MA Professional Practice (Arts) Programme Handbook 2012/2013
MA Professional Practice
Dance technique Pedagogy
MA Professional Practice (Arts) Programme Handbook 2012/2013
Alternative formats of this document
This publication can be provided in alternative formats such as large print, Braille, tape
and on disk to suit specific needs. Please forward your request to the Documentation and
Learning Materials Manager at the Institute for Work Based Learning, Middlesex
University.
Telephone
Email
0044 (0) 20 8411 6772
n.pizzolato@mdx.ac.uk
To listen to this document
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MAPP DTP Libguides
2
Open up the PDF file of the handbook in Adobe Reader
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Programme leader: Helen Kindred
MA Professional Practice in Dance Technique Pedagogy (MAPP DTP)
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Contents
The Purpose of your Programme Handbook ..........................................................................3
Addresses and maps of University campuses.........................................................................3
Academic calendar 2012/2013 ..............................................................................................4
MAPP DTP on Libguides ........................................................................................................4
Accessing your records and UniHub and myUniHub...............................................................4
The MA DTP Structure ..........................................................................................................5
Academic & Support Team ...................................................................................................6
Fees and Finance ................................................................................................................ 12
Withdrawal policy .............................................................................................................. 14
Learning and teaching on MA DTP ...................................................................................... 16
Submitting work................................................................................................................. 19
Timing of assessment ......................................................................................................... 20
Your responsibilities ........................................................................................................... 20
Assessment process............................................................................................................ 20
Standard assessment criteria .............................................................................................. 21
Module grades ................................................................................................................... 21
MA expectations in work submitted for assessment ............................................................ 21
Specific Learning Outcomes for the Programme .................................................................. 23
Plagiarism .......................................................................................................................... 23
Deferral of assessment ....................................................................................................... 24
Reassessment .................................................................................................................... 24
Student Participation in Quality Assurance Procedures ....................................................... 25
Module evaluation feedback .............................................................................................. 25
Student representation on the Board of Study .................................................................... 26
Learning Resources............................................................................................................. 27
Services and support .......................................................................................................... 27
Resources .......................................................................................................................... 28
Electronic Resources........................................................................................................... 29
Referencing and referencing software................................................................................. 30
Student ID/Library Card ...................................................................................................... 30
Using other Libraries .......................................................................................................... 31
General specifications for the presentation of written work ................................................ 31
Format for written work ..................................................................................................... 32
Title, headings and numberings .............................................................................................
Tables, diagrams, graphs .................................................................................................... 32
References and bibliography .............................................................................................. 33
The Harvard System of Referencing – General Principles ..................................................... 33
Appendices ........................................................................................................................ 36
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Programme Leaders Welcome
The MAPP DTP Programme is a part of Middlesex University’s internationally successful
Work Based Learning provision and is run by the University’s highly respected Dance
Department. You will be benefiting from support from both Dance and Work Based
Learning experts who are dedicated to providing you the best higher education learning
experience while maintaining a clear focus on your professional dance teaching.
We have worked with sector partners to develop a curriculum specifically designed to
provide higher level skills and knowledge while giving full recognition to existing learning
achieved through other professional qualifications, CPD and other academic
qualifications. This means professional qualifications and professional experience can get
full recognition on this programme.
The central focus of the programme is the development of ‘self’ as a practicing
artist/educator, alongside critical reflection on and advancement of the individual’s
pedagogic practice.
Finally, your experience as a student is important to the programme staff and Middlesex
University. We hope to be able to help you to bring a critical eye to your professional
practice, to take fuller control of your learning and to develop higher-level research and
inquiry skills.
Welcome to the MAPP DTP programme.
Helen Kindred
Programme Leader
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The Purpose of your Programme Handbook
The purpose of this handbook is to provide you with the specific information about your
programme of study on MA DTP and to direct you to other general information about
studying at Middlesex University. Please note that while this handbook will be your
primary source of information, you should be aware of the University regulations at
www.mdx.ac.uk/regulations/ .
The material in this handbook is as accurate as possible at the date of production but
updates will be offered throughout your programme as appropriate.
Addresses and maps of University campuses
The Professional Practice team in Arts and Education is on the Hendon Campus. The
address is:
Arts and Education Work Based Learning
Middlesex University
Hendon Campus,
The Burroughs
London NW4 4UT
Maps and directions to Middlesex University campuses can be found at
www.mdx.ac.uk/campus/campuses/index.asp
The MA DTP Libguides website provides all the learning materials and handbooks for the
programme and can be found at:
http://libguides.mdx.ac.uk/mappDTP
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Academic calendar 2012/2013
Please note that MAPP runs to its own academic calendar and this may vary from that
stated in other University literature and web pages.
October 1 – December 21 2012
1st Week of learning and teaching, Oct 1 2012. All students
should be enrolled.
Advisers assigned to students.
Semester runs 12 weeks.
th
January 7 2013
Submission for all MAPP DTP modules one copy to be received
by post or by hand no later than 4pm, second copy (electronic
word file) to be received email no later than midnight.
February 11 – May 24 2013
Second Semester runs 12 weeks.
Easter break - March 29-April 15 2013
May 31 2013, 4pm
Submission for all MAPP DTP modules one copy to be received
by post or by hand no later than 4pm, second copy (electronic
word file) to be received email no later than midnight.
PLEASE REFER TO MAPP DTP LIBGUIDE FOR FURTHER SCHEDULING IN 2013
MAPP DTP on Libguides
All learning materials and academic input is available from our Libguides resource at
http://libguides.mdx.ac.uk/mappDTP
This resource is fully accessible and is a tab driven system with relevant materials / links
behind each tab. You should bookmark this site for ease of access.
Accessing your records and UniHub and myUniHub
The student portal at Middlesex University is called UniHub, with the personalised student
portal being myUniHub. This site provides access to your student records, enrolment,
payment of fees and access to library resources.
http://unihub.mdx.ac.uk/
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The MA DTP Structure
The overall structure of the programme is explained in Figure 1. Each module is explained in
detail in the appropriate module handbook. You can also discuss any aspect of the module
content with your Programme Adviser (see page 14).
Figure 1 Programme of study
SEMESTER 1 – Module WBS4510 - Review of Learning (10 credits)
Establish 80 credits from one of, or combination of:
a. Prior experience-based learning from professional dance teaching practice (this is
learning from professional experience that is not already credit-bearing and
assessed to be at Level 7);
b. PGCE / PGCHE;
c. Accredited CPD and short courses at Level 7 (e.g. ISTD CPD; CPD at Middlesex
University);
d. Other level 7 accredited learning (e.g. University modules)
e. Level 7 learning achieved during the process of undertaking lower level accredited
learning (e.g. ISTD Diploma; DTLLS etc).
Semester 2 - Module WBS 4630 - Advanced Practitioner Inquiry (30 credits)
Develop your inquiry methodology and plan your major research inquiry project.
Semester 3 - Module WBS 4760 - Work Based Learning Project (60 credits)
Carry out your research inquiry and critically review the implications it has on into your
chosen area of Dance Technique Pedagogy / Professional Practice
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Academic & Support Team
The Programme Team consists of academics, administrators and support staff with
specialist knowledge in Dance Pedagogy and/or Professional Practice. Their job is to help
you make the best of your studies at Middlesex University. You will become familiar with
the academics on the team as they guide you through the various modules. They
academics will provide formative feedback at other points and will work together to
assess work for grading. You will be assigned an academic adviser who will provide
academic support and guidance. The WBL (Arts) administrator is a key person in your
studies, as they will help you with all of the administrative issues that you will encounter.
The learning resources specialists provide access to a wide range of support, from
standard library provision, to IT and learning support and are an important source of help
in your studies.
Dr. Adesola Akinleye, FRSA
Academic Advisor and Module Leader
Biography
Adesola Akinleye
trained as a dancer at Arts
Educational School and Rambert
Academy. Her professional career
has included dancing with The
Tel
+44(0)7956 257 518
+44 (0)20 8411 4129
Fax
+44 (0)20 8411 5013
Email info@dancingstrong.com
Skype aonthephone
Dance Theatre of Harlem (DTH), Blog www.adesolaa.blogspot.com/
Union Dance Company and Carol Website www.dancingstrong.com
Straker Dance Company. She
founded her own company Saltare Foundation for the Arts in New York and London in
1994, for which she was awarded Woman of the Year 1999 for 'Distinguished
achievement in the field of community dance' presented by the Town of Islip, New York.
She trained in choreography with Bessie Schoenberg while working at DTH. Her
choreographic work has been performed in Europe, the Caribbean and North America.
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She has been commissioned by Arts Council, Winnipeg (CA) and England, Suffolk County
(USA), Dance North West, Dance Digital, Dancin’ Oxford, Manchester International
Festival and Ludus Dance. Adesola was awarded the Bonnie Bird New Choreography
Award in 2006 and awarded a Trailblazers Fellowship by ADAD (UK).
Her work has a strong focus on site-specific work, new technology and light. She has also
taught and created work in a number of community settings such as through Creative
Partnerships and LTTA, as well as making work for young audiences. She has lectured in
choreography, dance (practical and theory) and human movement principles at New York
State University and later at the University of Manitoba, also at London Met., Canterbury
Christ Church University and University of Michigan. She holds an MA (with distinction) in
Work Based Learning: dance in education and community from Middlesex University. She
has a PhD from Canterbury Christ Church University, researching embodiment, learning
and the environment, using a philosophical framework of Pragmatism, Narrative Inquiry
and Dance. She is a Fellow of the RSA.
Alan Durrant MA, PGDip, PGCHE, BA (Hons), FHEA
Lecturer in Professional Practice
Tel
Fax
Email
Skype
Blog
+44 (0)20 8411 6970
+44 (0)20 8411 5013
a.durrant@mdx.ac.uk
alan_durrant
http://adurrant.blogspot.com/
Biography Alan Durrant was trained as a designer at
Hornsey College of Art. His professional career has included work as a designer and
craftsman in the jewellery and optics industries. He has run his own design and
manufacturing companies, as well as managing a large wholesale and manufacturing
jewellery company. His experience in the games design industry has included publication
of several game products. His academic career has included senior roles in learning and
teaching development and programme leadership. His current research is focused on
Work Based Learning and its application to establishing professionals in the creative and
cultural sectors. He is a member of the Centre for Excellence in Work Based Learning, a
University teaching fellow, a registered practitioner of the Higher Education Academy and
holds a principal lectureship at Middlesex University.
Helen Kindred MFA, PGCHE, BA(Hons)
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Programme Leader
Tel
+44(0)7908 251325
+44 (0)20 8411 6203
Email h.kindred@mdx.ac.uk
Skype helen.kindred2
Blog
www.helenkindred.blogspot.com/
Biography Helen Kindred trained at Roehampton University, London gaining a First Class
Honours degree in Dance Studies before embarking on further training at Goucher
College, USA, where she completed a Post-Graduate internship, studying under Chrystelle
Bond, Juliet Forrest and working with New York based choreographer, Doug Varone.
Professionally Helen danced with Modem Dance, London and Daghdha Dance Company,
Ireland, and has choreographed works for Breaking Boundaries, HYDC:InPulse (a
DanceDigital commission), numerous school, college and university dance productions as
well as for her own company KindredDance, presenting at venues in London,
Hertfordshire and the US. Helen was the Artistic Director of HertsDance (now
DanceDigital) from 2001-2004, where she was active in developing opportunities in
community dance and supporting regionally based dance artists. After ten years as a
performer, choreographer, director, Helen returned to Roehampton University for further
post graduate study, gaining her MFA Choreography in 2007.
Helen taught at
Roehampton University as a visiting lecturer before taking up her post at Middlesex
University. Helen is currently a Senior Lecturer specialising in Release-based technique,
choreography/performance and community dance practice. Helen is an advocate for
dance, has presented papers on community dance development in Baltimore, USA and in
the UK at the ‘Community Dance in the 21st Century’ conference at De Montfort
University in 2008. Her choreographic work most recently has been presented at
SIFDANS International Choreographic Festival, University of Bedfordshire, on-line through
www.eleven.org.uk and at The Pentland Theatre, Arts Depot, London. Helen has worked
as an Artistic Assessor for the Arts Council England and is currently the Regional
Representative (south) for DanceHE (formerly Standing Conference on Dance in Higher
Education).
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Rosemary McGuinness Senior lecturer in Professional Practice
Lecturer in Professional Practice
Tel
Email
Skype
Blog
+44 (0)20 8411 6250
r.mcguinness@mdx.ac.uk
rosemary.mcguinness
http://rosemarymcguinness.blogspot.com
Biography Before becoming a lecturer in 1998 I developed through my experience in a
range of organisations including cultural (British Council), third sector (Choice Consortium)
and conflict resolution (International Alert). As chair of a creative writing group I have
developed performance spaces at local festivals in London, for example, Stoke Newington,
Brent, and Hammersmith and as treasurer of a community bookshop. I established
outreach collaborative events such as poetry and politics and poetry and photography in
local libraries, theatrical pubs and festivals at Hay-on-Wye and Brighton. I previously
worked in delivering professional programmes at London Metropolitan University and
Work Based Learning programmes in Queen’s University Belfast. My current research
interests include ethics in the Web2 world and the interpretation of biographical data in
understanding professional practice.
Dr. Paula Nottingham BFA MFA, MSc
Lecturer in Professional Practice
Tel +44 (0)20 8411 5087
Email p.nottingham@mdx.ac.uk
Mobile 07799033978
Skype paulanottingham
Blog http://paulanottingham.blogspot.com/
Biography Paula Nottingham has been with BAPP (Arts) at Middlesex for two years.
Previously, Paula worked as a tutor at the Institute of Professional Studies at Birkbeck,
University of London, a learning consultant and coordinator for a Teaching Quality
Enhancement Fund project, and as a European Social Fund project coordinator for a
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project delivering international work-related training in the creative industries. She is in
the final stages of her doctoral research at Birkbeck focusing on the topic of Work Based
Learning in UK higher education. Paula has a background in the arts, with a BFA and MFA
in Fine Arts, and in educational studies a MSc in Applied Professional Studies in Lifelong
Learning. Currently her areas of interest include:WBL, higher education, the creative and
cultural industries, employer engagement, staff development, e-learning and blended
learning.
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Professional Practice Team Learning Resources
The Learning Resources Team are specialists in the access and use of a wide range of
information and skills in information technology. All of their details can be accessed from
the Work Based Learning Libguide Mainpage:
http://libguides.mdx.ac.uk/wbl
Performing Arts Librarian Rosie Sinden-Evans
Hendon Library
Tel: 020 8411 6410
r.sinden-evans@mdx.ac.uk
Liaison Manager for Work Based Learning programmes
Adam Edwards, BA, MSc, MCLIP
A chartered librarian, he buys and manages the library resources to support your courses, creates
guides on how to use them and is responsible for teaching you how to use the resources effectively.
Hendon Library
Tel: 020 8411 4418
a.edwards@mdx.ac.uk
http://libguides.mdx.ac.uk/profile/adamedwards
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Fees and Finance
Tuition fees, 2012/13
Semester 1: WBS 4510
Semester 2: WBS 4630
Semester 3: WBS 4769
Total
£1060
£1500
£3000
£5650
UK EU
UK EU
UK EU
UK EU
/
/
/
/
£1260
£1950
£3900
£7110
International
International
International
International
IMPORTANT: Fees become due at the start of the semester you are registered to take the
module. You will not be able to pay the fee if you are not enrolled as a student, so do
check at the start of each semester to ensure you are enrolled. Fees are subject to annual
increases so you can expect to pay slightly higher fee level in the subsequent study year.
If you will be responsible for paying for your own fees and would like further advice on
financial matters, for example, if you are entitled to any financial assistance look first at the
University’s 24-7 website at:
http://unihub.mdx.ac.uk/support/money/index.aspx
If your employer will be paying for your study we need this information in writing in order to
identify them as your ‘sponsor’ in MISIS. If you have not already provided a letter from your
employer please do so before the start of term. They will also need to provide confirmation
that they will continue to sponsor you at the beginning of each new academic year.
One of the main reasons for denied access to UniHub and University services is an unresolved
financial query. As a mature part-time student, unless you tell us otherwise, we will consider
you personally responsible for all you university fees and will assume that you have funds
available to pay your fees before you commence each stage of your study.
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International Students
Tuition fee payment
International students The annual tuition fee is due and payable at the start of the
academic year. Students are allowed two weeks from the start of the academic year to
make payment or provide proof of sponsorship. Failure to do so will result in you being
de-registered.
UK/EU students
January starters must pay half of their fees by end of February and the remainder in May.
Holds If you have a hold because of overdue fees or other charges at the end of the academic
year, you will not be able to re-enrol into your following year of study until the hold is made
good. You can therefore not depend on your student loan for instance to pay the debt.
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How you can pay
The easiest method of payment is by credit or debit card via UniHub at the end of the online
enrolment process. If you wish to pay fees at a later time you can log into your account via
Unihub.
http://unihub.mdx.ac.uk/
Withdrawal policy
Students will be allowed four weeks from the start of the academic year before charges
are incurred based on the period of enrolment and not on actual attendance. Students
are considered enrolled until such time as official notification of withdrawal, interruption
or transfer to another higher education institution is submitted to their campus student
office.
Interruptions and temporary withdrawals
The above policy also applies to students who choose to interrupt their studies. Where
payment has been made in excess of the tuition fee charged (including non-refundable
deposits), the over-payment will not be refunded, however the credit balance will be carried
forward to be applied against future tuition fee charges. This credit may be carried forward
for up to one academic year.
Deferred submission
Once you have taken advantage of the tuition time and resources available to you during the
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study period you may defer the submission of work for assessment if you need to. That is, you
will be allowed an additional study period (or more if there are exceptional circumstances) if
you need more time to prepare your work for assessment, but you will not be entitled to
additional contact time with your adviser (for feedback on drafts) during the second and
subsequent study periods before you present work for assessment.
You should also consider how deferring a module will affect the overall length of your
programme. If time is an issue and you cannot afford to extend the duration of your study,
plan your study and contact time at the beginning of the study period and complete all
essential tasks early so you have ample time towards the end. There is only one hand-in date
each study period; if you miss it, the next assessment opportunity will be the following study
period.
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Learning and teaching on MA DTP
This programme is designed so that you engage and learn autonomously. You will need to
develop judgment on what works and what needs improvement, and to use the general
feedback and examples of good practice to inform your judgments. This is a challenging
process but is a requirement of higher education and an essential capability for
professional practice. We will at times provide individual feedback, but it is important
that you understand the need and desirability for you to develop further your capability
to make your own judgments.
While we want to help you to develop your autonomous learning, we will work with you
to help you to understand the requirements of the programme. A module handbook for
each module is available to download from the Libguides resource, with additional
materials and guidance along the way. We also support your learning via e-mail, blogs
phone and Skype.
Below, we set out some important general information that applies across all the
modules.
Role of Adviser
You will be assigned an adviser for each module. Your adviser’s role is to provide general
academic guidance and support. Your adviser will not ‘teach’ you in the traditional sense
of ‘telling you what to do’ but rather will help to guide your self-directed learning and
point you towards resources that may be helpful as you make progress. Your adviser will
also serve as the first assessor for your assignments.
Arranging to speak or meet with you Adviser
There will be times when you will need to contact an adviser for guidance or clarification.
To do this you can either email your questions, Skype or call by telephone. The contact
details for each adviser are at the beginning of this handbook. If you wish to arrange a
personal visit to our campus, please contact your adviser by email or phone to arrange an
appointment that is mutually convenient. Again, as your learning process is self-managed,
your initiative will be needed to make contact. It is also expected that you actively engage
in the programme at the outset.
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Make sure to let your adviser and the administrator know any changes to your personal
contact information or your might miss communication that is vital to your coursework.
Feedback on Coursework
Students on the programme receive formative feedback from their academic advisor as
drafts / tasks are submitted for review. Formative feedback is a learning process and
should be reflected upon and acted upon if necessary. This feedback may be in the form
of e-mail, telephone or Skype communication. You should also check staff blogs for
generic feedback and more general guidance on assessment. Formative feedback for
certain parts of the coursework, such as draft plans in the 2 nd module and draft critical
reviews in the third module, might also be given by advisers when indicated within the
module handbook.
Feedback on assessments
All students on the programme will receive written feedback on assessed work. This will
be sent by email attachment to your personal email account by the WBL administrator at
the conclusion of the assessment process.
Response times to emails and communication with the Programme Team
Staff will seek to respond to communications from you within one working week. To
communicate effectively with your adviser, it is also important that you respond to emails
or phone calls from your adviser or the WBL administrator, especially during the teaching
periods. General news and updates about the programme can be found on the MA DTP
Libguide. Information and ‘reminders’ will also be sent to you from the administrator
during your studies. Should you need to, contact the administrator or programme leader
with programme related inquiries. BUT please note that it is expected that you will take
responsibility for managing your own study and instigation of engagement with tasks,
which includes actively checking you are aware of correct dates and deadlines: beginning
study without being prompted, as well as checking you know your grades and their
implications on your overall process. This is part of the self-directed nature of the
Professional Practice philosophy the programme embraces.
Study Time
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As each study period is approximately 12 weeks consider how you will manage your study
time during these periods. There is only one deadline date per study period. If you miss it
but chose to hand in your work late anyway it will not be assessed until the next
assessment period. However, course deferral or interruptions to study needs to be
communicated to your adviser in order to keep accurate records about your degree
studies. Discussions with your adviser will be important to your progression. You may not
be able to start your next module and this will affect the planned schedule of your
programme.
It is important for you to note that your module fee covers tuition and support for one
study period only so even if you think you will need two study periods to complete a
module you must take full advantage of the tuition time and academic support available
to you in the first study period and use the second study period to prepare your work for
submission with minimal or no further guidance.
Think about how you will organise your study time. As a work based learner you will be
responsible for managing your personal study time. Like most WBL students, you are
likely to be working full-time, so allocating dedicated time for your study might be
difficult at first. Think carefully about what changes you can make to accommodate your
MA DTP coursework. Your adviser can help you think about your self-managed learning
strategies.
Skype
You might find using an application like Skype to be beneficial as it allows you to link
people using landline or mobile phones with people communicating solely on-line.
Visit the site: http://www.skype.com where you can download the programme to your
computer. Once the programme is installed, you will need to create a skype account.
This is free. You will be given a skype user name which can be used to identify you (and
you can use to find other people). To ensure skype works to its fullest capacity you will
need either an external or internal PC microphone. Skype is also capable of video calls
and conference calling and is used by tutors as one of the ways of communicating with
you and guiding you through your programme.
For more on installing Skype, you can click to:
https://support.skype.com/en-gb/
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Submitting work
Please post your work, allowing ample time for it to arrive by the deadline to:
Avni Shah
Work Based Learning Administrator (School of Arts & Education)
Middlesex University
Hendon Campus,
The Burroughs
London NW4 4UT
020 8411 4129
a.shah@mdx.ac.uk
You must submit your work with a completed module receipt form by 4 pm the deadline
date. The WBL administrator will email you a submission reminder and a receipt form. We
will send you an email confirmation on receipt of your submission, this is your proof of
submission. As we do not return work please make sure you keep a copy of all the work
you submit.
It is advised that you send your work in using ‘recorded’ post that will give you a receipt
and the ability to track your work if there is a delay. If posting your work, please ensure
you use a reputable courier or recorded delivery that guarantees delivery within the
specified deadline. Remember that international mail could be delayed, so you might
need to post earlier. Please get in touch if you think that your submission will be delayed.
If you are delivering your assessment submissions by hand to the Hendon campus, please
ensure you mark your work WBL Administrator. If you prefer to hand your work in
personally, ahead of the deadline, please bring it to the WBL administration office at
Hendon. The address and directions are listed at the beginning of the programme
handbook.
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Timing of assessment
Each academic year consists of two assessments submission deadlines:

one in early-January

one in mid-May.
Each is followed by a marking period in which official assessment of students’ work is
undertaken. Deadlines for submission of assessed work are published at the start of each
study period.
Your responsibilities
The student has sole responsibility for the production, costs and submission of work for
assessment by the deadlines specified. All work must be received by 4pm on the
published submission deadline unless otherwise directed. Please note that there are no
periods of grace for posting. You are urged to use a courier service that guarantees
delivery times.
Assessment process
All final professional inquiries are marked by two assessors. All first-class and fail grades
will be sent to an external examiner. All marking is subject to moderation by an internal
moderation panel and an external examiner appointed by the University to safeguard the
quality and fairness of the assessment decisions of the University. Grades for individual
modules are formally agreed at the assessment board that meets twice a year, at the end
of each assessment period. Grades will use the University 20-point scale. You can view
grades after the publication date on MISIS.
Further Information on the university’s assessment policies
Please read the section entitled ‘Assessment procedures and regulations’ in the
University regulations, which has further information on deferrals, extenuating
circumstances and award classifications, as well as on the topics given above on our
student website at
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http://unihub.mdx.ac.uk/study/assess/index.aspx
Grading Scale
An explanation of the University grading scale can be found in the University Regulations
and is detailed in the next section. Further information on the use of the University
grading scale can be found at
http://unihub.mdx.ac.uk/study/assess/results/index.aspx
with the post graduate grading scheme indicated under “other” on the right hand column
of the above table.
Assessment grades (20-point scale)
Grades 1 to 4
Grades 5 to 8
Grades 9 to 12
Grades 13 to 16
Grades 17 to 18
Grade 19
Grade 20
Distinction
Merit
Pass
Pass
Fail which may be compensated
Fail which may not be compensated
Incomplete without good reason
Standard assessment criteria
Module grades
Grades 1 to 4 is a Distinction; 5 to 8 is a Merit; 9 – 16 is a Pass. If you do not get one of these
grades in any of your modules it is very important that you check the exact details of what
you need to do in order to pass. Therefore, get in touch with your adviser if you are given any
of the following grades:17 to 20, Z, X, I or U.
MA expectations in work submitted for assessment
Work based learning develops certain abilities that make the individual more capable and
insightful in their field of professional practice. High-level analysis and synthesis are the main
features of this level. Assessment criteria are directly related to the following abilities that are
central to Work Based Learning studies:
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Level 7 – Level Descriptors
KU – Knowledge and Understanding
1. Identification and application of workbased knowledge
2. Understanding and application of ethical
principles to work / practice
CS – Cognitive Skills
1. Analysis and evaluation of work-based
information and concepts
2. Reflection on the wider contexts of work
based practice and learning
3. Work-based inquiry, action planning and
problem solving
PS - Practical Skills
1. Work-based project design and
development skills
2. Professional networking and
interpersonal skills
3. Communication and information
management
PES - Personal and Enabling Skills
1. Self directed professional development
skills
2. Responsibility and leadership in work /
practice contexts
22
Identification and application of knowledge
demonstrates systematic and critical
understanding of theory at the forefront of
professional practice
Critical understanding of ethical principles
demonstrates a systematic knowledge and
coherent application of professional codes of
conduct to the work/practice of self and
others
Systematic analysis and synthesis of a range of
information and advanced theoretical
perspectives informs the development and
critical evaluation of innovative work /practice
Reflection is an established aspect of own
practice and leads to transformative insights
which have the potential to impact on the
work/practice of self and/or others
Methods of inquiry, action planning and/or
problem solving are critically evaluated and
creatively applied and have the potential to
transform the work/practice of self and others
Work based projects and / or inquiries are
systematically designed and developed to
transform the work / practice of self and
others
Systematic engagement with professional
networks includes the application of advanced
interpersonal and networking skills with
potential to transform the work/practice of
self/others.
Ideas and information are systematically
managed and persuasively for professional
work/practice and/or academic audiences
Personal and professional development
activities are based on critical reflection and
analysis of personal motivations, aspirations
and actions to plan and project own
continuing professional development
The ability to lead and be accountable for the
strategic management of individual and/or
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group learning demonstrates initiative in
professional contexts
Specific Learning Outcomes for the Programme
On successful completion of the programme the student will be able to demonstrate:
1. A critical and systematic knowledge of dance technique pedagogy and related theories
(KU1)
2. A critical understanding of ethical principles as applied to dance technique pedagogy and
a demonstrable understanding of safe dance teaching practice (KU2)
3. An ability to evaluate theoretical perspectives in dance technique pedagogy through
systematic analysis and synthesis of a range of information, ideas and theories (CS1)
4. How critical reflection is established as a core aspect of the teacher’s own practice, its
impact on the teacher’s own practice, and the learning of others (CS2)
5. Ability to plan and conduct a sophisticated professional inquiry into an area of dance
technique pedagogy, and to evaluate the inquiry process to inform future actions (CS3;
PS1)
6. Systematic and effective engagement with peers and dance students that leads to
improvements in dance technique teaching and professional practice (PS2)
7. An ability to communicate ideas and information to academic, professional and client
audiences effectively and appropriately (PS3)
8. Engagement in continuing professional development to further professional practice in
dance technique pedagogy (PES1)
9. An effective grasp of the responsibilities of a dance teacher (or related professional) and
ability to take the lead in a dance teaching context (PES2)
Plagiarism
Plagiarism is the presentation by a student, as his or her own work, of a body of material
(written, visual or oral) which is wholly or partly the work of another. In fact, plagiarism
extends to cover one’s own work previously assessed or published which is also required
to be properly referenced. Taking unfair advantage over other authors, students or
oneself in this way is considered by the University to be a serious offence. The University
will take serious action against any student who plagiarises whether through negligence,
foolishness or deliberate intent. Make sure written material, ideas, theories and formulae
are acknowledged through the use of quotation marks, references and bibliographies.
Information on the correct way of acknowledging work from other sources is available
from campus learning resource centres. As a part of assessment, your work may be put
through a software system called Turnitin to identify any uncited text or inappropriate
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use of source material. Academic misconduct also covers cheating in examinations.
Detailed information can be obtained at: www.mdx.ac.uk/24-7/assess/plagiarism.htm
Deferral of assessment
Once you have taken advantage of the tuition time and resources available to you during
the study period you may defer the submission of work for assessment if you need to.
That is, you will be allowed an additional study period (or more if there are exceptional
circumstances) if you need more time to prepare your work for assessment, but you will
not be entitled to additional contact time with your adviser (for feedback on drafts)
during the second and subsequent study periods before you present work for
assessment. In modules within this subject, automatic deferral is permitted. Students are
not required to apply for deferral of the first assessment attempt and will automatically
be given an ‘I’ grade (incomplete) if the assessment for such a module is not submitted.
Thereafter you must either submit your work or a request to defer at the next assessment
opportunity. If you wish to defer you will be required to give ‘good reason’. You may
discuss your decision to defer with, and take advice from, your adviser prior to the
deadline. Your request should be addressed to your adviser and should arrive no later
than the deadline date (by email would be acceptable). You will not receive a reply
immediately, your deferral request will be noted as part of the assessment process and
you should check the decision on MISIS when results are published. The grade
(administrative code) you see will be determined for instance, by the amount of times
you have deferred each module. An explanation of grades can be found in the University
Regulations (section E5 – E8). Individual members of staff cannot give you permission to
defer. The final decision is made by the assessment board.
Reassessment
All students will be allowed reassessment in failed modules once according to University
regulations. Tuition for reassessed modules is at the discretion of the assessment board
and a fee will normally be required.
A student has the right to be reassessed once only, in any module, with a grade of 17 to
20. Reassessment will be taken at the next available opportunity, unless deferred (see
below). It is really important that students complete all assessed work (coursework,
presentations and exams) that is required to complete each module. Failure to do so will
result in failure in the component or the module concerned (grade 20 – failure
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incorporating failure to undertake all assessment components; compensation not allowed)
should the required learning outcomes not be met.
Appeal against assessment board decisions
All students have the right to appeal against assessment board decisions on the grounds
described in detail in the University Regulations. It should be noted that the academic
judgment of assessors cannot be the grounds for appeal. If you believe that you may have
grounds for appeal you should discuss them at once with your adviser and obtain the
formal appeal literature from the academic registry.
Attendance and engagement requirements
You should engage with the prescribed activities as set out in the module handbooks and
this handbook. Where this engagement fails to meet the minimum required to meet the
learning outcomes of the module (as published) you may be excluded from the
assessment. For further guidance on attendance requirements, go to
http://unihub.mdx.ac.uk/study/attend/index.aspx
Student Participation in Quality Assurance Procedures
Student views on WBS programmes and modules are vital to their operation, monitoring
and development. Views are sought formally by means of module and programme
feedback forms and representation on the WBS board of study.
Module evaluation feedback
After each module, we gather feedback about the module from students who have just
completed that module. This gives you the opportunity to evaluate your experiences and
communicate to us what aspects of the course were helpful to you and how we might
improve. These aspects include: general points about the administration of the
programme, the handbooks, the assessment procedures, the MAPP DTP Libguide, etc.
These evaluations are analysed by the programme leader and are also shared with the
Institute of Work Based Learning for quality assurance. Past module evaluations have
been reviewed and the findings have been fed back into the programme administration
and the curriculum planning for MAPP DTP modules.
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For the past year we have used a SurveyMonkey questionnaire for student evaluation and
plan to continue using this process for 2011/122. You will be sent a link to the Module
Evaluation Form via an email by the WBL administrator when you submit your work, and
the address will also be posted on Libguides. We encourage all students to tell us what
they thought went well and suggest any improvements for themselves or others on the
course.
Student representation on the Board of Study
WBL programmes are intended to be accessible responsive and individual. To develop
and continuously improve these programmes WBL needs student feedback. The two
opportunities for feedback are the:


end-of-module evaluation sheets which are reported to the board of study
board of study itself which promotes the dialogue between WBL staff and
students.
The role of the board of study is to provide a forum to discuss module feedback and other
issues from a participant perspective and provide a contact point for students. The WBL
board of study feeds into the University academic boards. Student representatives to the
board of study will need to attend a meeting once per study period and facilitate the
dialogue between the students and the University through being a point of contact for
students. This year we are trialing a new Professional Practice (Arts) sub-Board of Study in
order to learn more about the programme. The MA Professional Practice (Arts) Student
Board will be minuted and reported to the Institute of Work Based Learning Board of
Study.
If you wish to be a student representative to the MA DTP Board please contact the
programme leader or the WBL administrator. Although a voluntary position, the role will
lead to acquiring experience of the educational process and can be added to a CV.
The terms of reference of the Institute of Work Based Learning board of study are to:

26
advise the school management via the director of IWBL and curriculum leaders on
the strategic development of WBL within the school, the university and with
external organisations
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





oversee the delivery of the best quality of provision of the subjects, modules and
award programmes
monitor and evaluate the effectiveness of the WBL programmes in achieving aims
and objectives including agreement of annual reports, progress review
documentation and action schedules
obtain and respond to student and employer feedback and programme
evaluations
effective teaching, learning and assessment strategies
advise school management team and the director of IWBL on resource and staff
development needs of the subject
undertake review of board terms of reference/membership periodically.

The membership of the board of study at Institute level is:






Director, IWBL
WBL undergraduate and postgraduate curriculum leaders (co-chairs)
WBL programme leaders
WBS module leaders
three to six student representatives (representatives may be on a non-attending
but remote participating basis)
two employer representatives


student administrator
IWBL (secretary)
Learning Resources
Learning Resources (LR) at Middlesex University offers a range of library and computing
services and resources to help support your studies. Details of all services, resources,
campus facilities and opening hours are available from:
http://unihub.mdx.ac.uk/study/library/index.aspx
Once you have fully enrolled with the University, you are automatically registered with
Learning Resources and entitled to make use of all the services, resources and facilities. In
addition, extra support is provided for students studying at a distance - see the Distant
Learners Support Unit below.
Services and support

Web Helpdesk - http://webhelpdesk.mdx.ac.uk
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The Web Helpdesk is a one-stop shop service forgeneral university and Learning
Resources enquiries. They provide: assistance in password resets, support in
accessing the library’s electronic resources and the installation of university
provided software. The service is available 24/7, 365 days a year by phone, text or
online enquiry.

Distant Learning Support Unit (DLSU) -http://www.lr.mdx.ac.uk/dlsu/index.htm
The DLSU is a dedicated team who provide additional library services to students
who mainly study at a distance. Their aim is provide distance learners with an
equivalent, or similar service to students that are based on campus. It offers postal
delivery of books, postal and electronic delivery of journal articles, inter-library
loans, and will also arrangeaccess and borrowing privileges to other UK university
libraries (SCONUL Access).

Librarians
Sandra Celada is based in the Sheppard Library at Hendon and is responsible for
supporting students within the Institute for Work Based Learning (IWBL). She
provides group or individual support both online and in person in using the library,
accessing electronic resources such as e-journals and e-books, carrying out
literature searches, referencing and plagiarism. To make an appointment or
discuss individual projects or research issues you can find contact details at:
http://libguides.mdx.ac.uk/wbl

Academic Computing - http://www.lr.mdx.ac.uk/comp/index.htm
The Computing team provides academic computing support on all campuses,
helpdesks, advisory services, IT skills training and comprehensive documentation.

Ask a Librarian - http://askalibrarian.mdx.ac.uk
An online enquiry service for library related queries. To use it just type in your
question, if a similar question as already been asked you will be shown a list of
answers, if not, you can submit the question to the librarians who will aim to
respond with one working day. This service is particularly useful if you are unable
to contact a librarian, e.g. in the evenings or at weekends.
Resources
The library’s learning resources contains a huge variety of high quality resources, such as
books, e-books, journals, music, DVDs, dissertations and access to a wide range of
electronic databases, to support your study and research.
There are several ways in which to begin searching for materials in the library, the most
popular are:

28
Library Subject Guides - http://libguides.mdx.ac.uk/homepage
These online library guides are extremely useful starting points for finding subject
specific resources in the library. They also contain useful information on research
skills, plagiarism and referencing, etc. There are guides for each subject taught in
the university, including Work Based Learning: http://libguides.mdx.ac.uk/wbl
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
Library catalogue - http://library.mdx.ac.uk
You can use the Library Catalogue to search for all of the library's resources (but
not for individual journal articles). It will tell you where you can find the item in
the library, or if it’s an electronic resources such as an eBook, it will give you the
link to access it online. Also, you can use the library catalogue to request and
renew items via your library account.

Summon - http://www.lr.mdx.ac.uk/summon/index.htm
Works in a similar way to the library catalogue but also enables you to search for
electronic resources, such as journal or newspaper articles, in one simple
simultaneous search. It is easy to use and allows you to refine your results by: date,
content type (journals, e-books, dissertations, etc), subject terms (specific
words/phrases) or full text online content only.
Electronic Resources
An increasing amount of the library’s resources are now available electronically. These
include:




E-books: Electronic versions of books that can be read on your computer. Some
e-books can be downloaded onto your computer for a limited time period,
depending on the publisher’s agreement with Middlesex library.
Newspapers: ProQuest Newsstand provides online access to 176 British national
and regional newspapers.
E-journals: The majority of the library’s journals are now available electronically.
To search for a specific journal use the library catalogue. To browse for journal
articles in a specific topic use Summon or one of the electronic databases.
Electronic databases: These are large searchable collections of electronic journals,
that are often subject specific, e.g. social sciences, business, etc. Learning
Resources subscribes to these databases so that all Middlesex University students
are able to freely access these journals.
Access to all library resources is through UniHub. When there, log onto My Unihub by
using your user name and password. You are encouraged to reset your password at this
stage and enter some security data. Once you are in MyUnihub, click on MyStudy and find
the Library Portlet. There you will find links to all library resources including e-books, ejournals. When you are in the library catalogue, if you need to reserve a book or extend a
loan period you should go to “My Account” and enter here your long Student Number
followed by your Date of Birth as a 6 digit number.
For those studying at a distance who will not be able to physically visit the library you can
register with SCONUL for access to participating UK university libraries. While you can
consult resources in these libraries you will not have any borrowing rights. Therefore, in
this case you should register with the Distance Learning Support unit in Middlesex.
Information about this is given on MyUnihub. See further information below on “Using
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other Libraries”
Referencing and referencing software
It is important that you reference every item that has informed your thinking and appears in your
written work. Failure to do so or quoting parts of someone else’s work without acknowledgement
may lead to accusations of plagiarism.
RefWorks is a bibliographic management system which helps you manage and organise your
citations and references. MA DTP uses the Harvard system for the referencing.
For information on how to Harvard reference and use RefWorks please refer to:
Referencing and Plagiarism library guide http://libguides.mdx.ac.uk/plagiarismreferencing
Student ID/Library Card
The student ID card will be issued to you through the WBL administrator who will send
require you to fill out a form and send in a passport sized picture of yourself in order to
process your card. You can do this by email, and send in the photo in j.peg (jpg) format.
Upon receipt your request will be sent to Middlesex University Security Office to be
processed. We will return your validated card to you by post or you are welcome to
arrange collection from Trent Park.
This card is to be used for the duration of your study period at Middlesex University and is
needed for the library and computer use etc. There is a student ID number on the reverse
of your Student Card which you need to access the computer systems. This is a personal
number given to you and it should not be disclosed to others. You should carry your
student card with you whilst on University premises as you could be asked to identify
yourself when requested by University staff.
If you would like to obtain an NUS card which will allow you to gain student discounts,
please follow the link below:
http://www.musu.mdx.ac.uk/
Learner Development Unit
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While you are at Middlesex University, you can take advantage of the learning support
that is on offer. The Learning Develop Unit organises this support for the university. It is
also good to discuss any circumstances that affect your learning with your academic
adviser.
Learner Development Unit (LDU) - http://www.24-7.mdx.ac.uk/ldu/index.htm
The LDU provide help and advice with:



Academic Writing and Language
Maths, Stats & Numeracy support
Support for Dyslexic students
For support of your Academic Writing and Language skills, the LDU runs workshops and
on to one tutorials. Information can be found on:
http://www.24-7.mdx.ac.uk/ldu/AWL/
If you have a disability which makes navigating our website or materials difficult and you
would like to receive information in an alternative format, please contact the WBL
administrator on 020 8411 4129 or visit the University’s disability support unit webpage
http://www.24-7.mdx.ac.uk/Disability/
If you think you have Dyslexia or any other Specific Learning Difficulty, you can meet with
learning support staff to discuss this and to have an initial screening, Support information
about Dyslexia on http://www.24-7.mdx.ac.uk/ldu/Dyslexia/index.htm
Using other Libraries
Details and links to other library catalogues are available at
www.lr.mdx.ac.uk/lib/external/catalogues.htm
Details of the SCONUL access scheme can be found at
www.lr.mdx.ac.uk/extern/srx.htm
General specifications for the presentation of written work
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Please refer to the specific information given about assessment criteria in the Module
Handbooks, but here follows some general information for academic presentation. It is
advised to use good quality A4 paper/80gsm or better. The text must be typewritten on
one side. Use single spacing within paragraphs and double spacing between paragraphs
and sections. Start chapters on a new page, and leave 2.5cm (1 inch) margins all round.
Please include a footer throughout each document that has the page number, your name
and student number.
The length of your written work will have been agreed in advance. Include a wordcount
on the front cover. You are expected to keep within +/-500 words (or around 10% of the
total) of the specific wordcount. The Bibliography/References section and the Appendices
are not added to the word count for academic writing.
Your written work must be securely and permanently bound by any appropriate means,
for example, spiral bound, a plastic envelope with loose sheets is not acceptable. The
front cover must carry your name, student number, module code number, title if it is a
substantial piece of writing like a plan or a critical review, and date of submission.
Format for written work
The reader expects a sustained examination of the themes under discussions so make
sure that your report/essay coheres, and follows a logical progression. Reviewing the
content of your written work is a part of the process. Specific guidance on the content
and presentation of work for particular modules is given in the relevant module
handbook. However, the following general points refer to the written work you produce.
Tables, diagrams, graphs
These are very appropriate in project or research methods modules. Their use is encouraged
because they can present information clearly and economically. They should be placed as
close as possible to the relevant point in the text. If they are numerous they should be
collated and included in appendices. Tables should be numbered sequentially as Table 1, 2,
3... and diagrams and graphs as Figure 1, 2, 3... . Each should be given a descriptive heading to
help the reader.
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References and bibliography
You need to reference any quotes or paraphrases that are used in your written work to
acknowledge that someone else authored this section. References are necessary to help
the reader understand the basis of a statement or assertion and the system of citing
sources complies with the academic standards of the university. A bibliography contains
not only the sources you have quoted for the piece of academic writing, like the
references, but also sources you have read during the study period. It is particularly
important to be able to identify cited materials in your draft version, perhaps using
coloured text or highlighting on your draft versions to identify quoted or paraphrased text,
especially when downloading text from the internet.
MA DTP advocated the Harvard system for the references and/or bibliography.
The Harvard System of Referencing – General Principles
The Harvard System is a way of arranging academic writing in a particular style so that
readers can follow the citations that you make in your writing as well as your references
and/or bibliography. The Harvard system of referencing is not the only system, but it is
the one we would prefer you to use. The Harvard style normally does not require
footnotes, but cites materials within the text using names and dates, that then refer back
to the bibliography or references. Some examples follow. It is also useful to check out the
correct form references should take in the bibliography section of a book. References
and/or bibliography pages are found at the end of the piece of writing and are not a part
of your word count for the academic piece of writing.
References and/or bibliography:
Arrange your bibliography alphabetically by author’s surname. Where necessary, use ‘and’
not the ampersand (&) to separate authors’ names. It is advisable to use initials, not
forenames for long entries. For books and articles, use capitals for the first letter of the
first word of the title, the first letter of the subtitle and all proper names; use small letters
for all other words. The title of books and journals should be in italics. The title of articles
should be in inverted commas
In the Harvard system the order of details is written in a standardised way so your
sources can accessed by others looking at your work.
Order of details
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Author (surname first) Date of publication, Title (in italics) Edition (if not first edition)
Place of publication: Publisher.
Examples
Kolb, D, A, 1984, Experiential learning, London: Prentice Hall.
nd
Boud, D (ed), 1988, Developing student autonomy in learning, 2 ed, London: Kogan Page.
For works without an author, list the title first followed by the date.
If there are more than two authors name the first author and add ‘et al’.
Example
‘(Charles et al, 1995)’
Chapter in books
Order of details
Author of chapter Date of publication Title of chapter (in double inverted commas) Editor
(initials first) Title of book (in italics) Place of publication and publisher Page number(s)
Example
Osborne, C, Davies, J and Garnett, J, 1998, “Guiding the student to the centre of the
stakeholder curriculum: Independent and work-based learning at Middlesex University” in
J Stephenson and M Yorke (eds), Capability and quality in higher education. London:
Kogan Page.
Internet Sources
Individual authors
Order of details
Author’s/editor’s surname, initial Year, Title [online] (in italics) Edition Place of publication:
Publisher Available from: URL [Accessed date].
Examples
Marieb, E, 2000, Essentials of human anatomy and physiology: AWL Companion website
th
[online], 6 ed, San Francisco: Benjamin Cummings. Available from:
http://occ.awlonline.com/bookbind/pubbooks/marieb-essentials/ [accessed 4 July 2001].
Note The date of publication is the date the pages were last updated. If no publication
date is given write (No date) or (nd).
For work with no specified author – the organisation is used first
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Order of details
No specified author/organisation Year Title [online] (in italics) Edition statement if given
Place of publication: Publisher Available from: URL [Accessed date].
Examples
University of Reading, 2000, Education: a brief guide to internet resources [online].
Reading: Reading University. Available from:
www.reading.ac.uk/libweb/Lib/Subj/Ir/ireduc.html [accessed 6 October 2000].
Citing electronic journals
Order of details
Author surname, initial Year Title of article Journal title [online] (in italics) Volume (part)
Available from: URL [Accessed date].
Examples
Snyder, M, 2001, “Overview and summary of complementary therapies: Are these really
nursing?, Online Journal of Issues in Nursing [online], 6, 2, 31 May 2001. Available from:
accessed 4 July 2001].
Email discussion lists
References to these messages should be treated in the same way as journal references;
using the list name in place of the journal title and the subject line of the message in place
of the article title. For ‘Available from’ use the email address of the list administrator.
These details, together with the author, will appear in the message header.
Order of details
Author Day/Month/Year Subject of message (in italics) [Discussion list] [online]. Available
from: email list address [accessed 5 July 2001]
Example
Nott, A, J, 26 Jan 2000, Integrated care pathways. Psychiatric-nursing [online]. Available
from: www.jiscmail.ac.uk/lists/psychiatric-nursing.html [accessed 5 July 2001]
Personal email
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If you wish to refer to a personal email message then the following format is
recommended. Always get the sender’s permission to quote a message especially if you
quote their email address.
Order of details
Sender (sender’s email address) Day/Month/Year) Subject of message (in italics) Email to
recipient (recipient’s email address)
Example
Employer, A, N (A.Employer@mdx.ac.uk) (28 November 1997) Follow up to your interview,
Personal email to A N Employee (A.Employee@mdx.ac.uk)
Audio-visuals
Order of details
Author’s name Year Title [format] Edition statement, if given Place of publication:
Publisher.
Examples
Now wash your hands, 1996 [videocassette], Southampton: University of Southampton,
Teaching Support and Media Services.
Gandhi, 1982 [DVD], Dir. Richard Attenborough, Columbia
Thatcher, Margaret,1986, Interview. In Six O’Clock News. TV, BBC 1. 1986, Jan 29, 1800
hrs.
CD sleeve/liner notes
Order of details
Author’s name ,Title (in italics) Year Format Publisher Catalogue no.
Example
Al Hilgart, liner note to Ella Fitzgerald sings the Rodgers and Hart Song Book, 1997,
compact disc. Verve, 537.
Appendices
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MA Professional Practice (Arts) Programme Handbook 2012/2013
Use for illustrative and supportive material referred to in the text. A brief annotation may
be appropriate to indicate its significance and relevance to points being made in the main
text. If no author, use the title as the first part of the citation. The Appendices are not
included in the word count for your academic piece of writing. However, often the
Appendices are listed on a page that lists them as Appendix 1, Appendix 2 etc. and
indicates what the appendices are attached. Please refer to further guidance on
appendices within the module handbooks.
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Glossary of terms
term
Definition
Annual monitoring
Annual monitoring considers the effectiveness of
the subjects/ programmes in
achieving their stated aims and the intended
learning outcomes/objectives. It
ensures that the aims and outcomes of the
programme/subject remain current
and evaluates the effectiveness of the curriculum
and of assessment.
Each module carries a credit rating, of either 10,
30 or 60
Credit
Credit rating
Distance learning
Enrolment
External examiner
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Credit rating is the process of assigning to a
module or unit of learning
a number of credits at a specified level.
Distance learning is learning while at a distance
from one’s teacher – usually
with the help of pre-recorded, packaged learning
materials. The learners are
separated from their teachers in time and space
but are still being guided by
them.
This is the term used when students log on to
MISIS for the first time in order
to confirm that they will be pursuing their course
of study.
The role of the external examiner is to act as an
independent adjudicator,
considering student attainment with impartiality
and a concern for justice to
the individual student. External examiners
provide one of the principal means
for the maintenance of nationally comparable
standards.
The Institute is a Middlesex University teaching
and research centre that
supports the development of Work Based
Learning within and beyond
Middlesex University.
Level is an indicator of the relative difficulty,
complexity, depth of study and
autonomy required of a learner. This means that
successive years of study
within a programme are not necessarily at
progressively higher levels: whether
they are, or not, will depend on the level of their
intended assessed outcomes.
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MA Professional Practice (Arts) Programme Handbook 2012/2013
Level descriptor
Programme
specification
Qualification
Transcript
Level descriptor is a statement that provides a
broad indication of learning
appropriate to attainment at a particular level,
designed to support the
assignment of specified learning outcomes to
particular modules.
Programme specification provides a concise
statement about the intended
learning outcomes from a particular programme,
information about the
teaching, learning and assessment methods used
to enable the learning
outcomes to be achieved and demonstrated, and
shows how the modules and
units of study which make up a programme will
relate to levels of achievement
recognised in the qualifications frameworks.
Qualification denotes a degree, diploma,
certificate or other similar
formal mark of recognition of successful
completion of a programme of study.
Some qualifications also qualify their holders in
more specific ways: for
example, a degree may permit or facilitate entry
to a particular vocation or
profession, or exempt the holder from part or all
of a professional examination.
Transcript is a record of the credits taken by a
student and may
include other aspects of the student experience
(for example, language and
location of study and assessment). It is issued as
quantitative evidence to
support an award certificate. ‘Student progress
file’ is developing as a synonym.
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