University of Brighton in partnership with Northbrook College
Faculty of Education & Sport
School of Education
Post Compulsory Education
Full-time Pre-Service
Handbook 1
School of Education and Course Information
Professional Graduate Certificate in Education
(ProfGCE)
Post Graduate Certificate in Education
(PGCE)
Professional Graduate Certificate in Education
(ProfGCE Art, Design & Media)
Post Graduate Certificate in Education
(PGCE Art, Design & Media)
2014-2015
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Main Contacts
University of Brighton
Kerry Doyle
Programme Coordinator and 01273 643428
PGCE Course Leader
k.c.doyle@brighton.ac.uk
University of Brighton
Programme Assistant
Katie Marsh
O1273 643397
k.l.marsh@brighton.ac.uk
ProfGCE/PGCE Post Compulsory (Art & Design route)
Northbrook College
Course Leader
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Paul Tully
01903 606043
p.tully@nbcol.ac.uk
Equality and Diversity
The School of Education is committed to valuing, promoting and
celebrating diversity and challenging and addressing discrimination.
The university has a Commitment to Equality and Diversity, fully
supported by the Board of Governors. As a member of the university’s
community you are responsible for making yourself aware of the Equal
Opportunities and associated policies, including the Race Equality
Policy, and for abiding by them. These policies are available in full on
the ‘University Commitment to Equality and Diversity’ pages on
studentcentral.
The university knows that some groups in society continue to experience
discrimination, and also that these groups may not be protected by the
law. The university is committed to getting rid of any forms of
discrimination and to offering support and opportunity to all.
Higher Education has an important part to play in making equal
opportunities really work for all members of our society, and also
depends upon contributions from people of different backgrounds who
bring a wide range of experiences to the university community.
The Equal Opportunities Policy recognises that these differences (or this
‘diversity’) should be seen as something positive, that should be valued
and must be used to create a successful, dynamic and respectful
organisation.
The Policy Statement also makes it clear that all members of the
university community have a responsibility to think about how equal
opportunities is relevant to them in their work or study, and to act on
this to take equality forward.
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Introduction
‘Inspiring learners, enriching communities’
Through the University of Brighton Initial Teacher Education Partnership we educate the next generation of
teachers to the highest standards. The teachers we train are:

Highly committed to their students’ learning and ambitious in what they want to help them
achieve;

Inquisitive, critically reflective and motivated to keep learning and improving their own
practice;

Quick to adapt to different learning contexts and confident to challenge inequalities;

An asset to the profession, willing to share their knowledge and experience and to
collaborate with others;

Well prepared for the realities of teaching, with the confidence, resilience and skills to be
innovative, to take risks and be creative.
Welcome to the School of Education. You should already have received a
University Student Handbook containing information for all University of Brighton
students. This handbook is designed to provide specific information about your
course and a range of more detailed information about being a student in the
School of Education.

It is designed to provide you with general information, regulations and
guidance that apply to all Teacher Education students in the School of
Education. This includes the rules governing the assessment of the Faculty
Modular Scheme, in which your course belongs, and specific advice and
guidance about procedures that you will need to follow as a student teacher in
the School of Education.
You will need to read this handbook very carefully at the start of your course and
refer to it on a regular basis. Make sure that you keep your handbooks safe for
future reference!
This handbook has been produced as early as possible in the interest of students
and tutors. Changes may be made to some of the information during the
academic year. At the time of writing, all the information was correct but, as
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part of the ongoing process of course development, the School reserves the right
to make changes as necessary. Any such changes will be brought to your
attention by your course leader.
We hope that all the information you will need is contained within your
handbooks. However, if you cannot find out what you need to know, do not be
afraid to ask a tutor or a member of the administrative staff in the School of
Education.
Lorraine Harrison
Head of the School of Education
Kerry Doyle
Co-ordinator of Post Compulsory Education
September 2014
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Contents
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Course Structure and content
Course aims
Course level
Course outline
Teaching practice
Standards of behaviour and suitability to practise
Module delivery pattern
Course calendar
Course dates
Course management structure
Attendance
Assessment Regulations
Assignments
Requirements for presentation of written assignments
Submission of Assignments
Late Submission of Work and Requests for Extensions
Extension to deadline application forms
Non-submission of Work
Plagiarism
Levels and Level Descriptors
Level 6 descriptors
Level 7 descriptors
Double marking and moderation
Returning marked assignments
Resubmission of Coursework
Mitigating Circumstances
Thinking of Leaving?
Making your voice heard
Who to turn to if you have problems
Student Services
Personal and Academic Tutoring Policy (PAT)
Appendix A Guidelines for the use of References
Appendix B Assessment Regulations: Frequently Asked
Questions (FAQs)
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Professional and Post Graduate Certificates in Further Education &
Training (Pre-service route)
Course Leader:
Programme
Administrator:
Kerry Doyle 01273 643428;
K.C.Doyle@brighton.ac.uk
Katie Marsh 01273 643397;
K.L.Marsh@brighton.ac.uk
1. Course Structure and Content
The Professional Graduate Certificate in Education (PGCE) Further Education &
Training is a full time course designed to meet the needs of those intending to
teach in the further education sector of education. The courses are designed to
incorporate the new Professional Standards for Teachers in Education and
Training (2014). The modular design enables students to develop and practice
their skills of learning and teaching, and also provides them with the
opportunities to reflect upon their professional experience, to increase their
awareness of current educational issues in the post-compulsory or Learning and
Skills sector, and to develop their academic and research skills.
The Professional/Post Graduate Certificate in Education Further Education and
Training is appropriate for those intending to teach within the post-16 sector of
education. The course has been developed to reflect the Professional Standards
for teaching and supporting learning which are concerned with the processes of
teaching and learning, curriculum development and evaluation and the critical
understanding of generic, domain-wide knowledge cross all areas of professional
practice. Additionally, course participants will be enabled to develop and enhance
the skills of analysis and synthesis of information, reflection, research, and the
transferable skills as outlined in the QAA Education Studies Benchmarking
Statement. In the university element of the course, all of the modules are
mandatory.
The full programme specification is available on StudentCentral.
Students will spend one - two days a week in the university (or Northbrook
College for the Art & Design route), studying the five modules associated with
this programme. Additionally, they will spend the equivalent of two to three days
a week in an educational institution (or Northbrook College for the Art & Design
route) within the further education and training sector delivering learning.There
is a separate handbook for the practical teaching placements, and students
should refer to this for more information about their teaching practice.
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As part of the modular assessments, course participants will be required to
compile teaching files that will contain evidence of their teaching relating to the
standards, a Professional Profile and a series of Learning Journals and contain
evidence of individual professional development and critical reflection upon their
developing professional activities.
All assessed work is marked on a pass/fail basis, and all marks are provisional
until ratified by the appropriate examination boards which are held in February
and July.
Where a tutor feels that a piece of work is not yet of pass standard, but may be
redeemed with extra work, the grade of Refer will appear. Students will be
informed of what they need to do to redeem such an assignment following the
first examination board to be held following the return of your work. More
information on assessment regulations may be found within the main section of
the handbook.
2. Course aims
The aims of the programme are:
The course will enable graduates to demonstrate that they have met the new
Professional Standards for teachers, trainers and tutors in the Learning and Skills
Sector
(i)
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For the ProfGCE Further Education & Training:
To provide an effective basis for professional practice in teaching that
meets and extends beyond the statutory requirements at each stage
towards, and including full QTLS
To provide course participants with the skills and opportunities to develop
habits of critical reflection on practical teaching and the theories and
policies that underpin the professional practice of teachers in the learning
and skills sector;
To provide course participants with the skills and understanding that
promote flexibility and adaptability within a professional context;
To promote collegiality and collaboration in professional practice;
To promote the acquisition and extension of teaching strategies
appropriate to the diversity of learners in the learning and skills sector
To provide course participants with skills and understanding to ensure that
their learning becomes a lifelong process;
To promote the values of entitlement, equality and inclusiveness within
the professional context.
To enable course participants to develop and utilise the skills of evaluation,
analysis and synthesis;
To critically evaluate theory and practice through reflection and
collaboration.
(ii)
For the PostGCE Further Education & Training
In addition to the aims of the ProfGCE PCE above, the aims of the PostGCE
Further Education are:
 To enable course participants to develop a critical understanding of the
relationship between theory, policy and practice
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To enable course participants to develop further their understanding of the
role of research in the above
To demonstrate critical self-reflection that leads to the development of an
autonomous stance in advanced professional
N.B. Further details clarifying learning outcomes in full may be found in
the Programme Specification via Student central
Module descriptors, issued at the start of the course, and also stored on
Student central provide details of assessment, methods of assessment
and assessment weighting
3. Student Guidance as to appropriate level of course: (ProfGCE/PostGCE)
The ProfGCE will be the route offered to all applicants who meet the entry
requirements and also have a first degree. The PostGCE will also be offered to all
students. Their suitability for this alternative higher level programme will
identified and monitored through the work completed in the first semester.
4. Course Outline
The course is delivered through five modules which all aim to integrate theory
and practice. The content of each module will be delivered through a range of
teaching and learning strategies including lectures, seminars, group discussions,
small group work and private study. Assessment strategies include written
essays, presentations, delivery of a teaching session and/or seminars to peers,
individual research and reflection on own practice. More information can be
found in the module descriptors that will be issued at the start of the course.
Students will also be expected to apply their learning in a practical context within
their own teaching practices.
5. Teaching Practice
Students will be placed within a college in the further education and training
sector for approximately two days per week throughout the year. This provides
the opportunity to work with an experienced teacher to develop skills in planning,
delivery and assessment of learning. Assessment of this Professional Practice
aspect will occur through observations of practice and production of the materials
required to support this including evaluation of professional development.
6. Standards of behaviour your conduct as a student teacher
All students have a duty to conduct themselves according to the university rules
and regulations, as explained in the main University Student Handbook.
However, as a student teacher you are expected to behave in a way that upholds
the Professional Standards for Teachers, Tutors and Trainers in the
Education and Training sector. These standards relate not only to your
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conduct in the university and partnership colleges, but also to your personal life.
In all of these contexts, you will be expected to demonstrate the positive values,
attitudes and behaviour that are appropriate for future members of the teaching
profession. Failure to do so could have serious consequences including being
required to withdraw from your course. You will be expected to sign a code of
professional conduct and abide by this.
Suitability to Practise: Disclosure and Barring Service (DBS) and Health
Checks
As a provider of Initial Teacher Education, the university is responsible for
ensuring that all entrants have met the requirements for physical and mental
fitness to teach and for checking with the Criminal Records Bureau (CRB)
whether entrants have criminal backgrounds which might prevent them from
training to teach. Similar checks will be made when you apply for your first
teaching post. You are advised that, in addition to some serious offences that
would bar you from teaching, any violent, sexual or drug offences are considered
to be strong contra-indications for entry to the profession.
If your CRB
disclosure revealed any offences in your past, these will have been considered
very carefully before accepting you for entry to your course, but this judgement
does not guarantee that a college will be prepared to offer you a teaching post in
the future. You can be reassured that the university has very strict procedures in
place to ensure that all information on your CRB disclosure is kept strictly private
and confidential, will not be revealed to partnership schools during your training,
and no record of your disclosure will be kept on your file.
Colleges should not expect to see your CRB disclosure but may ask for
your disclosure number and date of issue. You are strongly advised to
keep a record of this and to keep your CRB disclosure safely throughout
your course, as it is not possible to obtain a duplicate copy.
If you commit any criminal offences after starting your course, it is your
responsibility to contact Diana Brightling (Co-ordinator of ITE) as soon as
possible.
You are advised that the police will inform the University of any
student teacher who has received a caution, reprimand or final warning under
the ‘notifiable occupations scheme’ and the consequences of this are likely to be
more serious if you have not already disclosed this information to us
7. Module Delivery Pattern
Module
Statu
codes
s
Semester 1
KL512
M
KL609
M
KL610
M
KL614
M
Semester 2
KL611
M
KL612
M
KL615
M
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Module title
Credit
An Introduction to Teaching, Learning & Assessment in Further
Education and Training
Developing Teaching, Learning and Assessment in Further
Education and Training
Contemporary Issues in Further Education and Training
Contemporary Issues in Art & Design Education and Training (NBC)
20
Action Research to Support Subject Pedagogy
Advanced Practice in Further Education and Training
Advanced Practice in Creative Arts Education (NBC)
40
20
20
30
10
10
2014-2015 Full-Time PGCE (pre-service)
Teaching
Week No
Uo
Co
B
urs
e
Week beg
Monday
Activity
Assessments
PGCE
1
2
512 609
8
9
10
11
12
13
14
15
16
17
18
19
20
1
2
3
4
5
6
7
8
9
10
11
08.09.14
15.09.14
22.09.14
29.09.14
06.10.14
13.10.14
20.10.14
27.10.14
03.11.14
10.11.14
17.11.14
24.11.14
01.12.14
Induction
Induction
Placement visit
Teaching
Teaching
Teaching
Teaching
Teaching(College half term week)
Teaching
Teaching
Teaching
Teaching
Teaching
08.12.14
15.12.14
22.12.14
29.12.14
05.01.15
Teaching
Christmas and New Year vacation
(Bank Holiday Jan 1st )
Teaching
Teaching
Teaching
Teaching
Inter-semester break
21
22
23
24
25
12
26
27
28
15
16
12.01.15
19.01.15
26.01.15
29
17
02.02.15
Teaching
30
31
32
18
19
09.02.15
16.02.15
23.02.15
Teaching
Teaching(College/School half term week)
Teaching
33
34
35
20
21
22
02.03.15
09.03.15
16.03.15
Teaching
Teaching
Teaching
36
37
38
39
40
41
42
43
44
23
24
25
26
27
28
29
23.03.15
30.03.15
06.04.15
13.04.15
20.04.15
27.04.15
04.05.15
11.05.15
18.05.15
Teaching
(Easter vacation)
(Easter vacation)
Teaching
Teaching
Teaching (Bank holiday Mon 6th )
Teaching
Teaching
Teaching (College/School half term week)
45
30
25.05.15
Teaching/Evaluation
46
31
01.06.15
Independent study
08.06.15
15.06.15
22.06.15
29.06.15
Assessment
Assessment
Assesment
Exam Boards
47
48
49
13
14
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3
610
4
611
(709)
5
612
Deadline
KL512 4/12/14
KL609 Interim
deadline
Deadline
KL610 5/2/15
Deadline
KL609 26/2/14
Deadline
KL612
21/5/14
Deadline
KL611 4/6/13
Key to modules:
KL512: An introduction to teaching, learning and assessment in further education and training
KL609: Developing teaching, learning and assessment in further education and training
KL610: Contemporary issues in further education and training
KL611 (709): Action research to support subject pedagogy
KL612: Advanced practice in further education and training
9. Course Dates
The sessions will run within the following University term dates:
Autumn:
Monday 8th September to Friday 12th December 2014
Spring:
Monday 5th January 2015 to Friday 3rd
Summer:
Tuesday 13th
Semester 1:
Semester 2:
April 2015
April 2015 to Friday 5th June 2015
Monday 8th September 2014 to Friday 23rd January 2015
Monday 2nd February 2014 to Friday 5th June 2014
The first two weeks (Mon-Thurs) of the course will be spent entirely within the
University of Brighton as induction. Northbrook College will structure its own
induction programme.
10. Course Management Structure
The Course Leader – Kerry Doyle - is based in the School of Education and is
responsible for academic leadership of the course and for overseeing recruitment
to the course. In addition, the course leader is also responsible for the day to day
running of course matters. This includes responsibility for overseeing the quality
of provision within the franchise arrangements in partner colleges and in relation
to the pre-service route for the partnership arrangements with placement
colleges
The Course Leader is supported by a Programme Administrator – Katie Marsh who is responsible for administrative matters from initial recruitment and
enrolment through to management of student data for Course Exam Boards
The Further Education & Training programme has a single Course Board, based
within the School of Education, which reports to the School of Education Board of
Study. The Course Board includes staff and trainee representatives from all of
the courses, including each of the partner colleges in the consortium, and has
formal responsibility for overseeing the operation of the partnership and which
therefore acts as the formal channel of communication.
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Student Feedback
The quality of the course is of utmost important to the course team. Student
feedback is sought during and at the end of the course via informal discussions,
module evaluations, course and placement evaluation and through contributions
to the Course Board above. Feedback and suggestions from students contribute
to course development through end of year evaluation that informs course
development the following year.
11. Attendance
You are required to attend all timetabled sessions: formal registers are kept for
taught sessions and it is your responsibility to ensure that you have registered
your attendance. All taught sessions contribute to the requirements for the
university award of PGCE. Please do not make the mistake of thinking that some
sessions matter less than others; things are not that simple. The consequences
of missing some taught sessions may not be immediately apparent, but may
impact upon your ability to complete later parts of the course successfully.
Your course prepares you for a profession in which full attendance is a
contractual and moral necessity. The university is asked by potential employers
to comment on attendance in references for first posts and therefore unexplained
absences during your course may impact on your employment prospects.
This does not mean that you are not allowed to be off sick, but you must follow
the proper procedures for reporting any absences. This will enable the university
to provide support during your absence and on your return and will ensure that
you are treated fairly.

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If you are unwell on a day that you are due to be in a school, you must
inform your placement college and the School of Education Office
(01273 643397) as early as possible in the day, and keep them fully
informed so that they know when to expect you to return. A doctor’s
certificate will be required if you are absent for more than 3 days.
If you are ill or cannot attend a university-based session for some other
good reason, you are expected to contact the tutors concerned to
explain your absence, preferably by email. You should note that it is
your responsibility to catch up with any work that has been missed through
illness and you should not expect additional tutorial support. Tutors are
asked to report all cases of unexplained or frequent absences to PD tutors,
route or course leaders.
If you are absent for more than three days or if your absence will make it
difficult for you to catch up with missed work or miss assignment deadlines,
you must inform your tutor or course leader and keep in touch with
them during your absence.
University regulations stipulate that a medical certificate may be required
for an absence of more than 3 days and that a student absent for three
consecutive weeks, without having notified the Head of School in writing,
will be considered to have withdrawn from the course.
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12. Assessment Regulations
Your course is made up of a number of modules, each of which is a selfcontained unit of study which has its own syllabus, teaching and learning styles
and methods of assessment. Each module is assigned a certain number of
credits: a standard single module is worth 10 credits, which relates to a notional
100 hours of student workload.
The modular scheme in the School of Education operates according to
principles found in the University’s General Examination and Assessment
Regulations (GEAR), the Faculty of Education and Sport Modular Scheme
Regulations (FMS) and the Faculty’s Code of Practice for Assessment.
These documents are available in full on studentcentral.
The formal
regulations are necessarily complex but Appendix B provides answers to
some of the most frequently asked questions (FAQS) about the
Assessment Regulations.
13.Assignments
Details of the assignments, assessment criteria and submission deadline dates
will be given at the beginning of each module. These can also be found in
Handbook 3.
14. Requirements for presentation of written assignments
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Work should normally be word-processed.
Work must be written with conventional grammar e.g. appropriate use of
paragraphs, punctuation, sentence structure etc.
The work should use Standard English (or the target language, where
applicable) and spelling.
The work should show coherence i.e. clear presentation and development
of ideas to communicate meaning.
Work should be appropriately and accurately referenced using the Harvard
Convention as set out in Appendix A.
Make sure that you read
Appendix A and follow this detailed guidance on referencing very
carefully at all times.
An appropriate font should be used (taking into account the needs of the
reader), which should normally be between font size 10 and 12 for the
main text. Cursive fonts should be avoided.
Written work should normally be on A4 size paper.
Pages are to be numbered.
A word count is to be given at the end: this should not include appendices.
(word counts include quotations)
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

Work should not be submitted in individual plastic wallets.
The appropriate university cover sheet is to be fully completed, including
your name and student number.
These requirements will be taken into consideration in awarding an appropriate
grade, in accordance with the grading descriptors
15. Submitting your assignments
All assignments have a clear submission date. It is recognised that very
occasionally students may be prevented from completing the set work in time for
that submission date. In these circumstances students must apply in writing
to the course leader* for an extension at least one day before the due
submission date using the university pro forma (available online through
studentcentral). Your course leader*, in consultation with module tutors, will
respond in writing by either setting a new submission date for the work, or
rejecting the application. In the latter case the original submission date stands.
Extensions cannot be granted by tutors other than the designated course
leader*, who have strict guidelines about what constitutes an acceptable reason
for granting an extension. Poor time management or computer failure are not
acceptable reasons for granting an extension.
Please submit your work to the School of Education office (will vary at
Northbrook College). Please note that work must be submitted by 4.30pm on
the due date (4pm if the due date is a Friday). Please complete an Assignment
Submission Form and submit with your work (these are available from the School
of Education office and Northbrook College). A date stamped receipt will be given
to you. Some assignments will be submitted electronically via Turnitin. Your tutor
will advise you of which. Times for submission will remain the same.
16. Late submission of assignments
If an assignment is submitted late without an approved formal extension, you
will be asked to complete a late submission form. If there is a good unforeseen
reason for the late submission, you should also submit a mitigating
circumstances form with accompanying documentary evidence
Failure to submit an assignment by the due date and time (including any
extensions granted) will constitute failure in that work. If work is submitted
within two weeks of the agreed submission date it will be treated as a late
submission and the Board of Examiners may accept your late assignment as a
referral attempt.
Work will not be accepted as a late submission later than two weeks after the
agreed submission date: at this point it will be considered to be a nonsubmission. Thus, since late submission can have very serious consequences,
you are advised to view the submission date as an absolute deadline.
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17. Extensions to deadlines form
Extension forms are now available electronically via StudentCentral. Log in to
Studentcentral, go to My School > Education and then to the ‘documents’ on the
left hand column.
You can print out the PDF version, complete manually and post to Kerry Doyle,
or download the electronic version, complete it electronically and email it to him
on K.C.Doyle@brighton.ac.uk or Paul Tully at Northbrook College
If an extension is agreed, Kerry/Paul will pass the completed document to the
programme Administrator Katie Marsh so that she can make the necessary
copies and distribute as required (one of which will be returned to you). Log in to
Studentcentral, go to My School > Education and then to the ‘Information &
Documents’ on the left hand column.
18. Non-submission of work
Non-submission of any part of the assessment of a module will result in a failed
module.
The consequences of this are likely to be far more serious than a
failure for any other reason as it is likely that the Board of Examiners will require
you to repeat the module in full at your own expense before progressing to the
next year or completing your course. Thus, it is better to submit your work late
(i.e. within two weeks of the agreed submission date) than not to submit an
assignment at all!
19. Plagiarism
If you attempt to gain a grade by any fraudulent means you can be severely
punished by the Examination Board. Penalties range from failure of the piece of
work to exclusion from the university and denial of an award. In all cases of
suspected plagiarism or collusion, formal procedures (in accordance with GEAR)
are followed.
Plagiarism is presenting (directly or indirectly) another person’s thoughts or
words as your own. Plagiarism can relate to drawings, images and objects, in
addition to the written word.
Quoting directly without quotation marks is
plagiarism and copying material from a book, website, article, electronic file or
another student, even if you paraphrase, is also considered to be plagiarism if
you do not reference your source correctly. If you do not follow the guidance
given on the use of references (Appendix A) you may be found guilty of
plagiarism even if this is unintentional! You are strongly advised to make use of
the Plagiarism Awareness Pack, available on studentcentral, to develop your
understanding of what is meant by plagiarism and how to avoid it.
Copying the work of a fellow student is treated very seriously as it is unlikely to
happen inadvertently. Do not lend your notes, computer disks or assignments to
other people if you suspect they may be copied. You could find it difficult to
prove that you were the originator of the work and thus you both may be found
guilty of collusion.
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20. Levels and Level Descriptors
Assessment criteria should identify the knowledge, skills and understandings
that you will need to demonstrate in the assessment task(s). All assessment
criteria should relate directly to the learning outcomes of the module and all
learning outcomes should be reflected in the assessment criteria. Assessment
criteria provide more detailed information on how and what you will be assessed
on in the context of the learning outcomes of the module.
All assessment criteria carry equal weighting unless clearly stated otherwise, and
all learning outcomes for a module must be met in order for a pass mark to be
given. Assessment criteria relating to ‘presentation’ issues are not included,
unless these issues are identified as specific learning outcomes of the module,
but the standard of presentation will affect the grade awarded for an assignment.
(See Grading Criteria below)
Assessment requirements should state what particular elements must be
submitted for the work to be marked or assessed. Work that does not meet the
requirements therefore cannot be passed.
SEEC Level Descriptors
Your assignments will be assessed against the published assessment criteria and
using the following generic descriptors, even where the recorded mark is pass or
fail. Written feedback from tutors will relate to these, as well as to specific
module assessment criteria.
These grading criteria are applicable to work at all levels of study, since the
assessment criteria relate directly to the learning outcomes of the module
which will have been validated as appropriate to the given level. Reference is
also made to the given level of study to emphasise the need to take this into
account when considering characteristics of the work.
Supplementary grading criteria may be given for some modules and these will be
clearly stated in student handbooks.
21. Level 6 (Professional Graduate Certificate Level)
Development of knowledge and understanding (subject specific)
These will be largely subject specific and defined by increasing levels of
autonomy and responsibility expected of the learner.
The learner:
16 | P a g e

has a comprehensive/detailed knowledge of a major discipline(s) with areas
of specialisation in depth and an awareness of the provisional nature of
knowledge

is aware of personal responsibility and professional codes of conduct and
can incorporate a critical ethical dimension into a major piece of work.
Cognitive/intellectual skills (generic)
The learner:

can analyse new and/or abstract data and situations without guidance,
using a range of techniques appropriate to the subject

with minimum guidance can transform abstract data and concepts towards
a given purpose and can design novel solutions

can critically review evidence to support conclusions/recommendations,
including its reliability, validity and significance and can investigate
contradictory information/identify reasons for contradictions

is confident and flexible in identifying and defining complex problems and
can apply appropriate knowledge and skills to their solution.
Key/transferable skills (generic)
The learner:

can interact effectively within a learning or professional group, recognise,
support or be proactive in leadership, negotiate in a professional context
and manage conflict

with minimum guidance can manage own learning using full range of
resources for the discipline(s) and can seek and make use of feedback

is confident in application of own criteria of judgement and can challenge
received opinion and reflect on action

can take responsibility for own learning and can criticise own work

can engage effectively in debate in a professional manner and produce
detailed and coherent project reports

is confident and flexible in identifying and defining complex problems and
the application of appropriate knowledge and skills to their solution.
Practical skills (subject specific)
These will be largely subject specific and defined by increasing levels of
autonomy and responsibility expected of the learner. The learner will also be
expected to demonstrate the application of ethical understanding to specific
contexts.
The learner:

can operate in complex and unpredictable contexts, requiring selection and
application from a wide range of innovative or standard techniques

is able to act autonomously, with minimal supervision or direction, within
agreed guidelines
Some or all of the following skills will be identified by subject specialists:
investigative skills/methods content/textual analysis
professional skills
of enquiry
17 | P a g e
laboratory skills/fieldcraft
performance skills
spatial awareness
data processing/IT
product development
management of resources.
22. Level 7 (Post Graduate Certificate level)
Development of knowledge and understanding
The learner:

has in depth and systematic understanding of knowledge in
specialised/applied areas and/across areas

can work with theoretical/research-based knowledge at the forefront of their
academic discipline

has the awareness and ability to manage the implications of ethical
dilemmas and work pro-actively with others to formulate solutions

has a comprehensive understanding of techniques/methodologies applicable
to their own work (theory or research-based).
Cognitive and intellectual skills
The learner:

with critical awareness, can undertake analysis of complex, incomplete or
contradictory areas of knowledge

with critical awareness, can undertake synthesis of information in a manner
that may be innovative utilising knowledge or processes from the forefront
of their discipline or practice

has a level of conceptual understanding that will allow her/him to critically
evaluate research, advanced scholarship and methodologies and argue
alternative approaches

can demonstrate self direction and originality in problem solving. Can act
autonomously in planning and implementing tasks at a professional or
equivalent level.
Key/transferable Skills
The learner:

can work effectively with a group, as leader or within team. Can clarify
tasks and make appropriate use of the capacities of group members

is able to negotiate and handle conflict with confidence

is reflective on own and others’ functioning in order to improve practice

can engage confidently in academic and professional communication with
others

has the independent learning ability required for continuing professional
study, making professional use of others where appropriate.
18 | P a g e
Practical skills
The learner:

can operate in complex and unpredictable, possibly specialised contexts,
and has an overview of the issues governing good practice

is able to exercise initiative and personal responsibility in professional
practice

has technical expertise, performs smoothly with precision and effectiveness
having an appropriate overview of the situation

can adapt skills and design or develop new skills or procedures for new
situations.
Some, or, all of the following skills will be identified by subject specialists:
investigative skills/methods
of enquiry
content/textual analysis
professional skills
laboratory skills/fieldcraft
performance skills
spatial awareness
data and information
processing/IT
product development
management of resources.
23. Double marking and moderation
The School of Education uses both unseen double marking and moderation to
ensure that the recommended marks awarded to your assignments are fair,
before communicating the recommended mark to you. The named Course
Leader is responsible for ensuring that module assessment tasks are subject to
the process of double marking and moderation as set out in the Faculty’s Code of
Practice in Assessment (available on Student Central). All referred work and at
least 10% or the square root (whichever is greater) of assignments (minimum of
6 per module) reflecting the range of marks awarded in each module/group by a
tutor will be selected for moderation.
You will know if your work has been part of a double marking sample as it will
have been signed by both markers. As can be seen from the selection criteria
above, this does not automatically mean there is any problem as the full range of
work is involved. However, should your work be referred or failed, you can be
reassured that this decision has not been taken lightly and has been made by at
least two tutors.
Sometimes students wish to have an extra opinion on their work but you need to
be aware that students do not have the right to have their work remarked.
Where a set of assignments has been double marked as defined above, and all
marks adjusted if necessary in the light of the double marking, any second
opinion could not be used to adjust one mark in isolation. You may of course
seek additional feedback from module tutors as to how to improve future work
and where time permits this will be offered.
19 | P a g e
You should note that this internal system is also moderated through the external
examiners, who have a moderating role in all our courses and who advise tutors
as to comparability across our programmes and with similar programmes
elsewhere.
24. Returning marked assignments
Marked assignments and feedback are normally returned within 20 working days
of the submission date. Check with your module tutor to find out how and when
your work will be returned to you once marked. Most tutors arrange for you to
collect marked assignments from their studies.
Once returned, you will need to read the marker’s comments, including any
annotations on your script, very carefully as these will not only provide a
justification for the grade awarded, but also offer formative comments intended
to help you further develop your understanding and improve your work in the
future.
NB All assessment is subject to confirmation by the Modular Scheme Board of
Examiners. This means that no marks should be considered as final until
ratified by the Board of Examiners in February or June/July.
25. Resubmission of Coursework
You are required to keep all your assignments so that these can be resubmitted
for scrutiny by External Examiners when asked. You are strongly advised to
keep copies of all your assignments, including cover sheets, assignment titles
and assessment criteria safely until you have successfully completed your
course.
26. Mitigating Circumstances
If you have serious personal problems or exceptional circumstances that have
caused poor performance in any of your modules, these can be taken into
account by the Board of Examiners provided that you have submitted a properly
completed mitigating circumstances form (available on studentcentral or from
the School of Education Office). On this form you need to explain the nature of
the circumstances, how these have affected your performance on particular
elements of your course and you must attach documentary evidence, such as a
doctor’s certificate or letter from a counsellor. Claims without documentary
evidence will be automatically rejected. If you think you might have mitigating
circumstances, you are advised to read the detailed guidance on mitigating
circumstances on studentcentral before submitting a claim. Forms need to be
submitted to the School Administrative Officer, Violet Hakner, School of
Education, University of Brighton, Falmer BN1 9PH (tel: 01273 643450) who can
provide further advice about the process. All properly submitted mitigating
circumstances will be considered by a small sub-group of the Board of Examiners
who will ensure that the details remain confidential.
20 | P a g e
Mitigating circumstances need to be submitted by a given date in June. Full
details of when and where to submit such claims will be posted on the student
notice boards nearer the time.
27. Thinking of leaving, transferring to another course or taking a break
from your studies?
If you are thinking about transferring to another course, taking a year out
(intercalating), or withdrawing from university - through choice or by necessity there are several things you need to consider before making a decision.
Information about your options, including sources of support to help you make
your decision, is available on studentcentral (see the pages entitled ‘Thinking of
Leaving’).
It is important not to rush into a decision until you have fully considered all your
options and the implications of each, but do seek advice from your tutor or
Course Leader early on, so that you are not struggling alone. If you do decide
that you want to withdraw, make sure that you inform your Course Leader in
writing as failure to do this can have serious financial and other implications.
28. Making your voice heard
Student feedback is a key component of the university’s quality insurance and
enhancement processes and students are encouraged to become involved in
decision making in a variety of ways.
At the end of each module, and at certain points in your course, you will be
asked to complete student evaluations: these are considered carefully by
tutors, subject groups and course teams in order to improve the quality and
standards of your course.
Early in your course, you will be asked to elect a student representative. This
is an important role that fulfils a number of key functions. There is a special
training programme, organised by the Students’ Union, for student
representatives, who will need to:





accurately reflect the views and opinions of their colleagues whom they
represent
participate in the development of improved relationships and
communications between staff and students
attend meetings and participate constructively
consult with and report back to students
help with problem solving tasks where appropriate
The membership of Course, School and Faculty Boards of Study and some other
formal committees includes at least one student representative and all students
can view the agendas and minutes of these meetings via studentcentral.
Your views of your course and your overall student experience are crucially
important in helping us to make improvements. In addition to the formal
processes outlined above, students are encouraged to make their views known to
tutors through discussions conducted in an informal but professional manner.
21 | P a g e
29. Who to turn to if you have problems
The School of Education offers all students personal, professional and academic
support through a variety of means. Some of this support forms an integral part
of your course, but there may be times when you need additional help or advice.
If you have a concern about the requirements or work associated with a
particular module, you should normally discuss this with the module tutor in
the first instance. However, you should note that only course leaders are
allowed to grant extensions for assignments.
Whilst on college/work-based placements, specific members of college/workbased and university-based staff have responsibility for supporting your
professional work. In colleges/work-bases each student is allocated a mentor in
and a tutor from the university. There may also be a professional tutor in the
college who oversees trainees. Each of these roles is clearly defined so that you
can gain appropriate support during your placement.
If you are having any problems that affect any part of your studies you should
contact your course leader/tutor who will also act as a personal tutor.
Although it may not be within their power to solve all your problems, your tutor
needs to be made aware of any difficulties you are facing and may be able to
help by referring you to someone who can offer further support and advice.
You will need to contact your course leader if you wish to apply for an
extension to a submission date or for leave of absence. If you have serious
problems with the course, including doubts about your future, you should discuss
these with your course and/or route leader, who will be in a position to offer you
additional advice and guidance.
22 | P a g e
30. Student Services (Northbrook College has its own system)
Opportunities and support to help you get the most out of your time at
university.
Student Services is a central department that provides a range of services to
support you through university, and to help you get the most from your student
experience. We’re separate from your school and are here to help with all kinds
of academic and non-academic issues.
Our experienced and supportive staff offer advice on a range of issues, including:
-
Advice about money worries and how to live on a budget.
-
Support in finding jobs and volunteering opportunities.
-
Help accessing academic support if you have a disability, learning difficulty
or long-term medical condition.
-
One to one support for students with worries or concerns in a safe,
confidential space.
Here for you, whatever the issue
Below is an outline of some of the ways in which we can help you during your
time here.
23 | P a g e
Career development
Build your employability skills and
boost your graduate potential, with
careers guidance, enterprise skills,
and employment and volunteering
opportunities.
www.brighton.ac.uk/careers
Chaplaincy
There’s more to the Chaplaincy than
you think with social events,
retreats, worship, discussion, support
and listening.
www.brighton.ac.uk/studentlife/chaplaincy
Childcare
With two Ofsted rated nurseries open
to children of staff, students and the
local community, the University of
Brighton is an excellent choice for
high quality, affordable and flexible
childcare.
www.brighton.ac.uk/childcare
Counselling
Whatever the reason, if you are
finding academic life is causing you
concern, or for personal reasons you
need someone to talk things over
with, you don't need to feel that you
are all alone with your worries. Talk
to one of our trained counsellors in a
safe and confidential space.
www.brighton.ac.uk/studentlife/counselling
24 | P a g e
Disability and dyslexia support
If you’ve got a disability, specific
learning difficulty or long term-health
condition and choose to disclose it in
confidence to the Disability and
Dyslexia team, you’ll discover the
wide range of academic and personal
support available.
www.brighton.ac.uk/disability
Health and wellbeing
Looking after yourself whist at
university helps you to get the most
of your experience. Our links to local
surgeries give you access to a
doctor, while our health and
wellbeing workshops and information
help you to keep everything in
balance – so look after your mind
and body whilst you are here.
www.brighton.ac.uk/studentlife/health
Student Advice Service
When it comes to your finances at
university it pays to be money wise;
so for expert advice on financial
concerns, student funding eligibility
or money management, contact the
Student Advice Service. They can
also help if you are an international
student needing immigration advice,
or support if you’re experiencing
culture shock and home sickness.
www.brighton.ac.uk/moneymatters
Get in touch
You can find further information about our services and answers to your student
life queries at www.brighton.ac.uk/studentlife
You can also access our services at each campus by visiting our student centres,
or call us to find out more or book an appointment.
Eastbourne - Trevin Towers, Gaudick Road
T: 01273 643845
Falmer – E354, Checkland Building
T: 01273 643584
Grand Parade – Room 153, Level 1, main building
T: 01273 643187
Hastings – The Student Centre, Priory Square
T: 01273 644643
Moulsecoomb - Manor House, Moulsecoomb Place
T: 01273 642895
We can also help answer your questions in confidence via email, at
studentservices@brighton.ac.uk, or follow us on Twitter for the latest student life
news via @brightonstudent – www.twitter.com/brightonstudent
Our service leaflet with additional information can be found at:
http://staffcentral.brighton.ac.uk/xpedio/groups/Public/documents/staffcentral/d
oc012712.pdf
25 | P a g e
Learning Support Plans (LSPs)
The University is committed to ensuring that all enrolled students have an equal opportunity to
succeed on their course. This includes ensuring that the university’s teaching and assessment
processes are as inclusive as possible for disabled students and students who are experiencing
temporary conditions (such as pregnancy), to minimize any adverse impact on their access to
learning. Recommendations for adjustments to teaching, assessment and examinations are made by
the university’s Disability and Dyslexia Team.
You can find further information about groups that may be eligible for Learning Support Plans in
Section G of the General Examination and Assessment Regulations, on studentcentral.
What sort of adjustments are included in a Learning Support Plan?
Each Learning Support Plan is tailored to the individual needs of a student that arise because of their
disability or other condition. For example, it may include recommendations to teaching practices,
assessments and examinations.
In some cases, more significant Variations to Assessment can be recommended. In these cases, the
academic Learning Objectives of your course are fundamental to the decision as to what individual
adjustments can be made.
How can I get a Learning Support Plan?
If you have a condition that you think might entitle you to a Learning Support Plan, you should
contact the Disability and Dyslexia Team in Student Services either in person, by visiting your local
Student Services office, or by telephoning 01273 643799 or emailing disability@brighton.ac.uk
The Disability and Dyslexia Team will ask you to provide evidence of your circumstances, such as a
note from your doctor or an Educational Psychologist (EP) Report. They can provide guidance and
help you to obtain this evidence if you do not already have it.
Once you have this evidence, you should then book an appointment with a Learning Support
Coordinator in the team, who will discuss what individual recommendations can be included in your
Learning Support Plan and share this information with your school.
The process of implementing a Learning Support Plan can sometimes take time and so it is
recommended that you contact the Disability and Dyslexia Team as soon as possible to discuss
your requirements.
Adjustments for examinations cannot be guaranteed if information is received within 6 weeks of
the assessment date.
When you meet with the Disability and Dyslexia Team, they will also provide you with information
about other elements of disability support – such as funding that is available through the Disabled
Students Allowance (DSA) and 1-2-1 support services.
I’ve told the university about a disability when I applied. Do I need to do anything
else?
Even if you disclosed a disability as part of your application, you will still need to contact the
Disability and Dyslexia Team to provide evidence and so that your personal Learning Support Plan
can be drawn up.
26 | P a g e
Temporary Conditions
These are usually quite sudden and normally result from physical injury. If time permits, you should
make an appointment through your site Student Services Administrator to see the Disability and
Dyslexia Team, and take your written evidence (e.g. medical certificate). If there is insufficient time
to do this, take the documentary evidence to the School Office, where the administrative staff will
be able to check with the Disability and Dyslexia Team. While every effort will be made to help,
obviously the closer to the assessment period the more difficult it will be to make alternative
arrangements.
What other support is available from the Disability and Dyslexia Team?
As well as helping with Learning Support Plans, the Disability and Dyslexia Team can also help with
applications for Disabled Students Allowances and other disability funding. This can help to finance
121 support such as (but not limited to) notetakers, scribes, mentoring and/or learning support
tuition. The type of support provided will depend on the impact that your disability has on your
studies. More information about the support that the team provides can be found at
www.brighton.ac.uk/disability
Personal, Academic Tutoring
Policy
PGCE/Certificate in Education
(PCE) 2013-14
Statement of Intent
The University believes that its students should have regular opportunities to
review the academic, personal wellbeing and employability aspects of their
development as they progress through their course. Personal and academic
tutoring complements both direct course delivery by academic staff and specialist
support by Student Services. It involves systematic contact throughout their
study period with an appropriately supported member of academic staff.
This is to ensure that appropriate advice and support are provided, student
concerns are quickly identified and causes of student withdrawal are minimised.
Student entitlements
27 | P a g e


You will take part in an induction process which prepares you for your
course of study and gives information concerning both your course and the
support systems that are available.
You will be assigned a personal tutor (this may be your course tutor) and
their office location.

You will be informed of the system used for personal tutorials, the means
by which you can contact your tutor and his/her availability.

You will also be informed about other sources of guidance and advice
within the University. This will include the PGCE/Cert Ed programme
coordinator and Student Services, providing an alternative to the personal
tutor if you so wish. You will also be told where you can find out about the
University-wide specialist support services such as Counselling,
Chaplaincy, Careers, Disability, Student Advice, and Study Skills. You will
also be made aware of the Student Union.

You will be informed about the confidentiality of meetings with personal
tutors, with the proviso that matters that have to be dealt with officially
may need with your approval, to be referred on and/or placed ‘on the
record’.

You will have access to the above information in a variety of formats, such
as the course handbook, on-line and an introductory letter from the
personal tutor to tutees.

You can expect to have your development profile incorporated into
the personal, academic tutoring session. This might include
teaching observation reports, the Personal Development Journal
(PDJ) and any tutorial records.

You will have access to personal tutoring support from your
allocated member of staff as a formal session at least once per
semester. This will be scheduled in a way appropriate to the specific
mode of learning.

If a first year student, your first meeting will be scheduled to take
place by week 5 of semester 1 with another meeting (Critical
Review) scheduled to take place to discuss progress based on
assessment from the first term or semester

Meetings with second years will be scheduled within 5 weeks of
their returning

You will be given reasonable (at least two weeks) notice of your
scheduled personal tutoring sessions.

You will be contacted if you fail to attend a scheduled meeting to
identify the reasons why and implement an action plan as
appropriate.
28 | P a g e

Any reasonable request for a change of allocated personal tutor will
be considered seriously, and an alternative proposed where
possible.

You will be referred by your personal tutor, where necessary, to one
or more of the specialist student support services in the University.
Commitments relating to Personal Tutorial Support
The delivery of personal tutorial support will reflect the spirit of equal opportunities by being fair and nondiscriminatory. It will be delivered sensitively, objectively and in a non-judgmental manner, recognising and
responding to a diversity of needs and situations. Opportunities for feedback on personal support issues will be
made explicit to all students.
Tutors will pass on information about individual students with disabilities to the Dyslexia and Disability Team,
who will indicate the support available. The information will remain confidential.
APPENDIX A: Guidelines for the Use of References
Contents
1
Introduction
1.1 Why Bother?
1.2 How does it work? The Harvard Referencing system
1.3 Where to find Bibliographic Information
2
How to give a Reference in the text of your essay
2.1 Indirect References
2.2 Direct References
3
How
3.1
3.2
3.3
29 | P a g e
to give full References in your list of References
Authored Books
Edited Books
Journal References
3.4
3.5
3.6
Government Publications and Reports
Media Sources
Electronic sources
4
Secondary References
1
Introduction
This section of your handbook sets out the ways we expect you to
reference your work. It may seem quite complicated to start with; please
ask your tutor if you need help, showing them the bit which is puzzling
you so they can explain it. We know you may need time to get used to
using this system, so don’t worry too much about getting it perfect first
time! It may seem like a lot of fuss but it is all part of the process for you
of becoming part of a wider academic community, so do persevere. It will
very quickly become second nature to you. It’s a good idea to keep an
index card system or computer database as you read or view and to
record all the required information for each reference on that straight
away (and also where you got the reference, e.g. “Falmer library ref:
314.65) so that when you come to the writing task, all the information
you need is at hand and you don’t waste time going back to find resources
again. Develop the skills of note-making by always making sure you have
included details of the author, title, publisher and date of publication of
everything that informs your studies. If copying the precise words, put
them in inverted commas. Develop your précis and paraphrasing skills.
1.1
Why bother?
The importance of referencing cannot be over-emphasised. It is essential
scholarly practice. It does not reduce the originality of your work if you
have ordered, considered and critically analysed the topic in question.
Rather, it allows you to show that you have researched your material, that
the ideas that you present have been considered in the light of
documented material on the subject, and to differentiate between your
own opinions and the views of those who have greater knowledge and
wider experience of the given subject. References are necessary to
substantiate the knowledge, theories and discussions that you present in
your papers, and allow the reader to see the material used, to check the
interpretation of information, and, if necessary, to locate the sources you
have used.
You may refer to literature or media resources in order to:





give factual information
illustrate a point
present a theoretical perspective
present an argument or counter argument
support an argument or counter argument of your own
30 | P a g e
References are necessary to acknowledge the sources of your
information, ideas and arguments. The reader should be able, from your
reference list, to quickly follow up your sources of information. If you fail
to observe these conventions, (a) your assignment may come across to
the reader as lacking in credibility OR (b) you may find yourself accused
of plagiarism, that is, the theft of “intellectual property”. There are very
serious consequences for plagiarism and penalties range from reducing
the mark for a piece of work to exclusion from further study. Further
details regarding plagiarism are available on studentcentral*.
* Please see the University of Brighton Plagiarism Awareness Pack for further
information on avoiding plagiarism
1.2
How does it work? The Harvard referencing system
There are several different systems of referencing in current use in
academic work. You will see different systems in your reading and may
have used other systems in the past, but we ask you to use the Harvard
system (Harvard Convention) in any work you do whilst studying with us.
This system requires you to give two kinds of information:
(a)
In the text of your essay
If you quote the exact words of another writer in any essay or paper of
your own, then you MUST acknowledge the source of the quotation.
Similarly you MUST acknowledge the source of an example, idea,
argument or theory that you are describing in your own words. Thus a
reference is any piece of written or broadcast material, published or
unpublished, to which you, the writer, "refer." It is your professional
acknowledgement of another's work as a source of ideas or information.
You also are enabling the readers of your essay or paper to obtain the
work and consult it for themselves. Below you will find details about the
ways to acknowledge information.
(b)
In your list of references
At the end of your essay, you must write a list of references. A list of
references must include every item that you have acknowledged in the
text of your essay, but unlike a full bibliography, this should not include
other works you may have read as background reading for your essay but
did not actually use in your argument. If things are really significant, they
should feature in your text in some way either as the source of an idea,
argument or theory or as a quotation. In addition to a list of references
you may be asked to provide a bibliography which is a list of everything
which has informed your assignment, even if not directly referenced. Your
tutor will advise you about this.
The list of references must be in alphabetical order of authors’ surnames
irrespective of the type of reference (e.g. journal, book etc). Where there
are two or more items by the same author, they are distinguished by their
31 | P a g e
date of publication. Where there are two or more items published by the
same author in the same year, they must be distinguished as 2002a,
2002b, etc. This means that the author’s name in the list of references
must also be followed by the date of publication in brackets. Again, more
detail as to how to present your list of references is given below.
1.3
Where to find bibliographic information
Do not depend on the cover of the book. The title page should always be
consulted for details of the author, full title and volume number if there is
one. The date, edition, place of publication and publisher are usually
found on the back of the title page.
2
How to give a reference in the text of your essay
2.1
Indirect references
When you are referring to someone else’s work but not quoting it directly,
immediately after you do so you should give the surname of the author(s)
followed by the year of publication, all in brackets, with a comma between
the surname and year. If you are referring to more than one work,
separate them by using a semi-colon. Full details of each of the works
would then be included in the bibliography.
Examples:
One author
It has been argued that good and poor readers are taught differently
(Alligton, 1983).
Two authors of one work
In a recent paper (Black and Wiliam, 1999) ........
Authors of two different works
Recent studies (Black and Wiliam, 1999; Koshy, 2001) have shown.....
Three or more authors of one work
A recent study (Brown et al, 2000) has shown .........
In order to show that you have a general overview of a certain area of
study and to acknowledge that you may have taken information from
several books you should follow the example below:
A number of significant monographs have appeared, on rugby (Dunning
and Sheard, 1979), soccer (Wagg, 1984) and cricket (Brookes, 1978).
2.2
Direct references
32 | P a g e
2.2.1 To avoid any accusation of plagiarism, it is particularly important to
distinguish your own text from direct quotations from another author.
When you quote exactly from someone else’s text, you still include the
name and date as above, but you should also give the page reference. If
the quotation is less than a line or so long, it can be included in the body
of your text in inverted commas (single or double, but be consistent). Any
longer quotes should be set out separately, indented on both sides and if
possible in a smaller size print and in single spacing without the use of
inverted commas.
Examples:
(a)
Referencing a quote in the line of text
For Joyce Morris, who favours a phonic approach, the text for the
beginning reader must expose children to “the ‘sense appeal’ of
alliteration, onomatopoeia, rhyme and rhythm” (Morris, 1981, p.23).
(b)
Referencing a quote as an indented block
Children also showed different ways of making sense of the reading
process:
Children in the study convincingly demonstrated that learning how tread
bears the stamp of a person’s individuality… Children in the study all
exhibited likenesses in their physical, emotional and intellectual
functioning.
(Bussis et al, 1985, pp. 64-5)
2.2.2 Writing style
If you have already identified the author immediately before your quote,
it would be clumsy to repeat the author in brackets.
Example:
Slobin makes the distinction between “notions that are obvious to the
senses” and those which, on the contrary, “can only be learned through
language” (1993, p 247).
2.2.3 There may be occasions when you do not quote directly but summarise
very specific ideas in your own words. You need to acknowledge these,
often identifying a number of pages or a specific chapter in a book. The
reference could then be as follows:
…(Houlihan, 1991, pp82-114)
3
How to give full References in your list of References
3.1
Authored Books
33 | P a g e
Supply these details, in this order:







Each author’s surname followed by their initials;
Year of publication in brackets;
Title of book in italics (or underlined if you are not using a wordprocessor);
Edition of book, if there has been more than one, in brackets;
Volume number if there is more than one;
Place of publication or town of origin (where several are listed use the
first in the list);
Publisher’s name.
Examples showing the type of punctuation to use to distinguish each of
the details:
One author
Anning, A. (1997), The First Years at School: Education 4 to 8, (2nd
edition), Buckingham: Open University Press.
Two authors
Drew, S. and Bingham, R. (1997), The Student Skills Guide, Aldershot:
Gower.
Three or more authors
Smith, P.K., Cowie, H. and Blades, M. (1998), Understanding Children’s
Development (3rd edition), Oxford: Blackwell.
Notes:
(a)
The reference fills the first line and runs straight onto the second
line.
(b)
For publishers you do not need to put Co., Ltd.
(c)
The place of publication is usually a town. If this is well known
(such as Oxford above) then this is sufficient. If obscure then the
country or state is added, e.g. Champaign, IL: Human Kinetics.
(d)
All the authors should be given.
(e)
Before the advent of word processors it was common practice to
underline rather than use italics on the book title. This remains a
correct alternative, e.g.
Carter, J. and Heath, B. (1990), Somatotyping: Development and
applications. Cambridge: Cambridge University Press.
3.2
Edited Books
Many academic books are “edited”. An editor is responsible for collecting
contributions on a particular theme from a number of different authors.
Usually each author’s contribution will become a “chapter”, and every
chapter may well have a different author. Be careful how you refer to an
edited book. If you are referring to a particular author's contribution only,
it should look like this:
34 | P a g e
Examples:
Ryle, G. (1967), “Teaching & Training” in Peters, R.S. (Ed.), The Concept
of Education, London: Routledge and Kegan Paul
(Ed. is the abbreviation for editor. Note that you use italics for the title of
the book, (or underline if you are not using a word-processor) and put the
title of the chapter in inverted commas. )
However, if you read most or all of the chapters in this edited book, and
you are not directly quoting from any specific part of it, then you can refer
to it in your bibliography like this:
Peters, R.S. (Ed.), (1967), The Concept of Education, London: Routledge
and Kegan Paul
3.3
Journal References
When you have read an article in a magazine or a newspaper, supply
these details in this order:






Author’s surname, followed by initials in capital letters;
Year of publication, in brackets;
Title of article, in inverted commas;
Title of journal, in italics (or underlined if you are not using a wordprocessor);
Volume number, part number in brackets;
The number of the first and last pages, on which the article appears.
Examples:
Fanning, B. (1994), “Gallic flair, Gaelic despair”, Sunday Times (Sport
supplement), 16th Jan, p.12
Nichol, J. (2004), “Assessing Children: Profiling Progression”, Primary
History, 36, pp18-22
Szal, S. and Schoene, R. (1989), “Ventilatory response to rowing and
cycling in elite
oarswomen”, Journal of Applied Physiology, 67, pp264-269.
Voller, P. and Widdows, S. (1993), “Feature films as text: a framework for
classroom use”, ELT Journal, 47 (4), pp.342-353
Notes:
(a)
If there are many authors, list the first three and then put ‘et al’.
(b)
Again it was common practice at one time to underline the journal
title rather than using italics.
(c)
The abbreviation ‘pp’ indicates more than one page.
35 | P a g e
If you are citing several articles written by the same author and published
in the same year, use “a”, “b” etc., alongside the year to distinguish
them:
Brown, J. (1998a)....
Here is an example where there is no author and you will need to use the
title instead:
“Declining Britain” (1996), Sunday Times, 28 July 1996, p. 23.
In this case, the alphabetical order is determined by the title.
3.4
Government Publications and Reports
Reports that have been written collaboratively should be listed under the
name of the government department, company or organisation
responsible. They should not be listed under the name of the chairman of
a committee, in spite of the fact that they are commonly referred to in
this way.
Examples:
Committee of Enquiry (1989), Discipline in Schools, London: HMSO [The
Elton Report]
Committee of Inquiry into the Education of Children from ethnic minority
groups (1985), Education For All, London: HMSO [The Swann Report]
Home Office (1990), Supervision and Punishment In The Community: A
framework for action, London: HMSO
Department for Education (1992), Choice and Diversity: a new framework
for schools, London: HMSO
British Telecom (1993), The Indispensable Guide To Working From Home,
London: B.T.
Teacher Training Agency (2002), Qualifying to Teach: Professional
Standards for the Award of Qualified Teacher Status and Requirements for
Initial Teacher Training, London: DfES.
Acts of Parliament
EDUCATION REFORM ACT 1988, London: HMSO.
CHILDREN ACT 1989, London: HMSO.
Acts of Parliament are written in capital letters.
3.5
Media Sources
Film
Pulp Fiction (1994), film, directed by Quentin Tarantino
36 | P a g e
Radio
The Archers (1996), BBC Radio programme, May 14th, 1900hrs
Television
News at Ten (1986), ITV, January 27th, 2200 hours
THATCHER, M. (1986), Interview, in: Six O'Clock News, BBC 1, Jan. 29th,
1823 hrs.
Match of the Day, Wimbledon v. Manchester United (1994), BBC 2, Feb.
20th, 2100 hrs.
Videotape
Men of ideas. no-11: the ideas of Chomsky (1978), Videotape, BBC.
Computer Software
Softease Ltd. (2000), textease 2000, CDROM (PC version), Ashbourne:
Derbyshire
3.6
Electronic sources
3.6.1 Web Pages
The important thing to remember when citing electronic sources is to
include the URL address; this will enable the reader to easily trace the
information you have used. You must also include the date you accessed
the site as online information is regularly updated; therefore by informing
the reader of the date you visited the site notifies them that the
information was correct at that time. Cite online sources as you would
hardcopy formats i.e.:
Author or Editor or Corporate Author. (year) Title (edition) [online]. Place
of publication: Publisher. Available: <URL> [Access Date].
Not all web sites give a publisher or place of publication, in which case it is
acceptable to omit these details. If the site does not have an author then
start the reference with the title.
Example:
Herring, J. (1996) Teaching Information Skills in Schools [online]. London:
Library
Association
Publishing.
Available:
<URL:http://imdept.qmuc.ac.uk/imres/books/JHbook1_a.htm>
[Access
date 20th November 2002].
If you wish to refer to an electronic source in the text of your essay, it is
not necessary to quote the complete URL. Usually a website will have at
least an author, date or title or sometimes all three details. It would be
preferable to give the author and date, cited as for a published book, or
37 | P a g e
give the date as a minimum reference. To take the above as an example,
in the body of your text it would be cited as (Herring,1996) and the
details of the electronic copy would only appear in the bibliography or list
of references at the end of your essay and would include the full URL and
the access date.
If you cannot identify the date of a web page, write “n.d.” (short for “no
date”). If the date is not indicated on the web page itself, you can often
discover it by choosing “view page info” or “view document info” in your
web browser. In all cases, indicate the date that you last accessed the
page.
3.6.2 Electronic Journal Articles
Example:
Haworth, A. (2002) Literacy Tests for Trainee Teachers: shadows across
the secondary classroom. Cambridge Journal of Education [online]. 32 (3).
Available:
<URL:http://susanna.ingentaselect.com/vl=7026686/cl=11/nw=1/fm=do
cpdf/rpsv/catchword/carfax/0305764x/v32n3/s2/p289> [Access date 20th
November 2002].
It is not always possible to cite the volume number or the relevant issue
in which the article appears. If this is the case simply omit these details.
Author. (year) Title. Journal Title [online]. volume (issue). Available:
<URL> [Access date].
3.6.3 CD-ROM
DATABASE [type of medium]. (Inclusive dates) Place: Publisher.
Example:
CLIMATE CHANGE [CD-ROM]. (1994) Cheltenham: International Centre
for Conservation Education.
3.6.4 Email
Personal Email
Author. (email address) year, month day. Title or subject of message.
Email to: recipient’s name (email address).
Example:
Westwood, S. (s.westwood@bton.ac.uk) 2002, November 13. Citation
books. Email to: Sue Watts (s.watts@bton.ac.uk).
38 | P a g e
Mailing Lists: JISCmail/Listserv email lists/Discussion Lists
Author. Year, month, day. Subject of message. Discussion list [online].
Available: <URL>/JISCmail/Listserv email address [Access date].
Example:
Trapp, A. 2002, October 29th. Teaching and learning projects within
psychology.
ED-DEV-RESNET
[online].
Available:
<URL:
http://www.jiscmail.ac.uk/cgi-bin/wa.exe?A2=ind0210&L=ed-devresnet&T=0&F=&S=&P=58> [Access date 27th November 2002].
3.6.5 Citing Online Government Resources
Author. (date) Title (edition) [Type of medium]. Available: <URL> [Access
date].
Examples:
Department for Education and Skills. (2001) Delivering Results: a
Strategy to 2006 [online]. Available: <URL:
http://www.dfes.gov.uk/deliveringresults/pdf/DfES_Strategy_Document.pdf> [Access date 27th November
2002].
Allison, E. (2002) Using the science passport for transition [online].
Available:
<URL:http://www.standards.dfes.gov.uk/keystage3/sharing_good_practic
e/casestudies/?template=doc&pub_id=2269&top_id=2269> [Access date
3rd December 2002].
Further examples and information can be found from:
Class. No.
Li, X and Crane, N.B. (1996) Electronic Styles: A Handbook
for Citing Electronic Information. Medford, NJ: Information
Today, Inc
808.02/LI
Radford, M.L., Barnes, S.B. and Barr, L.R. (2002) Web
Research: Selecting, Evaluating, and Citing. London: Allyn
and Bacon.
004.6/RAD
Scott, C. (1998) Bibliographic References Harvard Style
[online]. Available: URL
http://www.lmu.ac.uk/lss/ls/docs/harv.htm> [Access date
6th November 2002].
4
Secondary References
Secondary referencing would occur when, instead of consulting an
author’s own writing, you take a passage (a ‘quote’) from that author’s
work as it is quoted by a second author. Here, your use of the passage is
not justified by your own scholarship.
39 | P a g e
As a result, such secondary referencing should be avoided. Try to obtain
the original because then you will see the quoted passage in its intended
context and will be able to assess the original author’s argument. If it is
impractical or impossible to obtain the original, and you still want to use
this second-hand quotation, then always follow the general principle of
referring your reader to the book you have in your hand. In your text you
would need to indicate that you have quoted from a secondary source as
well.
Example:
(Toffler 1970; 353-4 cited in Straughan and Wilson, 1983)
The secondary reference should be given in full in the bibliography
followed by “in” and the name of the source.
Example:
Toffler, A. (1970), Future Shock in Straugham, P. and Wilson, J. (1983),
Philosophising about Education , London: Holt, Rinehart and Winston
Further useful information is available from Studentcentral on the
ASK Study Guide - Reading and Notemaking
40 | P a g e
APPENDIX B:
ASSESSMENT REGULATIONS
The modular scheme in the School of Education operates according to principles
found in the University’s General Examination and Assessment Regulations
(GEAR), the Faculty Modular Scheme Regulations (FMS) and the Faculty’s Code
of Practice in Assessment.
These documents are available in full on
studentcentral.
The formal regulations are necessarily complex. This section provides answers to
some of the most frequently asked questions but should not been considered to
be definitive. It is your responsibility to understand the regulations that apply to
your year and course. If in doubt, you should consult your Course Leader.
Your course is made up of a number of modules, each of which is a selfcontained unit of study which has its own syllabus, teaching and learning styles
and methods of assessment. Each module is assigned a certain number of
credits: a standard single module is worth 10 credits, which relates to a notional
100 hours of student workload.
At the end of each year or stage of study, Examination Boards meet to agree the
marks that have been awarded for modules, to consider students progress and
to make decisions regarding progression and awards. There are two types of
Examination Boards; Area Examination Boards (AEBs) they consider marks
awarded for individual modules in their subject area and Course Examination
Boards (CEBs) they consider the overall progress of students on their course.
REQUENTLY ASKED QUESTIONS
1
WHAT IF I FAIL ONE PIECE OF WORK?
If the module has only one assessed piece of work, then you have failed the
module [see FAQ 2]. If the module has more than one assessed piece of work,
they will each be graded separately, the task that has been awarded a fail or
referral will be considered by the Area and Course Examinations Boards (AEB &
CEB) and you may be allowed to undertake reassessment of the failed task.
No marks are final until ratified by the Board of Examiners, so the mark awarded
by a tutor on a particular piece of assessment may be changed by the Board of
Examiners. It is, however, useful to you as an indicator of your progress in the
module.
41 | P a g e
2
WHAT IF I FAIL A MODULE?



3
The Area and Course Examinations Boards (AEB & CEB) may allow you to
undertake reassessment of the failed assessment. This is known as being
referred. Referral tasks will need to be submitted by a specified date set
by the Board.
If the failure is very bad or your attendance very poor, the CEB may
decide it unlikely that you could redeem the failure simply by some extra
study and reassessment. You may then be required to re-take the entire
module. Re-taking a complete module will normally be at your own
expense and may require you to slow down your progress through the
award.
If you have failed to submit a piece of work but have otherwise attended
the module, the AEB may exceptionally decide that you can re-take the
module by assessment only.
This would mean that you could be
reassessed like a referral rather than by having to repeat the whole
module.
WHAT IF I FAIL MORE THAN ONE MODULE?
Generally, if you fail modules part way through your course, the Board of
Examiners will allow you the opportunity to redeem these failures either by
being referred or – exceptionally – by repeating the module.
However, if you fail in 60 credits, the CEB will normally prevent you from
progressing to the next stage and may require you to withdraw from the course.
If you fail 50 credits, the CEB will normally require you to slow down your
progression through the course to repeat the failed modules. Exceptionally, the
CEB may refer up to 60 credits but each case will be judged individually on the
evidence available.
4 WHAT IF ILLNESS OR DIFFICULT CIRCUMSTANCES HAVE AFFECTED MY
ASSESSMENT?
The CEB will take into account illness or other extenuating circumstances beyond
your control such as personal or family difficulties, where these could not have
been foreseen before enrolling on a module.
The CEB is always considerate when students have difficult circumstances but
the Board must have documentary evidence if a case is to be made.
If you are ill or have other mitigating circumstances that may have prevented
you from taking an assessment or led to you performing less well in an
assessment, make sure you complete a mitigating circumstance form and
provide documentary evidence such as a medical certificate. (Mitigating
42 | P a g e
Circumstances are available on studentcentral or from the School of Education,
University of Brighton, Falmer BN1 9PH (tel: 01273 643390) and need to be
submitted to the School Administrative Officer, Roger Miles, who can provide
further advice about the process. You can be assured that personal
circumstances are always kept strictly confidential).
It is your responsibility to inform the School of Education of any mitigating
circumstances in the proper way: even if you have discussed your difficulties
with a tutor, we cannot help you unless you have submitted a mitigating
circumstances form. These forms must be submitted by the deadline, which will
be posted on the student notice boards and on studentcentral during the
academic year.
6
WHAT IF I FAIL TO SUBMIT COURSEWORK OR MISS A
PRESENTATION?
If you missed an assessment because of a formal leave of absence or due to
mitigating circumstances then you will normally be allowed to take the
assessment during the re-assessment period during the summer. This is known
as being deferred. You will be taking the assessment ‘as if for the first time’
and you will be credited with the mark you achieve, and you will still be able to
be referred if you fail.
If you missed an assessment without a valid reason, you will be awarded zero
for that assessment and will have failed the module. You may be allowed to
redeem this failure by retaking the module with full attendance at your own
expense, which may slow down your progress. [See third bullet point in section
2 WHAT IF I FAIL A MODULE?]
7
WHAT IF I SUBMIT WORK LATE?
If you submit work within the two weeks after the submission date, without a
valid reason, this is considered to be a ‘late submission’. The consequences of a
‘late-submission’ are not as serious as a ‘non-submission’; as late work may be
accepted as a referral attempt. Thus if it gains a face value mark of a pass you
can continue, if the face value mark of a late piece of work is a fail, you will
normally be allowed the opportunity to repeat the module by assessment only by
resubmitting by a specified date.
If you know that you will not be able to submit work by the deadline and if you
have a good reason, then your course leader can grant you a formal
extension. The module tutors are not permitted to give an extension of time.
You will need to check with your course leader the procedure and timescale for
requesting an extension.
Late submission of work without a formal extension has serious consequences.
If you do submit work late you will need to fill in a late submission form and if
43 | P a g e
you have mitigating circumstances you should also fill in a mitigating
circumstances form with supporting documentary evidence.
It is better to submit an assessment late than not to submit at all, since (in
some circumstances) failures due to non-submission can often only be redeemed
by retaking the entire module. Further, work submitted late may be considered,
at the discretion of the Board of Examiners, as the referred work.
.
8 CAN I BE RE-ASSESSED IN ANY FAILED MODULE?
Not necessarily. Placement-based modules cannot be ‘referred’ but you may be
offered the opportunity to repeat the module in full, normally by slowing
progress. However, the opportunity to repeat a placement module is subject to
the discretion of the CEB and subject to suitable placement being available. If
your performance on the placement is very poor to the extent that there is no
evidence of the likelihood of future success and/or if there are concerns that
allowing you to repeat a failed placement might detrimentally affect the students
or professionals in a school, you will not be offered the opportunity to repeat a
placement-based module.
11
DO I HAVE TO PASS ALL MODULES?
Yes.
Appendix C - General Advice on Examination Boards & Their
Terminology
This information is supplied in order to clarify the way in which Exam Boards
work and the meanings of some of the terms used by them. All information is
for guidance purposes only and does not cover all possible outcomes or all
regulations. Full details of the university’s regulations can be found in GEAR
(General Examination and Assessment Regulations).
What are examination boards? - Examination Boards are formal committees
where the marks given to students for their assignments during the academic
year are formally approved. Decisions are made as to whether or not students
can progress to the next year of their course. In the case of students in their
final year, the examination boards decide what award and classification students
have achieved. Examination Boards are typically attended by the Chair of the
Board, the Subject Co-ordinator or Course Leader, a representative group of
tutors from the subject area or course, the Faculty Examinations Officer, the
minuting secretary, a representative from another School or Faculty, a
representative from Registry and external examiners from other universities or
similar institutions. The membership is constituted so as to best ensure parity of
treatment for students. There are three types of examination board:
44 | P a g e
1. Area Examination Boards (AEBs) – These boards usually meet once per
year, usually in late June. There is an AEB for each subject area (e.g. D&T,
A&D, History, Primary Education, Education Studies etc.) Each AEB looks at the
modules that have been taught in that year, module by module. The AEB
formally agrees the marks that have been given in each module for each group
of students. Any one student will have marks considered across a number of
AEBs. Students are not contacted after the AEBs.
2. Course Examination Boards (CEBs) – These boards usually meet once per
year, usually in early July, following the AEBs. There is a CEB for each course
(e.g. PGCE Secondary, BA (Hons) Primary Education, FdA Youth Work etc.)
Each CEB looks at the performance of each student on that course, student by
student, noting the marks agreed by the various AEBs. The CEB makes the
formal decision on whether or not students can continue and take the next year
(or stage) of their course. For final year students the CEB makes the decision on
what award/classification students receive. Where students have been
unsuccessful the CEB will decide whether or not they will be given an
opportunity to try again and, if so, how and when they will be re-assessed.
Successful students are contacted by email following the CEB to inform them
that they can re-enrol for the next stage of their studies. Unsuccessful students
are contacted in writing to let them know the outcome of the CEB. Letters are
usually posted, first class, 5 to 7 working days after the CEB.
3. Reassessment Examination Boards (REBs) – These boards meet in
September. They reconsider the profiles of students who were set conditions to
meet over the summer by the CEBs in July. They formally note whether the
conditions have been met and whether students can now continue and take the
next year (or stage) of their course. Students whose profiles go to an REB are
contacted in writing following the REB and notified of the REB’s decision.
AEB
CEB
Agrees the marks given
Considers the profile of
each student on a
course
in each module
AEB
Agrees the marks given
Student set
reassessments to
complete by a given
deadline.
Next CEB/REB
Considers the profile of
student
Student must withdraw
Student can
progress
in each module
General Principles Governing Exam Board Decisions
The decisions made by CEBs are made in accordance with the university’s
General Examination and Assessment Regulations (GEAR). Within these
regulations, CEBs make decisions that best facilitate students’ successful
completion of their course, provided that successful completion is still considered
a possibility. There is an appeals procedure for students who wish to appeal
against the decision of a CEB. However, appeals can only be made on very
specific grounds. The grounds for appeal are outlined in the student handbook.
45 | P a g e
The Students’ Union has also produced a booklet which outlines general
information about the appeals process. This is available direct from them and
also from the School of Education Offices. Note that there is no right of appeal
against decisions of an Examination Board which are matters of academic
judgement.
Failed assignments - Where students have failed assignments, the CEB will
make a decision about what students need to do in order to progress to the next
stage of their course. The CEB will look at the student’s profile in conjunction
with the number of modules the student has failed. How badly they have been
failed is considered. The options available to the CEB are briefly outlined below.
Refer - Where a student has failed a module but has clearly demonstrated that
they have the potential to be successful without receiving additional support,
they may be referred by the CEB. This means that they will be required to have
another go at the assignment, either by reworking their original assignment or
completing an alternative assignment. Which of these it is will be specified by
the CEB. The resubmissions are marked in the usual way but the mark the
student receives in the module(s) is capped at the minimum pass mark. For
percentage graded modules this is 40%. For pass/fail modules this is a pass.
Work is usually submitted in mid August, with the student’s profile being
reconsidered for progression to the next year or stage at the REB in September.
If a student is unsuccessful at the referral attempt, the REB then has the option
of requiring them to repeat with full attendance.
Defer – This normally works in the same way as referral (see above) except
that the module mark is not capped at the minimum pass mark. This option is
normally used in cases where a student has claimed mitigating circumstances
(see below). Sometimes a student may be deferred but need to repeat a
module with full attendance if they are to successfully pass it. In these cases
the repeat will be treated as if it were the student’s first attempt. They would
not be charged additional fees and their mark would not be capped.
Repeat with full attendance - Where a student has failed a module and it is
clear to the CEB that they require additional support in order to be successful,
they may be required to repeat the module. The student will not be able to
progress to take the next part of their course. Instead they will need to take the
module again in the following academic year. They will be required to attend all
sessions and repeat all assignments for the module. The student will normally
be charged for this. The mark this student receives in the module will be
capped at the minimum pass mark. For percentage graded modules this is 40%.
For pass/fail modules this is a pass. If a student is unsuccessful at the repeat
attempt, the CEB does have the option of referring that student. However, if a
student is still unsuccessful at this final referral attempt, no further opportunity
to complete the module can be offered.
Compensated Credit – Where a student has failed one or two modules but
their overall profile is strong, the CEB can sometimes “compensate”. The
module stays on the student’s record as a fail but the student is granted a sum
of credit equal to the failed module and the student can progress to take the
next part of their course. Not all modules can be compensated. Some modules
46 | P a g e
are compulsory and must be passed (e.g. teaching placements on ITE courses).
Compensation also can’t be given for modules failed through non-submission.
Require to withdraw – Where a student has performed particularly poorly
across a stage, or been unsuccessful after repeating part of a stage of their
course, the CEB may require that student to cease their studies and withdraw
from the course. This decision is never taken lightly by a CEB and only when the
CEB is entirely satisfied that this is the best or only course of action.
Late submission - Where a student has submitted an assignment late the CEB
may, at its discretion, accept the face value mark for the work but as if it were a
referral attempt. Provided that the assignment has passed, the student
therefore receives the minimum pass mark for that module. For percentage
graded modules this is 40%. For pass/fail modules this is a pass. If the
assignment has failed then the student still receives the face value fail mark as if
it were the referral attempt. The student would then ordinarily need to repeat
the module with full attendance.
Non submission - Where a student has failed to submit any element of a
module (or submitted an assignment over 14 days after the agreed deadline)
they would ordinarily be required to repeat that module with full attendance.
Mitigating Circumstances - Where circumstances outside of a student’s
control which could not have been anticipated in advance impact on a student’s
performance, cause them to submit late or not at all then that student may have
grounds for a claim of mitigating circumstances. Details about the mitigating
circumstances procedure and how it relates to examination boards can be found
in the pamphlet, “Guidance notes for claims of mitigating circumstances:
Students,” available from all good Studentcentrals™ and School of Education
offices now.
Examples
1. Freda Figby fails half of the modules comprising the first year of her
course (60 credits). The CEB requires her to repeat these modules with full
attendance. She returns to year 1 of her course the following September and
attends all sessions for these modules. She is charged fees for repeating these
modules. She submits her assignments alongside the new cohort and achieves
pass marks in all modules. The following academic year Freda is able to take her
second year.
2. Martin Melonby submits his essay for a module in year 1 late by 5
days. His work is marked and achieves a mark of Refer. As it was submitted
late, the CEB accepts this mark and Keith has therefore effectively failed this
module at the referral attempt. The CEB therefore requires him to repeat it with
full attendance. He returns to year 1 of his course the following September and
attends all sessions for this module. He is charged fees for repeating it. He
submits his assignment alongside the new cohort, before the deadline, and
achieves a mark of Pass. The following academic year Martin is able to take his
second year.
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3. Nita Nectarineby does not submit an assignment within 14 days of
the deadline for a 10 credit module in year 1. She therefore fails the
module through non-submission. Although her profile is otherwise very strong,
compensation cannot be granted for modules failed through non-submission.
The CEB therefore requires her to repeat the module with full attendance. Nita
returns to year 1 of her course the following September and attends all sessions
for this module. She is charged fees for repeating it. She submits her
assignment alongside the new cohort and achieves a mark of Pass. The following
academic year Nita is able to take her second year.
4. Rachel Rasperryby submits her essay for a module late by 2 days.
However, she has submitted a claim for mitigating circumstances for
late submission in this module which is accepted. Her work is marked and
achieves a face value mark of Pass. As her mit circs were accepted Rachel
receives the mark of Pass.
5. What happens if a member of a group giving a group presentation
does not attend on the day of the presentation?
Students enquiring about this are advised to read section 8 of the Faculty Code
of Practice in Assessment, available on studentcentral in My School: Education > Information and Documents -> Faculty Information. This outlines the
principles underlying the assessment of group work.
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