, skills &
                                       achievements gained from
                                       The Manchester College
                                       course
                                      Set goals for next step




                                                 Page 54 of 73
                           Initial Personal Development Plan

Name:

Course/year of
study:

Date:

Qualifications achieved:




Work experience (paid/voluntary):




Skills:




Interests:




                                                               Page 55 of 73
                         Initial Personal Development Plan

Learning goals:
Short term / Long term




Personal goals:
Short term / Long term




Career goals:
Short term / Long term




Signed:




                                                             Page 56 of 73
Completing your Initial Personal Development Plan

The first task is to complete this plan with as much relevant information
as possible. Some of the sections will be straight forward information,
whilst others will require you to think and commit your thoughts, ideas
and plans.

The name, course details/year of study and date sections should be
straight forward.

Qualifications achieved

In this section, you need to include all formal qualifications that you have
successfully achieved. This should include qualifications gained at school,
college, previously in HE, through work-based learning or for your own
self-improvement or interest, where appropriate.

You should include:

Qualification title, level, awarding body (where applicable) and
grade/class (where known).

Work experience (paid/voluntary)

This should include all formal work experience, whether it was paid or
otherwise, including your current employment, where appropriate.

You should include:

Dates of employment/experience, job title and employer.

Skills

Carrying out a current skills assessment can sometimes be difficult. You
need to reflect on the skills you currently hold in terms of employment
based skills, personal skills and education based skills. For anything you
include in this section, you must be able to think of practical examples
where you have applied these skills.

In our example plan on page 13, S Form has indicated that they:

        Are fluent in Spanish, which is supported by the qualifications they
         hold in Spanish.
        Have a high level of IT literacy using Microsoft Office, which is
         supported by their qualifications and by their work experience to
         date.




                                                                Page 57 of 73
   Are an active team member, which they would need to evidence by
    giving examples of team working they have been involved in, eg in
    the workplace, in their leisure time or in education/training.




                                                        Page 58 of 73
Interests

You need to provide information about things in your personal life that are
of interest to you. These should be realistic and also truthful.

Realistic includes having a general understanding of the subject/interest.
On the example plan, S Form indicates they have an interest in the
architectural works of Gaudi – this interest should be more than the fact
they have seen a picture of some of Gaudi’s work, they should be able to
talk knowledgeably about the work of Gaudi, his inspiration and
architectural development.

Truthful means that you should not include things that you cannot talk
comfortably at length about, demonstrating knowledge of that subject.

You should also avoid controversial things and generalisms. The classic
generalism is “reading/literature” – this covers a vast area and you should
be more specific, such as the genre of literature you enjoy - eg Science
Fiction - or the type of author, eg Stephen King.

Learning Goals

Learning goals can be both short and long term, as in the example given.
The short term goal is usually the course you are currently studying. The
long term goal could be many years off, but where you are finally aiming
for.

Personal Goals

As well as developing new skills and knowledge whilst you study, you will
also have goals in your personal life. These can include such things as
learning to drive or buying a home.

Career Goals

Again, these can be short term and/or long term. Your short term goal
may be to gain employment or promotion, whilst your long term goal may
be to own your own company.

NB

All your goals need to be SMART – specific, measurable, achievable,
realistic and time-lined. If they are not, they are not true goals as it is
unlikely you will ever be able to achieve them.




                                                                Page 59 of 73
                  Initial Personal Development Plan

Name:            SAMPLE FORM

Course/year of
                 HNC Business and Marketing 1st Year
study:

Date:            10/09/2005

Qualifications achieved:
GCSE: Maths (B), English Double Award (BB), Science Double
Award (CB)
Spanish (A), History (C), Art (A) – all AQA
PDC IT Applications
CLAIT
IOL Spanish to Advanced Diploma Level
Work experience (paid/voluntary):
2001-03 Office Junior, Smith and Bloggs Import Company
2003-04 Admin Officer, Smith and Bloggs Import Company
2004-05 Senior Administrator, Jones & Sons Textiles



Skills:
Fluent Spanish speaker; IT literate to a high level (using Microsoft
Office); active team member; work on own initiative; good
communication skills, both written and oral; high level of creative
skills, including graphic design, fine art and pottery



Interests:
Travel (especially to Spain), hockey, walking, cooking, going
to Art galleries, the architectural works of Gaudi.




                                                              Page 60 of 73
              Initial Personal Development Action Plan

Learning goals:
To complete HNC Business and Marketing, then gain CIM
membership through CIM qualifications




Personal goals:
Relocate to Spain to work in the tourist marketing industry within
the next 5 years.




Career goals:
To gain a job at current employer within the Marketing team to gain
practical experience. Following relocation to Spain, work in a
management position within the tourist marketing industry.




Signed:

S Form




                                                             Page 61 of 73
                         Evidence of Prior Learning

Place of study:



Course of study:



Qualification
achieved:



Date of study:


Subjects studied




Study skills developed




Personal skills developed




                                                      Page 62 of 73
                      Evidence of Prior Learning

Non-academic achievements




Why did I choose this course of study?




Did it meet my expectations and needs?




Signed:



Date:




                                                   Page 63 of 73
How to complete your Evidence of Prior Learning form

This form should be completed to explain more about the learning you
have done prior to commencing your current HE course. If you have
studied/trained since leaving secondary school, it is not necessary to
complete information about your time at school. The information you can
provide about your subsequent education/training will be more relevant
than your time at school.

Don’t forget that in some cases, prior learning will not lead to a formal
qualification and may have taken place informally, for example in the
work place as part of staff development.

Place of study, course of study, qualification achieved and date of
study are self-explanatory, as shown on the example form on page 19.

Subjects studied

Give a break down of the units/modules/elements that made up the
course(s) you have studied, including mandatory and optional units, etc.
This will show the breadth of the learning you have undertaken.

Study skills developed

You need to reflect on your learning and identify the skills and
competencies you have developed which are directly linked to study, such
as portfolio building, project work, communications skills. Any skills listed
should be ones where you can again give practical examples. Using
portfolio building, this would include the type of portfolio you have built,
how it’s organised and referenced, etc.

For skills listed, you should try and qualify them with an indication of the
level you have attained. On the example form, this can be seen in
examples such as “a high level of competence with Microsoft Office”,
“basic programming skills”, etc. NB - Some skills cannot easily be
measured, such as portfolio building – they are things you can either do
or not do.

Personal skills developed

Some of the skills you develop through learning will be used in everyday
life, such as time management, coping with pressure and demands, etc.
These should be listed under personal skills, as they affect much of your
life.

Non-academic achievements




                                                               Page 64 of 73
Whilst you were undertaking your learning, you will have had
achievements not directly linked to this learning. However, these
achievements can be as valuable as learning based achievements and can
impact on your life, learning and employability. An easy example would
be to pass your driving test. More personal examples may be to
overcome a serious illness or disability.

Why did I choose this course of study?

This requires reflection on what your goals for pursuing the study where
initially. In a number of cases this may simply be that your employer told
you to in order to develop your job role or you the study was necessary in
order to enter a profession or career. However, you may have had
personal motivations and reasons for studying or it may just have been
you studied that course for personal enjoyment.

All reasons are as valid as on another, as long as you demonstrate an
understanding of what your reasons actually were and can explain these
reasons. You need to able to show the thought process behind the study
choice rather than indicating it was through apathy (ie because you
couldn’t think of anything else to do).

Did it meet my expectations and needs?

If you know why you chose a course of study, it is easier to look at
whether your expectations and needs were met, as you will know what
your expectations and needs were.

By evaluating the learning experience, you should be able to provide a
constructive explanation of how it matched your needs.




                                                            Page 65 of 73
                             Evidence of Prior Learning
                            The Manchester College-Openshaw
Place of study:
                            Campus
                            South Trafford College


                            PDC IT Applications
Course of study:            Clait
                            IOL Spanish
Qualification achieved:         1.53    As above


Date of study:
                            2003/4
                            2002/3
Subjects studied
PDC Units including – Excel, Word, Powerpoint,
Access, Word Expert, Excel Expert, net applications,
Linux, visual and Java programming, Oracle
Clait Units including-Using a computer plus Spread
sheets, Databases, Web pages, Presentation graphics.
IOL Spanish – practical use of the Spanish language
to a high level of competence in writing, listening and
speaking
Study skills developed
High level of competence with Microsoft Office, basic
programming skills, portfolio building, working to deadlines,
project work, assignment completion, communication skills
in Spanish as well as English.
Personal skills developed
Prioritising workloads, organisation of time, coping with
pressure and demands, team working, confidence, project
planning



                                                          Page 66 of 73
                                Evidence of Prior Learning

Non-academic achievements
Passing driving test, moving into own flat, changing
jobs, spending as much time in Spain as possible



Why did I choose this course of study?
They were linked to my job and I was encouraged by
my employers to take the courses to increase my
skills and knowledge.
The Spanish supported my love of Spain and allowed me to
build my Spanish communication skills to a very high level.

Did it meet my expectations and needs?
The courses exceeded my expectations, especially the
PDC course, as this course developed skills I didn’t
know I had. My employer was more than happy with
the course as it gave me the skills and knowledge to
advance in my employment and take on more
responsibility.
The Spanish courses have been great and I now feel fluent in
Spanish.


Signed:
              S Form


Date:
               02/10/05




                                                             Page 67 of 73
                               Evidence of Prior Experience

Place of employment:



Job title:



Department/section:



Dates of employment:


Main tasks




Job-related skills developed




Personal skills developed




                                                              Page 68 of 73
                              Evidence of Prior Experience

Non-work related achievements




Why did I choose this job?




Did it meet my expectations and needs?




Signed:



Date:




                                                             Page 69 of 73
How to complete your Evidence of Prior Experience form

This is completed in much the same way as your evidence of prior
learning form. However, you need to take some time out to contemplate
what is classed as an experience. The emphasis of the form is for
employment and should include paid and voluntary employment and also
formal and informal employment.

Formal employment is often easily identified – a formal job working for an
employer where you have a contract of employment. However, informal
employment can sometimes be more difficult to identify. This can include
work placements, voluntary work, helping out in local organisations or
community groups, being a school governor or holding an office in a local
club/society.

Your reflections on these experiences should concentrate on positive
aspects and should avoid the temptation to vent your spleen over any
grievances or issues that may have arisen.

Any experience can be included if it has had a marked impact on your
skills, achievements or personal development. As all this information is
personal to you and comes from you, there is no right or wrong way of
completing this form as long as you view it in a positive way and
demonstrate relevance of the experiences covered.




                                                            Page 70 of 73
                               Evidence of Prior Experience
                               Smith & Bloggs Import Company
Place of employment:
                               Jones & Sons Textiles

Job title:
                               Office Junior, Admin Officer
                               Senior Administrator

Department/section:            Administration

Dates of employment:           2001-03, 2003-04, 2004-05
Main tasks
As Office Junior, I was involved in opening and distributing
mail, photocopying, collating information, organising
refreshments and phone cover at lunchtime. As Admin
Officer, I was involved in typing documents and reports,
maintaining a database of suppliers, ordering and monitoring
stationery supplies, supervising the Office Junior, arranging
cover for switchboard and reception I am currently involved in
supervising all aspects of the admin office, from staffing
issues and appraisals to prioritising workloads, admin budget
management, controlling the petty cash and expenses
systems.
Job-related skills developed
Communication skills, working to targets and deadlines,
being an effective team member, timekeeping and punctuality.
Working under pressure to tight deadlines, using IT skills to
solve practical issues, supervisory skills.
Staff management, cash handling and budgetary control, resource
planning, interpersonal skills, leadership and motivation, negotiation
skills.
Personal skills developed
Confidence, inter-personal skills, leadership skills, being able
to contribute effectively to a team – both as a member and a
leader




                                                              Page 71 of 73
                              Evidence of Prior Experience

Non-work related achievements
Learnt to drive, building close friendships with people
in Spain, helped friends in Spain design their own
web-site to advertise their travel company within the
UK
Why did I choose this job?
I was interested in IT and working in an office environment.
As Smith & Bloggs trade with a large number of Spanish
companies, the opportunity to use my Spanish appealed. The
promotion with Smith & Bloggs gave me the opportunity to
further develop my IT skills and added more responsibilities
to my job. The move to Jones and Sons further utilised the IT
skills I had developed and also gave me first line
management experience.
Did it meet my expectations and needs?
The job at Smith & Bloggs gave me a good grounding
in admin and IT skills which then allowed me to
further my career by moving to Jones & Sons. My
current job is very challenging, but my employers are
supportive and encourage self-development




Signed:
             S Form

Date:
          11/10/05




                                                             Page 72 of 73
Page 73 of 73

				
DOCUMENT INFO
Shared By:
Categories:
Tags:
Stats:
views:10
posted:7/29/2012
language:English
pages:73