School of Education: Tutoring Statement
The following statement demonstrates how each of the specific outcomes of the University’s
principles of tutoring is delivered in the School of Education.
Where programmes offer additional arrangements to those mentioned below, these are outlined
under their own heading.
Outcome
Achieved through
1. The student
should feel
acknowledged,
recognised and
accepted within their
school/department
as an individual
with distinct
academic needs and
preferences.




A detailed induction programme incorporating course-specific teaching
and learning support sessions.
A named Course Leader for each degree where academic guidance and
support can be obtained.
Module registration days where advice can be sought on individual
module content.
A Personal Tutor is allocated to each student in Week One with an
explanation given of how the tutorial system operates. Their role is to
constitute a link between the student and the School, acting as first
point of contact and acting as an advocate on the student’s behalf if
either administrative or academic problems arise.
Presessional
 This programme provides courses in English for Academic Purposes
(EAP) for international students who need to improve their academic
English language competence before beginning a degree.
 At the onset of each stage a Personal Tutor is allocated.
Insessional
 This programme provides courses in English for Academic Purposes
(EAP) for international students who feel that they need to develop their
academic literacy, either with language skills or through a better
understanding of accepted academic conventions in British higher
education.
 These courses are voluntary and as such have no tutorial component
attached to them.
UG
Foundation Certificates
 A Personal Tutor is assigned who, through discussion, will help them
reflect on academic strengths and weaknesses in both language and
study skills and to develop strategies for improvement.
 It is a foundation year objective to encourage students to take
responsibility for their own learning and to familiarise them with the
personal tutor system.
 Action points are formally agreed at three points in the year and
followed up in each meeting.
BA Courses

All applicants are interviewed, providing contact with Course Leaders
prior to joining the programme.
School of Education Tutoring Statement December 2012
Page 1


Where possible there is continuity of Personal Tutor groups through a
student’s programme of study.
Students can seek advice and guidance from their Personal Tutor about
their individual module choices each year.
PGT
 Students have regular, individual communication with the Course
Leader, Module Convenors and Personal Tutors via Skype, email and the
Discussion forum, and the roles and responsibilities of these different
tutors in relation to the individual are made clear to students. Prompt Email response to questions/queries.
 Tutoring for students on online MA courses is achieved via regular
communication through Skype, e-mail, and Moodle Discussion Board.
ITE
 All students on the secondary ITE courses are assigned a Personal Tutor
at the start of the course. Courses include a structured professional
development tutorial programme. In addition all students are entitled to
four tutor visits during school-based elements of the programme.
 On the Primary PGCE (National SCITT) programme personal tutors work
with both groups and individuals both at the two Nottingham Study
Schools and through the year via email, Skype (where appropriate) and
visits to regions.
PGR
 Doctoral students normally have two personal supervisors, who work
closely with the individual student throughout their period of
registration. They are also offered a wide range of opportunities to have
their needs met through taught modules, seminars, internships, and
Graduate School courses. There is also a Postgraduate Student Advisor,
who they can consult if they have additional needs.
 From the first interview as part of the EdD (Professional Doctorate)
recruitment process, students’ individual needs are considered. This
includes discussion of how the course will meet their personal and
professional goals, how they can manage the practical challenges of the
programme, and how they might develop their ideas about their
particular research interests.
2. The student
should feel part of
the
school/department
community,
experiencing
frequent contact with
academic staff on an
individual or small
group basis and
building relations
with particular
members of staff
over an extended
period.*



Formal meetings with Personal Tutor with additional sessions available if
necessary.
Learning Community Forum arranged termly so that issues can be
raised which affect teaching and learning.
One-to-one supervision in final year for projects, dissertation or thesis.
Presessional
 Students are allocated a maximum of 7 x 30-minute tutorials with their
Language Advisor during their 10-week Presessional course, and
students on shorter courses have a weekly 20-minute tutorial. They are
also free to meet with their Course Leader and course tutors about
academic matters beyond the remit of the Language Advisor.
 Students are encouraged to build strong links with other students on
the course through our student-centred and task based approach to
EAP. They are encouraged to work collaboratively and engage with
other students in CELE and the School in a wide range of course-based
and social activities.
 One of the key themes of the curriculum is ‘communities of practice’
and how students are assisted into becoming members of their future
academic communities.
 Adhering to a maximum of 16 students in a class ensures that all
students are recognised and treated as individuals.
School of Education Tutoring Statement December 2012
Page 2
UG
 Formal meetings with a Personal Tutor occur at the start of each
academic year and at regular intervals thereafter, with a standard
pattern of three per year for full-time and two per year for part-time
students, with additional meetings as necessary.
 All students are part of a distinct cohort through their programme,
allowing them to build strong links with their student community.
 Small group teaching in all modules ensures that all students are
recognised as individuals.
 Representatives are selected by the students to attend the Learning
Community Forum, three times per year; the selection of one rep for
each level of each degree ensures that students feel part of their
subject area at every stage.
PGT
 Students make arrangements to see their Personal Tutor when advice is
needed. They may also sign up for tutorial time with module tutors.
 Social opportunities for all PGT students and other informal socials.
Regular invitations to attend relevant seminars.
 For online MA courses, video-conferencing facilities can be used for
group tutorials where these are available in students’ home countries.
 Students at a distance are also encouraged by tutors to make use of
central online study skills resources such as the Studying Effectively
website at http://www.nottingham.ac.uk/studyingeffectively.
ITE
 Formal meetings (or for the National SCITT students a mix of face to
face and electronic communication) with a Personal Tutor occur at
regular intervals throughout the course both in the School of Education
and on school-based phases of the course.
 The taught elements of courses comprise whole course lectures and
smaller group sessions lead by a dedicated tutor or course team. The
National SCITT on-line materials are supported by tutors who will
respond to particular enquiries on both the study tasks and the
assignments.
PGR
 All PGR students have regular meetings with their personal supervisors,
as well as a variety of opportunities to engage with other PGR students
both in the School of Education and across the University. There is
regular monitoring of their progress and individual needs. The
relationship with personal supervisors is normally extended and
intensive and wherever possible extends throughout the period of
registration.
 The EdD (Professional Doctorate) is designed on a cohort model. The
group are taught together and also have small group and individual
tutorials as part of the study weekends. The cohort is also supported
through an e-portfolio community space. The whole cohort works with
a small team of tutors who get to know all of the students and can
therefore offer a broader range of support.
3. The personal
development of the
student should be
promoted; leading to
improved
communication skills
and greater



Communication skills developed through use of innovative assessment
types, eg individual and group presentations.
Practical application of skills taught, ie Fine Art studio work, Counselling
sessions, field trips.
Final year dissertation/project/thesis involves application of skills
acquired.
School of Education Tutoring Statement December 2012
Page 3
confidence in
presentation and
dealing with the
unfamiliar.
Presessional
 A key part of the course is the development of students’ communicative
competence, including pragmatic competence, through a range of group
and individual activities that replicate academic life. Students
participate in seminars, workshops, presentations, vivas and group
projects to enhance their oral communicative competence, and portfolio
work, extended research projects and shorter writing tasks to enhance
their written communicative competence.
UG
Foundation Certificates
 A core purpose is to introduce students to the norms and expectations
of academic study and life in the UK.
BA Courses
 Each degree provides students with opportunities to develop their
communication skills through group discussion, eg group crits (Fine
Art), group presentations, small group projects.
 Practical application of skills taught include studio work (Fine Art),
creative writing portfolios (C&PW*), counselling sessions (HCP**),
research field work (Humanities).
 Final year projects include Degree Show (Fine Art) and extensive folders
of writing (C&PW), in addition to dissertations in Humanities and HCP.
(* Creative & Professional Writing; ** Humanistic Counselling Practice)
PGT
 Communication skills encouraged through frequent group discussion,
participatory teaching methods and one assessment via a presentation.
 Students often influence assignment/dissertation topics on the basis of
their own interests/priorities.
 For online students, the development of communications skills is
achieved through contributions to online discussion boards and writing
of papers.
ITE
 Secondary ITE courses are professional courses which lead to a teaching
qualification and an academic qualification. Different elements of the
course give students opportunities to present to peers and academic
staff as well as teaching lessons in schools.
 The National SCITT Primary programme includes two formal
presentations which are carried out to school staff and for which the
feedback is sent to the university tutor as well as opportunities to work
in groups at the Easter Study School.
PGR
 The EdD (Professional Doctorate) is centrally concerned with the
professional development of the students and there is a strong focus on
developing research skills that can complement their educational
practice expertise.
4. Students should
receive prompt,
helpful and detailed
feedback on their
assessments, in a
manner that
enhances learning
and improves future



Detailed feedback given within 21 days providing individual notations on
how assessment learning outcomes met.
Opportunity to provide feedback on modules and teaching at the end of
modules.
Advice provided in Student Handbooks and Course Handbooks on
assessment submission dates.
Presessional
 Students are given weekly assignments and are given detailed
School of Education Tutoring Statement December 2012
Page 4
assessment
performance.



feedback/feed-forward on their work by their tutors.
The Language Advisor also works with the student on their personal
study plan and portfolio work to encourage students to take greater
control over their own learning, to set their own learning goals, to
commit to action, and to develop the skills of reflexivity and
self-evaluation.
Part of the final assessment includes a reflexive task (either written or
spoken) in which students are encouraged to reflect on significant
episodes, events, processes, decisions, learning, dialogues, people,
contexts and communities that have both shaped their thoughts and
actions and will inform how they plan, prepare and study in the future.
After final assessment, students have a final meeting with their
Language Advisor to discuss their progress and future plans in more
detail.
UG
 Detailed written feedback is given to students within 21 days of
submission of assignments. This will indicate the reason for the mark,
strengths of the work and areas for future attention.
 Assessment takes place at the end of each module; where the module is
larger than 30 credits a formative assessment is provided to ensure
students receive the necessary support and guidance in a timely way.
 Assessment dates are provided in each subject handbook via Moodle.
PGT
 Detailed developmental feedback is given within 21 days including
notations on work and occasional audio screencasts of that work.
 Students are also given very detailed ‘feed forward’ comments in their
earlier assignments which are aimed at helping them improve their
work on future assignments.
 For online students, detailed written feedback is offered on both
planning and submitted assignments. Detailed formative comment is
given for first draft of the first assignment. Submitted assignments
receive both written and oral feedback (the latter via Skype) as this
seems to be the most helpful way forward with online students.
ITE
 Detailed, formative feedback is given to students within 21 days of
submission of written assignments.
 Tutor and peer feedback is provided informally assessed presentations.
 Students also receive detailed, written formative and summative
feedback on practical teaching.
PGR
 All PGR students are encouraged to develop their personal skills as well
as their research skills. This is promoted by personal supervisors,
Graduate School courses, research training modules and other
opportunities such as our PGR Research Internship scheme. We are
currently piloting a needs analysis portfolio, which we hope will support
a coherent view of all of these separate elements of provision.
 EdD (Professional Doctorate) students submit draft copies of
assignments for formative feedback and then full and detailed
comments on final submissions. Individual tutorials focused on
assignments take place throughout modules. Regular tutorials in the
research phase also support students.
5. Students
struggling with
aspects of individual


Guidance given in handbooks on whom to contact with particular issues,
ie Course Leader, Module Tutor, Personal Tutor, Administrative staff
Notice boards show locations of University Academic Support staff with
drop-in session timings.
School of Education Tutoring Statement December 2012
Page 5
modules, or more
generally with their
programme of
studies, should have
clearly signposted
and ready access to
a reasonable level of
academic advice
and support
designed to remedy
their difficulties.
Presessional
 Students are given information about whom to contact in the Student
Handbook. There are also regular notices posted on the notice board.
 Students are allocated a Language Advisor who will provide regular
academic advice and support, and encourage them to become more
independent, reflexive and critical language users.
 Students also have access to VSAC.
Insessional
 For students that feel the need for one-to-one support, CELE provides a
consultation system. Consultations are 30 minutes each and are
available free to all Overseas and EU students in the University whose
first language is not English; they are reserved using an online booking
system. As these are popular, consultations are limited to five sessions
per semester per student.
 These sessions should be used to talk about writing for assignments,
reports etc. This is not a proofreading service nor should students
expect to have their work done for them. Students are limited to
providing 1000 words per session which must be sent to the tutor 48
hours before the consultation begins.
 Tutors do their best to develop students and enable them to fulfil their
academic potential.
UG
Foundation Certificates
 The Personal Tutor, working with the Course Leader, will meet with the
student to resolve any personal or family problems that are impacting
on academic performance.
BA Courses
 Students are encouraged to seek advice from their module tutor on
issues pertaining to a particular module.
 More general concerns about their course of study may be raised with
either Personal Tutors or Course Leaders, through email and face-toface tutorials.
PGT
 Course Leader/Module Convenor is able to meet informally to discuss
any issues. Personal Tutor is also available to discuss underlying issues.
 For online students, detailed links in Moodle, foregrounded through
Induction, of full range of academic support services.
ITE
 The allocation of a personal tutor and the Professional Development
Tutorial programme ensures individual discussions take place at regular
intervals;
 Guidance on additional support is given in handbooks and by tutors.
PGR
 For PGR students this is provided through personal supervisors, module
tutors, Graduate School course tutors, and our annual review
procedures, which allow a check to be made on the progress of all
students.
 Students on the EdD (Professional Doctorate) are encouraged to raise
issues in and between study weekends with teaching staff and are
advised that the PGR Student Advisor can also provide personal and
academic support.
6. Students should

Study Skills Handbooks are provided.
School of Education Tutoring Statement December 2012
Page 6
receive the level of
support in
developing their
study skills
necessary to perform
satisfactorily on their
programme of
studies.


Personal tutors provide necessary guidance.
Module/Course Handbooks are provided (hard copy/PDF) detailing
specific year requirements.
Presessional
 Students are given information about whom to contact in the Student
Handbook. There are also regular notices posted on the notice board.
 Students are allocated a Language Advisor who will provide regular
academic advice and support, and encourage them to become more
independent, reflexive and critical language users.
 Students also have access to VSAC.
UG
 Study Skills Handbooks are provided for all students on the intranet and
in hard copy where requested.
 Module information is available through the module catalogue and
library resources.
 Study skills, both generic and subject specific, are developed and
supported through core modules at level 1, and are reinforced at all
levels through the inclusion of learning outcomes in all modules.
PGT
 Students are given a calendar of work so that they are aware of
upcoming deadlines and plan their work accordingly – with relevant
support from module convenors. They are encouraged to access library
training. Study Skills Handbooks are provided.
 Study skills support is provided online, but also face to face in summer
school classes.
 All students, including those online, have access to the M-level Toolkit
that gives them advice and support around a range of issues, including
study skills and avoiding plagiarism.
ITE
 Course Handbooks are provided detailing specific year requirements.
The development of study skills is supported by personal tutors, course
tutors, and through Graduate School modules.
PGR
 The development of study skills is supported by personal tutors, course
tutors and through Graduate School modules.
 The EdD (Professional Doctorate) programme includes taught sessions
on using Endnote, Mahara, accessing and reading literatures as well as
academic writing. The use of screencasts supports the development of
technology-related skills for these part-time students working at
distance.
7. Students with
personal
circumstances
adversely affecting
their studies should
feel able to make
these known to the
school/department
without difficulty and
to be directed to the
appropriate support





Contact details for Personal Tutor, Course Leader, members of the
Course Team and Administrative staff are provided from Week One;
Notice boards show staff contacts.
Student intranet show staff contacts.
Locations and contact details for Student Services Centre and
Counselling Service given and placed on notice boards.
Extenuating circumstances procedure noted in Student Handbooks.
Presessional
 A Language Advisor is allocated at the beginning of each stage.
Students have a maximum of 7 x 30-minute sessions over a 10-week
programme and students on shorter courses have a weekly 20-minute
session to meet with their Language Advisor to discuss academic
School of Education Tutoring Statement December 2012
Page 7
service.
matters and anything that might be adversely affecting their studies.
They will also be directed to an appropriate support service if
necessary.
Insessional
 The consultation system is not for pastoral care. Tutors will deal
sympathetically in such cases but will encourage students to contact
their personal tutor in their academic department or a more appropriate
support provider, eg Counselling.
UG
Foundation Certificates
 The Personal Tutor, working with the Course Leader, will meet with the
student to resolve any personal or family problems that are impacting
on academic performance.
BA Courses
 A Personal Tutor is allocated at the beginning of each academic year
and all students are encouraged to meet with their tutor.
 Where they work regularly with one module tutor, students may choose
to discuss problems with her/him in the first instance. Module tutors
may then encourage the student to contact either the Personal Tutor or
Course Leader for further assistance.
 Where appropriate, students are offered the opportunity to apply for
extenuating circumstances through the formal process.
 Course Handbooks provide contact details for academic, administrative
and support staff, in addition to the web addresses for further
information.
PGT
 Students are assigned a personal tutor and are given guidance as to
where to seek help within the wider University for problems that the
personal tutor cannot or should not deal with
 Support and guidance are offered when personal circumstances have an
adverse effect on students’ studies.
 For online students, the module tutor or course leader is most likely to
perform this role.
ITE
 Course Handbooks outline procedures for communicating absences and
personal issues.
 The intensive nature of the tutor support in place, together with mentor
support during school placement, ensure students feel able to share
issues with schools, tutors or course leaders.
PGR
 Support for PGR students with adverse personal circumstances is
offered by personal supervisors, staff in the School Research Office, as
well as the PGR Student Advisor and PGR Director.
 Students on the EdD (Professional Doctorate) are encouraged to raise
issues in and between study weekends. They are also advised that the
PGR Student Advisor can provide personal support, as can the Research
Office.
8. Students should
receive the
necessary careers
information,
advice and




Information on the Centre for Career Development’s (CCD) workshops
and website are noted in Student Handbooks.
CV workshops held in CCD.
Individual guidance from Personal Tutor, Course Leader as appropriate.
Seminar and lecture series held within School by leading individuals in
various academic fields.
School of Education Tutoring Statement December 2012
Page 8
guidance to equip
them to make
informed choices
about their future, to
understand the
options open to
them, and to take
advantage of
available
opportunities.
Presessional
 The main focus of the Presessional is on helping students prepare for
their future academic study. Whilst transferable skills form part of the
learning outcomes, careers information, advice and guidance do not
form part of the syllabus.
UG
Foundation Certificates
 Students are each assigned a UCAS tutor. These tutors work under a
UCAS co-ordinator to guide their tutees through the UCAS application
process – research and choosing a course (five choices), completing the
application form and writing the personal statement via a drafting and
redrafting process.
 The UCAS tutor will also supply a reference and advise once replies
come in.
BA Courses
 Each programme includes modules / sessions on relevant professional
practice and development.
 Visiting professionals provide tutorials and seminar lectures in relevant
subjects.
 Individual guidance from Personal Tutor, Course Leader, on careers and
further study. All students are advised to contact the CCD.
PGT
 During the course, students will usually come into contact with the wider
professional community and have opportunities to meet a range of
experts within the field
 Tutors will also provide guidance about careers in the field and show
students the range of opportunities available to them.
 In online courses, individual guidance is offered by the module tutor
whenever appropriate.
ITE
 Specific sessions on transition from the initial teacher education year to
the induction year are held in the final week of the course. A personal
tutorial is also scheduled in the final week of the course. For National
SCITT students this is with the mentor in school.
 All students withdrawing from the course during the year meet with (or
speak to) the Course Leader to discuss reasons for leaving. All students
are advised to contact the careers service.
PGR
 Careers advice is provided by personal supervisors. In addition,
occasional events are held in support if students considering their future
employment options. The PGR Internship Scheme is also designed to
support career planning.
 As a professional doctorate, the EdD (Professional Doctorate) is
concerned more with the professional development of the students in
their current careers than with providing careers guidance. Information
on appropriate opportunities, including internal short-term internship
opportunities, are provided.
9. Students should
be made aware of
the importance of
developing and
articulating their




Course staff provide guidance and information relevant to programme
studied.
Opportunities for individual research or development in specific careers
provided by Course Teams.
Personal tutors provide guidance.
Opportunities with the NAA are stated in Student Handbooks and
School of Education Tutoring Statement December 2012
Page 9
employability
skills, including
possible participation
in the Nottingham
Advantage Award
(NAA).
mentioned in Week One activities, where appropriate.
Presessional
 This is not the main focus or purpose of the Presessional.
UG
 Where opportunities occur for work experience, these are disseminated
to the relevant subject group.
 Students are encouraged to consider participation in the NAA.
 Each subject area provides modules during the programme that support
students growing awareness of the employability.
PGT
 MA students are not eligible for the NAA
10. Students should
receive appropriate
advice and support
when considering
changing their
programme of
study or
contemplating
leaving the
University.


Course Leader, Module Tutor, Personal Tutor, members of the Course
Team, Administrative staff can all provide suitable advice and support.
Mechanisms for contacting Student Services Centre are noted in the
Student Handbook and on the website.
Presessional
 Students are directed towards the Presessional Admissions Tutor,
Administrative staff or the International Office for advice as appropriate.
UG
Foundation Certificates
 The Personal Tutor, working with the Course Leader, can provide
suitable advice and support.
BA Courses
 Personal Tutor / Course Leader will have a tutorial with all students who
consider leaving their programme of study. This may lead to the
identification of problems that can be resolved and enable the student
to continue with their studies.
 Students who are considering a change to their programme of study will
be given advice by the Personal Tutor / Course Leader.
ITE
 All students withdrawing from the course during the year meet with or
speak to the Course Leader to discuss reasons for leaving. All students
are advised to contact the careers service.
PGR
 PGR students are supported in the development of employability skills
through all of the approaches listed under section 9 above.
11. Students should
be prepared for
periods of study
away from their
home campus and
appropriately
supported during
those periods.


Advice can be given by Course Leader, Personal Tutor, Administrative
staff as appropriate.
International Office will provide details if overseas study/work
experience is required.
Presessional
 This programme aims to introduce students to the norms and
expectations of study and life in the UK.
UG
Foundation Certificates
 These programmes aim to introduce students to the norms and
expectations of study and life in the UK.
School of Education Tutoring Statement December 2012
Page 10
BA Courses
 Full time students may be eligible to apply for study abroad and will be
given advice by their Course Leader or Personal Tutor.
12. The procedures
for submitting
extenuating
circumstances
regarding
assessments should
be straightforward
and well publicised.



Noted in student handbooks and on student intranet.
Advice from Course Leader, Personal Tutor, Course Team and
Administrative staff available.
Advice from Student Support noted in Student Handbooks, on student
intranet and on website.
Presessional
 Students are given information about this in the Student Handbook and
all tutors can provide personal and academic support.
UG
Foundation Certificates
 The Personal Tutor provides advice.
BA Courses
 Information about the process for requesting extenuating circumstances
is given in Course Handbooks and on the intranet; attention is drawn to
this at induction.
 Module tutors, Personal Tutors, Course Leaders and Admin staff will
advise students of the correct procedure.
PGR
 PGR students regularly spend time away from the Nottingham campus
and steps are taken to maintain support for them during such periods.
Where appropriate, risk assessments are undertaken prior to students
undertaking fieldwork in unfamiliar or challenging locations.
13. Students with
disabilities should
be clear as to the
support they will
receive and where it
is available, and the
support should be in
line with University
policies.





Student handbook provides information about support mechanisms
within the School and with the Disability Support section of Student
Services.
Students are encouraged to disclose a disability in order to be able to
receive the necessary support and to enable reasonable adjustments to
be implemented.
All students who disclose a disability are encouraged to contact.
Academic Support for advice and guidance in relation to their studies.
The School’s Disability Liaison Officer (DLO) will provide information on
how to contact them if support needed.
Tutors are trained on how to best support students with disabilities.
Presessional
 Students are given some information in the Student Handbook including
information about alternative examination arrangements required
relating to a disability.
 All tutors can provide support as appropriate.
UG
Foundation Certificates
 The Personal Tutor can provide advice on any alternative examination
arrangements required relating to a disability.
BA Courses
 Where students disclose a disability at application stage, their form is
passed to Academic Support for consideration – a decision will be made
as to the attendance of a member of Support staff to be present at the
interview.
School of Education Tutoring Statement December 2012
Page 11
ITE
 There are established procedures for interviewing students with
disability and for securing placements in appropriate partner schools.
14. The procedures
for submitting
academic appeals
and complaints
should be well
publicised and staff
should be aware of
their responsibilities
within these
procedures.




Process noted in Student Handbooks.
Students informed in Week One of the procedure and where to find the
appropriate forms and information via the Academic Services website.
Information is clearly posted and where relevant a student will be
advised of the procedures by their Personal Tutor or Course Leader.
Course Leaders, Personal Tutors, Module Tutors, members of the
Course Team and Administrative staff can all advise and provide
guidance and support as appropriate.
Presessional
 Information provided in the Student Handbook and the Language
Advisor and other tutors can provide personal and academic support.
PGR
 The needs of PGR students with disabilities are handled on an individual
basis by their personal supervisors in consultation with specialist
student support services, where appropriate.
15. Students being
subjected to the
academic offences
procedure should
receive clear
information and
advice.




Student Handbooks provide details about the University procedures for
academic offences and where to find further information.
A definition of plagiarism is clearly given to all students.
Module tutors and Course Leaders give advice on how to avoid
plagiarism.
The Deputy Head of School and International and Academic Business
Manager are involved in academic offences liaising with appropriate
academic staff.
Presessional
 A key part of the course is to help students understand exactly what
constitutes plagiarism and how to avoid it in their academic writing.
UG
 All students complete an online tutorial to address plagiarism
awareness. Information on how to avoid plagiarism is embedded in
subject specific modules on all the degree programmes.
PGT
 Pre-course Moodle tutorial provided to all students.
 Module tutors and Course Leaders give advice on how to avoid
plagiarism.
PGR
 PGR students are given clear briefing about academic offences, such as
plagiarism, and are given personal support by their supervisors in
situations where they are investigated for possible offences.
16. Students should
receive relevant
health and safety
guidance, especially
in laboratory or
workshop-based
subjects.




Information is noted in Student Handbooks.
Information is provided in Week One induction sessions.
Details on notice boards of First Aiders within the School.
Notices in teaching rooms show exits if room evacuation is needed.
Presessional
 Information is provided in induction sessions and in the Student
Handbook.
School of Education Tutoring Statement December 2012
Page 12
UG
 Information is provided in induction sessions and at the start of all
workshop-based modules.
 Students must attend workshop inductions before being able to use
specific resources (Fine Art).
ITE
 All students are asked to identify any health and safety issues in school
placements on termly evaluation forms.
17. Students should
be directed in a
timely and
appropriate manner
to University
support services
for assistance with
all of the above
matters as
necessary.


Course Leader, Personal Tutor, members of the Course Team,
Administrative staff can all offer suitable advice.
Student Services Centre can offer appropriate support to other central
University support units.
Presessional
 All tutors and administrative staff offer appropriate advice to students.
PGR
 Health and Safety issues for PGR students are dealt with as one part of
their Induction Programme. Personal supervisors also have
responsibilities to monitor such matters on a longer term basis.
School of Education Tutoring Statement December 2012
Page 13