The Arden School of Theatre at The
Manchester College
Handbook for
BA (Hons) Musical Theatre
2011/12
v.2010
Contents
1
General course information.................................................... 4
2
Welcome to the course........................................................... 5
3
About your course ....................................................................
4
Welcome to Leeds Metropolitan University .......................... 16
5
Your responsibilities as a student ... Error! Bookmark not defined.
6
Academic and student regulations .. Error! Bookmark not defined.
7
Assessment .......................................................................... 32
8
Representing your course .................................................... 36
9
Have your say ...................................................................... 38
10 Where to get help ................................................................ 39
Page 2 of 73
v.2010
General course information
1.1
Award title
B.A(Honours) Musical Theatre
1.2
Programme code
CR6982-01
1.3
Department
The Arden School of Theatre
1.4
Institution
The Manchester College
Page 4 of 73
Welcome to the course
1.5
Welcome from the Principal
Welcome to your studies at The Manchester College.
You are joining one of the largest colleges in Europe,
providing courses at over 20 sites in Manchester, with
more run elsewhere in the UK and abroad. The
Manchester College offers a huge choice of vocational
and academic programmes. These range from
introductory courses through to higher education, with
something to suit most students.
The Manchester College was formed from a successful
merger on 1 August 2008 of the city’s two larger further
education colleges, Manchester College of Arts and
Technology (MANCAT) and City College Manchester. The
new name is now known to most people familiar with
education in Manchester and nationally; and the
college’s reputation for excellence continues, based on
the quality of the two former institutions.
Manchester is an exciting, multicultural city, known as
the ‘Capital of the North’. Greater Manchester has the
largest number of theatres, museums and music venues
outside of London. It is also well known for its sporting
facilities, including world-class football, basketball,
cycling, and tennis. Manchester is an excellent place for
shopping and socialising in the North. There is a huge
and exciting variety of clubs, cafes, restaurants,
shopping centres and markets. Outside of Manchester,
the Lake District, Yorkshire Dales, Derbyshire, and
Cheshire attract thousands of visitors and are easily
reached by bus, train, car or tram. Helping you to
succeed in your studies is the college’s main aim, but we
also aim to offer you opportunities to explore the city
and the country.
All the staff at The Manchester College would like to
offer you a warm welcome to the college and wish you
every success in your studies.
Peter Tavernor (the Principal)
Page 5 of 73
1.6
Letter from the Course Leader
Welcome to The Manchester College, Leeds Metropolitan
University and The Arden School of Theatre. In particular,
welcome to the B.A. (Hons) Musical Theatre programme. The
next three years should be an exciting journey for you as a
developing professional and as a person taking in new
experiences from your time in Manchester.
This handbook provides you with information about your
Course and your responsibilities as a student, in addition to
information about assessment and other regulatory issues. As
a higher education institution the college we ensure that the
quality of your education meets the highest standards and
how we do this is illustrated in this handbook. You should use
it throughout the year to refer to for clarification on
assessment regulations to how to make your voice as student
heard effectively. Although it is a lengthy document it does
provide you with crucial information so it is important that you
familiarise yourself with it and keep it to hand.
For further information about The Manchester College please
see the Higher Education handbook or visit
www.themanchestercollege.ac.uk. For a more detailed introduction
to Leeds Metropolitan University and information about all the
facilities and services the University offers go to
www.leedsmet.ac.uk/helpzone.
The team is looking forward to meeting you and hope that
your time in Manchester is both enjoyable and successful.
Best wishes to you in your future studies.
Emma Kanis
Programme Team Leader
BA (Hons) Musical Theatre
1.7
About The Arden
The Arden School of Theatre is a department of The
Manchester College. The course you are studying is validated
by Leeds Metropolitan University and as such it is in your
interest to look on their website for information that may be
useful to you. We are part of The Regional University Network
that can be located on the Leeds metropolitan website. As a
Page 6 of 73
RUN student you can have access to some of the resources in
their library. You will need to fill out a form to apply which you
can download. Your Year Tutor will help you with this.
The Arden School of Theatre was founded in 1991 in
partnership with The Royal Exchange Theatre. As part of the
Manchester College students benefit from excellent on campus
student services including financial advice, student welfare
and guidance.
The Arden is based at Nicholls Campus in the beautiful
Victorian purpose adapted building in the city centre. The
premises have all been refurbished especially to suit the
needs of all the courses. The department comprises of five
Performing Arts courses: HNC Theatre Studies, Contemporary
Theatre Practice Foundation Degree, HNC Dance, BA (Hons)
Acting for Live and Recorded Media and BA (Hons) Musical
Theatre.
1.8
About The Scheme at The Manchester College
The new BA (Hons) in Acting for Live and Recorded Media,
Musical Theatre, FdA Contemporary Theatre Practice and HNC
Theatre Studies programmes are a product of all that is best at
The Arden and reflects in a much more honest and ambitious
way our plans and beliefs for the future. The arts and
entertainments industries are driven much more by media and
multi media agendas and any serious training programme has to
reflect this cultural shift in its teaching. The Arden and its new
validating partner Leeds Metropolitan University believe very
strongly that these new courses offer prospective students the
benefits of a traditional and established training programme but
technologically and technically modified to meet the mediated
needs of the contemporary market place.
This is not to decry tradition. When you enter the world of
professional performance you become caretakers of traditions
that stretch back hundreds and in some cases thousands of
years, and follow in the footsteps of a long line of artists and
humanitarians who have preserved these traditions for respective
and future generations. But nevertheless, we should never allow
ourselves to be locked into the past. Here at Arden you will be
primed to embrace history and praise tradition, but also be
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suitably prepared to challenge its assumptions and contexts and
we hope you can share and prosper in the ambitions of our new
courses, new affiliations and in our continued pursuit of
excellence.
Finally we encourage you to see the Arden not just as a platform
for individual training but also as an artistic and educational
community. The way you interface with your tutors, peers and
friends is an important part of your time here and we place great
emphasis on mutual respect and support.
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Facilities available
At the Nicholls Campus you will have access to recently
customised premises. Most of the teaching spaces have
sprung floors and are of the highest specification. There are
showers in the bathrooms.
The canteen can be located on the ground floor in the newer
building at Nicholls Campus. The canteen provides a range of
hot and cold food as well as snacks and drinks.
At Sheena Simon Campus there are two theatres commonly
used for performances. However, for your showcase
performances we hire venues both in London and Manchester.
The guidance team are available on site. You can ask for them
at the main reception.
The Learning Resource Centre is based in the new part of the
building but you may also access other sites such as Sheena
Simon in order to study and access resources. You will be
given an induction to the LRC and introduced to our intranet
that offers great resources.
1.9
Skills you will gain during the course
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1.10
Learning/Performance;
Application of Number;
Communication;
Information Communication Technology;
Working with Others;
Problem Solving;
Reasoning and Work Process;
Management Skills;
Employment/Employability;
Opportunities for graduates
As a graduate of The Musical Theatre programme you should
be well prepared to enter the business of Musical Theatre.
However, you will also have had experience in Television and
voice recording which will enable you to work flexibly across
the performance spectrum.
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During your time with us we seek to find you opportunities
that enhance your studies and prepare you for working in the
profession. These may be trips and visits, workshops or work
based activities. We also want to encourage you to be
innovative and develop opportunities for yourself as you head
out into the world of performance.
1.11
Introduction to the course
The market research for this programme has involved a process
of consultation with potential partners (Northern Broadsides,
Contact Theatre, Zion Centre, The Lowry) professional agencies
and casting agents (Beverley Keogh, Phillipa Howell, David
Grindrod, Martin Gibbons) Mountview Academy, Arts Educational
and Musical Theatre directors (Roger Haines, Alex Worrall) and
all have indicated a profound shift in the market place toward a
requirement for actors with music theatre skills. This programme
also acknowledges that it has to take account of the digital and
mediatised revolutions that have taken place in the arts and
entertainments industries in the last ten years. What indeed
constitutes Musical Theatre in the present climate?
Prior to this the school underwent a lengthy period of discussion
and research with The Manchester College(the merged
institutions of CCM and MANCAT) into areas of potential growth
and this has been underscored by The Manchester College’s
mission statement and the findings of the Sector Skills Council
for the Creative and Cultural Industries.
As recently as July 2007, the skills Council for the Creative and
Cultural Industries was still highlighting the need for training
programmes to support current industry professionals who wish
too acquire a higher education qualification, but also actively
encourage an increase in the industry workforce (for further
information see
Cross Sector Event paper at the Creative and Cultural
Industries website).
In this sense the programme is partially responding to:

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developments in West End and Broadway theatre culture;
influences of emerged and developing technologies;
the rise in alternative employment pathways including cruise
ships and liners, Disney International, cabarets and televised
talent shows;
Page 10 of 73
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the arrival of the BBC, with phase 1 at Salford Quays (Media
City) offering a range of opportunities;
industry reviews indicate that we are returning to the narrative
and character led musical;
the music(al) performance industry being the most economically
sound of all arts industries and currently offers high investment
and career opportunity with industry employers who have
confirmed that the market demand for multi skilled actors has
never been stronger.
Consequently the aims of the programme are to produce
practitioners who will professionally engage with the diverse and
particular challenges of a variety of musical theatre forms and
environments. On graduation students will have the physical and
intellectual capacity to encompass the principal acting roles
within the traditional forms of British and American Musical
Theatre and compete regionally and nationally for opportunities
that tap into other performance related markets: cruise ships,
cabaret, review, television and audio entertainment. In support
of the training the school will maximise the quality of provision
and opportunity for students. In line with College policy on
widening participation the course will actively seek those from a
variety of backgrounds with the profile, aptitude and
determination to access education and training of the highest
quality.
This course as part of its construction has consulted with its
industry partners, alumni, students, advisers and employees and
recognises the changing face of the marketplace and in response
will place further emphasis on the role of the actor in vocational
training for Musical Theatre. A review of existing provision has
delivered an opportunity to reflect on and respond to the
changing nature of text and notation in the environs of musical
performance. Building on its existing reputation the Arden will
further develop its ambitions for quality vocational training in the
North West. Whilst London offers high level training in Musical
Theatre forms (Arts Ed, Mountview, etc) related training
opportunities in the North of England is very limited and
therefore regional duplication of provision is highly unlikely.
Industry and student led discussions have helped determine the
specifications and ambitions of this programme. In preparation
for validation the school has recorded the opinions of a cross
section of visiting artists and alumni (through an analysis of our
destinations database) and all concur that a programme of this
nature and depth would be a valuable resource, regionally and
nationall
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1.12
Programme specification
A programme specification is a concise description of your
course's aims and objectives and how you will be taught and
assessed to achieve the required learning outcomes. It
includes information on admissions, course structure and the
maintenance of academic standards.
The University’s programme specifications database is
available at: https://pams.leedsmet.ac.uk/main/index.htm
1.13
Course structure
To be awarded the B A (Hons) Musical Theatre students must successfully
complete the following:
LEVEL 4
Acting 1
Acting 2
Acting 3
Ensemble singing and general musicianship 1
Singing 1
Dance Techniques
Developing Dance Techniques
Musical Theatre Context & Guidance
120 CREDIT POINTS
LEVEL 5
Acting 4
Acting 5
Ensemble singing and general musicianship 2
Singing 2
Dance Techniques and Performance
Developing Dance Techniques and Devising
Research Methodology
120 CREDIT POINTS
LEVEL 6
Rehearsing and Presenting a Public Performance
Presenting a Public Performance
Ensemble singing and musicianship 3
Singing 3
TV and Radio
Stage Dance into Performance
Showcase
Dissertation
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Total: 360 credit points
1.14
Scheme/Course management team
The structure of the management at The Arden is as follows:
HE Management Lead
Phil Nickisson

Curriculum Lead Manager
Robert Marshall

Divisional Lead Manager
Adrian Kirkpatrick

Course Administrator: Linda
Impey
Programme Team Leader: BA (Hons) Acting, HNC
Acting, HNC DanceDAN
Sarah Meadows
Programme Team Leader: BA (Hons) Musical
Theatre, FdA Contemporary Theatre Practice
Emma Kanis


Year tutor HNC
Acting:
Sarah Meadows
Year tutor Year
1 Acting:
Angela Murray
Year tutor Year
2 Acting:
Paul Mitchell
Year tutor Year
3 Acting:
Paul Mitchell

Curriculum staff: Please
see staff section
Year tutor HNC
Dance:
Heather Jones

Year tutor Year 1
MT:
Judy Kent
Year tutor Year 2
MT:
Jude Glendinning

Curriculum staff: Please
see staff section
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Year tutor Year 3
MT:
Robert Purvis
Divisional Lead Manager, Adrian Kirkpatrick (Room G3)
Programme Team Leader BA (Hons) Musical Theatre and FdA
Contemporary Theatre, Emma Kanis ( Room G2)
Programme Team Leader HNC Acting and BA (Hons) Acting for
Live and Recorderd Media Sarah Meadows (Room G2)
Year Tutors for Musical Theatre
Year One (Level 4) Judy Kent
Year Two (Level 5) Jude Glendinning
Year Three (Level 6) Robert Purvis
Administration
Linda Impey (reception)
Telephone number: 0161 9204827.
E-mail address: Linda.impey@themanchestercollege.ac.uk
1.15
Contacting academic staff
You will be allocated a personal tutor who is the first point of
contact for academic and personal matters. For other matters
relating to your course you can contact your course leader by
making an appointment or e-mailing them.
Only your college e-mail address will be used by academic and
administrative staff so you are advised to check your College
e-mail account regularly.
The department will inform you of cancelled classes as soon
as possible. It is important that we have current contact
details so we can inform you of any changes you need to
know. It is your responsibility to ensure that we have your
most up-to-date mobile phone number, address and e-mail.
All students will have weekly group tutorials with their Year
tutor. These sessions are an opportunity to understand
academic processes and systems, exchange information,
develop professional and personal skills and share good
practice.
Should you need to speak to your Year tutor privately you can
arrange this via e-mail. You may wish to contact Student
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Services for financial advice and counselling. Please see the
College Higher Education handbook for contact details. If you
need to find out how to apply for mitigating circumstances or
appeals please ask your Year Tutor.
You will have a personal tutorial twice a year to look at the
progress you have made and identify areas for improvement.
Year One (Level 4) Judy Kent
judy.kent@themanchestercollege.ac.uk
Year Two (Level 5) Jude Glendinning jude.
glendinning@themanchestercollege.ac.uk
Year Three (Level 6) Robert Purvis
Robert.purvis@themanchestercollege.ac.uk
Should you need to contact your Programme Team Leader you
can do this via e-mail. Contact Emma Kanis at
www.themanchestercollege.ac.uk.
Any matters relating to the module e.g. assessment feedback,
collecting handouts etc please see or e-mail your module
leader (tutor teaching this module).
When handing in assignments please register them at
reception and obtain a receipt for the work.
Students should not contact staff on their personal mobile
phones or through social networking other than the official
Arden site.
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Welcome to our The Learning Resource Centre
1.16 The Library
How do I join the Learning Resource Centre? All students
who have enrolled at the College are members of the Learning
Resource Centre and are able to borrow items and use the
facilities. Your student ID card is your membership card; it is barcoded with your student number.
•
What resources are available?
You will find books and many other resources including:
IT facilities
•
Internet
•
Scanners and Printers
•
Journals and Newspapers
•
Reference Books
•
CD-ROMs
•
Audio and video cassettes
•
DVDs
•
Music CDs
•
University prospectuses
•
Careers information
How many items can I borrow and for how long?
You can
normally borrow up to eight items at any one time. These items
may include two CDs, and/or one DVD, and/or two sound effects
CDs. Items can be borrowed from or returned to any college
Learning Resource Centre. The standard loan period is two weeks.
Renewals
If at the end of the loan period you have not finished with a
borrowed item you can renew it as long as no-one else has
reserved it. If you cannot get into college you can renew by
telephone as long as it is not overdue or reserved. If the item is
not overdue you can also renew it online; go to the Catalogue,
click "My Account" on the left hand side of the screen and follow
the instructions.
What if I lose or damage something I have borrowed?
You must pay the cost of replacement for any lost, damaged or
unreturned items on your account.
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What if I return something late?
Fines are charged at a rate of 5p per item per day. When fines are
left unpaid or items are left unreturned, borrowing privileges,
computer usage and access rights may be withdrawn. If there is a
genuine reason why you are unable to pay a fine you can pay an
agreed amount each week. Fines are not set to raise money or to
make your learning difficult. They are charged to cover the cost of
posting reminders and to encourage the return of material so that
everyone has access to learning resources.
How do I know whether you have a particular book?
An on-line catalogue is available to help you to search for
resources. It has details of all resources across all the sites. Click
the link to the "Library Catalogue" on this page.
Can I reserve items?
If an item you wish to borrow is out on loan you can reserve it by
filling in a form at the desk. This service is free of charge.
What IT facilities do the Learning Resource Centres have?
The Learning Centres have a range of IT facilities including
Microsoft Office, e-mail and the Internet. The computers in some
centres are managed by a system called MyPC; this allows you to
reserve a machine and log on to a Learning Resource Centre
machine for up to four hours a day.
Can I print my work?
Yes, but printing is monitored to avoid wastage. Please use a spell
check and print preview facilities to carefully proof-read your work
before printing it.
Do the Centres have photocopiers?
Photocopying facilities are available at all Centres. £1 photocopying
cards can be purchased from the dispensers next to the
photocopying machines.
Security
All items in the library are protected by a security system. If you
trigger the alarm you must go to the desk for assistance.
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Please do not leave your personal property unattended. Centre
staff cannot be held responsible for any loss or damage to your
property.
Should an alarm ring, please follow the instructions given by the
Centre staff.
Are members of the public allowed to use the Learning
Resource Centres?
Access to Learning Resource Centres at The Manchester College
varies between the different sites. However, we are keen to help
all members of the community and will support them in any way
that we can. Please contact any of the Learning Resource Centres
by telephone with requests for information or you can email the
manager of this website directly:
glenn.clarke@themanchestercollege.ac.uk
In some circumstances we can allow access to the Learning
Resource Centres in order for you to use reference sources but we
do have a duty to safeguard our students and access may not
always be granted. Please contact the Co-ordinator of the centre
that you would like to use.
Applying for an Athens account in College
This method of registering with Athens will only work on a College
computer.
The account details will be sent to your chosen email account –
college or personal.
Click on the Athens link on the front page of the VLRC and then
select the relevant option – these instructions relate to the first
option
This sheet covers those instructions so that you don’t have to
memorise or note any details down.
This will take you to the Athens website. You should now logon to
the Athens website ‘new account’ page by using the following
username and password.
The username is: mbaresource.centres: and the password is:
abc12345.
Do not use capital letters or spaces.
Click the login box. This will take you to the registration form
where you can create your own personal username and password.
Your personal username must always begin with the three letters
mba; if the username you have chosen is jbloggs when you login to
Athens you must key in mbajbloggs. The password you choose
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should be 6 to 20 characters and should include at least one
number.
When you have completed everything correctly you will receive an
e-mail from Athens confirming your username and password and
instructions to finally activate your account.
If you are outside college please choose the second option on the
first Athens page and follow the instructions.
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Arden Theatre
Virtual Learning
Resource Centre
Use our Ebsco Host Research databases to find
lots of journal articles in the International
Bibliography of Theatre and Dance, Literary
Reference Center or Film and Television
Literature Index.
Would you like to find the maximum information
for your assignments?
Use our Virtual Learning Resources Centre –
see screenshot below, accessible at
http://learning.themanchestercollege.ac.uk/lrc
The Library Catalogue lists all the resources in
the Learning Resources centres – books, music
cds, dvds, and other media. Inter-site loans can
be arranged on request.
We also subscribe to IIPA (International Index
to Performing Arts), a similar journals database.
Gale databases provides access to 3 crosssearchable databases, covering reference books,
journal articles and newspapers.
Print, email to yourself, copy and paste quotes, but
remember to reference properly in your work, to
avoid accusations of plagiarism.
Subject Guides
including one on
Arden
School of Theatre courses, with links to
Athens
Use our paid-for online resources outside
college through your Athens account. Apply via
the Athens link on our Learning Resources
Centres website. Your details will be emailed
to you.
recommended websites, useful class numbers,
college journals, and links to online resources.
Study Skills provides help with referencing,
Myilibrary: e-books bought by the College LRC
to support your course
the Harvard System, and plagiarism, together
with help with note-taking, questionnaire design,
You will need your Athens login when accessing
presentation skills and more.
these resources from home.
It also provides access to an excellent interactive
online resource, skills4studycampus which has the
following modules: Reading and note-taking;
Critical thinking skills; Writing skills; Referencing
and plagiarism.
An Athens password must always be used with this
resource.
Ebrary: Access to e-books covering a wide
range of subjects.
Student email
The college student email system is to be the
major means of student communication from
September 2010. Access to student email is via
the link on the Virtual LRC.
Online resources
If you need any help please
contact
Page
20 ofyour
73LRC coordinator who will be able to book a session for
you individually or for a group of students.
1.17
W/C
6 09 2010
The student calendar
MT1
Summer Exam
Board
05/09/2011
WEEK ONE
12/09/2011
COURSE
INDUCTIONS
WEEK TWO
19/09/2011
Acting 1
26/09/2011
Acting 1
03/10/2011
Acting 1
10/10/2011
Acting 1
17/10/2011
Acting 1
24/10/2011
Reading week
24/10/2011
Acting 1
31/11/2011
Acting 1
07/11/2011
Acting 1
14/11/2011
Acting 1
21/11/2011
Acting 1
28/11/2011
Assessment
Week
05/12/2011
Assessment
Week
Page 21 of 73
12/12/2011
19/12/2011
CHRISTMAS
BREAK
26/12/2011
CHRISTMAS
BREAK
03/01/2012
Staff Training &
Prep
09/01/2012
Acting 2
16/01/2012
Acting 2
23/01/2012
Acting 2
30/01/2012
Acting 2
06/02/2012
Acting 2
13/02/2012
Reading week
20/02/2012
Acting 2
27/02/2012
Acting 2
05/03/2012
Acting 2
12/03/2012
Acting 2
19/03/2012
Acting 2
26/03/2012
Assessment
Week
02/04/2012
Easter Holidays
09/04/2012
Easter Holidays
Page 22 of 73
16/04/2012
Acting 3
23/04/2012
Acting 3
30/04/2012
Acting 3
07/05/2012
Acting 3
14/05/2012
Acting 3
21/05/2012
Reading week
28/05/2012
Acting 3
04/06/2012
Acting 3
11/06/2012
Acting 3
18/06/2012
Assessment
18th,19th
1.18
Skills for learning
The Skills for Learning website offers help with study skills.
There are a number of free booklets covering areas such as,
citing and referencing, essay-writing, information skills,
research, skills for learning and time-management. The
resources (which you may find especially useful if you are
returning to study after a break) are designed to support your
academic study and there are also a range of downloadable
guides and podcasts on the website and printed publications
which are available in the libraries or University shops.
In addition Skills for Learning provides a drop-in programme
of workshops on academic communication, IT and maths skills
as well as offering one-to-one tutorials on these topics. You
can find more information and the timetables on the
website.
Page 23 of 73
1.19
Your contact details
Whenever you change your address and contact details,
particularly your mobile phone number, you should inform the
Administration team based in the reception area immediately.
This will ensure we can always contact you in an emergency
and that important course information gets to you.
It is your responsibility as a student to comply with the
scheme, course and module requirements for attendance and
for completion of assessments.
1.20
Making the most of your studies
We want you to enjoy your studies and achieve the best that
you can. It is important that you attend regularly and are on
time for all classes in order to get the best from your classes.
If you are struggling with any aspects of the work we are here
to help. Talk to your module tutors if you need help with your
work and if there are any matters affecting your studies be
sure to speak to your personal tutor.
1.21
General and other student regulations
These are available at:
http:www.themanchestercollege.ac.uk/students
http://www.leedsmet.ac.uk/metoffice/gov/student_regulation
s.htm.
1.22
International students
There are new requirements relating to immigration
procedures in the UK with the introduction of the Points-Based
System. The following leaflet provides information:
http://www.leedsmet.ac.uk/internat/docs/Immigration.pdf
If you are unable to attend you must report this immediately.
We are obliged to tell the UK Border Agency about 10 or more
occasions of unauthorised absence, which could lead to your
visa being withdrawn.
1.23
If you are absent from our College
If you are absent from College it is essential that you obtain
documentary support for this, such as a doctor’s letter, as it
may be needed to claim mitigating circumstances. You must
Page 24 of 73
call the Administration team so that we can inform your
tutors. The number to call is 0161 9204827. Wherever
possible, phone before 9am. It should be you that phones and
not someone on your behalf. Text messages or messages via
other students are not acceptable.
Absence due to illness
If you are absent from University because of illness for more
than seven consecutive days (including weekends), you must
provide us with a medical certificate.
If you are absent through illness immediately prior to an
examination or assignment deadline and wish to submit a
case for extenuating circumstances to the board of examiners,
you must provide us with a medical certificate as soon as
possible.
If you are absent through illness on the day of an examination
or assignment deadline, you must also provide us with a
medical certificate as soon as possible.
You can hand in or send medical certificates to your Year
Tutor or to someone from the Administration team at Nicholls
Campus.
Notification of infectious disease
If you have been diagnosed with or have had contact with an
infectious disease, you must notify us in writing within 24
hours of diagnosis. You must not return to University until a
medical practitioner’s certificate of clearance has been
submitted.
1.24
What to do if you are absent
In case of absence from College, you should contact someone
in the Administration team on 0161 9204827 or e-mail at
Linda.impey@themanchestercollege.ac.uk.
1.25
Withdrawing from your course
If you are considering withdrawal from your course you should
speak to your personal tutor or the Programme Team Leader
to discuss your reasons. If there is a problem, College staff
may be able to help.
If you decide to withdraw from your course or programme of
study, you must notify us in writing. This notification must be
Page 25 of 73
sent immediately to The Arden office addressed to your
Programme Team Leader.
Emma Kanis
G2 Governer’s House
Nicholls Campus
Hyde Road
Ardwick
Manchester
M12 6BA
1.26
Scheme or course notice boards
You are advised to check your notice board regularly, as they
are used to display important information relating to your
course. Please ask your Year Tutor where it can be located. In
addition, information may be provided to your student e-mail
account (and not your private e-mail account) and on Moodle,
so you are also advised to check these regularly.
1.27
What is expected of you (anything over and above the
student academic regulatory statements)
You are expected to conduct yourself in an appropriate
manner and exercise consideration to fellow students and
staff. In addition you must take responsibility for ensuring
that any course or College deadline is met.
1.28
Specific course requirements
If you are working on behalf of the Arden outside the college
premises you are expected to behave in a courteous and
professional manner. All theatre staff should be treated with
the up most respect. The same stands for any visits or trips.
It is also important to note that if the Arden or members of
staff working with us set you up with an audition, you must
Page 26 of 73
attend. Failure to do so damages the reputation of The Arden
and may impact on future opportunities for other students.
1.29
University academic regulations
Our University academic regulations can be found at:
http://www.leedsmet.ac.uk/prs/index_academic_regulations.h
tm.
You should familiarise yourself with the academic regulations.
The following sections are of particular relevance to your
course:
Assessment – general provisions (C1)
Achievement of credit (C2)
Student progression (C3)
Conferment of awards (C4)
Management of assessment (C5)
Conduct of assessment: coursework and other assessed work
(C6)
Administration and conduct of examinations (C7)
Written examinations: regulations for candidates (C8)
Cheating, plagiarism and other forms of unfair practice (C9)
Disabled students and students with specific learning
difficulties (C10)
Boards of examiners and examination committees (C12)
Disclosure of assessment results (C14)
Extenuating circumstances and mitigation (C15)
Appeal against a decision of a board of examiners or
examination committee (C16)
The Students’ Union Advice service is able to offer advice and
guidance on how to understand and use the academic
regulations.
Where students are undertaking any form of research project,
reference should be made to the Policy, framework, principles
and procedures for research ethics which can be found at:
http://www.leedsmet.ac.uk/prs/Research_Ethics_Policy_Augu
st_2009.doc
The Learning Agreement
Page 27 of 73
The Learning Agreement summarises the main rights and
responsibilities of the learner and the college. It is important
to keep for future reference.
On entry to the college, you have the right to expect:
1 a freecall service to a dedicated Course Enquiry Team
2 clear, accurate and impartial information and/or advice
about our learning programmes, programme costs and
sources of financial help, entry requirements, methods of
study and assessment, qualifications and progression
opportunities
3 a response to your application within 15 working days
4 an enrolment process which is efficient and learner centred
As a learner, you have the right to expect:
5 an appropriate induction to the college and your programme
6 high quality teaching backed up by appropriate technical
and administrative services
7 regular discussions on your progress with a tutor
8 additional support to help with a learning difficulty or
disability, and expert advice on addressing basic skills or other
barriers which might restrict your learning
9 impartial advice on careers, employment, welfare, finance,
spiritual and pastoral care issues
10 safe and appropriate environments in which to study and
work
11 to receive a response within 15 working days to any
complaint under the formal Complaints Procedure and to a fair
resolution
12 access to college policies, procedures and public reports
(listed in the Student Handbook)
13 your personal details to be handled sensitively and only
disclosed to third parties in ways which support your progress
and well-being or where required by law
14 to be treated with respect and according to need
regardless of class, sex, race, ethnic origin, religion, disability,
age or sexual orientation
I, the learner, agree to:
15 pay all programme costs that are due from me to the
college (I understand that college fees are not refundable)
Page 28 of 73
16 attend all timetabled activities punctually
17 explain absence or lateness if these cannot be avoided
18 take responsibility for my own learning, completing all
assignments on time and to the best of my ability
19 conduct myself in a way which respects the rights of others
and complies with college policies and procedures (listed in
the Student Handbook)
20 take responsibility for attending the correct exams
21 inform my tutor or college reception in writing, within five
working days, if my contact details change (eg new phone
number, address) or if I decide to leave the programme,
giving reasons for this
22 return all books or equipment loaned to me when I leave
my course
23 accept support from a parent, carer, friend or advocate to
help me with any of the above entitlements or responsibilities,
if this is needed
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1.30
Student regulations
Student regulations are available at:
http://www.leedsmet.ac.uk/metoffice/gov/student_regulation
s.htm.
You should familiarise yourself with the student regulations.
The following sections are of particular relevance to you as a
student:
General regulations: Leeds Metropolitan University students
Fee policy 2010/11
Notification of academic and personal details for admission
and registration purposes: consequences of failure to meet
conditions
Student code of discipline
Misconduct and mental illness
Policy, regulations and procedures relating to professional
suitability or professional misconduct - applicable to a
specified range of courses
Violence at Leeds Metropolitan University: a policy statement
Dignity at work and study policy
Student complaints
Whistleblowing (Public interest disclosure) complaints
Data protection
Data protection policy
Use of personal information
Health & safety
Health and safety policy
Leeds Metropolitan University policy on smoking
Use of University information services
Policy and procedures on the appropriate student use of
University electronic information and communications facilities
and services
Regulations for the use of institutional IT, library and media
facilities
Safeguarding young people and criminal records vetting
Safeguarding policy
Criminal Records Bureau in-course vetting and admissions of
students
Freedom of speech
Code of practice on freedom of speech
Policy and procedures relating to student representation
Equality and diversity policies
Policy, framework, principles and procedures for research
Page 30 of 73
1.31
University assessment regulations
Our University’s assessment regulations are contained within
the academic regulations. These are available at:
http://www.leedsmet.ac.uk/prs/index_academic_regulations.h
tm.
1.32
Course-specific assessment regulations
You can get further information from your module leader as
required.
1.33
Where to go for help
You should contact your Year Tutor in the first instance. They
will be able to provide you with forms for extenuating
circumstances, assignment hand-in forms, etc.
Page 31 of 73
Assessment
1.34
Your responsibilities
It is your responsibility as a student to comply with the
scheme or course and module requirements for attendance
and completion of assessments.
1.35
How and where to hand in an assignment
You must hand in written assignments at the reception at
Nicholls Campus and ask for a receipt.
Written feedback will be returned to you usually within three
weeks.
1.36
What to do when handing in an assignment late
Extensions to submission date
You may apply for an extension through your module leader
who will then consult the application for approval. You must
provide a written request and submit this in advance of the
assignment deadline.
Late submission
If you submit work after the submission date without
approval, your work will be subject to the penalties listed in
section 7.4 below.
1.37
What will happen if I hand in my work late?
The following has been taken from the academic regulations,
section C1.5.7:
Students who fail to submit assessments by the prescribed
date without good cause shall be penalised as given below.
Any work not submitted within these limits may not be
submitted at that opportunity.
“Days” include weekdays and include vacations, but exclude
weekends, bank holidays, customary days and other days
when our University or designated collaborative institution is
closed.
Full-time Students
Page 32 of 73
1 day late: 5% of the possible total mark will be deducted
from the mark achieved by the student.
2 to 9 days late: 5% of the possible total mark will be
deducted from the mark achieved by the student for every
day on which the work remains un-submitted.
10 days late or more: a mark of zero will be recorded.
Part-time Students
1 to 2 days late: 5% of the possible total mark will be
deducted from the mark achieved by the student.
3 to 10 days late: 5% of the possible total mark will be
deducted from the mark achieved by the student for each two
days on which the work remains un-submitted (i.e. 5% for
days 3-4; 5-6; 7-8; 9-10).
11 days late or more: a mark of zero will be recorded.
Cases of persistent late submission shall be brought to the
attention of the Board of Examiners or Examination
Committee.
1.38
Assessment schedule
Coursework
Your Year Tutor will issue you with an assessment schedule
and dates may be also found on assignment briefs.
1.39
How do I get my results and feedback on my work
Results from module assessments and decisions on
progression to the next level or awards (if you are in the final
level) are available on the Results Online system at:
http://resultsonline.leedsmet.ac.uk.
You will normally receive written comments, verbal feedback
or group feedback on your work within 3 weeks of submission
of your work. Your module leader will advise as to the format
of the feedback.
1.40
Plagiarism
Plagiarism, in short, means taking another person’s work and
incorporating it into your own work without proper
acknowledgement.
The University have produced a booklet called The Little Book
of Plagiarism, available at:
http://www.leedsmet.ac.uk/prs/Little_Book_of_Plagiarism.pdf
Page 33 of 73
This booklet explains what plagiarism is, but more importantly
explains how to avoid it. It is strongly recommended that you
read and familiarize yourself with the contents of this booklet.
1.41
Extenuating circumstances and mitigation
You can arrange for your Year Tutor to help you locate forms.
If you need assistance in filling in the form you cannot ask
any academic staff but help is available through Student
Services.
A guide to Extenuating circumstances and mitigation is
available at:
http://www.leedsmet.ac.uk/metoffice/rso/downloads/4MitBoo
k.pdf
You must submit mitigating circumstances forms and
supporting evidence in advance of the assessment deadline
for the module/s effected to the Programme Team Leader
(Emma Kanis).
Final submission deadlines for students to submit mitigating
circumstances and supporting evidence are at the following
two points in the year:
Monday 31st January
Wednesday 15th June
Students must adhere to these deadlines and submit
paperwork to the Programme Team Leader (Emma Kanis) by
4pm on the above dates.
The mitigating circumstances will be discussed at mitigation
meetings, held at two points in the year. The board will reach
decisions, which will be communicated to the student in
writing within 5 working days of the exam committee. A faceto-face meeting will be arranged to discuss the decisions
further where requested by the student or felt necessary by
the panel.
1.42
Re-assessment
If you have not passed a module at the first attempt and are
eligible for re-assessment, you must inform your scheme or
course leader (or equivalent) in writing if you intend to take
Page 34 of 73
re-assessment (see also academic regulations, section c.3
6.6). A standard form for this may be available in your
faculty’s admin office.
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Representing your course
1.43
Student academic representatives (STARs)
The College is committed to ensuring that the views of
students are heard and responded to. This is partly achieved
through your student representatives and the Student Council.
We also ask you to complete our bi-annual survey to consult
you on a range of areas from academic to campus matters.
We value your feedback and our academic reviews hinge on
this information.
The College require each course to conduct an annual review
of performance, through monitoring and review meetings.
Student representatives will be invited to attend some team
meetings throughout the year as well as meetings with the
programme Team Leader. Students may also be asked to
attend focus groups.
For information and handbooks for students representation at
Leeds Met please go to: http://www.leedsmet.ac.uk/stars
1.44
Role of monitoring and review meetings
Monitoring and management of schemes and courses
Meetings
Each scheme or course will set up a monitoring and review
meeting to ensure that the academic experience of students
on the course is as good as it can be.
These meetings usually take place twice per academic year.
Purpose
The monitoring and review meeting is representative of
students and staff and is responsible for the overall policy on
the scheme or course including conduct, monitoring, review
and development.
Election of representatives
Student academic representatives will be elected to attend the
monitoring and review meetings.
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Reporting
Outcomes of the meeting will be reported to the Faculty
Academic Board.
Consultation
Students will be provided with the meeting dates in advance
so that they can consult with their fellow students, in order to
bring any issues to the meetings.
1.45
Specific course statement
At The Arden we are committed to listening to your views and
we encourage you to hold regular meeting s with your student
representatives. We advise that your reps have an agenda for
these and that you minute them and submit the minutes to
your Programme Team Leaders.
1.46
Planned dates and times of meetings
Please arrange these meetings at your convenience. We
recommend that at least one meeting takes place per
semester.
Page 37 of 73
Have your say
1.47
Module evaluation
We value your feedback. The Arden undertakes module
evaluations to give you the opportunity to tell us what you
think about module delivery, assessments, the learning
resources available to you and the wider student experience.
We are interested in hearing about areas that have exceeded
your expectations as well as those that have not met your
needs or requirements. There is also a free text comments
section where you can submit additional remarks and
suggestions.
Module evaluations are confidential and completed
anonymously. This feedback is used at both department and
University level so that the student experience can be
continuously improved. By undertaking module evaluations
you can help us to refresh and revise our module delivery to
enhance the learning experience and continue to improve
upon our academic provision.
1.48
Your feedback
If you are entering into your final year you will also be invited
to participate in the National Student Survey. This is a survey
for all final year students in all universities in England and the
results are made public to help prospective students make
choices about where and what to study. Again these results
are used by staff on your course to make improvements and
to share good practice. Your feedback counts so take these
opportunities to get involved.
1.49
What happens with my feedback?
We take your comments very seriously and we use it to
monitor our programmes and for annual review. Your year
tutor or Programme Team Leader will go through the results
of the QDP surveys with you to highlight areas that need
improving and inform you of changes we propose to make.
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Where to get help
1.50
Help
If you need help do not hesitate to contact your Year Tutor or
Student Services. If your Year Tutor is not available please
contact your Programme Team Leader.
1.51
Students’ Union advice
If you need independent advice, information or
representation, the Students’ Union Advice Service provides a
free, confidential and non-judgemental advice service.
The service is staffed by professionals, who are specialized in
providing information and advice on all of regulations and
policies and procedures, including academic appeals, student
complaints, disciplinary hearings, cheating and plagiarism.
Student Services also offer advice on generalist issues such
as:
Access to learning fund
Benefits
Council tax
Debt
Discrimination
Employment rights
Fuel and utilities
Harassment
Housing
Legal problems
Loans and grants
Personal issues
E-mail: su.studentadvice@leedsmet.ac.uk
Website: www.leedsmetsu.co.uk
Student Council and National Union of Students (NUS)
The Student Council, which is affiliated to the National Union of
Students (NUS), is a group of elected students who represent each
curriculum area across the college. Once a student is enrolled on a
course, they automatically become a member of the NUS and are
eligible to purchase an NUS Extra card. An NUS card costs £11 and
Page 39 of 73
entitles students to receive various discounts. In addition, membership
entitles students to attend NUS campaigns and conferences. The
Student Council Co-ordinator and Student Council Support Officers
help in the daily running of the Council.
What service does the Student Council provide?
The Student Council provides a formal channel for students to
represent their views to the college and to ensure that a student
perspective on a range of issues is given. Student representatives are
encouraged to put forward new ideas to enhance student life, events
and developments within the college.
How do you get involved?
Elections for student representatives are held every year and all
students are eligible to take part. Once elected, student representatives
will be offered support and training from the Student Council Coordinator and Student Council Support Officers to help them contribute
to the everyday running of the Council within the college.
If you are interested in speaking up on students’ behalf, stand for
election as a Student Council representative. Please see the Student
Council noticeboards or contact your Student Council Support Officer,
via the main Reception, for details.
How will the Student Council link with my course?
Each HE course elects a HE Course Representative who will attend
training and termly meetings. Each campus will have a Student
Council representative, and these representatives attend HE Course
Representative meetings with representatives from each course.
Views can be fed back through that formal channel.
Please take note of the following list of policies and procedures to help
you get the most from your time with The Manchester College.
Policy/procedure
Academic Appeals
Accident and Incident
Reporting
What does it cover?
Students who feel that
their assignments or
work haven’t been fairly
marked/assessed
All accidents, dangerous
occurrences, acts of
violence or aggression
involving staff, students
or visitors
Where can I find it?
Tutor, personal tutor or
course tutor
Accident report forms
from Receptions and
key locations around the
college
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Policy/procedure
Acceptable Use Policy
Complaints, Comments
and Compliments
Disability Statement
Equality and Diversity
Financial Assistance
Fire Evacuation
Procedure
First Aid
Healthy College
Standards and Health &
Safety Policy
HE Learning, Teaching,
and Assessment
Strategy
Mental Health
Guidelines
What does it cover?
A policy for the use of
information and
communication
technology within the
college
How to make a formal
complaint, make a
general comment or pay
the college a
compliment
Explains the additional
support The Manchester
College can provide to
support you if you have
a disability or learning
difficulty
The Manchester
College’s commitment
to equal opportunities
for all students, clients
and employees
Assistance for students
who need help in
meeting the cost of
studying at The
Manchester College
The safe evacuation of
premises in case of fire
A list of designated
firstaiders who can
assist following an
accident or incident
College standards for
promoting the health,
safety and well-being of
employees, students
and others
The overall objectives
agreed for the delivery
of higher education
across the college
Guidelines for
supporting students with
mental health difficulties
Where can I find it?
Summary available from
tutors
Leaflet and complaint
and compliments forms
available from
Receptions
Learner Support
Leaflet available from
Receptions
Application forms and
guidelines are available
from Receptions and
noticeboards
Check with your tutor for
details of assembly
points. See
noticeboards
Receptions, Estates
department, Human
Resources department
and noticeboards
Estates department,
Human Resources
department, LRCs, site
and line managers,
safety representatives
Available from tutors
Summary available from
Learner Support
Page 41 of 73
Policy/procedure
Student Disciplinary
Student IT Handbook
What does it cover?
The procedure for
dealing with students
whose behaviour is not
appropriate or
acceptable whilst at The
Manchester College
A policy and information
on the safe and effective
use of IT facilities,
including: data
protection, computer
facilities, student
accounts, acceptable
use policy, personal
identity safety and the
Virtual Learning
Environment (VLE)
Where can I find it?
Summary available from
tutors
Summary available from
tutors
College policies and procedures summaries:
-
-
Attendance & behaviour – include disciplinary procedures
o Accident reporting
o Smoking policy
The academic infrastructure
Careers and ‘prospects’ careers information service
Equal opportunities and diversity
Safeguarding
Student disciplinary procedure
The Arden student charter
All students are responsible for:



Making the most of their programme of study, their Higher
Education experience and other opportunities offered within
The Arden & The Manchester College.
Complying with college policies and procedures.
Acting as responsible ambassadors for The Arden & The
Manchester College, through their respectful conduct and by
ensuring their actions do not have an adverse impact on the
Page 42 of 73












institutions reputation, environment, local community and
those who study and work at The Arden & The Manchester
College.
Independent and self managed vocational studies are
expected to mirror and exceed contact time. Daily practice of
all skills and assessment work rehearsals with colleagues is
essential for progression and achievement.
Pursuing their academic studies in a diligent, honest and
professional manner.
Being punctual and attending all scheduled classes and events
All appropriate clothing, equipment (including personal health
and safety preparation) is the responsibility of the training
performer and must comply with the requirements of the
class and tutor. If these regulations are not met the tutor has
the right to regulate the student’s participation in the class.
Respect must be shown to self, colleagues, all staff and the
learning environment.
All rooms and spaces used must be left as they are found and
all individuals are responsible for health and safety.
Trust is the foundation of the work as a performer, thus
communication must be polite, mature and respectful at all
times. Any deviation from this will be taken very seriously.
During the performers training there may be times when
students are advised and directed to transform physically as
part of a role. These decisions will be made in conversation
with the tutor, student and programme team leader and the
professional judgment of the tutors must be respected at all
times.
Learning materials used within the curriculum may contain
explicit language, cultural/religious/political debate and sexual
content. If any student has difficulty accessing any such
material for whatever reason, it is their responsibility to
arrange a formal tutorial to discuss this with the tutor and
programme team leader. In the same guise, if training
performers wants to explore extreme sexual content, cultural/
religious/political references, nudity and similar topics within
their own work, they must present a rationale for these
decisions and this must be formally agreed by the tutor and
any audiences advised prior to performance.
No un-authorized photography or video recording can take
place within the rehearsal and class room, unless discussed
and agreed with the tutor.
Students must not engage with tutors and staff from The
Arden on social networking sites.
Students can contact staff via email (as detailed within the
handbook) with a 7 say turn around for response.
Page 43 of 73



1.52
Staff can be accessed ONLY during office hours (8am-5pm).
No mobile phone contact is allowed.
Students must book tutorials and one to ones with staff via
the weekly booking sheets. In the case of emergencies
student must contact the Programme Team Leaders for their
course.
The use of alcohol and drugs will result in immediate
expulsion from the School.
Safety, health and well-being
Fire Safety Procedures
The following advice is taken from the Leeds Metropolitan
University Fire Regulations and Procedures:
Fire prevention
Fire prevention is everyone’s responsibility. You can help to
prevent fires by:
Good housekeeping
Safe use of electrical and gas appliances
Observing our University no-smoking policy
Fire Information
Fire information is present on Fire Action Notices displayed in
all University buildings. These are normally present in
corridors. They inform you of the appropriate action to take,
the location of the nearest Fire Alarm Call Point, our University
emergency telephone number 4444, the location of firefighting equipment and the location of fire assembly points. All
fire exit routes are clearly identified. You should take the
opportunity to familiarise yourself with the location of fire exit
routes and fire assembly points for the buildings that you may
use in the course of your studies.
If you discover a fire
If you discover a fire, you should sound the alarm by
operating the Fire Alarm Call Point. You should report the
circumstances at reception. Do not tackle the fire unless you
have been trained to do so. Evacuate the building to the fire
assembly point indicated on the Fire Action Notice. Do not reenter the building until officially authorised to do so.
Page 44 of 73
Fire evacuation
On hearing the Fire Alarm, everyone should proceed calmly to
the nearest available safe fire exit, as indicated by the green
and white fire exit signage, please assist visitors. Follow the
route to get out of the building and continue on to the fire
assembly point so as not to impede the remaining evacuees
exiting the building. Take appropriate action to assist mobility
impaired persons or wheelchair users to a safe refuge. Do not
stop to collect belongings and do not try to leave by your
usual entry route unless this is the way indicated by the
escape signs. Do not attempt to use the lifts. Do not restrict
emergency service access routes. Do not re-enter the building
until officially authorised to do so.
Evacuation is practised through fire drills. However, you
should regard any continuous sounding of the alarm as a fire
incident and act accordingly.
Disabled students
You are expected to declare any disability that would affect
your safety in the event of a fire, e.g. hearing impairment or
the use of a wheelchair. If you are referred to the Disability
Adviser, a Personal Emergency Evacuation Plan (PEEP) will be
developed for you as appropriate.
First Aid
First Aider(s) should be contacted immediately in the event of
an accident or injury. Please go to reception in this event.
The names and telephone numbers of the nearest First Aiders
can also be obtained from the reception.
Policy statement
The Manchester College will appoint a Safety and Health Advisor. The
post holder will hold appropriate safety qualifications and experience in
occupational Safety and Health:
The Health and Safety Advisor is responsible to the Director of Property.
The duties are to promote a health and safety culture leading by
example, displaying initiative and a common sense approach.
Page 45 of 73
PERSONAL DEVELOPMENT PLAN
Contents
1.
2.
3.
Introduction
Guidance on how to complete your Personal Development Plan
Personal Development Plan :
At the start of your course:



Initial Personal Development Plan
Evidence of prior experience
Evidence of prior learning
During your course:

Preparation for individual tutorial-Learner self assessment
sheet
Page 46 of 73



Agreed actions from personal tutorials
Completed Individual Learning Plans
Reflective Log
On completion of your course:


4.
Transcript
Continuing Development Plan
Useful sources of information and help with career planning and
post course opportunities
Page 47 of 73
Welcome to your Personal Development Plan
In the 2003 Government white paper ‘The Future of Higher Education’,
personal development planning was identified as a tool “to be used to
enable learners to understand and reflect on their achievements, and to
present those achievements to employers, institutions, and other
stakeholders.”
The Manchester College has responded to this by introducing this Personal
Development Plan, which should initially be used during the time you are
studying for your Higher Education qualification at The Manchester
College and will then provide a valuable tool for the rest of your personal
and professional development.
The plan, which is housed in a ring binder file for ease of use, will help
you plan, monitor, evaluate and review your experiences on the course –
both academic and personal – as well as help you develop the skills to do
this in all aspects of your future professional development.
The aim of this plan is to have information about your skills, qualifications
and development all in one place. The file should contain information and
evidence about the experience and qualifications you have already
achieved and your progress and development on your current course.
Together, these should provide you with a clearer focus on personal and
career goals and also provide invaluable when compiling things such as
CVs or job applications.
This is a personal record and remains your responsibility to maintain. This
is a tool to help you with your future planning and your tutors will not be
involved in the compilation of the record unless you request assistance
from them.
Page 48 of 73
How to complete your Personal Development Plan
The information you put in this plan will prove invaluable to you when it
comes to planning your future personal development as it will show you
where you currently are at any point in time and how you got there, and
will also give you the opportunity to think about where you go next. As
this is a plan of your personal achievements, the information you choose
to include in this file is entirely up to you, but the more information you
include, the more value the plan will have to you.
These guidelines will explain the type of information to include in each
section of the plan, but are by no means definitive. If you have other
information, evidence or thoughts you would like to include, feel free to
add these to the appropriate sections. This is a semi-public document as
there are some items that both you and your personal tutor may view eg
your ILP, agreed actions sheet. Although we have suggested a way to
organise the information in particular sections, as mentioned in the
contents page, should you want to organise it in a different way then you
can use the dividers provided to do this.
The process of compiling your plan:
1.
At the start of your course:
Complete Initial Personal Development plan
This looks at where you are at the start of the course in terms of
qualifications, experience, skills and interests, and should ideally
be completed during the induction period of your course.
Whilst you probably know ‘where you are’, it’s useful to put this
down in writing and then you can review this during and after
your course. It will help to link your previous qualifications and
experience to your HE study and will show you the transferable
skills you can bring to your studies.
By noting down your experiences and qualifications it will help
put value on these. By then adding your goals, you can begin to
see what requirements you may have from your course and
whilst you study. These can be discussed with relevant staff
within the College to help and support you to achieve you goals.
Compile evidence
Having written down you experience and qualifications, you can
then include the supporting evidence of these, such as
certificates from qualifications and details of employment history.
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We have added pro-formas’ to your file which you can complete
to show what you have gained through prior learning, both
academic and experiential.
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2.
During your course:
Agreed actions from personal tutorials
During each year of study on your course, you will have a
minimum of four personal tutorial meetings.
The overall aim of the tutorial meetings is to bring together
personal, academic and professional development by identifying
areas of strength and improvement and also by looking at areas
that need developing. The strong link between academic and
personal development is best highlighted through this process.
You will find that many of the skills you develop to support you
academically are equally important in your personal and
professional life.
The tutorial meetings can be reflective, in that they give you the
opportunity to consider your achievement on the course to date
in terms of academic skills, life experience and student activities.
By looking back at your Initial Personal Development Plan
(IPDP), you should be able to see how far you have already
advanced, giving you a heightened sense of self-awareness.
As you have set your career goals on your IPDP, reflecting on
your achievements and development during your course will
show you how much nearer that goal you are moving and also
allow you to identify new career goals along the way.
During the tutorial process your personal tutor will complete the
appropriate section of your Individual Learning Plan (ILP) with
you. This plan is the record of your development and
achievement through your studies. At these meetings you will
review your progress to date and agree achievable, realistic,
measurable targets that will help you to develop academically
and personally, looking at specific aspects related to your
development within a negotiated timeframe. You will be given a
written copy of the agreed actions.
At the end of each year of your course, you will receive a copy of
the completed ILP relating to that year. This should be added to
your file as a complete record of your personal and academic
development for that year.
Reflective Log
This has been included to offer you the opportunity, at various
stages of your studies, to reflect on the learning that you are
undertaking. This process also provides a tool to enable you to
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think about and recognise the skills which you are developing
from that learning be it in the classroom, workshop or
placement. These skills can be very roughly divided into four
main areas-self reliance skills, people skills, general skills and
specialist/ technical skills. In addition the log can be a tool for
you to recognise your personal and professional development
through your employment, voluntary work or extra curricular
activities during those periods of time.
The reflective log is a private document which you do not have to
share with any other person unless you choose to do so.
3.
On completion of your course
Transcript
On successful completion of a qualification or units of study, you
will receive a transcript which confirms achievement. This
should be included within your file as a formal record of
achievement.
Continuing Development Plan
Completion of your course should not also mean completion of
your Personal Development Plan. Instead, this should be a live
document which supports your life long learning and professional
development. The Continuing Development Plan (CDP) is a tool
which you can use through-out your continuing development as
a means of recording your skills and achievements gained to
date and your future goals.
By being aware of your development to date and your planned
goals, you will be more focussed on your career management
and be in a stronger position to be able to successfully market
yourself in the world of work. This, in turn, will give you greater
control over the direction of your life.
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Academic, personal and professional development
There are strong links between academic, personal and professional
development, as illustrated by the diagram below. As you develop in
one area, this impacts on the other areas, as illustrated.
How does my
course help my
employability?
What are my
career skills?
Professional
Development
Self
Review
Academic
Development
Personal
Development
How do I learn?
Self-review involves you being able to reflect on the goals and
achievements you have made to date and what further
achievements and goals you have yet to meet. Through
Personal Development Planning, you will have one of the
main tools needed to assist with this reflection and selfreview, and therefore be able to plan your future achievements
and goals in an informed manner.
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PERSONAL DEVELOPMENT PLAN

Collect
Supporting evidence e.g.
certificates
Employment history
EPL & EPE proformas

Add completed IPDP

Add Learner SelfAssessment sheets
Tutorial agreed action
plans
Tutor to provide copy of
completed ILP at end of
each year
Collect other supporting
evidence. E.g. reflective
log, skills analysis


AT INDUCTION
Complete Initial Personal
Development Plan
 Provide details of previous
qualifications, skills,
experience, interests
 Set personal learning &
professional goals
DURING COURSE

Review progress/Reflect

Agree actions from Tutorials

Amend & modify goals and
achievements
COURSE FINISHES


Transcript of Achievement
for file
Collect supporting
evidence. E.g. C.V.
Complete Continuing Development
Plan
 Provide details of
qualifications, skills &
achievements gained from
The Manchester College
course
 Set goals for next step
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Initial Personal Development Plan
Name:
Course/year of
study:
Date:
Qualifications achieved:
Work experience (paid/voluntary):
Skills:
Interests:
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Initial Personal Development Plan
Learning goals:
Short term / Long term
Personal goals:
Short term / Long term
Career goals:
Short term / Long term
Signed:
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Completing your Initial Personal Development Plan
The first task is to complete this plan with as much relevant information
as possible. Some of the sections will be straight forward information,
whilst others will require you to think and commit your thoughts, ideas
and plans.
The name, course details/year of study and date sections should be
straight forward.
Qualifications achieved
In this section, you need to include all formal qualifications that you have
successfully achieved. This should include qualifications gained at school,
college, previously in HE, through work-based learning or for your own
self-improvement or interest, where appropriate.
You should include:
Qualification title, level, awarding body (where applicable) and
grade/class (where known).
Work experience (paid/voluntary)
This should include all formal work experience, whether it was paid or
otherwise, including your current employment, where appropriate.
You should include:
Dates of employment/experience, job title and employer.
Skills
Carrying out a current skills assessment can sometimes be difficult. You
need to reflect on the skills you currently hold in terms of employment
based skills, personal skills and education based skills. For anything you
include in this section, you must be able to think of practical examples
where you have applied these skills.
In our example plan on page 13, S Form has indicated that they:


Are fluent in Spanish, which is supported by the qualifications they
hold in Spanish.
Have a high level of IT literacy using Microsoft Office, which is
supported by their qualifications and by their work experience to
date.
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
Are an active team member, which they would need to evidence by
giving examples of team working they have been involved in, eg in
the workplace, in their leisure time or in education/training.
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Interests
You need to provide information about things in your personal life that are
of interest to you. These should be realistic and also truthful.
Realistic includes having a general understanding of the subject/interest.
On the example plan, S Form indicates they have an interest in the
architectural works of Gaudi – this interest should be more than the fact
they have seen a picture of some of Gaudi’s work, they should be able to
talk knowledgeably about the work of Gaudi, his inspiration and
architectural development.
Truthful means that you should not include things that you cannot talk
comfortably at length about, demonstrating knowledge of that subject.
You should also avoid controversial things and generalisms. The classic
generalism is “reading/literature” – this covers a vast area and you should
be more specific, such as the genre of literature you enjoy - eg Science
Fiction - or the type of author, eg Stephen King.
Learning Goals
Learning goals can be both short and long term, as in the example given.
The short term goal is usually the course you are currently studying. The
long term goal could be many years off, but where you are finally aiming
for.
Personal Goals
As well as developing new skills and knowledge whilst you study, you will
also have goals in your personal life. These can include such things as
learning to drive or buying a home.
Career Goals
Again, these can be short term and/or long term. Your short term goal
may be to gain employment or promotion, whilst your long term goal may
be to own your own company.
NB
All your goals need to be SMART – specific, measurable, achievable,
realistic and time-lined. If they are not, they are not true goals as it is
unlikely you will ever be able to achieve them.
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Initial Personal Development Plan
Name:
SAMPLE FORM
Course/year of
study:
HNC Business and Marketing 1st Year
Date:
10/09/2005
Qualifications achieved:
GCSE: Maths (B), English Double Award (BB), Science Double
Award (CB)
Spanish (A), History (C), Art (A) – all AQA
PDC IT Applications
CLAIT
IOL Spanish to Advanced Diploma Level
Work experience (paid/voluntary):
2001-03 Office Junior, Smith and Bloggs Import Company
2003-04 Admin Officer, Smith and Bloggs Import Company
2004-05 Senior Administrator, Jones & Sons Textiles
Skills:
Fluent Spanish speaker; IT literate to a high level (using Microsoft
Office); active team member; work on own initiative; good
communication skills, both written and oral; high level of creative
skills, including graphic design, fine art and pottery
Interests:
Travel (especially to Spain), hockey, walking, cooking, going
to Art galleries, the architectural works of Gaudi.
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Initial Personal Development Action Plan
Learning goals:
To complete HNC Business and Marketing, then gain CIM
membership through CIM qualifications
Personal goals:
Relocate to Spain to work in the tourist marketing industry within
the next 5 years.
Career goals:
To gain a job at current employer within the Marketing team to gain
practical experience. Following relocation to Spain, work in a
management position within the tourist marketing industry.
Signed:
S Form
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Evidence of Prior Learning
Place of study:
Course of study:
Qualification
achieved:
Date of study:
Subjects studied
Study skills developed
Personal skills developed
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Evidence of Prior Learning
Non-academic achievements
Why did I choose this course of study?
Did it meet my expectations and needs?
Signed:
Date:
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How to complete your Evidence of Prior Learning form
This form should be completed to explain more about the learning you
have done prior to commencing your current HE course. If you have
studied/trained since leaving secondary school, it is not necessary to
complete information about your time at school. The information you can
provide about your subsequent education/training will be more relevant
than your time at school.
Don’t forget that in some cases, prior learning will not lead to a formal
qualification and may have taken place informally, for example in the
work place as part of staff development.
Place of study, course of study, qualification achieved and date of
study are self-explanatory, as shown on the example form on page 19.
Subjects studied
Give a break down of the units/modules/elements that made up the
course(s) you have studied, including mandatory and optional units, etc.
This will show the breadth of the learning you have undertaken.
Study skills developed
You need to reflect on your learning and identify the skills and
competencies you have developed which are directly linked to study, such
as portfolio building, project work, communications skills. Any skills listed
should be ones where you can again give practical examples. Using
portfolio building, this would include the type of portfolio you have built,
how it’s organised and referenced, etc.
For skills listed, you should try and qualify them with an indication of the
level you have attained. On the example form, this can be seen in
examples such as “a high level of competence with Microsoft Office”,
“basic programming skills”, etc. NB - Some skills cannot easily be
measured, such as portfolio building – they are things you can either do
or not do.
Personal skills developed
Some of the skills you develop through learning will be used in everyday
life, such as time management, coping with pressure and demands, etc.
These should be listed under personal skills, as they affect much of your
life.
Non-academic achievements
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Whilst you were undertaking your learning, you will have had
achievements not directly linked to this learning. However, these
achievements can be as valuable as learning based achievements and can
impact on your life, learning and employability. An easy example would
be to pass your driving test. More personal examples may be to
overcome a serious illness or disability.
Why did I choose this course of study?
This requires reflection on what your goals for pursuing the study where
initially. In a number of cases this may simply be that your employer told
you to in order to develop your job role or you the study was necessary in
order to enter a profession or career. However, you may have had
personal motivations and reasons for studying or it may just have been
you studied that course for personal enjoyment.
All reasons are as valid as on another, as long as you demonstrate an
understanding of what your reasons actually were and can explain these
reasons. You need to able to show the thought process behind the study
choice rather than indicating it was through apathy (ie because you
couldn’t think of anything else to do).
Did it meet my expectations and needs?
If you know why you chose a course of study, it is easier to look at
whether your expectations and needs were met, as you will know what
your expectations and needs were.
By evaluating the learning experience, you should be able to provide a
constructive explanation of how it matched your needs.
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Evidence of Prior Learning
Place of study:
Course of study:
Qualification achieved:
Date of study:
The Manchester College-Openshaw
Campus
South Trafford College
PDC IT Applications
Clait
IOL Spanish
1.53
As above
2003/4
2002/3
Subjects studied
PDC Units including – Excel, Word, Powerpoint,
Access, Word Expert, Excel Expert, net applications,
Linux, visual and Java programming, Oracle
Clait Units including-Using a computer plus Spread
sheets, Databases, Web pages, Presentation graphics.
IOL Spanish – practical use of the Spanish language
to a high level of competence in writing, listening and
speaking
Study skills developed
High level of competence with Microsoft Office, basic
programming skills, portfolio building, working to deadlines,
project work, assignment completion, communication skills
in Spanish as well as English.
Personal skills developed
Prioritising workloads, organisation of time, coping with
pressure and demands, team working, confidence, project
planning
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Evidence of Prior Learning
Non-academic achievements
Passing driving test, moving into own flat, changing
jobs, spending as much time in Spain as possible
Why did I choose this course of study?
They were linked to my job and I was encouraged by
my employers to take the courses to increase my
skills and knowledge.
The Spanish supported my love of Spain and allowed me to
build my Spanish communication skills to a very high level.
Did it meet my expectations and needs?
The courses exceeded my expectations, especially the
PDC course, as this course developed skills I didn’t
know I had. My employer was more than happy with
the course as it gave me the skills and knowledge to
advance in my employment and take on more
responsibility.
The Spanish courses have been great and I now feel fluent in
Spanish.
Signed:
S Form
Date:
02/10/05
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Evidence of Prior Experience
Place of employment:
Job title:
Department/section:
Dates of employment:
Main tasks
Job-related skills developed
Personal skills developed
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Evidence of Prior Experience
Non-work related achievements
Why did I choose this job?
Did it meet my expectations and needs?
Signed:
Date:
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How to complete your Evidence of Prior Experience form
This is completed in much the same way as your evidence of prior
learning form. However, you need to take some time out to contemplate
what is classed as an experience. The emphasis of the form is for
employment and should include paid and voluntary employment and also
formal and informal employment.
Formal employment is often easily identified – a formal job working for an
employer where you have a contract of employment. However, informal
employment can sometimes be more difficult to identify. This can include
work placements, voluntary work, helping out in local organisations or
community groups, being a school governor or holding an office in a local
club/society.
Your reflections on these experiences should concentrate on positive
aspects and should avoid the temptation to vent your spleen over any
grievances or issues that may have arisen.
Any experience can be included if it has had a marked impact on your
skills, achievements or personal development. As all this information is
personal to you and comes from you, there is no right or wrong way of
completing this form as long as you view it in a positive way and
demonstrate relevance of the experiences covered.
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Evidence of Prior Experience
Place of employment:
Smith & Bloggs Import Company
Jones & Sons Textiles
Job title:
Office Junior, Admin Officer
Senior Administrator
Department/section:
Administration
Dates of employment:
2001-03, 2003-04, 2004-05
Main tasks
As Office Junior, I was involved in opening and distributing
mail, photocopying, collating information, organising
refreshments and phone cover at lunchtime. As Admin
Officer, I was involved in typing documents and reports,
maintaining a database of suppliers, ordering and monitoring
stationery supplies, supervising the Office Junior, arranging
cover for switchboard and reception I am currently involved in
supervising all aspects of the admin office, from staffing
issues and appraisals to prioritising workloads, admin budget
management, controlling the petty cash and expenses
systems.
Job-related skills developed
Communication skills, working to targets and deadlines,
being an effective team member, timekeeping and punctuality.
Working under pressure to tight deadlines, using IT skills to
solve practical issues, supervisory skills.
Staff management, cash handling and budgetary control, resource
planning, interpersonal skills, leadership and motivation, negotiation
skills.
Personal skills developed
Confidence, inter-personal skills, leadership skills, being able
to contribute effectively to a team – both as a member and a
leader
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Evidence of Prior Experience
Non-work related achievements
Learnt to drive, building close friendships with people
in Spain, helped friends in Spain design their own
web-site to advertise their travel company within the
UK
Why did I choose this job?
I was interested in IT and working in an office environment.
As Smith & Bloggs trade with a large number of Spanish
companies, the opportunity to use my Spanish appealed. The
promotion with Smith & Bloggs gave me the opportunity to
further develop my IT skills and added more responsibilities
to my job. The move to Jones and Sons further utilised the IT
skills I had developed and also gave me first line
management experience.
Did it meet my expectations and needs?
The job at Smith & Bloggs gave me a good grounding
in admin and IT skills which then allowed me to
further my career by moving to Jones & Sons. My
current job is very challenging, but my employers are
supportive and encourage self-development
Signed:
S Form
Date:
11/10/05
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