Faculty of
Business Education and Law
PROGRAMME HANDBOOK 2015-16
MA Family Law and Society
Author:
Dr Sue Jenkinson
Date of Issue:
1
May 2015
Contents
1.
Welcome to the Faculty .......................................................................................................... 3
2.
Welcome to your Programme .................................................................................................. 3
3.
Useful Contacts and Resources ................................................................................................ 4
3.1
Academic Contacts....................................................................................................... 4
3.2
Administrative Contacts ................................................................................................ 5
3.3
Useful Internet Resources ............................................................................................ 5
3.4
The Faculty Office ........................................................................................................ 5
3.5
The Faculty Management Team .................................................................................... 6
4.
What are the aims and outcomes of the award and how is the Award structured? ....................... 7
5.
How will I learn on this award? ............................................................................................... 9
6.
Support and Guidance .......................................................................................................... 10
6.1
Academic Support and Guidance ................................................................................. 10
6.2
General Support and Guidance .................................................................................... 10
6.3
Disability ................................................................................................................... 10
6.4
The Students’ Union................................................................................................... 11
6.5
Further Support ......................................................................................................... 11
7.
How do I hand in assignments? ............................................................................................. 11
8.
Feedback on Your Work........................................................................................................ 13
9.
External Examiners .............................................................................................................. 14
10. Personal Development Planning and Personal Tutoring ............................................................ 15
11. Recognition of Prior Learning ............................................................................................... 15
12. Award Regulations ............................................................................................................... 15
13. Award Specific Regulations ................................................................................................... 16
14. Concerns and Complaints ...................................................................................................... 17
15. Academic Misconduct and Plagiarism ..................................................................................... 17
16. Equality and Diversity ........................................................................................................... 17
Appendix A - Glossary of Terms ................................................................................................... 19
Appendix B - Learning Outcomes of the Award.............................................................................. 21
Appendix C - Curriculum Maps ..................................................................................................... 21
Appendix D – Feedback on assessments ....................................................................................... 23
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1. Welcome to the Faculty
Welcome to the Faculty of Business, Education and Law.
As Staffordshire students and through the “Staffordshire Graduate” programme, we focus on you. We
help you to learn to be independent thinkers, to debate, question and discuss key issues in your
chosen subject. You will be encouraged to be enterprising and entrepreneurial, to be an effective
communicator and successful team worker.
Enterprise and entrepreneurship are important to us at the University; they are integral to the design
of all our programmes. This means we need to have close connections with employers, business
practitioners and professional bodies that help us make our courses relevant, interesting and up to
date.
The people you meet in the faculty are friendly and approachable. They are all keen to help you
succeed. Our aim is to nurture and inspire you, to help you grow, to build your potential through
working in a vibrant, thriving, and sustainable international academic environment. You will enjoy
working with academic staff who love their subjects and who are passionate about helping you to build
your knowledge and expertise. They all come from different backgrounds and they will enjoy sharing
their research, the work they do with businesses and in the local community and beyond with you.
The Faculty of Business, Education and Laws is international in its perspective and the people you meet
will be able to talk to you about the strong partnerships we have with other Universities and Colleges
both in this country and around the world. There are many opportunities for you to learn and gain a
global perspective; from other students and the academic staff. Our job is to help you see new
possibilities and to bring new horizons into view.
Above all, our strongest partnership is with you, our students. You are at the heart of everything we
do and we are committed to giving you the best possible experience we can. We understand the
importance of the commitment you have made to us and we value the time you spend with us and
remember, we are always pleased to hear what you have to say.
I hope you have a successful, exciting and fulfilling time with us.
Professor Susan K. Foreman, MSc , PhD
Dean of the Faculty of Business, Education and Law
2. Welcome to your Programme
Welcome to Staffordshire Law School, we are delighted that you have joined our community of
students. Law has been taught at Staffordshire University since 1965 and the School moved into its
current purpose-built building in 1995. Although the vast majority of postgraduate Law students at
Staffordshire University are based at the Law School in Stoke, some Law School postgraduate students
undertake awards by distance learning.
The Faculty and the School are committed to the development of its students as independent learners
and therefore place significant emphasis on student-centred learning supported by information
technology. There are ample opportunities to develop new skills or embed existing ones to enhance
your career potential. The staff at the Law School are not only committed to ensuring your academic
success, but also to your personal fulfilment over the coming years at Staffordshire Law School.
3
Indeed, in recent years the School has achieved outstanding results in the Academic Review of all its
awards by the Quality Assurance Agency, achieving “Commendable” (the top grade) for Teaching and
Learning, Student Progression and Learning Resources and has also received from the Solicitors
Regulation Authority (SRA) consistently high ratings for its Legal Practice Course (LPC).
This handbook is for you to use as a reference point during your time as a student with the Law
School. It seeks to address many of the questions you may have during your time here and tells
you where you can gain more information and further guidance and support. We therefore
strongly urge you to read it and to retain it for future reference.
3. Useful Contacts and Resources
3.1 Academic Contacts
MA in Family Law and Society Award Leader:
Dr Sue Jenkinson
Email:
Work Phone:
s.g.jenkinson@staffs.ac.uk
01782 294778
Office Location: LW115, Staffordshire Law School, Staffordshire
University, Leek Road, Stoke-on-Trent, Staffordshire
ST4 2DF
Full Staff Profile:
MA Teaching Staff:
Hannah Jones
Email:
Hannah.jones@staffs.ac.uk
Work phone 01782 294917
Office Location: LW015, Staffordshire Law School, Staffordshire
University, Leek Road, Stoke-on-Trent, Staffordshire
ST4 2DF
Full Staff profile:
4
3.2 Administrative Contact
JUDITH BLACKBAND (Award Administrator)
Email:
judith.blackband@staffs.ac.uk
Work Phone:
01782 294550 (office)
Office Location: LW13, Staffordshire Law School,
Staffordshire University, Leek Road,
Stoke-on-Trent, Staffordshire ST4 2DF
MARJORIE COLLACO (E-Learning Technologist)
Email:
Work Phone:
IT Helpdesk:
m.b.collaco@staffs.ac.uk
+44 (0)1782 294172 [office]
3700@staffs.ac.uk
LISA BENSON (Student Guidance Advisor)
Email:
l.j.benson@staffs.ac.uk
Work Phone:
+44 (0)1782 294684 [Office]
3.3 Useful Internet Resources
The Faculty website can be found at:
http://www.staffs.ac.uk/academic_depts/law/
Here you will find details of timetables, contacts and news regarding the Faculty.
The Faculty uses Blackboard as an online learning environment, and information on modules on which
you are enrolled can be accessed from this. Note: you can only get access to those modules that you
are studying – if you cannot gain access to material, it may be that you are not correctly enrolled on
the module – make sure you let your module tutor or award administrator know.
Blackboard can be found at:
http://blackboard.staffs.ac.uk
The library can be accessed from:
http://www.staffs.ac.uk/support_depts/infoservices/library/
3.4 The Faculty Office
Faculty Reception is on the first floor of the law school and should be your first port of call if you have
any queries or problems relating to the Faculty or if you are unsure of how to deal with other queries.
The Faculty Office team are responsible for managing the wide range of activities and processes
necessary to support students and academic colleagues within the Faculty.
5
It is important that you get to know staff in the Faculty Office as they are responsible for keeping all
the information on your time with us accurate and up-to-date. In particular, make sure that you:

Check your University e-mail account regularly for any information or queries sent to you by
Faculty administrators or by academic staff. It is your University e-mail account which we
will use for all University correspondence.

Always let the Faculty Office know of any changes in your contact details. This includes phone
numbers as well as home and term addresses. It really is important that we know how to get in
touch with you – for example not telling us of a change of address might mean results / referral
information do not get to you.

Always ensure that the Faculty Office is aware of any changes you make to your academic
profile (modules / award) by completing the appropriate module amendment / award transfer
forms.
As this is a blended program it is essential that we are able to keep in touch with you. You should
have entered your current home and telephone numbers when you enrolled online. It is also very
helpful for us to have your mobile telephone number and SKYPE address, if available. Should any of
these details change, please inform, by e-mail, the Award Administrator (Judith
Blackband)
Please feel free to contact the Faculty Office between these times. All queries, no matter how small or
large, are welcome as they ensure that your records are always correct – and this does prevent delays
or difficulties in confirming results at the end of each Academic Year. And if you have a problem which
the Faculty Office can’t help you with, it usually knows somebody who can.
Law Library
The Law Library is on the ground floor of the Law School in Stoke.
Opening hours for Law Library term-time opening is as follows:
Day
Monday
Tuesday
Wednesday
Thursday
Friday
Weekend
Self-service
8.45am – 9.00am
8.45am – 9.00am
8.45am – 9.00am
8.45am – 9.00am
Staffed
9.00am
9.00am
9.00am
9.00am
9.00am
–
–
–
–
–
5.00pm
8.00pm
5.00pm
8.00pm
5.00pm
Self-service
5.00pm – 10.00pm
8.00pm – 10.00pm
5.00pm – 10.00pm
8.00pm – 10.00pm
1.00pm – 6.00pm
Full details of the Library opening hours across the University are available on the University website.
Vacation opening hours are usually 9.00am – 5.00pm (staffed) but the library will be closed on Bank
Holidays.
3.5 The Faculty Management Team
The Dean of Faculty of Business, Education and Law
Professor Susan Foreman
Room B315 Brindley Building
01782 294029
Email s.foreman@staffs.ac.uk
6
In this role, the Dean has responsibility for the strategic development, operation and management of
the faculty.
Acting Personal Assistant to the Dean
Barbara Betts
Room B315 Brindley Building
01782 294006
E-mail b.betts@staffs.ac.uk
You should normally make an appointment with the Dean’s PA or you may contact the Faculty Office
and staff will be able to help you. However you may wish to speak to your award leader, module tutor,
personal tutor or student guidance office initially.
Faculty Associate Deans & Heads of School
The Dean is supported in running the Faculty by three Associate Deans and three Heads of School:
Robert Curtis: Associate Dean – Learning and Teaching LW131 Law School
Tel 01782 294346 email r.w.curtis@staffs.ac.uk
Paul Byrne; Associate Dean – Partnerships B374 Brindley Building
Tel 01782 294152 email p.j.byrne@staffs.ac.uk
Professor David Williamson – Associate Dean – Scholarship, Enterprise and Research B312
Brindley Building
Tel 01782 294192 email: david.williamson@staffs.ac.uk
Paul Williams: Head of School – Business.B301 Brindley Building
Tel 01782 294064 email: paul.williams@staffs.ac.uk
Robert Curtis: Head of School – Law School LW131 Law Building
Tel 01782 294099 email: r.w.curtis@staffs.ac.uk
Professor Michelle Lowe: Head of School – Education. B382 Brindley Building.
Tel 01782 294240 email: m.lowe@staffs.ac.uk
4. What are the aims and outcomes of the award and how is the Award structured?
What will this programme teach me to do? At the end of your studies you should be able to:
Postgraduate Certificate
Identification and justification of a sound theoretical framework adapted for your proposed
research within the field of family and healthcare law. (Knowledge & Understanding,
Learning & Problem Solving.)
Use written communication and research skills, at an advanced level to find information and
to explain contemporary debate. Present highly complex arguments, proposals, and ideas
while adapting to different audiences and circumstances in the socio legal framework of
family and healthcare law. (Communication)
Demonstrate a critical understanding of the sensitive ethical concerns around conducting and
making use of family and healthcare research. (Application)
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Demonstrate initiative and personal responsibility in identifying and integrating relevant
professional literature and family policy to enhance and support advanced level study.
(Analysis)
Postgraduate Diploma
Demonstrate a systematic understanding of knowledge and a critical awareness of current
legal problems in the widest context of family and healthcare law. (Knowledge &
Understanding)
Recognise and evaluate the potential difficulties and opportunities that are involved in
implementing and interpreting the law of the family. (Analysis & Reflection)
Conceive and develop strategies to reconcile law and policy, where there are competing
interests in the family context, communicating any conclusions clearly and succinctly.
(Communication)
Critically engage in seminar debates, on-line discussion forums and focus group sessions to
challenge how legal principles are regulated and inform policy. (Communication, Enquiry)
Demonstrate initiative and personal responsibility in identifying and integrating relevant
professional and academic literature. (Application, Learning)
Masters
Justify and integrate the appropriate research paradigms, methods and processes within the
context of a small scale legal research or library based study. (Knowledge &
Understanding, Enquiry)
Develop, implement and manage an independent programme of extended legal research,
evidencing an in-depth understanding of ethical concerns and advanced scholarship in the
field of the family and or healthcare law. (Reflection, Learning)
Critically analyse and synthesise material from many sources (academic and practical) to
assist your work and to clarify the family and societal legal problem(s) under investigation.
(Analysis, Application)
Demonstrate originality in the application of knowledge and understanding to new or existing
complex legal and policy problems in the sphere of family and healthcare law.(Problem
Solving, Application)
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5. How will I learn on this award?
Why Staffordshire University Law School?
Accredited by the Solicitors Regulation Authority (SRA) and the Bar Standards Board, we are one of the UK’s leading providers of legal education.
Purpose-built, our world-class facilities include: modern lecture theatres, an excellent law library, learning resources centre, mock courtroom, legal
practice rooms and study rooms.
The Blended Learning Programme is underpinned by an academic group that has a very wide experience of innovative approaches to curriculum
development, teaching, learning and assessment.
The MA in Family Law and Society by itself does not provide direct professional routes into particular employment and is therefore not regulated by
the Legal Profession. However it does allow postgraduate students to learn, develop and enhance the skills (both academic and professional) that
they will utilise in their future careers or will enhance existing careers and practice.
The teaching and learning on the award is undertaken predominantly through the University’s virtual learning platform (Blackboard), supported
where appropriate by specialised e-learning and technological tools. Each module will start with a face to face two hour workshop. Each module will
have a range of asynchronous tasks to complete, supported by an online reading list, multimedia resources and collaborative activity. Tutors will also
be available at regular times over this period via social and/or traditional media. There will also be a number of synchronous concentrated teaching
sessions between students and staff in order to increase the community feel and provide space for more detailed interactions. These sessions take
place during 4 x 2 day blocks throughout each year of the award following award induction.
As the Award is a post-graduate award, students will be encouraged throughout the course of their studies to develop both their own independent
learning skills, and also their own personal learning networks within the groups and wider communities. This will not only enhance their experience
but ensure that they grow the networks they will later be using in practice.
What qualifications do I need?
The MA is open to graduates with either a Law degree or a degree with a substantial legal or related content.
What study options are available?
A blended learning approach means you will find our study options are extremely flexible. Whichever study method you choose, independent
preparation and learning are vital. To maximise your study time, we will help develop your research and learning skills.
How will I be assessed?
You will submit a range of coursework, individual and group presentations for each module. There are no formal written examinations.
9
6. Support and Guidance
6.1 Academic Support and Guidance
Throughout your course you will meet the Module Tutors at the taught sessions. If you require additional advice and guidance, please do not hesitate
to contact the Module Tutors, Award Leader or the Award Administrator. One-to-one support tutorials can be arranged on request, either be face to
face, by telephone or by e-mail.
Please contact your tutor if you have any concerns about assessment or any other aspect of your course. Generic support with studying,
assignments and assessments can be found on the libraries’ Learning Support web-pages:
http://www.staffs.ac.uk/support_depts/infoservices/learning_support/index.jsp
6.2 General Support and Guidance
If you have concerns about your ability to complete your course for any reason, you are strongly encouraged to speak to one of the tutors and
hopefully a mutually agreeable support strategy can be offered to you.
If you have any general concerns, the Faculty Student Guidance Advisor can help you with a wide range of educational issues as well as offering
specialist information and support. A drop-in service is available, but to discuss an issue in depth you can then book an appointment.
If you are part-time, off campus, or a distance learning student you can telephone or email your faculty Advisor. These details are on the Student
Guidance website:
http://www.staffs.ac.uk/support_depts/studentguidance/index.jsp
6.3 Disability
Staffordshire University is committed to enabling all students to achieve their full potential. If you have a disability or specific learning difficulty
(SpLD) which might affect your progress, you are strongly advised to disclose this to one of the Award or Module Tutors at the earliest opportunity.
Every effort will be made to implement any reasonable adjustments to the learning environment in order to support you through the module. Each
Faculty has a Disability Coordinator who coordinates support for disabled students.
10
The Student Enabling Centre provides specialist study support for disabled students and also a counselling service to support students who may
experience issues that affect their mental wellbeing. The service provides a range of information, advice and facilities such as offering study needs
assessments, help to apply for the Disabled Students’ Allowance (DSA) and providing study support services for students with dyslexia.
At Stoke, the Student Enabling Centre is based in the Cadman Courtyard, and at Stafford in the One Stop Shop in the Beacon Building. More
information about the Student Enabling Centre can be obtained from http://www.staffs.ac.uk/study/disabled/ or by email at disability@staffs.ac.uk or
counsellingreception@staffs.ac.uk
6.4 The Students’ Union
Your Students’ Union understands the pressures and challenges of academic study and is always here to help all its student members.
Representation
If you have an issue with your course, you can turn to your Student Academic Representatives. Elected by their course mates, the Student Academic
Reps are there to listen to your views, represent them at faculty meetings involving your course and feed them back to the Students’ Union to help
achieve positive outcomes for you. If you’re not sure if your course has a Student Academic Rep, get in touch with the Students’ Union and we can
find yours or help you become one.
Advice
For those matters that can’t be fixed so easily, the Union also provides a team of fully-trained advisers to help you solve your problem. Available on
both Stafford and Stoke campuses, the advisers can be seen for free all week, just drop in to find out when they’re free. The team can help you with
academic issues, housing, student funding, benefits and much more. If you can’t make it into the Union, you can also chat to them online
at www.staffsunion.com/advice.
6.5 Further Support
The University has other services which offer support to international students, mature students, students with caring responsibilities and students
who have been in care. Information on all our services for students can be found at: http://www.staffs.ac.uk/study/services/
7.
How do I hand in assignments?
Written Assignment Submission
11
Written assignments will either be submitted as a hard copy to your Faculty Office, or submitted online through Blackboard. Each module handbook
will make it clear how you will be expected to submit your work.
Submitting Assignments Online
Online assignments will be submitted through BlackBoard, using one of a number of methods. In each case, the module handbook and BlackBoard
site for that module will make it clear how and when you are required to submit your work. All assignments should be submitted through the Module
space in Blackboard, and not through the award space. All assignments are marked anonymously unless this is not possible or undesirable
In some cases you may be asked to submit your work via email or another online process. In each case, this will be made clear in your module
handbook. All electronic submissions via Blackboard should have an e-version of the coversheet cut-and-pasted into the front of your assignment
document.
Anonymous Submission
Note that most assignments are marked anonymously, and that you are asked to fold and stick down the top-flap of the assignment receipt form to
conceal your name before handing in your work. This is an important tool in helping to safeguard the integrity of the assessment process.
Anonymous marking, however, may not be appropriate certain kinds of assessment (for example, an artefact or presentation).
For online submissions, we will use the tools available in Backboard to ensure anonymity wherever possible.
Learning Support Agreements
If you have a learning support agreement which recognises dyslexia as a disability make sure that you ask for one of the yellow stickers (available
from the Faculty Office) to attach to your work to signal to the tutor that the assignment needs to be marked on content and understanding and not
penalised for grammar, spelling or punctuation errors.
For online submissions, you will be advised by you Faculty Office, or in the module handbook on how to signal this to your tutor.
Similarly, if your learning support statement specifies that you can negotiate the submission dates of your assessments then please ensure that you
have agreed new submission dates with your tutor in advance of the original deadline. On the Faculty assignment cover-sheet there is a box for
stating the agreed negotiated deadline and the tutor’s signature. Please be mindful of the fact that you may need to complete the cover-sheet in
advance of the submission date to ensure you get the tutor’s signature – rather than assume the tutor will be available on the day / time you intend
to submit.
12
If you hand work in after a negotiated deadline, it will be treated as ‘late’, and will be marked at zero. So, if having once negotiated a deadline you
find that, as it approaches, you are going to need a further extension, you will need to go back to your Award Leader / Personal Tutor to authorise
this. Your Award Leader / Personal Tutor will use the test of ‘reasonableness’ in agreeing to any further extension.
If you need to adjust the assignment schedule agreed with your Award Leader / Personal Tutor for reasons that are unrelated to your disability, then
you will need to use the normal Extenuating Circumstances procedure.
Keeping a Backup
Finally, of course, it is good practice to keep a hard or (backed-up) electronic copy of any assignment you submit, whether that assignment is
submitted on paper or electronically. Should the assignment you submit get lost, then you will have the receipt to prove that you handed it in, and a
copy to replace what has been lost.
Extenuating Circumstances
If your absence from the programme, for example as a result of ill-health, affects any aspect of your assessment, you may be eligible to submit a
claim for extenuating circumstances. The University defines extenuating circumstances as ‘circumstances which are beyond the control of the
student, which could not reasonably have been foreseen or prevented by the student and which would substantially impact on a student’s
performance in assessment’. You are strongly encouraged to discuss your extenuating circumstances with your Personal Tutor, Faculty Student
Guidance Advisor or other appropriate member of staff. Further information can be found at
http://www.staffs.ac.uk/assets/extenuating_circumstances_procedure_tcm44-25749.pdf
8.
Feedback on Your Work
Seven principles of good feedback
Good feedback should:
1.
2.
3.
4.
5.
6.
Be an interactive process involving student-tutor and student-student dialogue;
Facilitate the development of self assessment and reflection;
Clarify for students and staff, through dialogue, what good or bad performance actually is in the assignment or task;
Be developmental, progressive and transferable to new learning contexts;
Be ongoing and embedded in the learning process;
Motivate, build esteem and confidence to support sustainable lifelong learning;
13
7. Support the development of learning groups and communities.
Coursework and other assessments, excluding examinations
You will normally receive feedback on all your assessments, other than examinations, within 20 working days following the date of submission of your
assessment or actual date of the assessment (in the case of class tests). For some assessments the feedback period will be less than 20 working
days. However, it may be the case that the 20 day rule for some assessments cannot be met for justified reasons (for example, modules on which a
large number of students are enrolled). However, it is anticipated that this will apply to only a small number of modules on your award and, in those
cases, the feedback return period will not exceed 25 days. The anticipated feedback return times for all assessments will be published in your Module
Handbooks.
In order to ensure that feedback is provided within 20 days, in most cases, the marks for your work will be provisional and will be subject to final
ratification by the appropriate Assessment Board in due course.
Formal University examinations
Feedback for examinations will always be provided. This feedback can take a variety of forms and be either generic or personalised. At the latest,
feedback should be provided at least four weeks before the next examination period.
The University hopes that you will also play your part by ensuring that you collect feedback from the relevant sources as soon as it is available.
9.
External Examiners
As with all universities in the UK, Staffordshire employs external examiners who are specialist in the area you are studying. The majority are drawn
from other universities or colleges in the country, although some will also come from industry or other relevant professions. External examiners look
at the assignments that are set for you and the work you produce. They are asked to confirm that the standards are appropriate for the level at
which you are studying. They attend assessment and award boards and write an annual report for the University which is used as part of the
process, (which includes student representatives) of monitoring the quality and standards of your award. You are entitled to see these reports and if
you wish to do so you should contact your Faculty office.
External examiner(s) who are responsible for your award are:
Insert:
14
NB: It is not appropriate for you to make direct contact with external examiners, in particular regarding your individual performance in assessments.
There are other mechanisms you can use if you are unhappy with your results or other aspects of your award, such as the appeal and complaints
procedures.
External examiners have been informed that if they are contacted directly by students they should decline to comment and refer the student back to
the University.
10. Personal Development Planning and Personal Tutoring
All LLM students will be allocated a personal tutor who is responsible for their academic support, and to be a first point of call for any pastoral or
welfare issues. Details of the tutor will be communicated to students at the start of their course.
11.
Recognition of Prior Learning
Recognition of Prior Learning (RPL) is the term used when a student uses his or her previous experiences to gain admission to a programme of
study; admission to a module; admission at an intermediate stage in a programme (advanced standing); or to gain exemption from part of a
programme of study. These previous experiences may be work-based learning, general learning experiences (experiential) or certificated
qualifications.
You should normally apply for exemptions or admission with advanced standing through the RPL scheme when you apply for a place on the award,
or immediately upon registration for your modules. You will not be allowed to apply for RPL in a module once you have submitted any assessment
for that module. If you apply for exemptions or admission with advanced standing through the RPL scheme you may be required to undergo some
assessment to determine the relevance of your experiences/qualifications.
Staffordshire University’s RPL scheme can be accessed at:
http://www.staffs.ac.uk/assets/apel_policy_tcm44-26828.pdf
12. Award Regulations
15
Your award is regulated by the University’s Academic Award Regulations. These can be accessed at:
http://www.staffs.ac.uk/legal/policies/awardregs/index.jsp
Module Failure - what happens if I fail a module?
If you have failed to satisfy the assessment criteria of the module, you will be awarded a fail (0-49% postgraduate). If you have failed to submit
any assessment for the module, you will be given a Grade Point N (Fail due to non-submission) for the element(s) of that module and you will only
be allowed a further attempt at that element(s) of the module at the discretion of the appropriate Board.
If I fail a module, can I resit it?
(i) If you made an attempt at your assessments at the first attempt:
You will only be guaranteed an opportunity to attempt referrals once IF, and only if, you have made an attempt at the assessment(s) on the
first occasion unless a claim for Extenuating Circumstances has been successful.
(ii) If you did not make an attempt at your assessments at the first attempt:
If you do not submit work or attend assessments at the first attempt, that guarantee of a referral is lost and the appropriate Board will decide
whether or not to allow you a referral. In making its decision, the Board may take account of your engagement with that module.
If the Board does allow you a referral(s) and you do not take the referral(s) at the time notified to you by your Faculty/School, no further
referral opportunity will be given to you and you may fail the award.
When can I take my resit(s)?
In all cases, if you are allowed a referral(s), the referral(s) must be taken at the next resit opportunity. For many students, this will be in August 2016
but will depend on the nature of the award and the timing of your assessments.
It is your responsibility to make sure that you know when you are required to resit.
13. Award Specific Regulations
(See Appendix)
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14. Concerns and Complaints
We endeavour through our support systems to deal with any concerns and complaints informally. Within your department, we advise you to talk to
your Module Tutor, Award Leader or Personal Tutor as soon as possible. You can also talk to the Faculty Student Guidance Advisor.
If you are still dissatisfied then the University has in place a Complaints Procedure. You can also use the Complaints Procedure if you feel you have
been subject to discrimination, harassment, bullying or abuse. For more information contact the Appeals Complaints and Conduct Manager on
01782 294359 or visit:
http://www.staffs.ac.uk/support_depts/info_centre/handbook/conduct/index.jsp
15. Academic Misconduct and Plagiarism
The University and Faculty take the issues of academic dishonesty, plagiarism or cheating very seriously. If you are caught breaking the University’s
rules, you can expect to be punished – this might mean failing an assignment, failing a module or even failing your award and being asked to leave
the University.
It is vitally important that you understand the rules regarding plagiarism. These can be found at:
http://www.staffs.ac.uk/assets/academic_misconduct_tcm44-26770.pdf
There are several resources available to help you in writing and preparing assignments so that you do not break the rules. You might want to look at
the following resources.
http://www.staffs.ac.uk/studyskills
If in doubt, make sure you ask your tutor before you submit work, or arrange to see someone in the Study Skills Centre (located in the library).
16. Equality and Diversity
Staffordshire University is committed to equality of opportunity and diversity: these are part of the core values of the institution. We aim to be an
inclusive organisation where everyone has a fair opportunity to fulfill their potential.
17
At Staffordshire University we recognise that people are unique individuals. We are committed to ensuring that all our students and staff - whatever
their background, nationality, cultural heritage, age, race, disability, ethnic origin, gender, sexual orientation, religion, belief, colour, gender identity,
skills and experiences - are able to study or work in an environment free from discrimination, harassment, bullying and victimisation.
We all have a responsibility to ensure that this happens, and students and staff are expected to behave in a way that promotes a welcoming and
inclusive environment for all.
The Students’ Charter sets out the University’s commitment to students and your responsibilities as a student. This can be found at
http://www.staffs.ac.uk/assets/student_charter_tcm44-26822.pdf. The University also has a behaviour policy to inform students and staff of the
behaviour expected of students. This can be found at: www.staffs.ac.uk/legal/policies/index.jsp
More information, support and advice about any aspect of equality and diversity at Staffordshire University can be obtained from
http://www.staffs.ac.uk/support_depts/equality/.
18
Appendix A - Glossary of Terms
Module
A unit of study with a defined learning outcomes, curriculum and
assessment.
The module definition is to found in the module specification for the
module.
Each module has a number of Credits, associated with it. A single
module is worth 15 Credits and notionally requires 150 hours of learning
activity to complete. This learning activity being divided between time
for class contact hours with staff, independent study and assessment.
The number of allocated learning hours rises in proportion to the
number of Credits attributed to a module at the rate of 10 hour per
credit. All modules are multiples of the basic unit of 15 Credits. So for
example, a module worth 30 Credits and will have a learning time of 300
hours.
Core module
This is a module that you must take and pass to qualify for a given
award title or range of titles.
Award Option
This is a module chosen from a list of Award Option modules. Award
Option modules are studied in conjunction with the core modules and
from the prescribed set of modules for a particular named award.
Co-requisites
Co-requisites are those modules that you must take as a package. All
the Level 4 core modules can be considered to be co-requisites. We
have defined co-requisites to make sure that there is sufficient shape
and coherence in your programme of study to make it a rewarding and
interesting experience. A corequisite is therefore a module which must
be studied in addition to and normally at the same time as a particular
module.
Pre-requisites
A pre-requisite is defined as a specific requirement that you must meet
before you can take a module. In a similar way as entry to an Award
was dependent on your achieving A-Level or BTEC passes for example,
or having other prior knowledge, for some modules you will have to be
‘qualified’ to take them. This will normally mean studying for a module
at an earlier level in the Award.
19
Pre-requisites are specified to make sure that you have the knowledge
and skills you will need to be successful in your chosen modules. Please
refer to the Academic Award Regulations for a more detailed description
of this term in particular the distinction between the terms prerequisites’ and ‘Special Admissions Requirements’.
Disqualified
Combinations
Although rare, disqualified combinations are those modules which you
cannot study together. This is normally because the content of the
modules overlaps in some way, such that by taking both you would not
cover the equivalent of two-modules learning.
Level
This indicates the academic level at which study is to be undertaken.
Normally it corresponds to one year of study for full-time students.
However, students may take modules from different levels at the same
time, provided that they meet the requirements for their award.
Semester
A period of study into which the year is divided, that may include
induction learning, assessment and academic counseling.
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Appendix B – Appendix C - Curriculum Maps
CURRICULUM & COURSE STRUCTURE
MA Family Law and Society
2 Year Part-Time Award Structure
Certificate Level
YEAR 1
Teaching
Semesters
1-2-3
Diploma Level
YEAR 2
Teaching
Semesters
1-2-3
Semester 1
Semester 2
Semester 3
Research Methods
(Core - 15 credits)
Elder Law and Decision Making
at the End of Life
(Option - 15 credits)
1 x 30 credit project
and
1 x 30 credit work-based project
and
Human Rights and the Changing
Family
(Core - 15 credits)
1 x 15 credit Project (Option)
Semester 1
Semester 2
15 Credits Capacity Consent and
Disability
(Option - 15 credits)
Child Protection with a Focus on
Health (Option - 15 credits)
or
Semester 3: Masters Level
Final Dissertation (Core)
60 Credits
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Full-Time 1 Year Award Structure
FULL TIME
YEAR 1
Teaching
Semesters
1-2-3
Semester 1
Semester 2
Semester 3
Research Methods
(Core - 15 credits)
Elder Law and Decision Making
at the End of Life
(Option - 15 credits)
1 x 30 credit project
and
or
Human Rights and the Changing
Family
(Core - 15 credits)
and
1 x 30 credit work-based project
1 x 15 credit Project (Option)
and
and
and
MASTERS LEVEL
Capacity Consent and Disability
(Option - 15 credits)
Child Protection with a Focus on
Health (Option - 15 credits)
60 Credit Dissertation (Core)
In order to progress from one stage of an award to another (e.g. PgCert to PgDip), you must normally obtain a Pass in all modules. Otherwise,
Award-specific regulations must permit compensation of a failed module or retrieval of failure at a subsequent stage of your programme of study.
Potential Exit award – PG Certificate (Family Law and Society)
 Legal Research Methodology (LRM) [15 credits] + Additional credits from the list of law modules [45 credits]
Potential Exit award – PG Diploma (Family Law and Society)
 Legal Research Methodology (LRM) [15 credits] + Additional credits from the list of law modules [105 credits]
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Appendix D – Feedback on assessments
Our principles - good feedback should:
1. Be an interactive process involving
student-tutor and student-student
dialogue
There should be an agreed point of
reference and common starting point
between students and staff as to what
constitutes the purpose and use of
feedback as part of a learning process. The
content of this originates from the
knowledge and professional expectations of
the subject discipline. Determining the
common starting point is an iterative
process emerging out of interactive
dialogue between staff, students and their
peers, where all participants challenge and
are open to each other’s views.
2. Facilitate the development of self
assessment and reflection
Because of the principles, you; the student;
can expect:
  To work with a set of agreed
assessment rules
 To agree with staff and other students
on why you will get feedback
 To debate with other students
 To learn from other students
 To see other students learn from you
 To debate with lecturers and other
staff
 To learn from lecturers and other staff
 University staff to learn from you
 Every conversation about your studies
to be a type of feedback you can learn
from (we are an Academic
Community)
 To get feedback throughout your
course
 To also get specific and timely formal
written feedback from lecturers on
your marked assessments


The feedback should generate a series of
questions for the student which makes
them think about their learning now, and
what they need to do to develop their
learning in the future. This will enable
them to understand the purpose of the
feedback in each specific context; create
the capacity to developing evaluative
judgement; the ability to review their own
performance against professional and
academic criteria; and to think about
learning strategies they need to develop in
the future;
3. Clarify for students and staff, through
dialogue, what good or bad
performance actually is in the








To ask yourself new questions about
your learning
To ask yourself new questions about
your subject
To improve your understanding of
your own thoughts
To improve your ability to see the
worth of other people’s work and
thoughts
To improve your ability to evaluate
your own work and the work of others
To become better at working in order
to meet specific goals or targets
To get better at working out what
types of feedback you need and
working out when you need feedback
To get better at seeing where your
work is good and where it needs
improvement
assignment or task. [1]

This involves identifying and justifying the
strengths and achievements of the
assignment, artefact or task under
discussion. This should also then lead to
outlining how changes and improvements
may be made, through reference to
discussion around what constitutes the
criteria for good performance and how the
outcomes of the task have been met.
Students need to be aware that feedback is
a process that can take place at any time or
place, and isn’t restricted to formal learning
situations.
4. Be developmental, progressive and
transferable to new learning contexts






The dialogue and understanding that
emerges from the feedback should be
applicable both to the current debate and
also contain elements that are able to be
translated to a range of current and future
learning situations. As the student
progresses through their learning journey
they should be developing a more
sustained and sophisticated approach to
their learning, culminating in the expression
of the graduate attributes appropriate to
their level and subject specialism
5. Be ongoing and embedded in the
learning process
Feedback isn’t simply an activity that takes
place after assessment – it isn’t something
that is simply done to students! Feedback
that is effective and timely occurs when
students know when they need it,
recognise what they want it for, and know
how to ask for it in a way that is
appropriate to their needs.. It is multi
faceted both in terms of content and
format.










6. Motivate, build esteem and confidence
to support sustainable lifelong
learning

Feedback needs to point out what has been


To get better at seeing where other
people’s work is good and where it
needs improvement
To get better at giving people help to
improve their work
To get better at accepting and using
help from other people to improve
your own work
To discuss how ideas like “good” and
“bad” relate to marking criteria
To get and give feedback wherever
you can: not just in tutorials or
seminars
Your feedback to be relevant to your
course
Your feedback to be relevant to the
way your wider subject area is
developing
Your feedback to give you useful ideas
for ways of doing future learning
Your feedback to help you get a
deeper understanding of your subject
Your feedback to help you develop
your overall thinking
To give and receive feedback
frequently
To learn to recognise when it would be
useful for you to get feedback
To learn to recognise what type of
feedback it would be useful for you to
get
To learn how to ask for appropriate
feedback
To recognise that there are many
appropriate ways of giving feedback
To get, and give, praise for things that
have been done well
To get ideas that will help you improve
your future learning and work
To give ideas that will help other
done well, both in terms of the task process
and the product. Feedback needs to offer
‘do-able’ actions for future learning/work,
so that students are able to improve.
Modules/awards need to engage students
with multiple feedback opportunities,
7. Support the development of learning
groups and communities
Good feedback – as outlined in Points 1- 6 should create the environment whereby
effective and productive learning is taking
place, leading to the emergence of a
flourishing learning community.





people to improve their future learning
and work
To get a lot of chances to receive and
give feedback in a variety of ways
To be part of an improving learning
community
To be personally responsible for
helping that community get even
better
To see other people also taking
personal responsibility for helping the
community to get even better