BA (Hons) Sociology And English Language
1
Awarding Institution/Body
Lancaster University
2
Teaching Institution
University Centre at Blackburn College
3
Work-based learning
Not applicable
4
Delivery modes
Full and Part Time
5
UCAS Code
6
Applicable subject benchmarks
Sociology (2007)
English (2007)
Linguistics (2007)
7
National Occupational standards
None
8
Specific Benchmark statements
Sociology (2007)
English (2007)
Linguistics (2007)
9
Date of PS preparation/revision
February 2012
10 Educational aims of the programme
The General aims of the programme are 
To provide the opportunity for students to gain the skills, knowledge and
confidence to become knowledgeable, imaginative, articulate, confident,
multi-skilled and highly employable persons.

For the students to acquire the ability to recognise, understand, analyse and
critically evaluate issues and developments in the disciplines studied

To equip students with transferable knowledge and skills to enable them to
play a full part in their chosen educational/career pathway including the
provision of opportunities for further progression in higher
education/professional qualifications.

To encourage students to study and widen their knowledge for self-interest
and self-development
The educational aims of the programme are 
To provide students with opportunities to engage in a critical and inter-disciplinary
approach to the study of Sociology, English Language and literacy

To provide effective intellectual challenges for students and enable them to develop
extensive skills of evaluation, synthesis, analysis and independent study through
well-managed, carefully designed, inspiring and innovative methods of learning and
teaching.

To introduce students to analytical approaches and issues in English Language,
literacy and Sociology, and to encourage discussion of the links between these
disciplines and broader historical, social and political contexts.

To produce graduates who are knowledgeable about the role and impact of
sociological ideas in a number of different socio-cultural, historical and linguistic
contexts.

To produce students who are independent thinkers and learners
11 Programme synopsis
The study of English Language intersects with and complements a wide range of other arts,
humanities and social sciences subjects. Sociology and English are compatible subjects in
many areas. We believe that an understanding of society in general is complemented by an
understanding of the ways in which people communicate through language and other
means. First year English language modules introduce students to developments and
changes in the English language over time and provide them with the linguistic ‘tools’ to
analyse texts of all kinds, written or spoken, fiction or non-fiction, encouraging them to
reflect on the way that language changes to reflect changes in society. Second and third
year modules include explorations of the relation between nature and nurture on child
language, issues in education and learning, the changes brought about by technological
developments, and differences in language use between people of different social groups.
Complementing this, Sociology has a number of modules that relate specifically to
Knowledge and Education, Culture and Identity and the relationship of humans with
technology. Sociology also considers life stages and transitions as well as at Honours level
investigating an understanding of other societies by citizens of the Developed World and of
the Developed world by citizens of other societies, where language plays a crucial role. An
ability to look at this range of issues from both a Sociological and a language perspective will
enable students to add depth and breadth to their studies, and provide valuable integration,
especially for final dissertations.
12 Intended Learning Outcomes
The programme provides opportunities for students to achieve and demonstrate the
following learning outcomes:
Knowledge and Understanding.
Students must demonstrate critical
understanding, at the appropriate level, of:
A1 The nature and significance of Sociology, English Language and Linguistics
including definitions of their boundaries and differing approaches to the
study of these subjects.
A2 The contested nature of knowledge and understanding within Sociology,
English Language and Linguistics
A3 A range of key concepts, theories and methods employed in study of
Sociology, English Language and Linguistics, their application and the
strengths and weaknesses of differing approaches
A4 The relationship between theory, argument and evidence
A5 The complex nature of contemporary societies including diversity,
inequalities, power relationships, cultural differences and the impact of
these on the lives of individuals and groups.
A6 The intellectual foundations of Sociology
A7 Definitions of what constitutes the sociological and its nature
A8 The differing values and the racial, ethnic, religious, national and cultural
diversity of the world around them not just in Blackburn but beyond
A9 The distinctive character of Sociology in relation to other forms of
understanding, such as other disciplines and everyday explanations
A10 How students as citizens can contribute to sociological debate at a variety of
levels and help influence policy outcomes
Level
4, 5, 6
4,5,6
4, 5, 6
4,5,6
4,5,6
4, 5, 6
4,5,6
4,5,6
4,5,6
4,5,6
A11
A12
A13
A14
A15
A16
Variation and diversity in language including regional, global and cultural
varieties and their political, social and cultural contexts.
The distinctive characteristics of different forms of writing and
communication including electronic texts.
The range and variety of theoretical approaches to linguistics, and the
relevant descriptive terminology to explain empirical data and language in
use.
A range of linguistic frameworks and descriptive terminology to explain
language acquisition, development, change and use.
Lexis and morphological structure, sentence construction, and how these
interrelate with syntax to create meanings.
The role of language in learning, education and literacy development and
the relationship between standard English, bi and multi lingualism and
teaching and assessment.
Critical-thinking/intellectual skills. Students must demonstrate skills, at the
appropriate level, of:
B1 Reviewing, synthesising and evaluating evidence and information relating to
Sociology and English Language including published sources for presentation
in a variety of forms including how to identify issues for enquiry
B2 Developing a reasoned argument
B3 Exercising critical judgement and assessing ethical implications
B4 Engaging in comparative analysis
B5 Appreciating the complexity of human behaviour, social situations and
events, and assessing the merits of competing explanations.
B6 critically judging and evaluating evidence in relation to the use of language in
specific modes, genres and contexts, including Sociology, and in nonacademic domains.
B7 relating knowledge of language to sociological enquiry and critical evaluation
and implementation of language in social life
B8 Reading, analysing and/or producing complex and sophisticated texts and
discourses relating to Sociology and English Language.
B9 Collecting, analysing and manipulating data of diverse kinds relating to
Sociology and English Language and distinguishing descriptive systems from
the data they describe.
B10 An ability to be self critical, be aware of and critically evaluate one’s own
assumptions, ideas and values
4, 5,
6
4, 5,
6
4, 5,
6
4, 5,
6
4, 5,
6
5, 6
Level
4,5,6
4,5,6
4,5,6
5,6
4,5,6
6
6
4, 5, 6
4, 5, 6
4, 5, 6
Subject Specific Skills. Students must demonstrate skills, at the appropriate level, Level
of:
C1 The composition and analysis of sociologically informed questions
4, 5, 6
C2
C3
C4
C5
C6
C7
C8
C9
Developing a familiarity and engaging critically with the normative and
positivist foundations of Sociology; the vocabulary of sociological debate;
the social and cultural contexts of human behaviour and social change.
Examining and evaluating social and cultural policy
Gathering, organising and deploying evidence, data and information from a
variety of sources relating to Sociology and English Language.
Technical ability in data collection, transcription and explanation using
appropriate frameworks, and consideration of ethical constraints, in the
study of English Language
Application of analytical concepts and methods of enquiry appropriate to
the disciplines of Sociology and English Language
Analysis of data and evaluation of methods and alternative methods of
analysis
Presentation of linguistic data and analyses by means of graphs, tables,
matrices and other diagrams.
Systematic analysis of linguistic phenomena and explanation and critique of
theoretical approaches
Key Transferable Skills. Students must demonstrate skills , at the appropriate level, of:
D1
D2
D3
D4
D5
D6
D7
Self-discipline; self-direction; independence of mind, and initiative
Ability to work with others, and have respect for others' reasoned views and
contribute effectively to the achievement of common goals.
Ability to gather, organise and deploy evidence, data and information; and
familiarity with appropriate means of identifying, finding, retrieving, sorting
and exchanging information
Developing analytical ability
The capacity to consider critically and solve problems, including complex
problems to which there is no single solution
The ability to organize, structure and express oral and written argument and
debate including key aspects of coherence, clarity and fluency of expression
Using communication and information technologies for the retrieval,
analysis and presentation of information. Presentational skills may include a
focus upon delivery (in addition to content), time management, usage of
audiovisual resources and an ability to stimulate debate
13 Programme Structures and Requirements, Levels, Modules, Credits and Awards
Title
Level
BA (Hons) Sociology Four
Credits
discipline
Sociology: 60
per Total Credits
120
4,5,6
4,5,6
4, 5, 6
4, 5, 6
5, 6
5, 6
5, 6
5, 6
Level
4,5,6
4,5,6
4,5,6
4
5, 6
4,5,6
4,5,6
and English Language
Five
English Language:
60
Sociology: 60
120
Six
English Language:
60
Sociology: 60
120
English
60
Language:
Or
Interdisciplinary: 30
Sociology: 45
English
45
Language:
IN TOTAL 360
Module Title
Credits
Level
LEVEL FOUR
60 CREDITS OF SOCIOLOGY
Are we what we Eat? Introduction to Social
15
4
Science
Introduction to Social Theory and Social
15
4
Science Methodology
Social Differentiation in Contemporary Britain
15
4
Ideas, Knowledge and Education
15
4
60 CREDITS OF ENGLISH LANGUAGE
English Language: History, Diversity and Change 15
4
Language and Style
30
4
Studying English
15
4
LEVEL FIVE
60 CREDITS OF SOCIOLOGY FROM:
Welfare and the origins of the Welfare State
15
5
Social Science Research Methods (SSRM) 15
5
incorporating SPSS
Leisure and Society
15
5
Identity, Culture and Globalisation
15
5
Cities in the 21st Century
15
5
Europe, Culture and Society
15
5
From Modernity to Post-Modernity – 15
5
Contemporary Social Theory
Status
Mandatory
Mandatory
Mandatory
Mandatory
Mandatory
Mandatory
Mandatory
Optional
Mandatory
Optional
Optional
Optional
Optional
Mandatory
From Guttenberg to Gates – a Sociology of the 15
5
Media
Crime and Society
15
5
60 CREDITS OF ENGLISH LANGUAGE FROM:
Issues in Stylistics
30
5
Learning English: Language Development
15
5
Communication Studies
15
5
LEVEL SIX
ROUTE A
60 CREDITS OF SOCIOLOGY FROM:
Dissertation (Sociology)
30
6
Utopian Visions and Everyday Culture
15
6
Sociology of Health and Medicine
15
6
Sociology of Death and Dying
15
6
Tourism, Sex and Gender
15
6
Societies in the Majority World
15
6
E-SOAP-BOX – E Communications, Ideas and 15
6
Interactivity
Risk, Society and Freedom
15
6
Have I Got News for You? Contemporary Issues 15
6
in the Media
Humanity, Science and Technology: Into the 15
6
21st Century
60 CREDITS OF ENGLISH LANGUAGE
Language, Identity and Representation in a 15
6
Digital Age
Language and Power in the Modern World
15
6
Critical Approaches to Textual Analysis
15
6
Critical Perspectives on English in Education
15
6
ROUTE B
60 CREDITS OF SOCIOLOGY FROM:
Utopian Visions and Everyday Culture
15
6
Sociology of Health and Medicine
15
6
Sociology of Death and Dying
15
6
Tourism, Sex and Gender
15
6
Societies in the Majority World
15
6
E-SOAP-BOX – E Communications, Ideas and 15
6
Interactivity
Risk, Society and Freedom
15
6
Have I Got News for You? Contemporary Issues 15
6
in the Media
Humanity, Science and Technology: Into the 15
6
st
21 Century
60 CREDITS OF ENGLISH LANGUAGE
Dissertation (English)
30
6
Language, Identity and Representation in a 15
6
Optional
Optional
Mandatory
Mandatory
Mandatory
Mandatory
Optional
Optional
Optional
Optional
Optional
Optional
Optional
Optional
Optional
Mandatory
Mandatory
Mandatory
Mandatory
Optional
Optional
Optional
Optional
Optional
Optional
Optional
Optional
Optional
Mandatory
Optional
Digital Age
Language and Power in the Modern World
15
6
Critical Approaches to Textual Analysis
15
6
Critical Perspectives on English in Education
15
6
ROUTE C
30 CREDITS
Dissertation (Interdisciplinary)
30
6
45 CREDITS OF SOCIOLOGY FROM:
Utopian Visions and Everyday Culture
15
6
Sociology of Health and Medicine
15
6
Sociology of Death and Dying
15
6
Tourism, Sex and Gender
15
6
Societies in the Majority World
15
6
E-SOAP-BOX – E Communications, Ideas and 15
6
Interactivity
Risk, Society and Freedom
15
6
Have I Got News for You? Contemporary Issues 15
6
in the Media
Humanity, Science and Technology: Into the 15
6
st
21 Century
45 CREDITS OF ENGLISH LANGUAGE FROM:
Language, Identity and Representation in a 15
6
Digital Age
Language and Power in the Modern World
15
6
Critical Approaches to Textual Analysis
15
6
Critical Perspectives on English in Education
15
6
14
Optional
Optional
Optional
Mandatory
Optional
Optional
Optional
Optional
Optional
Optional
Optional
Optional
Optional
Optional
Optional
Optional
Optional
Teaching, Learning and assessment
This is a Joint Honours programme and therefore the learning and teaching strategy aims to
encourage and foster interdisciplinary enquiry. This requires high levels of analysis and
synthesis; the teaching and learning strategy has a focus therefore on encouraging both
intra and inter-disciplinary deliberation by drawing links between disciplines and disparate
knowledge bases to inform analysis and evaluation, recognising the complementary nature
of the analytical tools and subject matter within the disciplines, and encouraging lateral
thinking in relation to subject matter, understanding across academic boundaries, critical
evaluation across disciplines and the ways in which knowledge is now used in a postmodernist context as open ended in terms of subject specialisms.
Whilst teaching and learning occurs through the means of interactive lecture and student
led seminar, the programme team strives to complement the student experience with a
range of supplementary activities. At all levels the programmes will be supported by the use
of guest speakers, workshops and external visits. Students will be encouraged to take part in
field trips and other activities that reinforce the academic learning processes. For example
the programme team have arranged study visits to Istanbul, Prague and Marrakesh, while
the School runs an annual visit to New York.
The requirement for analysis of texts and reference to theoretical frameworks is stressed
throughout with increasing degrees of complexity as part of the learning and teaching
strategy. The links between English Language, other media, Sociology, and other disciplines
and an awareness of the distinctive and important nature of the subject is a key facet of
study.
The modules create opportunities for students to see concepts, principles and theories
utilised in sessions, set within a range of examples that illustrate different approaches,
methods and interpretations and allow them to relate these to the reality of their own lives
through experiential learning and debate.
The teaching and learning strategy aims to develop in students an understanding of the
limits of their knowledge, but also that most forms of knowledge are contested. The
learning and teaching strategy therefore encourages students to become more critical and
independent in their treatment of the subject matter. Throughout the programme learning
and teaching strategies become more symbiotic – increasingly making links between the
disciplines studied, but also looking and looking beyond narrow subject considerations to
encompass the historical, sociological, political and a cognitive approach encouraging
students to think about the relationship between language and thought. By the end of the
programme students are encouraged to think laterally in consideration of a broad range of
material and theory making linkages across the themes of the programme and with other
relevant approaches. Students take a greater level of active ownership of learning
introducing their own ideas in collaborative group analysis and in terms of digital literacies
and digital forms of communication.
Formative Assessment
Students are given individual feedback after each semester enabling them to highlight their
strengths, for tutors to encourage reflection on these and promote skills transferability. This
is in addition to the feedback given as a matter of course on assignments and pastoral and
academic tutorial sessions. Practical analytical tasks and close reading skills are assessed
formatively in seminar, in practice tasks and home tasks. Workshop based activities,
collaborative presentations and early, shorter, diagnostic essays are essential for providing
early feedback on progress and to give guidance on how to improve. Debates are
encouraged in which students are asked to argue for alternative viewpoints and critique and
evaluate theoretical frameworks, and to express individual opinions based on personal
reading and research.
Summative Assessment
In terms of summative assessment formal assessment takes place through a combination of
examination and/or assessed essay and/or assessed seminar.
Level four
At this level students are developing an awareness of academic study skills and the
focus
on
formative assessment is related to students’ ability to understand criteria,
develop awareness of study skills and begin to appreciate their own strengths and areas for
development. Summative assessment however concentrates on developing the students’
ability to comprehend and use key concepts and theory, and begin to formulate complex
arguments.
Level five
At this level modules aim to test deeper knowledge and understanding and the ability to
apply and evaluate key concepts, subject specific knowledge and develop skills of reflective
practice. By the end of Level Five students are able to apply the higher order academic skills
required for Honours level study.
Level six
Students are measured on their ability to critique explanations of complex situations,
postulate theoretical solutions to real world problems, critically evaluate contending
theoretical and interpretative approaches, separate reality from representation and nuance
and substantiate arguments within structured and defined guidance and criteria
15 Support for students and their learning
Regardless of the combination studied all students studying under the Joint Honours
framework take part in the collective Joint Honours tutorial system under the direction of
the Joint Honours programme leader, from a pastoral perspective.
All Joint Honours students across the different disciplines/awards come together in group
tutorial giving the opportunity for collaboration and support for the interdisciplinary nature
of studying a Joint Honours programme. Such an approach forges an identity for Joint
Honours separate from single Honours English and Social Science; giving the framework a
distinct identity and a sense of belonging for students. 1:1 Joint Honours pastoral or
academic tutorials are also available to students, as are 1:1s on specific subject areas with a
relevant member of staff. Such an approach gives opportunity to discuss the linkages
between the disciplines studied, students’ progress in both specific subject areas and in
developing skills of interdisciplinary analysis.
The Centre has an effective infrastructure for supporting students throughout their study
and these support systems and processes have be commended by awarding bodies, external
agencies, students themselves and employers. Support systems and learning and teaching
strategies ensure that students understand the assessments tasks, criteria and relevant
procedures at appropriate times. In line with ethical and equitable principles the tutorial
model explicitly ensures that there is no bias in terms of gender, sexual orientation,
ethnicity, religion or belief, age, class or disability.
The level of expertise and effectiveness in this respect has been noted in the latest QAA
report which notes that
“there is an exemplary tutorial model tailored to meet the needs of higher education
students through personal development planning and pastoral care” [IQER SE October 2010]
To address the widening participation priorities, UCBC has positioned itself by ensuring that
there is a developing strategy in terms of learning and teaching which is flexible, accessible
and inclusive at national and international level. Staff and managers develop specific
approaches to address the need of students from diverse backgrounds. Learning, teaching
and assessment strategies consistently address, review and modify learning opportunities
and practices through the sharing of good practice. Student, and where appropriate
employer feedback, also informs the enhancement process. Continued investment in
relevant staff development and CPD promotes positive experiences for students as learners
and consumers.
Robust and accessible data management systems contribute to the enhancement process
by allowing curriculum teams and managers to monitor recruitment, attendance, retention,
achievement, success and progression and make informed and timely decisions.
In accordance to UCBC policy, the programme utilises the e register system and recently a
new system to notify the programme leader of any absence notified by students in all
programme groups was introduced. These are checked with Year Tutors, and checked
against email/ phone call notifications. All absences without notification are followed up by
the Year Tutor via email or telephone.
Multiple absences are followed up by the
Programme Leader with the School Lead Tutor and extended absence without contact is
forwarded to the UC Senior Tutor.
The notifications, policies and contact details for all support services are included on the
programme VLE site. Within the School there are various specified tutors who are involved
in weekly meetings with the Student Engagement Team, Disability Team, Library Support
Staff and Student Engagement and Tutorial Manager with information from these meetings
disseminated through weekly School meetings. In addition, individual team year tutors are
involved in discussion with Disability and Support staff with issues related to Exam Access,
in-class support, disability disclosure and related concerns.
The timetabling of the Joint Honours programme is designed to be as “family friendly” as
possible within the constraints imposed by rooming and staff availability and there is
evening provision for part time students which full timers may also attend. Part time
students are of course welcome to attend day time provision, which some do, but our
experiences so far show us that the day time part time market attracts a different student
from the evening which where the bulk of our part time study has lain.
Part Time learners have access to the same support structures and services as full time
students, and are included in the same dialogue forums as all students. Distance learners,
with no face to face contact at all, have not as yet formed a part of any cohort. Tutorials,
feedback and online discussion are available to all students in summer school modules and
can be increased to allow for full participation for students as we increase the potential for
distance and blended learning. Currently staff are able to utilise forums, blogs and VLE
dissemination and communication in all modules, and live chat in some modules is available.
Students are able to access free software and some of the hardware required (headsets/
webcams) although they would need broadband from home/ remote access locations.
Our academic support system is aligned with the UCBC systems and as part of the
application process as well as that of enrolment we encourage students to declare their
needs and then direct them to the services and support available so that they start the
academic year with support in place. However we also discuss needs as part of the personal
tutorial process and re-evaluate if necessary in conjunction with the central support team.
Of particular note is the programme committee meeting structure that operates 3-4 times
per year and is minuted.
U-HUB
The U-HUB is a one stop shop for enrichment, support and learning within the centre and is
situated within the student coffee bar in UCBC and is accessible to all.
Within the U-HUB students can access information on:
Enrichment

Student Engagement

Student Union
Support

Student Finance

The Careers Team

Disability Service

Counselling Service

International Office
Learning

English for Academic purposes

Advanced academic writing skills

University study skills

Advanced university study skills

ICT workshops

Summer School which includes: How to write a dissertation, Advanced Critical
Thinking, Advanced Referencing skills, Advanced PowerPoint skills, Preparation for
Employment.
Student Support Team
Student engagement officers are available within the U-HUB for learners who have come
into difficulty for whatever reason. They help and support learners with any aspect of their
studies, develop study skills and offer help and advice on projects and dissertations.
16 Criteria for admission
University Centre at Blackburn College (UCBC) accepts a wide range of qualifications. The
text below is an outline of the general entry requirements for our undergraduate courses.
Applicants are normally expected to have completed a Level 3 qualification, (i.e. A-levels or
equivalent). However applicants without the standard entry requirements, but who can
demonstrate relevant work / life experience will be considered on an individual basis, and
may be asked to attend an interview.
The minimum entry requirement for Degree level study at UCBC is 200 UCAS tariff points,
which can be made up from one of the following:
Two GCE A2 level passes
BTEC National Diploma/Certificate – pass with Merits
The new Diploma
One double award VCE Advanced level or equivalent
Other qualifications such as Scottish Highers, Welsh Baccalaureate, Irish Leaving Certificates,
International Baccalaureate, with the required UCAS points
Mature Students
A considerable number of our student body is made up of students 21 and over. Mature
students may not have the standard entry requirements but may have gained knowledge
and skills from relevant work or life experience. Therefore we would consider such
applications on an individual basis and may ask applicants to attend an interview to discuss
relevant life experience in more detail.
Alternative entry routes
We may require successful completion of an alternative entry route to a threshold level
recognised as being appropriate for entry to Higher Education. For example many mature
students study qualifications such as the Access course, which we recognise as an
alternative entry route.
Additional selection criteria
UCBC are committed to having a fair and transparent admissions process, and applicants are
considered on an individual basis. When considering an application the College takes into
account grades, predicted grades, references and personal statement, taking into account
motivation and commitment to succeed and any relevant experience. Applicants may
therefore be invited to interview or asked to provide a portfolio of appropriate work, and
this may therefore form part of the application process.
English Language
All students applying to UCBC must show that they have a good level of spoken and written
English. The following qualifications are accepted.
UK Qualifications
GCSE or IGCSE English
GCE O level English
AS Level English
A Level English Language
Scottish Certificate of Education - Standard Grade English
Scottish Certificate of Education - Higher Grade English
Irish Leaving Certificate - Ordinary Level English
All of these qualifications should be passed at Grade C or above, except for: AS Level English
(Grade E or above), A Level English Language (Grade E or above) and the Scottish Certificate
of Education (Grade D or above)
Disclosure of Disability
When considering whether to offer a place where a learner discloses a disability the
disclosure will not be taken into consideration. Applicants will be offered a place according
to their academic ability, aptitude, prior experience or portfolio.
An Information Sharing Interview will be arranged by Disability Services to discuss with the
learner and the Programme Leader the implications of undertaking the programme in
relation to their disability. Where it is deemed that reasonable adjustment is not feasible
and or the prospective learner will be unable to meet the requirements of the Core
Academic Criteria the learner may choose to withdraw their application or it may be
necessary for UCBC to withdraw the offer of a place or to offer alternative provision.
There is no requirement for work placement to gain admission to the programme.
There are no CRB requirements to gain admission to the programme. Where students take
a work placement which may inform their study (but does not form a formal part of the
programme), they must arrange CRB clearance themselves if applicable.
There are no specific plans for APL at any level of this programme although individual cases
shall be taken on merit and dealt with on a case by case basis in line with the University APL
policy.
17
Methods for evaluating and improving the quality and standards of teaching and
learning.
Established and effective quality systems within UCBC will ensure that the programme is ‘fit
for purpose’. They recognise the centrality for feedback opportunities and internal and
external reviews. Student feedback is gained through a structured system incorporating
individual and group academic and pastoral face-to-face and on-line tutorials and formative
assessments, together with student committee meetings at programme, School, UCBC and
College level. The systems include processes for gathering anonymous and open feedback
from students. Staff and employer feedback is gained through structured team meetings,
employer mentor and forum discussions and programme review meetings. The programme
will also be audited by the External Examiner and will be appraised and evaluated annually
in a report which is subject to structured levels of scrutiny by the different committees at
School, UCBC, College and University levels.
The following instruments are used in assessing fitness for purpose:

Meetings of the Academic Council;

Weekly meetings of the HE Management team;

Termly meetings of the HE Quality group;

Meetings of the School Board;

Meetings of the School team;

Meetings of the Programme team;

Analysis of data on retention, achievement and progression;

Peer reviews;

Annual Programme Reports;

Programme Consultant meetings;

External Examiner’s visits and reports;
Staff Development

Staff involved in research

In-house staff development

Work based learning training

Web based learning training

Pedagogic training

Appraisals and peer assessment

Work shadowing
Team Meetings:
Team meetings will be held at least twice each academic year to consider issues relating to
the day-to-day management of the provision. These meetings will involve the academic staff
involved in the provision and student representatives. The University’s programme
consultant(s) will be entitled to attend formal team meetings and to receive minutes of
meetings.
Award (examination) Boards:
Award (examination) Boards will be held at least once in each academic year. These
meetings will require the attendance of members of the delivery team(s), external
examiner(s), external Lancaster University programme consultant (s) and a member of the
University Academic Standards and Quality team.
Module Review:
Anonymous student surveys for each module taught will be carried out at the end of each
module. These surveys will be passed to the programme leader who will prepare a short
evaluative report for the module. This will be passed to the review meeting detailed below
and will be incorporated into the end of year reflection undertaken by the delivery team
and discussed in the Annual Report.
Review Meetings:
At least once in every delivery year, the programme team and where practicable,
employers’ and/or outside academic representatives, will meet to evaluate the whole of the
provision. The review meeting will be provided with copies (in summary where appropriate)
of the results, student feedback and evaluative module reports. The Programme Leader will
then produce an overall evaluative report and action plan for consideration by the College
and by the University.
18
Regulation of Assessment
All programme work assessment briefs will include details of:

The learning outcomes covered by the assignment;

The extent of the coverage of these outcomes;

The tasks to be completed;

Indicative grading criteria;

The author and verifier of the assignment.
Details of the assessment methods to be used are detailed in each module descriptor. All
the subject modules for this programme have been designed with explicit, formal
assessment criteria.
As part of the standard approach to assessment within the Centre and in line with relevant
requirements, where students believe that forms of assessment unfairly disadvantage them
based on a disability or an underlying medical condition, a discussion about an alternative
assessment that is equivalent will be considered, involving the student, the tutor and the
programme leader in discussion with the disability team where appropriate.
This is moderated through the module leader based on the choices being able to meet the
learning outcomes of the module and highlighting equivalency across the student
submissions. The initial instructions and choices offered in the assignment will be reviewed
through the existing academic infrastructure, utilising both internal and external
moderation. In much the same way as the final marks are assessed after the event, so will
the format of alternative assessments be examined and assessed for fairness in the
moderation and standardisation processes.
Marking:
The regulations governing the first and second marking of examinations and assignments
and their subsequent moderation are provided for within the Learning, Teaching and
Assessment Strategy for the University Centre Blackburn College.
First marking of
assignments is carried out by the module tutor. A sample is then second marked in line with
the above strategy and made available for moderation at the end of the semester. The Head
of School acts as Leader Internal Moderator and has oversight of the process and final
agreed marks. These samples are then made available for final consideration of grades by
the External Examiner. External examiners will be entitled to require students to make
presentations of their work before final moderation of marks. All formal examinations are
anonymously marked by the module tutor and second marked by a member of the team.
Examination papers are subject to the same rules regarding internal moderation and all
scripts are made available for final review by the External Examiners. Occasionally, it may be
necessary to vary these regulations – for example, to accommodate substantial practical
exercises. Permission for any variation of these regulations will require the prior consent of
the external examiner(s) and course consultant(s) for the scheme.
19
Role of Course Consultant
Course Consultants will advise the Scheme team on the design, delivery and assessment of
the scheme.
20
Role of External Examiners
External Examiners will advise the Scheme Assessment Board on matters of standards
and fairness of the assessment process and if necessary offer advice on individual
student results.
External Examiners will report on:
 Whether the standards set are appropriate with reference to external reference
points, including subject benchmarks, framework for Higher Education
Qualifications and other reference points
 Standards of student performance and draw comparisons of those standards
with similar programmes
 The robustness of assessment procedures.
21
Due for revalidation
In 2016/17